We are delighted that you have chosen All Sorts as your Primary ELT course. We sincerely hope you will find this Teacher Guide to be a valuable resource, informing and supporting your teaching practices throughout the year, as you and your learners progress through the material and discover English the All Sorts way.
At McGraw Hill we understand the challenges facing students and teachers in the classroom and at home today. And we know that every classroom, every lesson, and every student is different. That’s why we’ve created All Sorts
Our aim is to uncover and develop the potential of every learner. We seek to encourage our young students to be brave and curious: brave enough to try using a new language without being afraid of making mistakes, and curious enough to want to know more and to enjoy the process learning.
All Sorts is a course that genuinely celebrates and values the differences we find among children, teachers, and lessons around the world. All Sorts delivers a fresh perspective for young learners, encompassing a range of approaches, embracing a variety of learning styles, and, importantly, making learning fun.
How do we make learning fun? Songs and chants, 50 interactive games per level, stories, and puzzles—all designed to improve young learners’ English in a non-threatening, enjoyable way. And your students will be helped along the way by our seven All Sorts mascots, each designed to support a specific language learning area.
This Teacher Guide contains all the resources and support you will need in order to have the very best teaching experience with your young learners. As a result, your lessons will be an enjoyable and stimulating experience, and will achieve the most successful learning outcomes.
The All Sorts Teacher Guide contains detailed, step-by-step teaching notes to inform your teaching practice in every lesson. Experienced teachers may use them as a quick guide or a refresher, whereas newer teachers can use them for more extensive support in the classroom.
In addition to comprehensive information and guidance relating to the print and digital content, this Guide also includes detailed information about the methodology used in All Sorts, the instructional process, suggestions for starting and ending the lessons, ideas for presenting lexis and language, and clarification around the different opportunities for assessment.
Learning is scaffolded at every stage throughout All Sorts. Prior knowledge is explored at the beginning of each lesson, allowing students to build upon what they already know. Learning is supported by the use of visual aids such as artwork, flashcards (Levels 1–3), and graphic organizers, all of which help students think more deeply about a topic and support them in discovering answers themselves. The teaching notes will provide guidance on how to make the best use of scaffolding.
Another feature of All Sorts is “active learning.” Active learning embraces a broad range of teaching strategies designed to actively engage learners so they can become empowered participants in their learning process. Activities related to this center around writing, speaking, problem-solving, etc., and include discussions, role plays, and journal writing. These activities can be done individually, with partners, or in a group. Whenever these activities are referred to in this Guide, you will see the acronym AL in blue.
Each unit of All Sorts covers four to five weeks of instruction. This means teachers can break each unit, or even each lesson, into manageable “chunks,” allowing learners sufficient time to fully understand everything about the new language they’re studying.
McGraw Hill and the All Sorts team wish you a happy and successful school year!
Dear Parents,
Welcome to All Sorts!
We are very proud that your children will be learning English with All Sorts, McGraw Hill’s Primary English Language Teaching course.
All Sorts has been designed to stimulate and engage young learners, making language learning fun and exciting. As well as teaching your child/children the four language skills of reading, writing, listening, and speaking, All Sorts includes detailed letter and word work to support young learners who are just beginning their English language learning jouney.
In today’s world, we recognize that learning a new language cannot be done in isolation. Our 21st century world is changing fast, and life makes many demands on citizens these days. Our children need many different skills to cope with those changes and demands. All Sorts supports the development of some of those skills alongside language learning.
The special Social and Emotional Learning features in every unit gently start to focus our learners on five broad and important areas of development: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
In addition, many of the activities in the Student Book and Workbook support the gradual development of 21st century skills such as critical thinking, collaboration, and communication. Activities such as the Focus Question at the start of every unit, regular songs/chants, the unit projects, and pair work opportunities, all feed into this process of skills development.
Another feature of All Sorts is the Integrated Learning page in every unit. This feature enables children to learn about a curriculum subject like Social Studies, Math, Natural Science, etc., through the medium of English. Content like this helps our learners to see the English language in a different context, and at the same time reinforces the language learning process.
Finally, we know how important it is for parents to see not only what their children are doing in each lesson, but also how well they are doing. For this reason, we have included many assessment opportunities in All Sorts. As well as Unit Tests and Term Tests, we have added regular assessment tasks throughout the Teacher Guide in order to provide ongoing information about progress. This is in addition to the Review pages at the end of every unit in the Student Book, and the Self-assessment charts at the end of every unit in the Workbook.
We wish your children a happy and successful school year, as they learn English with All Sorts
• Sports verbs: bounce, catch, hit (a ball), kick, throw
TEACHING OF:
• Transportation: bike, boat, bus, car, helicopter, motorcycle, plane, train, truck, walk
• Transportation verbs: drive, fly, ride, sail, take
EXPOSURE TO: jump, racket; Hooray!,
TEACHING OF: (Grammar 1)
Simple Present
TEACHING OF: (Grammar 2)
Simple Present Grammar 1:
• My sister plays volleyball.
• Dotty loves swimming. Grammar 2:
• The ball goes in the hoop.
• Does she like volleyball? No, she doesn’t.
EXPOSURE TO: go by, ship
REVISION OF: (Grammar 1)
Simple Present
TEACHING OF: (Grammar 2)
Possessive pronouns and Whose
Grammar 1:
• How do you get to school? I come to school by bus.
• Do you come to school by bike? No, I don’t. Grammar 2:
• Whose bike is it?
• It’s Tim and Hope’s. It’s theirs.
Goodbye, All Sorts!
REVISION OF: bike, duck, guitar, orange, photo, pineapple, ride, spider
REVISION OF:
To be; Simple Present; Can; Let’s, Whose, Are there any ... ?, Present Progressive
Scope and Sequence
READING SEL LISTENING SPEAKING LETTER WORK WRITING
• A story about getting ready for a school concert (Identifying characters)
• A text message conversation about starting a band (Identifying characters)
• A story about being late (Identifying characters)
• A text message conversation about routines (Identifying characters)
• Identifying likes and dislikes
• Managing your time and being punctual
• Conversations about what people like doing (Listening for facts and opinions)
• Asking and answering questions about what you like to do
• sh and ch sounds
• Completing a text message about joining a band
INTEGRATED LEARNING PROJECT
• Music: Different musical instruments
• Creating a musical instrument
• A story about a child’s first baseball game (Identifying details)
• A short blog post about sports (Identifying details)
• A story about a young woman who is biking around the world (Identifying problems and solutions)
• An e-mail from a girl inviting a friend to visit (Identifying problems and solutions)
• Playing sports to be strong and healthy
• Conversations about routines (Listening for the main idea)
• Talking about routines
• soft and hard th sounds
• Conversations about sports (Listening for specific information)
• Asking and answering questions about sports
• /f/ and /w/ sounds
• Completing a text about your schedule
• Math: Calendars and routines
• Making a day planner
• Completing sentences about sports you like
• PE: World sports
• Creating a sports poster
• Recognizing and understanding differences
• Conversations about transportation (Listening for key words)
• Asking and answering questions about a family vacation
• Words ending in -ck and -ng
• Completing an e-mail reply
• Social Studies: Moving around the world
• Making a poster about how people move around the world
Introduction
Diversity in All Sorts
Diversity reflects the 21st century world we live in. It is present in all aspects of modern life. People everywhere have different ideas and expectations, and, ultimately, different roles in their families, communities, and wider society. To support this, and in line with inclusivity, we need to ensure that education values the contributions and perspectives of every individual.
Even for young learners, integrating diversity into their educational program is important in preparing them to be community-minded, responsible citizens in the future. Being able to adapt to diversity is a key skill, and one that our learners will need to be competitive not only in education, but in their future professional and personal lives.
At McGraw Hill, we see diversity first and foremost as something to be celebrated. It is the thing that makes us all different from each other. But we also acknowledge that diversity is something to be comprehensively addressed in course books through the inclusion of a wide and varied range of activities and approaches.
We know that a diverse approach in the way we deliver our educational content provides benefits for our learners. Taking different perspectives into account promotes critical thinking, innovation, and creativity.
All Sorts recognizes the broad array of learning styles and abilities that feature in today’s young learners. In addition, the course takes into account the range of different learning cultures that exist among language learners around the world.
Throughout All Sorts, you will see a variety of activity types, including some based on visual prompts, some centered around text-based material, some linked to listening/aural skills, others which align with kinesthetic responses, and further activities which rely on collaboration with classmates. This mixture of activity types has been specifically put together in order to provide a learning experience that is rich and broad in its coverage and will support all learning styles one way or another. And the teaching notes in this Guide present clear advice on how to utilize every activity type to ensure a positive and productive learning experience.
As teachers, you know your class groups better than anyone. There may be times in the lessons when you feel a slightly different approach from the one proposed in this Teacher Guide may suit your learners better. In the interests of addressing learner diversity and respecting varied styles of learning, we would encourage you to introduce different ideas and methods to present the language whenever you believe this is appropriate. We offer suggestions on how to manage all lessons and activities throughout the course. However, these suggestions are there to support but not confine your teaching methodology.
Skills and Learning Loss in All Sorts
Skills
Approaches to language teaching have changed over the years, as increasing recognition has been given to the importance of explaining the mechanics of a language rather than simply expecting students to learn it by heart and reproduce it as and when required.
The teaching approach throughout All Sorts is based on the knowledge that confidence and autonomy in language skills is increased by understanding how the language works—its structures, patterns, and exceptions. This is why the activities in All Sorts have been designed to encourage analysis, recognize comparisons, and use information in different contexts.
Clear skills development is promoted right from the start in All Sorts. We use the familiar and reassuring 3 Ps approach (presentation, practice, production) to ensure clarity around the
Learning Loss
Research has shown that learning loss is a significant issue in the learning process. There is now no doubt that a percentage of taught language will be “lost” during a lengthy break from lessons, such as the summer vacation. Some studies assess the level of learning loss over the summer (also known as “summer slide” or “summer setback”) at over 20%. It is essential to recognize this fact and to take action that helps to remedy it.
We know that built-in routines help combat this learning loss. Recapping prior learning and reviewing previously taught language both serve to remind learners of language they may have forgotten, and to re-establish the links already created.
There is a solid approach to recycling throughout All Sorts For example, vocabulary is consciously recycled at every opportunity and grammar points will be used regularly after having been presented.
In addition to the regular consolidation opportunities, every level of All Sorts starts with a Welcome Unit. This is one of two units in every level that is presented by the mascots (the All Sorts), the other unit being the Goodbye Unit. The Welcome Units are specifically designed to address learning loss and to re-engage learners with the process of language learning by reminding them of what they already know.
mechanics and application of the language being taught. This applies to all four language skills (reading, writing, listening, and speaking), as well as the vocabulary and grammar lessons.
The fact that we have chosen an inductive approach to grammar is another example of how comprehensively All Sorts addresses the development of language skills.
While All Sorts is not an exam course, the language skills lessons focus on the skills from CEFR level Pre A1 through to A2+ that learners need in order to pass The Cambridge Young Learners Exams, or any equivalent examination. Lessons start with simplicity and clarity, and gradually build a deeper level of engagement and understanding, to give learners increased self-confidence in using the language.
The Welcome Units are fun units, but with an essential purpose— to ensure that your learners are well-prepared to continue their language learning journey throughout the coming academic year. The teaching notes will offer suggestions on how to teach these units, but you as teachers know your class groups better than anyone, so do take the opportunity to add other ideas, include games, and make the lessons as enjoyable and interactive as possible.
Introduction
Vocabulary in All Sorts
Throughout the All Sorts series, level-appropriate lexis are presented in context, through a topic-based approach. The approach to lexis develops across the six levels, starting with speaking and writing basic words, and gradually progressing to phrases, expressions, and sentence stems.
We have been careful to make sure that the lexis coverage in the series closely reflects the vocabulary syllabus used throughout the Cambridge Young Learners Exams’ suite, i.e. Pre A1 Starters (YLE Starters), A1 Movers (YLE Movers), and A2 Flyers (YLE Flyers).
In every level of All Sorts, the eight core units have two entry points for vocabulary, with multiple activities for students to engage with the lexis through listening, speaking, reading, and writing. To avoid overloading learners, fewer new words are presented in the second vocabulary lesson than in the first. The lexical load has also been aligned according to grade, as follows:
• In Levels 1 and 2, learners are presented with ten new words in the first vocabulary lesson, and six new words in the second vocabulary lesson.
• In Levels 3 and 4, learners are presented with 12 new words in the first vocabulary lesson, and eight new words in the second vocabulary lesson.
• In Levels 5 and 6, learners are presented with 14 new words in the first vocabulary lesson, and ten new words in the second vocabulary lesson.
The opening spread of each main unit is a vocabulary lesson. In the lower levels, individual pictures are used to ensure a clear understanding of each new word. In the higher levels, scenes and stories are used to show the meaning of the vocabulary being presented.
All Sorts uses the 3 Ps methodology (presentation, practice, production), so lessons end with learners being able to produce and use the vocabulary appropriately.
A general approach to the vocabulary lessons:
Presentation:
• There are a number of ways to successfully support the presentation of new vocabulary. With young learners, it is particularly important to use a variety of approaches, partly to avoid repetition and boredom, and partly to address the diversity of learning styles present in any class group.
• Start with the initial assessment activity suggested in the teaching notes.
• Then go on to establish the context as presented in the lesson, and introduce the new words one at a time. Make sure learners know where the words and pictures appear on the page.
• Say each word aloud, or use the audio, and have learners repeat it.
• Use visual elements to support learning: flashcards (for lower levels), wall charts, posters, pictures, drawings, real objects where applicable, or mime.
Practice:
• Learners then work through the activities provided in their books, giving them varied opportunities to practice the new words.
• Work can be done individually, in pairs, or as a class group— whichever is best suited to the learners’ styles and abilities. The use of repetition and word games can help to enliven this process and will also help to consolidate learning.
• The chants and songs in the vocabulary lessons help to consolidate learning and also add a fun element to the lesson and allow for a change of pace. Learners can work individually, in pairs or groups, or as a class, on the chant/ song activity. The chanting/singing at the end is a fun way to round off the activity, while reinforcing learning.
• Any difficulties can be addressed and clarified throughout this period.
Production:
• The final activities in the lesson allow learners to produce the lexis they have just learned, placing them in the correct context. This is another chance for instructor guidance and feedback where appropriate.
This Teacher Guide suggests a final activity for each vocabulary lesson that feeds into the continuous assessment process.
As well as following the instructions in the Student Book, the Activity Bank lists ideas you can use to support the presentation and consolidation of new vocabulary.
Activity Bank:
1. Make an Illustrated Glossary. Have students choose three new words from the lesson or unit and draw a picture for each word.
2. Mime: In pairs or small groups, learners create their own mime for individual words.
3. Define: Learners write their own definition of the new words.
4. Use: In pairs or small groups, learners use (some of) the new words in a conversation about a given topic.
5. Pair or no pair?: Where the target vocabulary word set includes pairs of words (opposites, synonyms, food types, etc.), reinforce the words by calling out word pairs and having learners say if the words are a “pair” (for related words) or “no pair” (for words not connected to each other).
