Top Kids 6 Teacher’s Guide PDF

Judy Baldwin Lisa Kingsley Teacher’s Guide Top Kids 6 Teacher’s Guide Judy Baldwin / Lisa Kingsley © 2017 Seed Learning, Inc. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopyin...

Judy Baldwin Lisa Kingsley Teacher’s Guide Top Kids 6 Teacher’s Guide Judy Baldwin / Lisa Kingsley © 2017 Seed Learning, Inc. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the publisher. Acquisitions Editor: Casey Malarcher Content Editor: Kelly Daniels Copy Editor: Samantha Town Design: AC Estudio Editorial SL Illustrators: J avier Monsalvett, Jocar, Mercè Ortí, Rebeca Rodrigo Fuentenebro, Rosanna Crespo Typeset: Integra Software Services Pvt. Ltd. The authors would like to acknowledge Joy Yongo for contributing material to this book. http://www.seed-learning.com  TABLE OF CONTENTS Syllabus 4 Unit 1 At the Park 6 Unit 2 On the Street 14 Unit 3 Physical Activity 22 Unit 4 Values and Habits 30 Review 1 38 Unit 5 At School 40 Unit 6 Getting Sick 48 Unit 7 Travel Plans 56 Unit 8 At the Festival 64 Review 2 72 Appendix 74  Syllabus Lesson 1 Lesson 2 Lesson 3 Lesson 4 Unit Words Words Conversation Reading 1 1 seesaw, slide, swing, collect plastic bottles, clean Asking for Help, Fiction: baseball field, basketball the statue, pick up litter, fill Expressing Gratitude: Peter’s Class Cleans Up the court, tennis court, bike the sandbox, plant trees, A: Pardon me. Park B: Yes? path, duck pond weed the garden, paint the A: My kite is stuck in that Plus: bench, clean up the trail tree. Critical thinking task Patterns B: Where? Personalization task Future: Negative Statements Patterns A: Over there. Can you help Simple project activities me get it? At the Park I won’t ride my bike on the tennis court. Future: Q&A Who will pick up the litter? B: Sure. I’m happy to help. Jack will. Value: Ask for help. Chant: Sounds scr: scream Who Will Paint the Bench? spr: spring str: string Unit Words Words Conversation Reading 3 2 vet, dentist, pilot, mail fire engine, ambulance, Informing, Cautioning: Non Fiction: carrier, baker, gardener, pick-up truck, garbage A: Watch out, Mike! People in a Community farmer, engineer truck, school bus, camper, B: What? A: We’re at the light. A car’s Plus: police car, minivan coming! Critical thinking task Patterns B: Oh, I wasn’t paying Personalization task Superlatives: Positive and Patterns attention. Simple project activities Negative Statements Superlative: Q&A A: It’s not good to text and walk. On the T  he mail carrier is the youngest. Which fire engine is the dirtiest? B: You’re right. Street T  he engineer is the most The big one is. Value: Help others be safe. Sounds handsome. Chant: er: butter, flower Which Police Car? or: doctor, mirror Unit Words Words Conversation Reading 3 3 ski, ice-skate, snowboard, gymnastics, martial arts, Making Suggestions, Fiction: sled, snorkel, sail, jog, bike exercises, yoga, soccer, Refusing an Invitation/ Herby’s Day volleyball, badminton, Offer: A: Do you want to go ice- Plus: Patterns Ping-Pong Critical thinking task skating with me? Subject Gerunds B: Not really. I’m not good at Personalization task S  nowboarding Patterns ice-skating. Simple project activities is exciting. Object Gerunds A: How about going biking? B: No, I think biking is Physical I enjoy playing volleyball. boring. S  hedoesn’t like doing A: What about playing Ping- Activity exercises. Pong with me? B: OK. Playing Ping-Pong Chant: is fun. We Like Playing Volleyball Value: Get exercise. Sounds al: salt all: wall au: August aw: draw Unit Words Words Conversation Reading 4 4 waste food, get angry, sleep late, watch too much Expressing Surprise, Non Fiction: complain, pout, try new TV, argue with people, eat Giving Advice Mary and Monty things, say “please” and junk food, use sunscreen, Encouragement: A: Oh, no! Plus: “thank you”, follow rules, help your parents, go to bed B: What? Critical thinking task share your things early, study hard A: I made a big mistake on Personalization task Grammar Vocab: my homework. Simple project activities always, usually, often, Patterns B: Don’t feel bad. Everyone makes mistakes. Values and sometimes, hardly ever, never Adverb of Frequency Q&A with “how often” A: You’re right. B: You can learn from your Habits Patterns How often do you sleep mistakes. late? Value: Adverbs of Frequency Q&A I sleep late once a week. Cheer people up. with “ever” How often does she eat D o you ever share your juck food? Sounds S he eat junk food twice a /t/: jumped, talked things? /d/: played, cleaned Y es, I usually do. month. D oes she ever get angry? Chant: No, she never does. The How Often Song Review 1 (Units 1-4) 4 Top Kids 6 Teacher’s Guide  Lesson 1 Lesson 2 Lesson 3 Lesson 4 Unit Words Words Conversation Reading 5 5 cafeteria, computer room, difficult, easy, useful, Complimenting, Non Fiction: auditorium, hall, be quiet, fascinating, science, social Expressing Opinion: Following Rules shout out, get in line, cut studies, gym, art A: I like math best. How about you? Plus: in line B: Math is useful, but I like Critical thinking task Patterns science. Personalization task Patterns Introduction to simple A: You’re really good at Simple project activities Modals: should/shouldn’t clauses