6. Word Starters: Write the first letter of one of the new words on the board (or call it out). Choose a learner or ask for a volunteer to say the word that starts with that letter.
7. Play Bingo: have learners write six to nine of the new words in their notebooks. Call out target words at random. Learners cross out their words when you say them, and the first one to cross out all their words shouts, “Bingo!”
8. Play Stick Man to reinforce the spelling of new words (see page 25).
9. Play Name the Picture: For words of items like food, animals, classroom objects, clothes, etc., have pictures of each item ready to show the class. Once the words have been presented, hold up pictures at random and have learners call out the word.
10. Play Find the Rhyme. Learners call out or write down a word they know that rhymes with the new word.
11. Make Word Cards and use them in different games: Write the new words on small cards, one word on each card. Place the cards face down on your desk and have learners come up one at a time to choose a card. They then do one of the following for the class to guess the word: a mime, say the definition, draw a picture for the word on the board, or answer individual questions about the word from different learners.
12. Make Word Cards, but this time cut each one in half to split the words into two halves. Place all the cards face up on your desk and invite learners to come up and pick two cards that together make a word.
13. Play Word Groups: Think of a topic (animals, clothes, sports, food, things in the house, school items, places, etc.), then write a letter on the board or call out a letter and have learners say words that fit the topic and start with that letter (e.g., animals: c—cat, camel, canary, etc.).
14. Play Letters and Words: This can be played in pairs, small groups, or as a class. One learner calls out a letter of the alphabet, and their partner or other learners in the group or class say words that start with that letter (or, for more advanced learners, end with that letter).
15. Play Banana. Say a sentence with a vocabulary word from the unit, but replace the word with banana. (E.g., We cut bread with a banana.) Students have to correct the sentence with the right vocabulary word. Play in pairs, small teams, or as a lass.
16. Play Tiny Words. Write at least six of the vocabulary words in very tiny writing, each on a separate sticky note. Spread them across the bottom of the blackboard. Put students in teams of three or four. Each team sends one member up to the board to read one sticky note, and quietly report back what the word is. Everyone writes the word down and another team member goes up to the board to get another word. The first team to have all the words written down by all team members wins. Higher levels can put the words into a sentence.
17. Play Spelling Bee. Students take turns to spell out a given word and earn points for their team. Give each student a different word, along with that word in an example sentence. Students have to say, spell, and repeat the word, e.g., cat. C-A-T, cat. The team with the most points wins.
18. Use Vocabulary in Sentences as a Fast Finishers activity. Have students write two or three sentences using the vocabulary from the lesson.
19. Use Describing Pictures as a Fast Finishers activity. Have students choose two or three images on the page and write a description of them using the vocabulary (or grammar) from the lesson.
Recycling vocabulary:
Once taught, new words are recycled at every opportunity in subsequent units throughout All Sorts, to further support the acquisition and development of vocabulary. This regular pattern of recycling helps to reinforce learning.
Introduction
Grammar in All Sorts
As with lexis, the eight core units in every level of All Sorts all have two entry points for grammar. The grammar lessons appear immediately after the vocabulary lessons, allowing for lexical practice to be incorporated into grammar learning.
In planning the grammar syllabus, careful attention has been given to the levels and progression of the Cambridge Young Learners grammar pathways.
All Sorts uses an inductive approach to grammar learning, which means learners are supported in working out the grammar rules for themselves. We know that when students learn by guided discovery, they tend to retain that knowledge more successfully and achieve mastery more efficiently. Throughout the All Sorts grammar lessons, care has been taken to ensure that all presentations and activities are appropriate to the age and cognitive maturity of the learners.
A general approach to the grammar lessons:
Presentation:
• Start with the initial assessment activity suggested in the teaching notes.
• Then go on to explain what the grammar focus of the lesson is, but allow learners to work through the presentation activity themselves. This allows for use of the inductive approach to grammar, allowing students to synthesize the grammar point and work out the form for themselves.
• In the lower levels, presentation will involve listening to audio, whereas in the higher levels, learners will read the presentation themselves (or with you).
• For all levels, make sure students have understood what the target grammar structure is, how it is formed, and why it is used. We know that students become more confident and independent learners when they understand how language works, its patterns, and exceptions.
Practice:
• Learners then work through the activities provided in their books, giving them varied opportunities to practice the new grammar forms. They will progress from controlled to semicontrolled practice.
• As with the vocabulary lessons, the practice activities can be done individually, in pairs, or as a class group—whichever is best suited to the learners’ styles and abilities.
Grammar lessons start with a visually clear presentation of the target grammar in context. The visual is usually in the form of a comic scene, dialogue, or illustration. The context is always something relatable for the learners, helping to engage them with the content. The target grammar is clearly highlighted in the presentation, so learners can easily see what the key structures are.
In this Teacher Guide, the guidance and tips included in the teaching notes will help you to identify how well your learners are doing at every step of the way.
As with lexis, the overall methodology is based on the 3 Ps approach of presentation, practice, and production.
• Where chants and songs are included in the grammar lessons, use them as an opportunity to reinforce the new structures in a fun way.
• Any difficulties or uncertainties can be addressed and clarified throughout this practice part of the lesson.
Production:
• The final activity in the lesson allows learners to produce the grammar they have just learned, using the correct form of the structure for different contexts. Very often these activities involve asking and answering or discussing in pairs, and it’s important to allow enough time for this. When learners are producing the grammar themselves, that gives another chance for teacher guidance and feedback.
This Teacher Guide suggests a final activity for each grammar lesson that feeds into the continuous assessment process.
As well as following the instructions in the Student Book, so that students learn the grammar structures inductively, the Activity Bank lists ideas you can use to support the presentation and consolidation of new grammar.
Activity Bank:
1. Write: Have learners write sentences of their own using the new grammar structure.
2. Tell a Story: In pairs, learners tell a “story.” Write the first sentence of the story on the board. Learners then take turns to add a sentence, using the target grammar structure to say what happens next in the story. This can also be done as a class, starting with all learners standing up. You choose leaners to add a sentence one at a time. If they add a correct sentence, they remain standing; if they make a mistake, they sit down. Continue for as long as possible.
3. Have a mingling activity to play Find Someone Who …. Write a sentence on the board using target grammar, e.g., Find someone who watched TV last night. Alternatively, create a sheet with instructions, e.g., Find someone who ... 1. was studying last Saturday afternoon. 2. was playing soccer last Sunday morning. Give students a copy of the instructions. Learners then mingle and ask classmates the appropriate questions (Did you watch TV last night?), until they find someone who did the action. When students are done, have them share their findings with the class.
4. Describe the Picture: Bring pictures to class that show actions the learners will be able to describe using target grammar. (Keep in mind that the Present Progressive is often used to talk about pictures.) Hold the pictures up and ask for volunteers to say a sentence about what’s happening in the picture.
5. Make Word Cards with various forms of words on them (verbs, nouns, prepositions, etc.—whatever matches the level of learning). Place the cards face down on your desk and have learners come up one at a time to choose a card. They read the word on their card. If they select a verb, they keep the card; if they select anything else, they give it to you. Check at the end to make sure all the learners’ cards are all verbs, and your cards are not.
6. Play Simon Says with grammar. You say the instructions, but in some sentences, you make a grammar error (e.g., Simon says standing up. or Simon says sits down.). Learners do the action if the instruction contains correct grammar, but don’t move if the grammar is incorrect.
7. Play Ask and Answer. Put learners in pairs. Call out a verb or write it on the board. Learners take turns to think of a question using that verb and to ask and answer with their partner.
8. Play True or False This can be played in pairs, small groups or as a class. Learners say a true or false sentence about themselves using the target grammar structure. Other learners guess whether the sentence is true or false.
9. Make Word Cards. Each card contains a different verb in a specific tense (the Simple Past, Present Progressive, etc.). Place the cards face down on your desk and have learners come up one at a time to choose a card. Learners select a card and must use the verb/tense on the card to make a true sentence about themselves, their friends or family.
10. Play Make the Sentence. Learners work in pairs or groups. Write sentences on cards, then cut them up into individual words or phrases. Give each pair or groups all the pieces of card from one sentence, jumbled up. They work together to reassemble the sentence in the correct order. Encourage them to discuss what they’re doing!
11. Play Word Type. Use a bean bag or similar. Pass or throw the bean bag to a learner and say a word type (verb, preposition, adjective, etc.), as appropriate to the learning level. The learner says a word that matches the word type, then passes/ throws the bean bag to a classmate, says a word type, and the classmate says a suitable word. Continue around the class in this way. If it helps, you could write the list of word types on the board as prompts.
12. Play Grammar Alphabet Words. Write a letter on the board or call out a letter. Ask for volunteers to say a verb, preposition, noun, etc., starting with that letter. Then ask for a second volunteer to make a grammatically correct sentence using that word.
13. To practice tenses and verb forms, play a Verb Chain Game Start by saying a sentence, then say the name of a tense. For example, Yesterday, I went to the store Past Progressive! The next student continues the chain by saying a new sentence, using the last word from the previous sentence and the given tense (e.g., People were buying candy in the store. Simple Present.). Continue the chain, changing the tense each time.
NOTE: For young learners, avoid too much grammar error correction. If you do ask them to identify grammar errors, it is best to give two options (one correct, one incorrect) for them to select from.
Recycling grammar:
Once taught, new grammar structures are recycled at every opportunity in subsequent units throughout All Sorts to reinforce learning.
Introduction
Stories and Reading in All Sorts
Throughout All Sorts we have used a variety of reading genres to ensure a thorough foundation in literacy for our young learners. There are stories, information texts, infographics, dialogues, songs and chants, and topic-related sentences.
At the start of the course, reading develops from recognizing the letters of the English alphabet, to reading individual words and phrases, and then short sentences and simple stories. As they progress, learners will start reading simple written texts, longer stories, and other genres. In All Sorts, the reading texts also form a model for writing.
We know that by supporting learners’ reading ability we are also helping them to improve their knowledge and use of both vocabulary and grammar, as well as their skills in writing. In addition, in All Sorts, we gradually introduce some reading sub skills, such as finding the main idea or predicting, as these are skills our learners will need to use more and more as they continue through their language learning journey.
The use of stories as part of a reading curriculum is another way to enhance language development. Young learners have a love of stories. Stories can be used to teach learners about life events, different cultures, and important values or life skills. In general, stories provide an enjoyable and accessible option for presenting new ideas.
There is an illustrated story in every unit. As well as an opportunity to present or recycle lexis and grammar, the All Sorts stories provide a fun and engaging way to support reading development. The story is always supported by audio, so that learners are able to both read and hear the language. In this way, not only is reading supported, but learners’ listening skills are also further developed.
In higher levels, the stories are accompanied by a pre-reading question, which serves to develop the sub skills referred to above. The pre-reading question may offer title suggestions, ask what the learners think the story is about, or encourage learners to speculate about images that are included with the story.
All reading texts are accompanied by an activity that will check comprehension and/or consolidate learning.
For reading activities it is recommended that you try to vary the approach to some extent.
Here are some ideas:
• Have the class read aloud together.
• Ask for individual volunteers to read aloud.
• Where there is audio, play the audio and have learners follow in their books. Stop the audio at random intervals and ask learners to continue by reading.
• Go around the class, asking learners to read one sentence each.
Storytelling Videos
As further support for the value of stories in English language teaching, the All Sorts videos are based around storytelling. There are four videos available for each level of the course. In accordance with the All Sorts approach, a variety of different story genres are presented on the videos (fantasy, humorous, values-based, factual, etc.). As well as teaching notes, there is a worksheet for each video, suggesting Before you watch, While you Watch, and After you Watch activities. The worksheets and teaching notes are part of the digital resources package.
The videos can be used after lessons 2, 4, 6, and 8 in each level, or can be utilized in whatever way(s) you believe to be best suited to your class group.
Writing in All Sorts
Writing is a difficult skill to master, even for native speakers of a language. For young learners of English, it can seem daunting. Nevertheless, there are huge advantages in our young learners starting to write as early as possible. It gives them the opportunity to practice new grammar and vocabulary they have learned, to be creative, and to personalize their work. In addition, it gives teachers another chance to assess how their learners are progressing.
In All Sorts, writing is always taught together with another skill. In Levels 1–3, writing is taught along with reading, and the reading texts serves as a model for learners to base their writing on. In Levels 4–6, writing is taught with Word Work, where the emphasis is more centered around the formation and function of words.
For grade 1 learners, writing skills start with the formation of the letters in the English alphabet, writing their names, copying words, phrases, and short sentences. Gradually, learners move on to writing simple stories and accounts, using the models given in the reading lessons.
All Sorts recognizes that writing is a process. Therefore, writing activities usually include an element of pre-writing (thinking, drawing, writing sentences that feed into the main writing activity, etc.). Gradually we want our learners to understand that they need to do certain tasks (brainstorming, writing notes, drafting, revising, etc.) as part of the writing process, in order for their work to be as good as it can be.
There are some extra activities you can do to support the development of writing skills.
Here are some ideas:
• As a class, spend some time brainstorming ideas around the writing task. This supports learners in always approaching writing as a process that starts with the generation of ideas.
• Model the process of making notes around a writing task. Again, this will help learners to recognize the various steps involved in the writing process.
• Model the process of revising a short piece of writing. Do this on the board, to help learners understand that they can revisit their writing and explore ways to improve it as part of the process.
• Play the Write a Story game. Learners all start with a blank piece of paper. They write one simple sentence at the top of the paper and they either fold their paper to hide their sentence and pass it to another learner, or leave the paper as it is and pass it to another learner. The next learner adds a sentence of their own and repeats the process. Continue in this way a few more times, then have learners read the stories. The stories will usually be funnier if the paper has been folded to hide the previous sentences each time.
• Include some simple writing activities in a lesson whenever possible. Have learners write a note to their favorite person, or have them write a few sentences about a fantasy animal, person, or place. Encourage them to use their imagination and be creative. These activities can be for fun rather than for marking, so learners are less worried about mistakes but gain confidence in writing creatively.
Assessment of Writing
To give you as teachers extra support in assessing your learners’ writing, we provide writing assessment rubrics for every writing task. The rubrics have three categories: In need of improvement, At level, and Above level. There are various criteria for assessment: Content, Effect on Reader, Vocabulary, Grammar, and Organization
Introduction
Listening and Speaking in All Sorts
The receptive skill of listening is one that many language learners find particularly challenging. We have taken that into account in All Sorts and have made sure that there is always plenty of support for learners as they develop their language competency in this skill.
Listening is presented through the 3-step approach, so that lessons are as clear and supportive as possible. This means that the lessons have a pre-listening activity, an in-listening activity to be done while listening, and a post-listening activity to consolidate comprehension and learning. For young learners who are new to language learning, it might be helpful to pause the audio from time to time during the in-listening phase, to make the activity less challenging. But in general, try to play the audio uninterrupted at least once.
The listening skills presented in All Sorts are based closely on skills included in the Cambridge Young Learners syllabus from Pre-A1 to A2+, both in terms of coverage and progression.
Of course, the receptive skill of listening directly feeds into the productive skill of speaking. For this reason, the two skills are presented together in All Sorts, through one Listening and Speaking lesson in Units 1 to 8 of every level.
Speaking is another challenge for English language learners, especially as attempting to use the skill leaves them very exposed. Any mistakes made by learners while they are speaking are more “public” than if they are written down. For this reason, it is vital that we are very cautious in how we point out and correct errors in speaking lessons. We don’t want to undermine our learners’ confidence at all, as this will impact on their learning and their willingness to attempt new language. Almost all the speaking practice activities in All Sorts are done in pairs or small groups, so learners can feel more comfortable in “trying out” the new language.
Generally, listening and speaking lessons start with hearing, understanding, and then saying simple sentences, responding to simple questions, and following simple directions at the Pre-A1 level. As the course progresses to the A2+ level, learners move on to more complex tasks, such as understanding instructions given in more than one sentence, understanding simple conversations, and talking about things they have done.
There are some extra activities you can do to support the development of listening and speaking skills.
Here are some ideas:
• Say (or record on a cell phone, and play) short sentences about a topic, and have learners repeat them, either individually or as a class. Older learners could write the sentences down.
• Say (or record on a cell phone, and play) a step-by-step description of how to draw something (specific shapes, a simple composition like a garden with six flowers, one tree and a cat, etc.), and have learners follow the instructions. Ask them to share and compare their drawings.
• Play the Sentence Whispers game. Whisper a word (for lower grades) or sentence (for higher grades) to one learner. They then whisper that to the next learner, who whispers it to the next learner. Continue like this up to the last learner, who says the word or sentence. See if it is the same or different from the starting word/sentence. This can be played in small groups or teams.
• Play activity games such as Simon Says or Do as I Say that require learners to listen in order to respond correctly. For Do as I Say, learners can sit or stand by their desks and follow your instructions, e.g., Pick up your pencil. Look at your partner Touch your ear, etc.
• Play The Chain Game. Give the class a topic (for example, objects in a house). Say a sentence that includes an item from the topic, for example, In my house, there is a couch. Students then take turns to each add a new item to the sentence after repeating the entire list. For example, In my house there is a couch and a TV; In my house there is a couch, a TV, and a door, etc. Students have to listen very carefully to make sure they repeat the full sentence correctly each time. Lower levels can add single words, while higher levels can add a noun with an adjective (e.g., a red couch), or verb phrases. Make sure the rules are clear before the game starts.
• Have a Group or Pair Discussion. Write discussion questions on the board. Then put students into pairs or groups and give them three minutes to discuss the questions. When the time is up, encourage students to share ideas with the class.
To support the development of speaking in your ELT classroom, the best approach is simply to encourage your learners to verbalize in English as much as possible—to talk about what they are doing, to ask questions in English, to talk in pairs at every opportunity, etc.
Letter Work / Word Work in All Sorts
Letters and words are the foundation of all languages. It is essential that, as our young learners begin learning English, they enjoy this basic aspect of language acquisition. In All Sorts we present letters and words in an engaging, fun way to make sure our young learners gain the confidence and skills they need.
All Sorts acknowledges that learners may have little or no experience of speaking or writing English letters and words prior to starting the course. Therefore, the lower levels include presentation of the English alphabet and guided practice on how to form each individual letter.
All Sorts provides a gentle, comprehensive introduction to phonemic awareness and pronunciation practice, combined with spelling. Letter Work and Word Work progress across the All Sorts series as follows:
• Levels 1–3 of All Sorts include a Letter Work lesson. These are the lessons that focus initially on the individual letters of the English alphabet, how to form them, and how they are used. This synthetic phonics instruction helps learners build up their reading ability.
• Levels 4–6 of All Sorts include a Word Work and Writing lesson. These are the lessons that look at the more complex aspects of words, for example, the different sounds that certain letter combinations make, prefixes and suffixes, comparing different words, making lexical sets, and spelling different words. These lessons also include a writing task that incorporates the target words presented in the lesson.
All Sorts presents clear and gradual guidance on pronunciation, and on activities promoting letter and sound correspondences. Activities that focus on fluency are addressed in the higher levels, through the blending of words, examining word construction, reading high-frequency words, and reading sentences and/ or texts.
We understand how important it is that teachers know the challenges their learners are facing when it comes to letter and word development. The teaching notes in this Guide will support you with this.
A general approach to the Letter Work lessons:
Introduce the letters before learners hear them on the audio. Say both the name of the letters and the sounds the letters make.
Level 1:
• During the alphabet stage of Letter Work, throughout Level 1, you might like to write the letters on the board or draw them in the air before learners do the first activity, to reinforce the pattern of letter formation.
• Guide learners through the other activities, providing support and extra practice as and where needed, to ensure that learners are confident in both writing and pronouncing the letters.
Levels 2 and 3:
• These levels feature letter pairs and groups and focus on the different sounds the letter combinations make. It is still useful to use the same approach of introducing the letter pairs/groups before playing the audio.
• Make sure you allow enough time for repetition before moving on to the second activity in these lessons. It’s important that young learners can recognize and produce the sounds that letter combinations make in different words.
• Continue through the other activities as above.
A general approach to the Word Work and Writing lessons:
Introduce the focus of the lesson (word formation, word combinations, word types, etc.) and make sure learners are clear about what they’re going to be doing.
Levels 4–6:
• Guide learners through the first activity by providing as much support as necessary, so they are ready to move on with confidence to the preparation for writing.
• The writing activity may be done in class or as homework.
Introduction
Integrated Learning in All Sorts
All Sorts does not have a formal Content and Language Integrated Learning (CLIL) strand. In true CLIL lessons, the language included is controlled by the subject matter, and lessons are often text heavy. For young learners, this approach can be challenging, so we decided to adopt a “soft CLIL” approach that better fits the needs of our young learners.
We recognize the value in exploring curriculum subjects through the use of English, and we wanted to give our learners an opportunity to use the English language in a different and interesting way. But in All Sorts, we wanted our main focus to stay on the language. So, we opted for an integrated learning approach, where we explore a curriculum topic using the correct language level for our learners, and language elements relevant to their prior learning. In this way, learners continue to develop their literacy skills, but in a new context.
Integrated learning helps to improve reading and comprehension skills, extends vocabulary, and provides new ways for learners to practice their language skills. The All Sorts Integrated Learning lessons gently support the learners in using English to talk about, for example, math, natural science, or social studies.
There is one Integrated Learning lesson in each of the main units (Units 1 to 8) in All Sorts. They always appear on the second-to-last page of the unit, meaning that the language learning of the unit can also be utilized in the lesson. In addition, there are usually some new words introduced in the Integrated Learning lesson, though never more than six. These words are useful to the topic and are presented to scaffold understanding.
The Integrated Learning lesson pages are always bright and eyecatching. Sometimes, infographics are used to present information, rather than only text. In this way we make sure we’re giving plenty of visual support to the learners to help their understanding of the lesson topic and content.
The teaching notes in this Guide also provide background information relevant to the topic of the lesson wherever this is relevant.
One of the extra benefits of the Integrated Learning lessons in All Sorts is the fact that they encourage both critical thinking and creativity in learners as they answer questions, discuss findings, and carry out research to discover more about the topic. Where possible, we would encourage you to build on this more inquirybased approach in the lessons.
You could do this by
• having a brief class discussion around the topic;
• eliciting learners’ views and opinions on topics raised in the lesson at every opportunity;
• extending the production activity at the end of the lesson;
• encouraging learners to share their views about the lesson itself;
• having learners do extended research around the topic;
• having learners write a blog post about the topic where this production task is not included at the end of the lesson.
Social and Emotional Learning (SEL) in All Sorts
Social and Emotional Learning (SEL) in English Language Teaching is an educational approach which includes attention to both social and emotional skills in our learners.
In the last 25 to 30 years, research has highlighted the importance of these aspects as an integrated element of education. It has been shown that an education program that includes SEL will have some definite positive outcomes. For example, learners’ academic performance is improved, learners develop healthier relationships, collaborate and cooperate better, and generally have better mental and physical well-being. As a consequence, it is now widely accepted that SEL should always be incorporated in education.
One of the most widely recognized authorities on SEL is CASEL, the Collaborative for Academic, Social, and Emotional Learning. Formed in 1994, this organization seeks to help make evidence based SEL an integral part of education from preschool through high school. CASEL has a commitment to ensure SEL is dynamic and inclusive of all learners.
One of the main principles of CASEL is that every child deserves to have rich instructional opportunities that promote social, emotional, and academic skills, together with learning environments that are supportive, culturally responsive, and focused on building relationships and community.
As the basis for their framework, CASEL has identified five key areas of competence for SEL:
• self-awareness
• self-management
• social awareness
• relationship skills
• responsible decision-making
In All Sorts, we have made sure that there is an age-appropriate and context-relevant SEL feature in every unit. All the features are related to the overall CASEL framework, and they support young learners in developing these essential skills in a gentle and dynamic way.
The SEL feature is based on some simple questions that relate to the lesson context. The questions prompt learners to think about their own opinions and perspectives, and there is usually an opportunity for learners to discuss their ideas with a classmate.
The fact that there are no right or wrong answers to the SEL questions supports the learners in taking control of their learning and sharing their personal ideas and experiences. This, in turn, increases their engagement with the social and emotional aspects that are being addressed and supports the development of those essential interpersonal skills (also called “soft skills”).
These features can be used in whatever ways you think best, depending on your learner groups. The most common ways to work with the SEL features are through discussions in pairs or small groups.
One important thing to remember is that, for learners to feel safe in sharing their views, it is essential that the classroom environment is one of trust and mutual respect, so perspectives can be expressed without judgement.
You will find more information about how to approach the SEL lessons in the Unit Opener pages at the start of Units 1–8 in this Teacher Guide.
Introduction
Reviews in in All Sorts
Regular reviews are an essential part of successful language learning. Part of their function is to provide an indication of progress to both the learner and the teacher. In this way, reviews can highlight any areas of difficulty, and draw attention to language elements that need additional work. In addition, reviews support the process of learning retention. Whenever key language points that have been taught are reinforced once more through a review, this reminds students about that specific language point and at the same time refreshes and strengthens their learning.
All language learning books include regular reviews of one form or another, and All Sorts is no exception. At the end of all the main units there is a review on the final page that revisits some of the language and features presented in the unit. Given that one of the basic underlying concepts in All Sorts is the idea of fun in language learning, we decided to use a slightly different approach to reviews. So, instead of the more usual review style, which features a number of exercises on different language areas, we have made the reviews in All Sorts into a game.
The review, which looks like a mini board game, has specific questions about different aspects of the unit content, in no particular order. Learners can play the review game in pairs or small groups of three or four, taking turns as they would do in any other board game. They ideally need counters and dice to play. If there are no counters available, any small items will do (an eraser, a small ball of paper, a paper clip, etc.). If you aren’t able to provide dice, have learners either bring their own to class, or make a spinner. To make a spinner, students can copy the diagram below onto a piece of paper, then push a pencil through the center.
This should be a fun revision activity that is done to mark the successful completion of a unit, prior to learners doing the project. It is an essential part of the unit and should not be left out. The ideal would be for learners to complete the review in class, so that you are able to offer support, while also monitoring progress and looking out for any issues.
The game is not necessarily a test of memory. The idea is that learners can look back through the unit pages whenever necessary to answer the questions. While some questions have clear, specific answers, others demand production from the learner (such as writing the missing word to complete a phrase or sentence). As teacher, your role should be to act as a monitor or prompt if learners get stuck. For example, you could guide them to the page in the unit where they would find the answer.
Ways to vary the game:
• As learners work their way through the board, they will only answer the questions in the squares their counter lands on. Therefore, they should play the game more than once, to make sure they answer as many of the questions as possible.
• Groups can play without dice: have one of the other learners in the group say the number for the next player to move.
• If a learner doesn’t know an answer, you can vary the game by allowing other players to say what page the answer is on, or to give clues.
Projects in All Sorts
Language learners of all ages can benefit greatly in a variety of ways from doing project work as part of their language curriculum. Projects offer a break from the focus-driven work on lexis and structures that forms the basis of the majority of language lessons. Projects also provide an opportunity for creativity, personalization, and fun. By being open-ended and exploratory, projects allow learners a chance to use their imagination and to break out of the more restricted classroom approach that sometimes dominates language lessons.
Project-based learning is now an accepted pedagogical approach that motivates and engages learners while at the same time expanding learning. Most children, and young learners in particular, enjoy the processes involved in making things: drawing, coloring, cutting out, collecting, finding out more about things they’re interested in, and, importantly, doing new things and expressing themselves in new ways. Within this creative framework, projects help to develop not only physical and motor skills, but also social skills, cognitive skills, and learner autonomy.
Teachers sometimes express a concern that projects can be timeconsuming. However, they contribute a lot to the learning process and should not be overlooked. By making sure that learners take every opportunity to use their English when they work on the creation of their projects, and also when they present their work to the class, projects make a significant contribution to language acquisition. Many projects have the added bonus of a tangible end product, so learners have something to show for their work.
In All Sorts, there is one project for each of the main units. They are all simple, fun activities that are relevant to the unit, and achievable for the learners in terms of age-appropriateness. Examples of All Sorts projects include creating a new game, creating a sports chart, making an animal collage, inventing a fun sandwich, writing a school play, designing an outfit, and creating a poster.
It may not always be possible to have learners work on their projects in class, but wherever there is time for at least some of the work, it’s a good idea to include projects in a lesson. This gives you the chance to see how the learners approach the task and to make sure they use their English as they collaborate with classmates. Wherever the work on creating projects is done, it’s important to always allow time for learners to present their work to the class.
To emphasize the value and importance of projects, here are some tips you can follow:
• Encourage learners to use English when they are working on their project. If they are in class, they can ask you for any unknown words. However, it’s advisable to accept that they will revert to L1 at times when language needs become too complex; don’t be too strict about this.
• Make sure learners know exactly what they are going to do. In this way, you are giving the class a message about the values of the project. Have a brainstorming session as a class if learners need help with ideas.
• Plan well for projects. Either bring in the materials that will be needed, or ask learners to bring them in. For any unusual materials, give learners plenty of advance warning, so they have time to get everything.
• Encourage learners to be as imaginative as possible—there are no right or wrong answers with projects.
• Dedicate some time to project presentation, so learners can show off their work. If it’s possible, consider inviting parents to a project presentation session at the end of the semester.
• Praise the learners’ work and display projects in the classroom.
Assessment:
On the digital platform, there is an editable and downloadable rubric to guide your assessment of project work. These rubrics are project-specific, though the general approach is consistent.
Introduction
Songs and Chants in All Sorts
Songs and chants are a fun and memorable way to learn language, and they are a regular feature in courses for young learners. All Sorts is no exception in this respect. There is one song and also one chant in every main unit for Levels 1–3, and one song per unit in every main unit in Levels 4–6. In addition, each of the Welcome and Goodbye units also feature a song.
We know that music brings another dimension to lessons and makes them more fun. Songs and chants bring the added advantage of allowing learners to hear native speakers and to learn more about pronunciation. They also support the development of learners’ confidence in using the English language.
The songs and chants appear wherever they are most relevant to the unit content and can best be used to support the language being taught. This means that there is frequently a song or chant (in Levels 1–3) in grammar and/or vocabulary lessons, where they give learners the chance to recycle language through an enjoyable activity.
In All Sorts, we also include the karaoke track for all the songs and chants. This means learners can have fun changing the lyrics and sing or chant their own versions, and then performing them against the original backing track.
We recommend following a three-step approach to songs and chants:
1. A focus activity, where learners do something as they listen to the song
2. The listen and sing/chant step, where learners sing/chant along while you play the audio track
3. A creative task connected with the song
Games and Fun in All Sorts
Here are some ideas for step 3:
• Have learners change key words in the song/chant.
• Have learners devise mimes or actions to accompany the song/chant as a whole, or do this line by line.
• For chants, have learners create their own beat. They can clap their hands, tap their desks, tap their feet, create “instruments” from rulers or pencils, etc., and use those to tap out the beat.
• Ask learners to draw a picture that goes with the song/chant.
• Have learners perform the song/chant again using different voices or using sounds for certain words.
• Prepare worksheets with the lyrics, but miss out some key words; have learners listen to the song/chant the first time and fill in the missing words.
• Put learners in small groups. Before the lesson: for each group, prepare the lyrics on a piece of paper, then cut out each line of the song/chant. Distribute one set of lines to each group. They work together to reorder the lines correctly.
For the karaoke version:
• Have learners sing or chant using their own replacement words.
• Divide the class into groups and have each group sing/chant one verse.
• Divide the class into groups and have different groups starting to sing/chant at different times. The second and subsequent groups continue to sing/chant after the backing track stops.
Research shows how important games are in reinforcing learning and building confidence in young learners. To support effective and enjoyable learning, we have included some ideas for games you can use during All Sorts lessons.
Alphabet Words
Elicit and write all the letters of the alphabet on the board. (For higher levels or an extra challenge, go backwards from Z to A.)
Students need to think of a word from the current vocabulary topic (e.g., foods, animals, clothes) that starts with each letter. If the class cannot think of a word for a particular letter, give them a clue, for example, One food that starts with K is a fruit that is green and hairy. (kiwi) Difficult letters such as J, Q, X and Z can be eliminated immediately. For a shorter version, use only the vowels A E I O U. The exercise can also be done in competing groups of four or five.
Before and After
At the beginning of the lesson, elicit from students the vocabulary related to a certain topic. Write the words on the board and leave them there. At the end of the lesson, revisit the list, elicit other topicrelated words students have since learned, and add these to the list. To make this a competition, split the class into two teams. The teams take turns adding a word to the board. The team with the most words wins.
Correct Me!
Tell students you will retell the story, explaining “that your memory is not very good.” Divide the class into two teams. Explain that they have to correct you as soon as they notice a mistake. To do so, a representative of the team has to walk (not run) to the front of the class and touch the board. The first to touch gives the correction. Retell the story very slowly, making a few “mistakes” for students to correct. The team with the most corrections wins.
Face the Back Wall
Give students 10 or 15 seconds to memorize a list of words, pictures, or flashcards on the board. They then turn around to face the back wall, and try to remember the contents of the board.
First Letters
Write the first letter of each vocabulary word on a separate scrap of paper and put them in a hat or container. (Often there is more than one word that starts with the same letter, so make sure you have as many letters as words on the list.) Students take turns to come to the front of the class and choose one letter, telling the whole class what it is. Each team then quietly works together to remember and write down a vocabulary word that starts with that letter. The game continues until the students have read all the letters. The team or teams that remember the most words and spells them correctly wins.
Guess the Flashcards
Divide the class into two teams. Hold the lesson’s flashcards in your hand, ready to reveal them to the class one by one. Make sure the cards are not in the same order as the words in the Student Book. Before you reveal each card, have the teams take turns to guess what the next flashcard will be. If a guess is correct, show the flashcard and award the team a point. If the guess is incorrect, have the other team guess. The team with the most correct guesses at the end wins.
Hot Potato
Have students sit or stand in a circle. Get a soft ball and a playlist with songs in English your students might like. Give them a topic, e.g., jobs or animals. Play the music and have students pass the ball to the person on their left. Stop the music. The student holding the ball has to answer a question or say a word related to the topic. If the student can’t answer correctly, they are out of the game until the next round.
Last Person Standing
Have students form a circle and give them a soft ball. Throw or pass the ball to a student and have them shout a word related to the topic of the lesson (e.g., interests, jobs). Have students repeat the same procedure, throwing or passing the ball to their classmates. As each student catches the ball, they have to say a different word. If they cannot think of a new word or repeat one that was already said, they sit down and are out of the game. The last student standing wins.
Letter Scramble
Write scrambled versions of the new vocabulary words on the board. Students need to unscramble the words in their notebooks. The first student (or team) to correctly unscramble all the words wins. If you have any students with dyslexia or similar special educational needs, write the words in the correct order but remove the vowels. Then have students write the complete words.
Odd One Out
Make a list of three or four related words. Add one word that doesn’t fit. Students identify the word which does not belong.
Pictionary
Write separate words on small cards and put them in a bag. Learners pick a card, read the word, and draw a picture on the board for classmates to guess the word. Play in teams or as a class.
Picture Dictation
Give students some instructions for a drawing. For example say, Draw a square. On top of the square, draw a triangle pointing up. Inside the square, draw three small squares. In one of the small squares, draw a small, black dot. Ask students to compare their pictures and decide what the drawing is of. (The picture should resemble a house.)
Remember the Words 1 / Remember the Words 2
Put students into groups of three or four. Give them a few minutes to write down as many words related to a certain topic as they can think of. Groups earn a point for every word they learned in the current unit, and two points for words that were not mentioned recently. Invite groups to share their ideas with the class. The group with the most points wins.
Alternatively, have them write down as many words from the specific unit vocabulary as they can remember (with books closed). The winning team is the first to have all team members with a complete list of words.
Say the Next Word
This is for practicing specific sequences (such as numbers, the alphabet, days of the week, or months of the year). Students
stand in a circle. Say the first word in the sequence (e.g., January for months of the year). Each student then says the next word in the sequence in the correct order (February, March, etc.) If someone makes a mistake, they sit down and the next person starts the whole sequence again. For the first round, give students 30 seconds to complete the sequence. The next round, reduce it to 25 seconds, then 20 seconds, and so on. When the class cannot complete the sequence within the given time, or when everyone is sitting down, the game is over. For an extra challenge, do the sequence backwards (e.g., Sunday, Saturday, Friday ... )
Sit Down 1 / Sit Down 2
Students stand in a circle with a soft ball. The student with the ball asks a question and throws or passes the ball to another student. If they ask and answer correctly, they both sit down and give the ball to another student. If they don’t, they both remain in the game. The aim is to have everyone sitting within a certain time limit, such as two minutes (depending on class size). The class wins if everyone answers a question correctly and is sitting down within the time limit. Alternatively, the student with the ball says a word or a sentence, throws or passes the ball to another student, and sits down. Everyone in the class has to say a different word or sentence within the time limit (e.g., two minutes for single words, three minutes for sentences).
Stick Man
Put dashes on the board (one for each letter in the word). Have learners call out letters. If the letter is in the word, add it on the correct dash; if not, draw one line or dot of the stick man. Learners should guess the word before you finish the drawing.
That’s an Order!
Prepare some sticky notes, each with an imperative sentence written on it (e.g., Sit on the floor. Write X on the board. Say hello to me. Put your hands on your head. Turn around.) Divide the class into teams. Put a sticky label on the forehead of one student from each team. Make sure the student doesn’t see what it says. The other students have to obey the command on the sticky note. When everyone has done the action, the student has to guess what is written on their note. If they guess correctly, they get a point for their team. Repeat with the rest of the students.
Tic-Tac-Toe
Draw a 3x3 grid on the board. Number the squares 1 to 9. On each square, write a prompt related to vocabulary or grammar items from the lesson. Organize students into two teams and have them choose O (noughts) or X (crosses). Teams take turns to choose a square and carry out a task related to the prompt (for example, make a sentence with the vocab item). If they do the task correctly, they put their mark on the square. If not, the other team gets a chance to do the task correctly and put their mark on the square. The first team that gets three marks in a row (vertically, horizontally, or diagonally) wins the game. If neither team gets three marks, the game ends in a tie.
Turn the Cards
Put students into two teams. Write 6–10 vocabulary words on separate cards—write them large enough for students to read from their desks. Display the cards in a line along the shelf of the board. Give students 10 seconds to look at the cards and memorize where they are. Then turn the cards around. Say one of the words. One team sends a member up to the board to turn around the card they think contains that word. If it is correct, leave the card turned around and give the team a point. If it is not correct, turn it back around, and say a different word for the other team to reveal. The team with the most points when all the cards are turned around wins.
Introduction
Vocabulary Race
Divide students into two teams. Students line up (in two lines) a little way back from the board. Project or place two or more vocabulary items flashcards / word cards on the board, and say one of them aloud. The first two students in the lines should march (not run) to the correct card. The team with the most correct answers wins. To add to the challenge, start saying the items slowly and then speed up.
What Is It?
Think of a word from the unit vocabulary. Students have to ask questions to find out what the word is. If a student thinks they know the answer, they put up their hand. Before giving the answer, they must first ask another question. They can then guess the answer by saying, “Is it a …?” If the guess is wrong, they are out of this round. The student who guesses correctly can think of a new vocabulary word for the class to guess.
Assessment in All Sorts
Assessment is an essential part of English language teaching and learning, but what do we mean by assessment? “Assessment” is a wide term that basically includes all the ways we collect information about our learners’ performance, and “performance” in this respect refers to not only understanding, but also ability to use the language. There are therefore a range of approaches that can be used to collect assessment information, including formal testing.
Most language courses comprise two types of assessment— summative and formative. The purpose of the assessment activity, not the content, is what defines which kind of assessment it is.
Summative assessment summarizes attainment, so this type of assessment often appears at the end of a piece of learning (a lesson, unit, level, or course). Formative assessment takes place
The assessment opportunities in All Sorts are as follows:
• A brief formative assessment task at the start of every lesson, included in this Teacher Guide, to review prior learning.
• A summative assessment task at the end of every lesson, included in this Teacher Guide, to see how much learning has been achieved in the lesson.
• A game-like review at the end of every main Student Book unit to add to the summative assessment of unit learning (see page 22).
• A self-assessment chart at the end of every Workbook unit, to give learners a chance to contribute to the assessment process.
• A task-specific rubric for the assessment of each piece of writing that learners are asked to produce. These rubrics are editable and downloadable from the digital platform.
• The All Sorts Test Book. This component is delivered digitally through the platform, either as a downloadable resource, or as interactive tests that can be completed online and will be auto-graded. There are eight short unit tests for every level of All Sorts, as well as term tests and an end-of-year test.
Word Relay
Put the class in two or three teams. A student from each team comes to the board. Have them write as many words as they can on a given topic (e.g., school subjects, food, etc.), or starting with a given letter (each team has a different topic). Set a time limit. Repeat for others in the team. The team with the highest number of words wins.
Yes and No
To practice short answers, prepare a sign with YES written on one side and NO on the other. Divide the class into two teams and have everyone stand up. Ask a yes/no question to each student (e.g. Do you walk to school? or Are they hungry?), and show them either the YES or NO on the sign. The student then has to give a short answer to the question (e.g. Yes, I do, No, they aren’t, etc. If the student uses the correct grammar, they can sit down. The first team with everyone sitting down wins. For an extra challenge or for higher levels, students can correct NO answers.
throughout the learning process, forming part of the learning cycle. Crucially, this type of assessment provides information on both strengths and weaknesses. It can therefore be used to inform future learning and shape the emphasis in future lessons.
In All Sorts, we have carefully planned and integrated all the assessment opportunities, to make them as valuable and helpful as possible, both to you as teachers and to our learners. We have also provided assessment rubrics to provide teachers with an extra element of support in this respect. With production activities such as writing or projects, where there is no right or wrong option, it can be challenging to know how to assess the work. Therefore, the rubrics, which all follow a shared approach but are adapted to be task-specific, help with this by providing clear and structured guidance.
For learners to get the most out of assessment activities, it’s necessary to keep in mind the following guidelines:
• The assessment process should be presented to learners as a positive opportunity to check progress and find out if there are any language areas that need a bit of extra work.
• All assessment outcomes need to be seen in a positive light.
• Assessment should be treated as a valuable part of the language learning process.
• If any individual learners are really struggling, find sensitive and discreet ways to address that with the learners away from the full-class environment.
STUDENT BOOK WALKTHROUGH
Units start with a 2-page Vocabulary lesson.
2-page vocabulary lesson, with target words presented through a relatable and fun context
Thorough presentation of all new words.
Vocabulary Presentation
Course mascots used to present key features.
Course mascots used to present different lessons. Vocabulary Practice
3 Look and write.
4 1.2 Listen, read, and write.
Backpack, 1 , bookshelf, board, 2 , and glue. Things in the classroom for me and you! Pens and 3 on the table. Blue 4 on the wall. It’s a beautiful classroom for us all! Yes, it’s a beautiful classroom for us all! scissors
5 1.3 Listen again and sing.
Pair work activities are used to support production of new words.
Focus Question to engage learner with the unit topic.
Vocabulary Production
Games, songs, and chants are all used to support language acquisition and consolidation.
Introduction
STUDENT BOOK WALKTHROUGH
The Vocabulary lesson is followed by a 2-page Grammar lesson.
2-page grammar lesson, with target structures presented through a meaningful and relevant context
Course mascots used to present different lessons. Grammar Practice Contextualized grammar Presentation Inductive approach to grammar
1 1.5 Listen, look, and read.
2 Complete the sentences.
1 I ten. I eleven. ten?
Chorus
Mess, mess, what a mess! The class is in a mess.
The scissors are on the bookshelf. The glue is on the floor. The pens are under the table. The crayons are near the door.
Chorus
Mess, mess, what a mess! The class is in a mess.
Chorus
The books aren’t in the bookcase. The poster isn’t on the wall. The paper isn’t in the box. The teacher is in the hall!
Chorus
2 You/We/They on the playground. You/We/They in your house. on the playground?
3 He/She/It in the school yard. He/She/It in the school yard. in the school yard? am ’m not Am I
3 Look at Exercise 1 and read. Then write yes or no.
1 The boy is ten.
2 The man is a teacher.
3 The girl is a student.
4 The rulers aren't blue.
5 The board is red. yes
The are The is The are The are
Listen, point, and chant. 6 Ask and answer.
Chorus
Chorus 5 1.7 Look at Exercise 4 again. Write and chant.
The aren’t
The isn’t
The isn’t The is
Questions and answers are often used to support production of new language.
The rulers are blue. They aren’t red.
these rulers?
Grammar
Is this a book? Yes, they’re pencils!
Vocabulary Grammar
STUDENT BOOK WALKTHROUGH
The Story lesson, and the Listening and Speaking lesson are next.
Every unit, 1–8, has a unique, engaging story
The pre-reading activity starts the process of engagement.
1 Look and say the rooms in the house.
Read again and act.
Read and write Mom or Sam
Post-reading questions support deeper reading skills.
Pre-listening and post-listening activities ensure a comprehensive approach to skills development.
Speaking opportunities incorporate skills such as speculation and deduction.
Every unit includes a Social and Emotional Learning feature, to encourage critical thinking and collaboration in young learners.
Introduction STUDENT BOOK WALKTHROUGH
As further support for the essential elements of language, all units have a second Vocabulary and Grammar lesson.
New vocabulary, but a lighter load than the first vocabulary lesson.
Pair work opportunities reinforce language comprehension.
Second grammar point, again using the inductive approach to support understanding.
What is that / those? It is a board.
What are this / these? They are pens.
What are that / those? They are desks.
Complete the sentences.
The second vocabulary and grammar lessons still follow the presentation, practice, production approach.
STUDENT BOOK WALKTHROUGH
There is a dedicated Letter Work lesson in Levels 1–3, focusing on alphabet development and letter patterns.
Letter Work lessons reinforce pronunciation and spelling
1 1.14 Listen, point, and say. Then color.
Pre-reading task to prompt critical thinking
In Levels 1–3, the receptive skill of Reading and the productive skill of Writing are combined in one lesson.
Reading texts cover a variety of genres
2 Read and write.
1 Read and circle the classroom objects.
Hi, I'm Abby, this is my classroom. My classroom is big. There’s a board on the wall. There are two windows and a blue door. There’s a bookshelf with some books. The bookshelf isn’t big. It’s small. There’s a table with paper, glue, and scissors. There are seven desks and seven chairs. The desks are green, and the chairs are blue. My teacher is Maria, and she’s nice! Reading and Writing
2 Read again and draw. Then color.
1 There’s a c t with a c p.
2 There’s a p t in a dr ss.
3 There’s a k tten with some m lk.
4 There’s a d g with a d ll.
5 There’s a p rple p ppy.
Look at my pet f ish.
It’s in a red dress!
Look at the cat.
It’s wearing a hat!
Look at the frog.
It’s wearing blue socks.
Look at the kitten.
It’s sitting in a bowl of milk! a
3 1.15 Listen and say the poem. Then draw and color.
3 Write about your classroom. This is my classroom. My classroom is 1 There’s a 2 on the wall and a 3 The 4 isn’t big. There are 5 and 6 in the classroom. The desks are 7 , and the chairs are 8 . My teacher is 9
Letter and word sounds are comprehensively addressed.
Guided support for the writing task.
Post-reading task to consolidate learning.
Introduction
STUDENT BOOK WALKTHROUGH
The last two lesson in Student Book Units 1–8 are the Integrated Learning lesson and the Unit Review / Project page.
Use of images and infographics makes these lessons more memorable.
The Integrated Learning lessons are based on cross-curricular content
1 Look and read.
1 I use scissors to cut things.
The Review Game is intended as fun review.
2 I use glue to stick things.
2 Look, read, and order the pictures.
What you need
• red paper
• orange paper
• green paper
• purple paper • scissors
glue
kite
What to do
1 Take out your scissors.
2 Cut the paper in pieces.
3 Take out your glue.
4 Stick the red paper to the kite.
5 Stick the orange paper, the green paper, and the purple paper to the kite.
6 Finish your kite and add a string. Go outside and play!
3 Think and draw three more things you can make.
Exercises encourage an inquiry-based approach
Bookmark Make a bookmark. Draw, color, and say.
A wide range of interesting and unusual topics are covered.
The Projects allow for imagination and creativity There is a downloadable rubric for assessing the projects.
Students can look back through the unit to find their answers.
WORKBOOK WALKTHROUGH
All main units have 3 pages of Vocabulary and Grammar practice activities, which are aimed at reviewing and consolidating the language learned in the Student Book.
Vocabulary and grammar practice in context
The Workbook uses full color to provide a more engaging and stimulating experience for learners.
Vocabulary
3 Read and choose the correct option.
1 I go to school / go to sleep in the morning.
2 My sister and I like to sing / read books.
3 I draw / listen to pictures with my friends at school.
4 We have breakfast at 7 o’clock in the morning / in the afternoon
5 I go home at 4 o’clock at night / in the afternoon
4 Read and complete. Use the words in the box.
afternoon draw ice cream morning read sleep
Do you like to 1 ?
Yes, I do, but I love to 2 Me, too! My mom and I read at night before I go to 3
What do you like to eat?
I like salad and fish. And I love 4 and candy!
Do you go to school in the 5 ?
No, I don’t. I go to school in the 6 I have breakfast, and then I go to school. draw
Course mascots are also used in the Workbook to signpost the language elements.
1 Order the words to make sentences.
1 I / my / in / the / morning / breakfast / eat / .
2 go / to / We / bus / . / school / by
3 in / the / I / play / evening / . / computer / games
4 My / don’t / sisters / watch / at / . / TV / night
5 afternoon / They / soccer / in / play / the / .
6 school / I / car / . / go / to / don’t / by I eat my breakfast in the morning.
2 Read and complete. Use the words in the box. do take too watch What
What do you 1 in the morning? do
3 do you do in the afternoon?
Me, 5 ! I 2 a shower and have breakfast. I 4 a movie on TV or on my tablet.
Production activities allow students to use the target vocabulary and grammar in context.
Target vocabulary and grammar reinforced through relatable and fun exercises
Grammar
Introduction WORKBOOK WALKTHROUGH
1 3.1 Listen and check ( ). 1 What is the girl’s favorite animal? a b c
Listening activities encourage students to identify key information and answer simple comprehension questions. The Listening and Speaking lesson includes activities based on Young Learners exams.
What are the zebras doing? a b c
Which jellyfish is the girl looking at? a b c
Which picture does the boy have in his bedroom? a b c Listening and Speaking
pronunciation and spelling. Scaffolded reading comprehension.
Listening activities allow students to hear authentic pronunciation.
WORKBOOK WALKTHROUGH
The last lesson in Workbook Units 1–8 is the 2-page Integrated Skills Review.
One song-based activity using a song from the corresponding Student Book unit.
Integrated Skills Review
1 6.3 Listen and order.
1 Chorus
Oh, no! Silly you!
That’s not the right thing to do!
2 1
I eat breakfast in the afternoon.
I don’t like to have breakfast too soon.
2 Read and write yes or no
3 I play games late at night.
I don’t like to play games when it’s light. 4 Chorus
Our ideal school day
Activities to revise target vocabulary and grammar.
3 Order the words to make sentences and questions.
1 do / What / you / night / do / at / ?
What do you do at night?
2 I / have / practice / on / . / Saturday / soccer
Oh, no! Silly you!
That’s not the right thing to do!
This is our ideal school day. We wake up at 10 o’clock and brush our teeth. We have pie and candy for breakfast. We go to school at 11 o’clock, and we have three lessons. At 2 o’clock, we have lunch, and then we go home. We don’t have homework. In the afternoon, we play games on the computer and watch movies on our tablets! And we don’t go to school on Mondays!
1 They don’t brush their teeth in the morning.
2 They have candy for breakfast.
3 They have lunch at school.
4 They do their homework at home.
5 They don’t watch movies on TV.
6 They don’t go to school every day.
3 school / ride / bikes / . / their / to / Do / they
4 have / We / lesson / a / on / piano / Wednesday / .
5 of / the / day / first / is / the / ? / is / What / week
6 read / stories / to / parents / you / Do / your / ?
4 Read and choose for you.
I can name all sorts of routines and times of the day.
I can ask and answer all sorts of questions about routines.
I can read all sorts of texts about routines and times of the day.
I can write about different routines in all sorts of ways.
I can listen to all sorts of conversations about routines.
I can speak about all sorts of routines at different times of the day.
One reading activity, featuring unit vocabulary or grammar.
Personalized can-do review, allowing students to assess their own progress.
Introduction
DIGITAL
For students For teachers
o Student Book with 50 extra interactive game-like activities
o Fully interactive Workbook with all activities made digital for online completion
o Video, audio embedded throughout
Downloadable resources, including:
o Student Book and Workbook audio
o Video Worksheets and Teaching Notes
o Story Worksheets
In addition to all student content, teachers receive:
o Online Teacher Guide
o Online test content for teachers to assign
Downloadable resources, including:
o Flashcards (Levels 1–3)
o Picture Dictionary (Levels 1–4) and Dictionary (Levels 5 and 6)
o Downloadable Teacher Guide
o Downloadable and editable tests
o Downloadable and editable rubrics to assess both Writing and Project work
o Answer Keys and Audio Scripts
o Story Worksheets and Teaching Notes for videos
o Mascot images
Grading and Attempts
We have implemented unique grading and activity-attempt rules for each course. The table below presents the number of attempts students will be able to make for each activity per course, and whether or not the students’ progress and grades are recorded in the Gradebooks.
All Sorts has a rich digital offering to support the print content and to ensure students have a diverse and enjoyable learning experience. Below is an outline of what All Sorts Online contains: Course
Student Book
Workbook
attempts
attempts
Tests 1 attempt
via assignments
Teacher Dashboard
DIGITAL
Types of Online Activities
There are many types of activities for students to engage with, such as memory cards, drag and drop, matching, wordsearch, karaoke, and more.
Examples of activities
Example of activity – Karaoke
Example of activity – Wordsearch
Introduction
DIGITAL
Student Book
The Student Book contains audio for exercises, songs, chants, and karaoke. In addition, we added fifty interactive activities per level which are only available via All Sorts Online. These activities are game-like and are an excellent way to help students practice the grammar and vocabulary of the different units. Students will have three attempts at each activity. They are not meant for grading but for students to practice and have fun using the new language items.
Student Book/Workbook showing two-page spread with hotspots
Workbook
This is a fully interactive and auto-graded version of the print Workbook with all the same activities as per the print Workbook. Students have up to two attempts to solve each activity. The activities are auto-graded and all the results are saved in their online gradebook. Tests
Unit Tests each contain five interactive grammar and vocabulary activities and carry a total score of 30. Each of the three Term Tests have 10-12 interactive activities and carry a total score of 60. The End-of-Year Test includes ten interactive activities and carries o total score of 60. There are A and B versions of the Term and End-of-Year Tests to help prevent copying of answers between students. All tests are available for teachers to assign to students as assessments. The contents of the Tests will not be visible to students unless it is assigned by a teacher via an online assignment.
DIGITAL
For Teachers
Teachers will have access to all the test resources, and the activities can be assigned to students as online assignments. Teachers can download all the resources from the Teacher Resource Center, including the tests, which can then be delivered as pen and paper tests if required. Teachers can download an editable version of the tests if required.
Progress Monitoring with Skills Alignment
Teachers will be able to monitor performance for the Workbook and assignments. Teachers can see a student’s overall performance in different activities, with activity results aligned to language skills. They can also review students’ specific answers for each activity.
Gradebook with language skills alignment
Desktop and Mobile Apps
Teachers and students can access All Sorts Online via Desktop and Mobile apps. The apps enable users to download content to view offline. Once the content is downloaded, students can complete activities offline, and when reconnected to the internet the students’ grades are synched with the online gradebook.
Welcome, !
Prior Learning
• Vocabulary: Students will review vocabulary from the previous level, including: apple, ball, balloons, baseball cap, juice, and teddy bear. They will also review some functional questions related to personal information such as What’s your name? Where do you live? How old are you? and be able to answer these questions. They will review the alphabet and the days of the week.
• Verb forms: Students will review the Simple Present and Present Progressive forms. They will use the affirmative, negative, and question forms for both structures. They will use the following verbs: be, live, run, learn, read, write, grow go, stay, play, swim, fly, jump, walk, cry, and do in different forms. Students will also review can/ can’t, Is there/Are there? and Let’s + infinitive. Students will be familiar with the genitive ’s, possessive adjectives, prepositions of place, this/that/these/those, would like, like + noun, and questions with When, Who, What, Which, How, and Where.
• Functions and habits: Students now have experience working in pairs and small groups. They will listen to and sing the Welcome song, act out sentences they have written, and ask and answer questions with their classmates.
Unit Theme
This unit welcomes students back to school, teaches them how to give information about themselves to other people and how to ask for information about other people. The grammar sections of the unit will allow students to use the language they learned in the previous level to have meaningful interactions with their classmates. This will help them to get to know their classmates better. It will also prepare them for similar communication activities in the rest of this level.
Objectives
• Review vocabulary from Level 1 in fun games and exercises.
• Exchange information with classmates.
• Review grammar points from Level 1 to interact with their classmates.
• Review basic question forms in the context of a story.
Reading and Listening
• Listen to and sing a song about returning to school.
• Read and listen to the days of the week and the alphabet.
• Read information about students’ names, ages, and pets.
Grammar
• Review the Simple Present verb forms while asking and answering questions about routines.
• Review the use of can and can’t.
• Review the structures Let’s … and There is/There are
• Review the Present Progressive.
Speaking
• Tell their classmate about their weekend activities.
• Ask and answer questions and role play a conversation with personal questions.
• Role play a conversation about making a lemon cake.
• Review Level 1 vocabulary in a song, games, and exercises. Vocabulary
Writing
• Complete sentences using grammar learned in Level 1.
Social and Emotional Learning
In Level 2, the social and emotional learning features cover topics such as the importance of sharing, dealing with stress, asking for help, and learning to manage time. Although there is no SEL-specific topic in this unit, students will read a story that focuses on meeting a new student and asking them questions. This ties in with the area of Relationship Skills, specifically initiating and engaging in social interactions with peers, making friends, and expressing interest in others. Have students look at the conversation with Haruto, the new boy in the story. Ask, What questions do the other students ask him? (What’s your name? How do you spell it? Where are you from?). Elicit more questions they could ask him. Divide students into groups of four or five to create a short dialogue. Two of the people in the groups play new students in a class, and the others introduce themselves and show their interest in the new student by asking questions. They can look at the story on Student Book page 6 for ideas. The groups then act out the dialogues. Write the key questions they ask on the board. Then, say that it is important to make new students feel welcome and to continue the friendships that they developed in Level 1. Point to the questions written on the board and add more such as: Do you have a sister? Can you ride a bike? Do you like chocolate? Do you have a pet? What is your favorite TV show? Tell students to find out something new about another class member and report it to the class.
Assessment
Students will be assessed through the following:
• The Initial Assessment activity at the start of each lesson
• A Continuous Assessment activity at the end of each lesson
• The Term 1 Test (which covers the Welcome Unit and Units 1–2)
Digital Content
The digital resources for this unit include: an e-workbook, digital flashcards for vocabulary, digital games, audio files for listening activities in the Student Book and Workbook, and a karaoke version of the unit song to consolidate learning.
Objective
By the end of this lesson, students should be able to use a picture game to review vocabulary from Level 1.
Initial Assessment
AL Play I Spy with objects in the classroom. Start the game by being the spy and showing how to play the game. Select an object in the class and say, I spy, with my little eye, something beginning with ... and the first letter of the object (e.g., D). Students have to guess what the word is e.g., desk). The class can review vocabulary for stationery, furniture, and clothes. The student that guesses correctly becomes the “spy” and gives a new hint.
Warm-Up
AL Use the six vocabulary words on Student Book page 4. Write them on separate pieces of paper or cards. Hide the clue cards around the classroom before the lesson. Divide the class into three or four teams. Put the flashcards (apple, ball, balloons, baseball cap, juice, and teddy bear) along the shelf of the board. Tell students to look for the hidden pieces of paper or cards. The team that matches the most words wins.
Note to teacher
Whenever you see the instruction, Open books to page xx, follow these steps:
• Open your book to the relevant pages, hold your book up and point to the page numbers in the bottom corners. Draw students’ attention to the pictures and the headings on the page. Elicit what students can see and what they understand. Where necessary, point out the key features that they need to know.
Exercises
1 Have students open their books to pages 4 and 5. Use these steps: open your book to the same pages, hold up the book and point to the word Welcome. Clarify the meaning of Welcome and Welcome back. Check instructions with students. Point out that the words in the box were the ones in the Warm-Up. In pairs, students find the objects in the picture. Check answers with the class.
Fast Finishers
Continuous Assessment
AL Pre-teach backpack. Ask students what other things they can see in the students’ backpacks in the picture. Divide students into teams of four or five. Ask them to make a list of things they have in their own backpacks. The team with the most objects win.
AL Invite students to draw and label their own backpacks with 2–3 things in it.
Hello, hello! And welcome, friends. Here we are, back to school. Let’s learn some new things and have fun, too.
La, la, la, la, la, la.
La, la, la, la, la, la.
Warm-Up
AL Open books to page 5. Show students the song and tell them to circle the words hello and friends. Together, the class invents an action for each word. Then tell students to find have fun and have a great time and invent an action for both. Explain that they will listen and perform the actions as they hear the song. In pairs, students then read the song aloud to practice, performing the actions with the appropriate words.
We can make new friends. We can read and write. And together, we can all have a great time, that’s right!
La, la, la, la, la, la.
La, la, la, la, la, la.
Your All Sorts friends are here for you. Everybody say “hello”. They will help you every day, help you learn and grow.
La, la, la, la, la, la.
La, la, la, la, la, la.
Exercises
2 AL W.2 Tell students to look at the word grow at the end of the song. The action for this word will be to stand up slowly. Review all the movements for the song. Play the audio and have students complete all the actions as they hear the song.
3 W.3 Listen again and sing.
Objective
2 W.2 Listen and read. 5 W
Initial Assessment
3 AL W.3 Play the audio. This time students sing and perform the actions together. Divide students into three groups, one for each verse, and play the audio again. Each group sings their verse, and everyone does all the actions. Repeat twice with the groups singing different verses.
By the end of this lesson, students should be able to read, listen to, and sing a song welcoming them back to class.
Karaoke
AL W.4 Play the audio for the karaoke version of the song. The class sings the whole song with actions. This time, add clapping during the chorus. Invite volunteers to the front of the class to perform the song. Play the audio again. Everyone sings and performs the actions.
Continuous Assessment
AL Books closed. Divide students into two teams. Write the six vocabulary words from Student Book page 4 on separate cards—write them large enough for students to read from their desks. Display the cards along the shelf of the board. Give students 10 seconds to look at the cards and memorize where they are. Then turn the cards around. Say one of the words. One team sends a member up to the board to turn around the card they think contains that word. If it is correct, leave the card turned around. If it is not correct, turn it back around, and say a different word for the other team to reveal. When all the word cards are displayed, ask students in pairs to put the words into three groups: food, clothes, and toys
AL Books closed. Play a game where you say one of the mimed words (hello, friends, have fun, have a great time, la la la, grow) and the students mime the actions. Change the order of the words and get progressively faster. Have students repeat the activity in their groups, with one student suggesting the words.
Workbook
Workbook, page 2. Ex. 1, 2
Welcome
Objective
By the end of this lesson, students should be able to read and say the days of the week as well as listen to and understand people’s schedules.
Initial Assessment
AL Books closed. Before the lesson, prepare seven word cards with the different days of the week on them. Put them in the wrong order along the shelf of the board. Move Monday to the beginning of the row. Invite students to the board to put the rest of the words in the correct order. Read the days of the week with students repeating after you. Ask, What day is it today?
Warm-Up
AL Write questions on the board, What’s your name? How do you spell it? Ask a student the questions, and as they spell their name, write the letters on the board. Spell it incorrectly. Change it when the student corrects you. Then in pairs, have students ask and answer the questions.
Exercises
1
W.5 Open books to page 6. Students are going to listen to and read the story. Draw their attention to the two main characters in the story. Ask, What are their names? (Camila, Haruto). Have the class spell the names together. Play the audio as students read and listen. Look at the example. The sentence is correct, so yes is the answer. In pairs, students read and answer 2–3 with yes or no Check answers. In groups of three or four, students read the story together and take turns being Camila, Haruto, the teacher, and the other students. Answers: 2 no 3 yes
2 W.6 Check instructions with students. Tell them that the first time they listen they will just listen and point. Play the audio. Play the audio a second time. Students repeat the days. Put the cards from the Initial Assessment on the board shelf. Students help you put them in the correct order again by saying the days of the week. Point to each day of the week and say it. Students repeat after you. Correct pronunciation as needed. Point to random words and have students say them progressively faster. Close books and remove the cards from the board shelf. Divide the class into two teams. Each team says a day of the week in order. Repeat a few times.
Listen and point. Read and repeat. 3 Talk to a classmate. Look and say.
3 Check instructions with students. Have them look at the table and the word Saturday. Ask, Do they go to the park on Saturdays? Tell them that the check means yes. Ask, Do they stay at home on Saturdays? Shake your head. Students say, no. Ask about Play with Friends. Look at the speech bubble and read it. Point out the word and between the two activities. In pairs, students repeat the sentence for Saturday and say a new sentence for Sunday. Check the answer with the class.
Suggested answers: On Saturday, we go to the park and play with friends. On Sunday, we stay at home and play with friends.
Continuous Assessment
AL Books closed. Students stand in a circle. Play Say the Next Word (see page 25) for the days of the week.
Workbook
Workbook, page 3. Ex. 3, 4, 5
7
1
Objective
By the end of this lesson, students should be able to say the alphabet, spell words that they hear, and write the numbers 11–20.
Initial Assessment
AL Books closed. Students line up at the board in two teams. Each team has to write all the letters of the alphabet on the board. Students take turns coming up and writing one letter on the board. That student goes to the back of the line for their team. Then the next student comes up and writes the next letter. They should write capital letters. The team to finish first (correctly) wins.
Warm-Up
AL The class stands in a circle with a soft ball. Each student says a word that begins with a letter of the alphabet, throws the ball to the next student, and sits down (e.g., apple, baby, cat, desk ...). To win, all the students have to be sitting down within three minutes.
Exercises
4 W.7 Check instructions with students. Play the audio as students listen, point to the letters, and repeat them. Play the audio again with books closed. Students repeat the letters. Then in pairs, students take turns pointing to the letters and saying the alphabet.
5 W.8 Check instructions. Tell students that they will hear a word and write it on the line. Direct students to look at the example. Play the first word on the audio. Then play the rest of the audio while students write the words for 2–5. Students check their answers in pairs and then check with the class.
Answers: 2 kite 3 sister 4 games 5 family
6 W.9 Check instructions. Play the audio. Students point to the numbers 11–20 and repeat them. Play the audio again, students listen and repeat. In pairs, students take turns pointing at numbers at random for their partner to say.
7 Check instructions. Look at the example. In pairs, students complete questions 2–4. Check answers with the class.
Answers: 2 20 twenty 3 14 fourteen 4 11 eleven
Continuous Assessment
AL. Students stand in a circle. Play Say the Next Word (see page 25) with the numbers 1–20. The first time, students try to complete the sequence of numbers in one minute. Reduce the time for each round.
Do you remember?
Objective
By the end of this lesson, students should be able to ask and answer personal questions and complete sentences about animals with can and can’t
Initial Assessment
Books closed. Ask students, What do we call an animal that lives with us at home? Elicit pet, ask how to spell it, and write it on the board. Ask, What animals do people have for pets? Elicit a list of pet animals and add them to the board. Clarify their meanings. Ask why we don’t have lions and crocodiles as pets.
Warm-Up
AL Tell students that they are going to draw a picture of Benjamin and his pets. Say, First, draw Benjamin in the middle of the picture. Give students time to draw Benjamin. Then ask the class to suggest the type of pet he has and how many. (To stop anyone from saying ten cats, have a limit of three of any pet). Students decide on Benjamin’s pets (three or four types), and they draw them around Benjamin. Then in pairs, students show and describe their pictures to each other.
Exercises
1 AL Open books to page 8. Check instructions with students. Tell them that they will pretend to be the children in pictures 1–4. In pairs, they take turns choosing a picture, and their partner asks questions. Tell students to look at the three example questions and answers as well as the photos of the students asking/answering questions. The girl is asking the boy questions. In pairs, students point to each of the pictures and text, and ask and answer questions using the example as a model. Students then swap roles.
2 Check instructions. Check understanding of swim, run, fly, and jump by having students mime the actions. Identify the three animals (fish, bird, horse). Ask, Can a fish swim? Point out that the check means a fish can swim. Direct students to the . Ask, Can a fish run? The means that a fish can’t run. Elicit sentences for fish with fly and jump according to the table. If a student says that fish can jump, the class can decide to change the to a . Tell the students to complete the rest of the table for bird and horse in pairs. Check answers with the class. Encourage the use of can and can’t Answers: bird: swim , run , fly , jump ; horse: swim , run , fly , jump
Do
you remember?
Look and complete the table with or . I’m Benjamin.
Look at Exercise 2 and complete with can or can’t.
1 A bird fly, but it run.
2 A fish run, but it swim.
3 A horse swim and jump, but it fly. can
3 Check instructions with students. In pairs, they complete the sentences with can or can’t based on information from the table. Check answers with the class. Then students read the sentences to each other in pairs.
Answers: 1 can’t 2 can’t, can 3 can, can’t
Continuous Assessment
AL Books closed. In pairs, students pretend to be an animal. Their partner has to guess what they are by asking questions, such as Can you fly/run/swim/jump? They can also ask, Where do you come from? Where do you live? Are you a pet? If they still can’t guess, they can ask, How do you spell your name? The other student spells the animal’s name. Then students draw a picture of their partner’s animal and label it with sentences like I am a _____. I can’t ______, but I can ______.
Fast Finishers
Invite students to write a sentence about the animals saying the ones that can and can’t fly.
Workbook
Workbook, page 4. Ex. 1, 2, 3 1 Choose, ask, and answer with a partner.
Name: Benjamin Age: 9 Pet: dog - Lola
Name: Oliver Age: 5 Pet: bird - Olly
Name: Amelia Age: 8 Pet: cat - Sammy
Name: Henry Age: 10 Pet: frog - Callum
4 Read and reorder the words. Then act.
Abby: Let’s make a lemon cake!
Jill: Cool!
Abby: milk? / there / Is
1
Jill: Yes, / is. / there
2
Abby: Are / eggs? / there
3
4
Jill: there / No, / aren’t.
Exercises
4
5 Look and complete.
1 is wearing a dress.
2 is running.
3 is crying. He’s sad.
5 is walking to school. Layla
4 are playing basketball.
6 Look and write.
1 She (wear) a costume.
2 She (dance).
3 She (not / eat). is wearing
Abby: Let’s ask Mom for eggs! Is there milk? 9 W
Objective
By the end of this lesson, students should be able to complete sentences with there is and there are and understand questions using the Present Progressive.
Initial Assessment
Open books to pages 4 and 5. Ask, the class questions such as, Are there students? Is there a boy? Are there balloons? Is there a teddy bear? Are there books? Is there a tree? Are there dogs? Elicit the short answers Yes, there is/are and No, there isn’t/aren’t
Warm-Up
AL Divide the class into two standing teams. Ask, Is there …? and Are there …? questions and use a Yes/No sign. Students answer: Yes there is/are, or No, there isn’t/aren’t. If the student answers correctly, they sit down. The first team with everyone sitting down wins.
Open books to page 9. Check instructions with students. Look at the example. Explain that students must write questions and answers by putting the words in the correct order. In pairs, students complete 2–4. Check answers. Students act out the dialogue in pairs.
Answers: 2 Yes, there is. 3 Are there eggs? 4 No, there aren’t.
5 Check instructions with students. They need to look at the pictures and write the correct name in each sentence. Look at the example. Layla is wearing a dress. In pairs, students complete 2–5. Check answers.Then students cover the sentences and just look at the pictures. The teacher says a sentence for each picture, and students point to the correct picture.
Answers: 2 Violet 3 Jace 4 Theo and Mason 5 Penelope
6 Check instructions. Look at the example. Point out that students need to complete sentences 2-3 using the Present Progressive. The teacher works with the class to complete the sentences.
Answers: 2 is dancing 3 isn’t eating.
Continuous Assessment
AL Divide students into two teams. Play the Miming Game Students take turns miming an activity, and the other team has to guess what they are doing (e.g., She’s playing tennis, He’s eating ice cream, etc.). If the game finishes in three minutes, the class wins.
Fast Finishers
Invite students to write four sentences about what some of the people in the classroom and in their family are doing now. They can draw pictures to accompany them.
Workbook
Workbook, page 5. Ex. 4, 5
Penelope Jace Theo and Mason Violet Layla
All Sorts of 1 School Stuff
Prior Learning
• Vocabulary: Students should be confident with vocabulary for objects (e.g., pencil, book, eraser, board, crayon, desk, page, ruler) and places related to class (e.g., classroom)
• Verb forms: Students will be able to use the Simple Present for general situations and be familiar with the Present Progressive (e.g., be + ing) for talking about actions. They will have previous experience with can for ability and be able to use there is/there are to identify objects.
• Functions and habits: Students should have experience answering questions and matching words and pictures. They should be able to ask and answer about who they are, how old they are, and things they do.
Unit Theme
The unit covers classroom objects and activities, which should be mainly review. Students will learn how to point out objects in the classroom. The grammar points allow students to identify and describe these objects. The aim is to enable students to talk about their surroundings.
Objectives
• Point to and identify specific classroom objects.
• Find examples in the classroom and say where they are.
• Ask and answer questions about classroom objects with a partner.
• Describe what they do in a classroom.
Reading
• Read and understand a story about a dog eating a boy’s homework.
• Act out the story.
• Identify the speakers of lines from the story.
• Sub-skill: Identify characters.
• Read a non-fiction paragraph describing a classroom.
• Read for specific information about classroom objects.
• Sub-skill: Identify details.
Grammar
• Use the Simple Present with to be (all forms) to talk about people and things.
• Use the demonstratives this, that, these, those.
Listening
Vocabulary
• Use new vocabulary to name classroom objects.
• Use new verbs to describe classroom activities.
• Recognize and write words with short vowels.
• Listen to and understand a description of a backpack.
• Write words that are heard in the audio.
• Draw what is heard in a poem.
• Listen to a chant and point or write.
• Listen for specific words in descriptions of backpacks.
• Sub-skill: Listen for details.
Speaking
• Ask and answer questions about classroom objects.
• Ask and answer questions about what we do in the classroom.
• Identify the difference between this, that, these, and those
• Say words with short vowels.
Writing
• Add words to complete a description of their own classroom.
Social and Emotional Learning
Relationship Skills
This unit explores working with others. This relates to social awareness, sharing, and taking turns. The example sentences given in the exercise on page 15 are, Here’s a pen for you and It’s your turn. Read the sentences and elicit ideas. Ask, Which sentence means you are sharing? Which sentence means you are taking turns? Elicit situations from students for when they would use these sentences or a variation on them. Ask, Why is it important to share and take turns? Have students act out situations using these forms. Discuss the value of taking turns during a game or having a balance between students in pair work, such as question-asking activities. Encourage students to learn to notice when they need to share an object and how they feel when someone shares an object with them. This helps them build awareness of the needs of others and develop empathy.
Letter Work
In this unit, students will continue to practice writing the vowels a, e, i, o, u. First, students listen and repeat the short vowel sounds and the words. Then they color the outlines of the letters in words. It is important to teach the sounds of these letters as they are different from the names of the letters and are often sounded differently than students’ first language (L1). Students may have problems writing the letters. On the board, remind them how each letter is written, emphasizing the starting position of the pencil.
Assessment
Students will be assessed through the following:
• The Initial Assessment activity at the start of each lesson
• A Continuous Assessment activity at the end of each lesson
Digital Content
• The Review Game and Project presentation at the end of the unit
• The Unit 1 Test
• The Term 1 Test (which covers the Welcome Unit and Units 1–2)
The digital resources for this unit include: an e-workbook, digital flashcards for vocabulary, digital games, audio files for listening activities in the Student Book and Workbook, and a karaoke version of the unit song to consolidate learning.
Vocabulary
Objective
By the end of this lesson, students should be able to name school supplies in the classroom.
Initial Assessment
AL Books closed. Have students brainstorm words for all the objects on their desks and in the classroom. Walk around the classroom picking up or pointing to objects written on the board. Ask, What is this?
Warm-Up
AL Open books to page 10 and ask, What can you see in the picture? Write the words on the board. Ask some How many ...? questions and some What color ...? questions to review previously learned classroom-related language.
Focus Question
Read the focus question aloud. Ask, What do you do at school? Mime a school activity for students to guess, such as turning the pages of a book or throwing a ball. Then invite students to the front to mime their own ideas. Write the verbs that they come up with on the board, e.g., write, draw, read, play, sing, etc.
Exercises
1 PRESENTATION. Direct students’ attention to Exercise 1. Check the instructions with students. Ask them to point to the backpack in the picture. Ask, What is it? Is it a backpack? (Yes.) Say, Backpack is 1. Write 1 in the box. Tell students to complete the rest of the numbered objects in pairs.
2 1.1 PRACTICE. Check instructions. Play the first word on the audio and have students point to it on the page and say it at the same time. Continue with the rest of the audio. Check pronunciation by saying a number and having students answer with the word. Make sure scissors is pronounced correctly. Have students take turns pointing to each of the numbered objects in the picture and naming them.
School Stuff
Continuous Assessment
Books closed. Use the flashcards for the target lexis in this lesson but in a different order from the book. Have students name the items. Repeat. Then play a memory game. Tell students you will show the flashcards again, but they have to name each one before you show it.
Fast Finishers
Invite students to point to and name additional objects in the picture with a classmate.
Workbook
Workbook, page 6. Ex. 1, 2
Objective
3 Look and write.
4 1.2 Listen, read, and write.
5 1.3 Listen again and sing. Backpack, bookshelf, board, 2 , and glue. Things in the classroom for me and you! Pens and 3 on the table. Blue 4 on the wall. It’s a beautiful classroom for us all! Yes, it’s a beautiful classroom for us all! scissors
Exercises
3 AL Open books to page 11. Check the instructions with students. Point out the example, scissors. Elicit that students must write the word for each picture. Tell them not to look at page 10. Check answers with students.
Read the song together and ask students to suggest what the missing words are. Have students listen to the song and write the missing words. Give them time at the end to complete their answers. Check answers with the class. Answers: 2 bookcase 3 paper 4 poster
5 1.3 Play the song again. Encourage students to sing along. Then invite them to change around the items in the verses and create a new verse or song.
Karaoke
1.4 PRODUCTION. Have students invent an action for each of the four missing words. Play the song again as students sing and perform their actions.
Continuous Assessment
Books closed. Write some of the target words on the board and remove one or two letters from each. Invite volunteers to come to the board and write a letter in one of the words. Continue until all the words are complete and correct.
By the end of this lesson, students should be able to write the words they learned on the previous page.
Initial Assessment
AL Books closed. Ask the class if they can remember the ten words from the previous lesson. Write them on the board. If students can’t remember them all, give statements such as You carry it to school until you have all the words.
Warm-Up
AL Invite students to act out words from the list by miming how they use them. The rest of the class guesses what each word is. After the activity, erase the words from the board.
Fast Finishers
Encourage students to have a dialogue. Write possible chunks on the board as a sample:
A: What’s in your classroom?
B: Posters on the wall.
A: What’s on your desk?
B: Glue and paper.
Workbook
Workbook, page 7. Ex. 3, 4
Objective
By the end of this lesson, students should have reviewed the use of the verb be in the Simple Present.
Initial Assessment
AL Books closed. Draw a boy on the board. Write Tom on his shirt. Say, Stand if it’s correct; sit if it’s wrong. Then make statements, some grammatically correct (e.g., He is a boy.), some incorrect (e.g., He am nine.). After an incorrect sentence, always give the correct form.
Warm-Up
AL Add a picture of a girl. Write Jane on her shirt. Say, Hands on your hips if it is correct; fold your arms if it is not. Say correct and incorrect sentences, now using plurals. They are Tom and Jane. They is friends. We are in a classroom. Tom and Jane is on the board. Always give the correct sentence after an incorrect form.
Exercises
1 1.5 PRESENTATION. Open books to page 12. Check instructions with students. Play the audio. Draw students’ attention to the last two sentences. Ask, Are these questions? Point out the question marks. Explain the position of is and are in questions. Play the audio a second time and stop after each person speaks for students to repeat.
2 PRACTICE. Check instructions. Read the three example sentences out loud while students follow along. Have students do the exercise in pairs. Check answers as a class. Answers: 2 are, aren’t, Are, you/they 3 is, isn’t, Is, he/she/it
3 Check instructions with students and tell them to do the exercise in pairs. Check answers as a class. Answers: 2 yes 3 yes 4 no 5 no
2 Complete the sentences.
1 I ten. I eleven. ten?
2 You/We/They on the playground. You/We/They in your house. on the playground?
3 He/She/It in the school yard. He/She/It in the school yard. in the school yard? am ’m not Am I ?
3 Look at Exercise 1 and read. Then write yes or no.
1 The boy is ten.
2 The man is a teacher.
3 The girl is a student.
4 The rulers aren't blue.
5 The board is red. yes
Continuous Assessment
Play a game of Stick Man (see page 13). Put the blanks on the board for the following sentence: Tom and Jane are friends. If students are unfamiliar with the game, write in the letter a as an example (there are three) and ask teams to suggest another letter. If there is time, play more games with negative sentences or questions (with punctuation already added).
Fast Finishers
Invite students to write sentences about their best friend’s favorite interest, using the Simple Present in the affirmative and the negative.
Workbook
Workbook, page 8. Ex. 1, 2, 3
The playground isn’t small. It
The rulers are blue. They aren’t red. Are these rulers?
Grammar
4 1.6 Listen, point, and chant.
Chorus Mess, mess, what a mess! The class is in a mess.
The scissors are on the bookshelf. The glue is on the floor. The pens are under the table. The crayons are near the door.
Chorus
The books aren’t in the bookcase.
The poster isn’t on the wall.
The paper isn’t in the box.
The teacher is in the hall!
Chorus
Chorus
Mess, mess, what a mess! The class is in a mess.
The are
The is
The are
The are
6 Ask and answer.
5 1.7 Look at Exercise 4 again. Write and chant. Is this a book?
they’re pencils!
Objective
Chorus
The aren’t
The isn’t
The isn’t
The is
Chorus
Warm-Up
AL Ask, Are your desks a mess? Mime the meaning of mess if necessary, or use L1. Then, in pairs, ask students to tell each other what is or isn’t on their desk. Suggest using plurals such as books or rulers to elicit are/aren’t. Then ask, Is the classroom a mess? Is my desk a mess?, etc.
Exercises
4 1.6 Open books to page 13. Check instructions with students. Tell them to listen and point to things in the classroom that they hear in the chant. Listen again. Then stop after each line for students to repeat it.
5 1.7 Ask students to complete the sentences from the chant in pairs, using their own ideas. Say you are going to change the names of some of the objects. Ask for plural suggestions to replace scissors, crayons, and books (e.g., pencils). Cross out other words and replace them. Sing along with the chant but shout out the new words.
Karaoke
1.7 Have students invent actions to do while chanting. Play the chant again as students chant and perform their actions.
By the end of this lesson, students should have consolidated their review of the forms of the verb be in the Simple Present, particularly when referring to singular and plural items.
Initial Assessment
Books closed. Put a book (or any singular item) on the floor. Ask, Where is the book? Elicit the complete sentence The book is on the floor. Invite the student who answered to put the book in another place and ask the same question. Give the next student scissors to place and ask, Where are the scissors?
6 PRODUCTION. Tell students to look at the picture of the children and read the questions and answers in pairs. Then tell them to ask and answer with their own questions about more objects in the picture of the classroom and your own classroom. Model a question with one student to show how it is done. Point to your desk and ask, Is this a board? to elicit No, it’s a desk.
Answers: Students’ own answers
Continuous Assessment
Ask students to draw three pictures. Tell them to make sure that at least one contains a plural (e.g. two pens, three crayons). They then show their pictures to other students who say what they are (e.g., It’s a book. These are two rulers.). Students say if the answers are correct (e.g., Yes, that’s a book. No, these are crayons!).
Workbook
Workbook, page 9. Ex. 4, 5
Objective
By the end of this lesson, students should be able to listen to, read, understand, and answer questions about a story of a dog eating a boy’s homework.
Sub-skill
Identifying characters. Through reading a text, students identify who the characters in a story are and what each of them says.
Initial Assessment
AL Books closed. Write on the board, Rooms in the house. Elicit different rooms and write them on the board. Ask, Where do you do homework? Get a show of hands for each room. Ask, What is the class’s favorite room for homework? Ask students to get in groups according to where they do homework. Ask each group where they do their homework.
Warm-Up
Open books to page 14. Ask students to preview the story in pairs and write answers to the questions on the board, 1 What is the boy’s name? Sam/Mom 2 What is the dog’s name? Woof/Benny 3 What is the word for more than one mouse? mouses/mice. Circle the correct answers. (1 Sam 2 Benny 3 mice)
Exercises
1 PRE-READING. Check the instructions with students. Ask them to name the rooms in a house. Ask about the room they can see in the story. If someone suggests bedroom, ask, Is there a bed? Suggested answers: kitchen, dining room
2 1.8 IN-READING. Play the audio. Students listen and read. Stop every now and then to check students’ comprehension. If necessary, listen again. Check understanding by writing on the board, Where is the homework? (a) on the table (b) on the floor (c) in the backpack Answer: b
3 Tell students to read and act out the story in pairs. One student is Mom, and the other is Sam. (Both students can be Benny). Then have them switch roles and act out the story again.
Look and say the rooms in the house.
4 AL POST-READING. Sub-skill: Identifying characters. Check the instructions with students. They must take turns in pairs reading the text aloud and saying if it is Sam or Mom.
Answers: Mom: Is your homework in your backpack? Where is the glue? Sam: I don’t know. Bad dog! Can you help me?
Continuous Assessment
Books closed. Play a game of Correct Me! (see page 24). Divide the class into two teams. Retell the story from Exercise 2 with some mistakes. When a team hears a mistake, one student has to walk to the board and touch it. The first student to touch the board has to correct the mistake. The team with the most corrected mistakes wins.
Workbook
Workbook, page 10. Ex. 1, 2, 3
1 Think and answer.
1 What colors are the backpacks in your classroom?
2 What’s in your backpack?
2 1.9 Listen and write the words.
3 1.10 Listen and say which one.
Listening and Speaking
Warm-Up
Place a backpack on your desk and elicit, It’s a backpack Now touch the different parts of the backpack, saying What’s this? In this way, pre-teach the key parts of a backpack, such as strap, handle, and label
Exercises
4 Ask and answer. backpack books handle label two straps backpack Social and Emotional Learning Talk about the pictures.
Objective
By the end of this lesson, students should be able to understand instructions for drawing a backpack and listen for detail when two people describe their backpacks.
Sub-skill
Listening for details. Students develop their ability to listen for specific words while listening to a description of a backpack.
Initial Assessment
AL Books closed. Give instructions for drawing one of the objects from page 10. Students compare drawings and decide what the picture is. Repeat your instructions, and draw the object on the board.
1 PRE-LISTENING. Check the instructions with the class. Tell students to remain silent, read question 1, look, and write their answer. Ask them to read question 2, think, remember, and write their answer. Students then compare answers. (e.g., 1 The backpacks in the classroom are ..., 2 There are pencils and books in my backpack).
Answers: Students’ own answers
2 1.9 IN-LISTENING. Sub-skill: Listening for details. Tell students they will hear a teacher give instructions for drawing a backpack. They need to write the correct word under each picture.
Answers: 2 two straps 3 handle 4 label 5 books
3 1.10 Check instructions. Tell students they will hear two speakers describe their backpacks. They will say the names of the speakers (Eric or Ann) for backpack 1, 2, 3, or 4.
Play the audio. Then check answers. If necessary, play the audio again, stopping between the descriptions. Tell students to listen for colors, label size, and contents.
Answers: Ann 3, Eric 4
4 POST-LISTENING. Ask students to describe Ann’s backpack. Say, What words can you remember about Ann’s backpack? And what about Eric’s backpack? Students should be able to suggest key details.
Answers: Students’ own answers
Social and Emotional Learning
See page 49 for more information on how to approach this topic in class. Put students into pairs, and have them discuss the questions. Monitor and offer support where necessary. Then encourage students to share ideas with the class.
Continuous Assessment
AL Invite students to draw their backpack. They could also label it using words from Exercise 2. Then, in pairs, students take turns to describe their own backpack to their partner.
Workbook
Workbook, page 11. Ex. 1, 2, 3
Vocabulary
Objective
By the end of this lesson, students should be able to recognize, write, and say words about learning (e.g., lesson, to learn, to ask, answer, etc ).
Initial Assessment
Books closed. Put students in groups of four. Tell them to brainstorm action words for classroom activities. Mime writing to help them get started with write. Then write all their ideas on the board. The group with the most action words wins.
Warm-Up
Books closed. Ask, Why do children go to school? Write their answers on the board (to learn, to study, to read, to write, etc.).
Exercises
1
1.11 PRESENTATION. Open books to page 16. Look at each of the pictures and read the labels and speech bubbles. Then read the instructions. Tell students that they will order the pictures. Tell them not to repeat the words yet, just listen, look, and number the words in the order they hear them. Tell them number 1 is already in the box next to the word lesson. Play the audio. Check answers. Answers: 2 check 3 choose 4 learn 5 ask 6 answer
2 1.12 PRACTICE. Tell students that this time they will point to the words and repeat them. Ask students to repeat the words they hear, focusing on pronunciation. Play the audio again. Then discuss the content of the pictures, making sure students understand what they mean.
3 Check instructions with students. In pairs, they will write the words from the pictures in Exercise 2 in the blanks. Answers: 1 check 2 choose 3 learn 4 ask
4 Check instructions. In pairs, students should write words from the pictures in the sentences. Answers: 1 learn 2 choose 3 ask/answer
5 AL PRODUCTION. Tell students to read the question and answer in pairs. Then tell them to ask and answer their own questions about what they do in the classroom. Answers: Students’ own answers
Continuous Assessment
Put students in groups. Say, One of you is the teacher, and the others are students. Act out a conversation in class and use as many of the new words as possible. The rest of the class watches. Encourage students to count the new words they hear. When the group gets to 6, another group acts out a situation.
Workbook
Workbook, page 12. Ex. 1, 2, 3
1 1.13 Listen, read, and trace.
2 Read and circle. Then say.
1 What is this / these? It is an eraser.
2 What is that / those? It is a board.
3 What are this / these? They are pens.
4 What are that / those? They are desks.
3 Complete the sentences.
1 What’s ? It’s a 2 What’s ? It’s a 3 What are ? They're
4 What are ? They’re
Objective
By the end of this lesson, students should have reviewed the words this, that, these, and those and be able to use them in written sentences.
Initial Assessment
Give each student a sheet of blank paper. Tell students to listen and draw. Say, Draw a table in the middle of the picture. Draw a pencil and two rulers on the table. Draw a door on one side of the picture and two windows on the other side. Have students tell each other what is in their picture. Listen and assess if any students are using this, that, these, or those
Warm-Up
AL Draw four pictures on the board and label them 1–4. 1 is a hand holding a book. 2 is a hand pointing to a tiny cat in the distance. 3 is a hand holding scissors. 4 is a hand pointing to some trees in the distance. Point to the objects and ask, What is this? for picture 1; What is that? for picture 2; What are these? for picture 3; and What are those? for picture 4. (Answers: a book, a cat, scissors, trees). Point to each one again and ask students to repeat the questions after you.
Exercises
1 1.13 PRESENTATION. Open books to page 17. Check the instructions and play the audio. Stop after each one to give students time to trace the words. Check answers. Say, I am going to play the audio again. Close your books and repeat what you hear. Stop the audio after each sentence to give students time to repeat.
2 PRACTICE. Put an eraser and some pens on a desk. Point to the eraser and say, The answer is, It is an eraser. Ask, What is the question? Elicit What is this? Repeat by pointing at the other objects to elicit that, these, and those Check instructions with students. Ask them to complete the exercise in pairs. Check the answers. Ask students to identify which of the objects are far ornear (The board and desks are far; the eraser and pens are near). Answers: 2 that 3 these 4 those
3 PRODUCTION. Check instructions. In pairs, students write this, that, these, or those and also write the name of the object(s). Check answers. Ask students to perform the four mini-dialogues in pairs. Take care to correct any mispronunciation of the contraction They’re Answers: 1 this, bookcase 2 that, door 3 these, scissors 4 those, backpacks
Continuous Assessment
AL Books closed. Tell students to look at their drawings from the Initial Assessment at the beginning of the lesson. Ask them (in pairs) to take turns pointing to the objects in each other’s drawing and ask what they are. Tell them to use this, that, these, or those in their questions. The other students answer each question.
Workbook
Workbook, page 13. Ex. 1, 2, 3
Letter Work
Objective
By the end of this lesson, students will learn to recognize and pronounce the short vowels a, e, i, o, u.
Initial Assessment
Books closed. Write these words on the board, bag, pen, sing, hot, run. Point to the words and say them. Have students repeat. Underline each vowel. Point to the words again and have students say them without your assistance. Listen to the pronunciation. It will help you assess if students can make these sounds.
Warm-Up
AL Books closed. To get students used to hearing the short vowel sounds, write h_t, b_d, s_t, f_x, and s_n on the board and ask these questions. If you cannot elicit an answer, draw a picture and repeat the question. What is the big yellow object in the sky? (sun) What do you wear on your head? (hat) What do you do with a chair? (sit) What is a red furry animal with a big tail? (fox) What do you sleep on at night? (bed)
Invite the student who answers to come to the board, find the word, and write the missing vowel. When all the words are complete, point to them, say them, and get students to repeat. Have them invent actions for each word. Then say the words again with the actions.
Exercises
1 AL 1.14 Open books to page 18. Check the instructions. Play the audio. Have students repeat the words. Tell them to color the outlined letters. They will need a few minutes. Then play the audio again and have students repeat what they hear.
2 AL Check instructions. Tell students to read the sentences and add the missing letters. Check answers with the class. Then tell students to take turns reading the sentences in pairs. Check if the students can remember the last part of the sentences. First, with open books, ask them to finish your sentences. Say, There’s a cat … and indicate that they should finish the sentence. Do this with all five sentences. Then close books and repeat the exercise. Listen for correct pronunciation and correct if necessary. Answers: 2 e, e 3 i, i 4 o, o 5 u, u
3 AL 1.15 Check instructions with students. Play the audio. Students listen and say the poem with the audio. Tell them to look at the pictures, draw, and color what the poem says, as in the example of the fish in the red dress. Offer support where necessary.
Work 18 1
1 1.14 Listen, point, and say. Then color.
a c a t o d o g e p e t u p u ppy i k i tten
2 Read and write.
1 There’s a c t with a c p.
2 There’s a p t in a dr ss.
3 There’s a k tten with some m lk.
4 There’s a d g with a d ll.
5 There’s a p rple p ppy.
Look at my pet f ish.
It’s in a red dress!
Look at the cat.
It’s wearing a hat!
Look at the frog.
It’s wearing blue socks.
Look at the kitten. It’s sitting in a bowl of milk! a
3 1.15 Listen and say the poem. Then draw and color.
Continuous Assessment
AL Have students continue working in pairs. Each student should try to memorize one of the verses of the poem and then they recite it together. One student looks at the poem and corrects any errors while their partner recites the poem. Then swap roles for the next verse.
Workbook
Workbook, page 14. Ex. 1, 2
Reading and Writing
1 Read and circle the classroom objects.
Hi, I'm Abby, this is my classroom. My classroom is big. There’s a board on the wall. There are two windows and a blue door. There’s a bookshelf with some books. The bookshelf isn’t big. It’s small. There’s a table with paper, glue, and scissors. There are seven desks and seven chairs. The desks are green, and the chairs are blue. My teacher is Maria, and she’s nice!
2 Read again and draw. Then color.
3 Write about your classroom.
This is my classroom. My classroom is 1 There’s a 2 on the wall and a 3 The 4 isn’t big. There are 5 and 6 in the classroom. The desks are 7 , and the chairs are 8 . My teacher is 9 board big chairs black door blue bookcase purple desks green glue red bookshelf yellow paper orange scissors small
Warm-Up
PRE-READING. Books closed. Tell students to brainstorm objects in the classroom for three minutes in groups of three. Tell them to write as many objects as they can; ten or more is excellent. After three minutes, check the lists. Write all the words given on the board. The group with the most correct words wins. Have students take turns to say one sentence about their classroom using one of the words on the board.
Exercises
1 IN-READING. Check the instructions. Explain that students need to circle the classroom words in the text, not objects in the picture. Ask which of the words were not included in the list of objects from the Warm-Up. Check the list of words on the board with students and add new words from the text.
2 Sub-skill: Identifying details. Check the instructions. Tell students not to color until they have drawn the extra objects from the text that are not in the picture. When they have finished, they can check their work by comparing it to another classmate’s. The whole class can check together what objects should be added.
Objective
By the end of this lesson, students should be able to complete a gap-fill paragraph about their classroom using adjectives and nouns they have learned.
Sub-skill
Identifying details. Students develop their ability to read for specific information.
Initial Assessment
AL Write this sentence on the board, The window in my classroom are very big. Tell students that the sentence is not correct. Ask them to suggest possible changes to correct it. Elicit new sentences that are different but correct. This will help you assess students’ understanding of the forms of the verb be
Answers: The window in my classroom is very big. OR The windows in my classroom are very big.
Answers: Add: a board on the wall, bookshelf with books, paper, glue, and scissors on the table. Color: blue door, green desks, blue chairs
3 POST-READING. Check the instructions. Students should complete the paragraph about their own classroom, not Abby’s. Tell students to use Exercise 1 as a model but try to use different words. Tell them that the words around the paragraph are there to help, but they can also use other words if they want to. For example, they might have to think of new words to describe their teacher at the end.
Answers: Students’ own answers
Continuous Assessment
AL Ask students to suggest objects that aren’t in the classroom. Ask them to imagine the perfect classroom. What special or exciting objects would it have? Tell students to use their imagination and share their ideas with the class!
Fast Finishers
AL Ask students to draw their classroom. Suggest that they label the objects. They can finish it at home if needed.
Workbook
Workbook, page 15. Ex. 1, 2, 3
Integrated Learning: Art
Objective
By the end of this lesson, students should be able to read and understand a text about how to decorate a kite and explain the process of creating another object that they make.
Initial Assessment
Books closed. Talk together about making things. Ask, What things do you make? Do you make presents for people? Elicit things like art, cards, drawings, cakes, and toys and write them on the board. This should indicate current ability for speaking about activities they are familiar with.
Warm-Up
Books closed. Draw a picture of a pen on the board. Write I use a pen to _____. Ask, What do you use a pen for? and point to the blank. Do you use a pen to eat? (No) Do you use a pen to listen to music? (No) What do you use a pen for? If students do not respond with write, ask, Do I use a pen to write? (Yes) Fill in the blank with write Read the sentence and ask them to repeat it. Draw a ruler. Write, I use a ruler to _____. Elicit draw lines. Repeat with colored pencils (draw pictures), paper (write on), an eraser (erase mistakes), backpack (carry books). Elicit more ideas. Students may use objects from outside the classroom (cup (drink), glasses (see), a phone (make calls), etc). Make sure they use the infinitive structure but encourage any ideas.
Exercises
1 Open books to page 20. Check the instructions. Ask, What two things do you see in the pictures? (scissors, glue) Ask, What do you use scissors for? (to cut things) What do you use glue for? (to stick things). Tell students they are going to read instructions for how to make a kite. Tell them to point to the picture of the girl with the kite to make sure they understand what a kite is.
2 Check the instructions. Tell students to look at What you need. Ask, What paper do you need? (red, orange, green, and purple) What else do you need? (scissors, glue, kite) Tell students to read What to do and, in pairs, match the instructions 1–6 with the pictures a–f. Then check the answers together. Write the verbs take out, cut, take out, stick, stick, finish, and go on the board. Ask students to use them at the beginning of sentences to explain how to make/ decorate the kite.
Answers: 2 c 3 d 4 e 5 f 6 a
3 AL Students work in pairs. They draw three more things they can make, then show the pictures to their partner. Each student chooses one of their partner’s pictures. Students then tell their partner what they need and the process to make it. They should use Exercise 2 as a model.
Answers: Students’ own answers
1 Look and read.
1 I use scissors to cut things. 2 I use glue to stick things.
2 Look, read, and order the pictures.
What you need
• red paper
• orange paper
• green paper
• purple paper • scissors
glue
kite
What to do
1 Take out your scissors.
2 Cut the paper in pieces.
3 Take out your glue.
4 Stick the red paper to the kite.
5 Stick the orange paper, the green paper, and the purple paper to the kite.
6 Finish your kite and add a string. Go outside and play!
3 Think and draw three more things you can make.
Continuous Assessment
AL Have students walk around the classroom with their pictures and explain to other students what they would need and how to make it. Encourage students to bring in things they have made to show and talk about.
Note to teacher
• You need to supply dice for teams of two to four in the next lesson.
• Students will need craft materials to create bookmarks in the next lesson, e.g., paper, pencils or crayons, glue, scissors, and cardstock.
Fast Finishers
Invite students to choose something they don’t know how to make and invent the steps for creating it.
Workbook
Workbook, page 16. Ex. 1, 2, 3
Objective
By the end of this lesson, students should be able to remember what they have learned in Unit 1, and create a fun project.
Warm-Up
AL Books closed. Put students in teams. Give them five minutes to brainstorm objects that could fit in a backpack (but they cannot write them down). Teams play The Chain Game (see page 18), adding words to the list of backpack contents and remembering all the objects on the list. The winning team is the team that remembers the whole list without making errors.
Unit Review
Review
1 AL Open books to page 21. Invite students to play a memory review game. To play the game, they need a dice (if you don’t have any, students can make their own) and different color pieces. Students work in pairs or small groups. Point out that each color on the board represents a lesson from the unit: vocabulary, grammar, story, etc. Students take turns to roll the dice, move their piece over that number of squares, and complete the task on the square they land on. Students must complete the task successfully before they can roll the dice again. They are allowed to flip back through the unit to find the answers. When students reach the end of the game, or land on the “Return” square for the first time, they go back to the Start/ Finish square and continue to play. Students should go around the board twice so they land on as many squares as possible. The first student to go around the board twice and return to the Start/Finish square is the winner. Remind students that this isn’t a memory competition, but a fun opportunity for review.
Answers: 1 books 2 This 3 his mom 4 aren’t 5 Students’ own answers 6 cat, hat 7 backpack 8 is 9 No, there aren’t. 10 Students’ own answers
Project
AL Tell students that the project is to make a bookmark. It can be any shape but must be inspired by a classroom object and be able to be used in a book. Students plan and design their bookmark on a piece of paper and then color and decorate it. Then they cut it out with scissors and use glue to stick it to heavier cardstock. Each student then presents their finished bookmark and says a few sentences to describe it.
Fast Finishers
Invite students to make more than one bookmark, perhaps in different colors and styles but just as imaginative.