using “that” science. B: Thanks. Look! The At School You shouldn’t shout out in the auditorium. I think that social studies is fascinating. teacher’s here. A: We should be quiet. You should be quiet. S he thinks that art class is B: Let’s talk after class. difficult. Value: Be respectful. Chant: Sounds Art is Fascinating /ɪd/: weeded, shouted, wanted Unit Words Words Conversation Reading 6 6 an earache, a stomachache, stay in bed, take medicine, Expressing Physical Fiction: a sore throat, a cold, a fever, call the doctor, put on Discomfort, Sympathy: Herby Is sick a rash, the flu, a cough ointment, put in drops, eat A: I’m sorry, Jack. I can’t go to the park. Plus: hot soup, go to the clinic, A: Why not? Critical thinking task Patterns take my temperature B: I don’t feel good. Personalization task Why? Because… A: What’s the matter? Simple project activities Why did you stay home Patterns B: I have a headache. A: I’m sorry to hear that. Getting Sick from school? Because I had a rash. Conjunctions but, and I took medicine, and I put in Value: Care about others. some drops. Sounds He took medicine, but he kn: knee didn’t put in drops. wr: write wh: white Chant: I Stayed in Bed Unit Words Words Conversation Reading 7 7 January, February, March, South Korea, China, the Expressing Enthusiasm, Fiction: April, May, June, July, United States, the United Talking About Future Plans: Interesting Animals of August, September, Kingdom, Australia, France, A: I’m so excited! Australia B: Why? October, November, Canada, Mexico A: We’re going to go on Plus: December vacation this summer. Critical thinking task Grammar Vocab: Patterns B: Where are you going to go? Personalization task last month, this month, next Future: Positive Statements A: We’re going to go to Simple project activities Australia. Travel Plans month (going to + verb) I’m  going to go to Canada B: Wow! You’ll see a kangaroo! Patterns in July. Value: What Be interested in other cultures. month was last Chant: month? They’re Going to Go to Sounds It was November. One-syllable words: May, Australia slide Two-syllable words: pi·lot, Au·gust Three-syllable words: com·pu·ter, Mex·i·co Unit Words Words Conversation Reading 8 8 taco, cheeseburger, watch the parade, go to a Showing Concern, Making Fiction: sausage, kebab, corn on concert, drive bumper cars, Suggestions: Jack’s Birthday the cob, snow cone, cotton see a puppet show, go on A: Look at my balloon! B: Wow! It’s beautiful. Plus: candy, ice-cream sundae rides, buy a balloon animal, A: Oh, no! My balloon Critical thinking task jump in the bounce house, popped! Personalization task Patterns play a dart game B: Here, take mine. Simple project activities Future: Negative Statements A: Can we buy a new one? Patterns B: Sure. At the I’m not going to eat a snow cone. Future: Wh Q&A Value: Be kind. Festival What are you going to do? I’m going to go on rides. Sounds Stress first syllable: puppet W hat’s she going to do? Stress second syllable: S he’s going to go to the balloon, computer Stress third syllable: concert. engineer Chant: What Are You Going to Do? Review 2 (Units 5-8) Top Kids 6 Teacher’s Guide 5  Unit Lesson 1 At the Park At the Park Unit Words A. Track 2 Listen and point. B. Track 3 Listen and say. C. Point and say. Target Pattern I won’t on/near the. seesaw, slide, swing, baseball field, 1 seesaw 2 slide 3 swing 4 baseball field Target Words basketball court, tennis court, 5 basketball court 6 tennis court 7 bike path 8 duck pond bike path, duck pond Warm-up Introduce yourself to the class. Teacher: Hello. I am. Greet each student by name. Teacher: Hello, (name). Have the class practice the greeting as well. Teacher: (Student A) SA: Hello, (Student B). SB: Hello, (Student C). Words A. Listen and point. Track 2 Have the students look at the pictures and read the D. Remember. Talk about yourselves. There’s a slide at the words, sounding them out as best they can. There’s a duck pond at the park near my home. park near my home. Play the audio track and point to the images of the words. If it is possible to show the page using a projector, it will facilitate the activity. B. Listen and say. Track 3 4 Unit 1 Have the students listen to the audio track and repeat the words after the recording. Have the students close their books and listen, repeating after the recording. Ask for a volunteer to come to the front of the class. Extension The volunteer should look in his/her book and read a word. The class repeats after the student. Have other Show Me! volunteers come up and do the same. What you will need: (no materials are required for C. Point and say. this activity) Have the students point to each picture or projector Ask the class to make up motions for the eight image and say the word. target words listed at the top of p. 4 of Unit 1. If the Ask for a volunteer to come to the front of the room. class has trouble thinking of a good action, you can The volunteer should point to a picture or projector suggest the following: image while the rest of the class says the word. Have seesaw - hold arms out and make a motion seesawing other volunteers come up and do the same. slide - use one arm to make a quick sliding motion down D. Remember. Talk about yourselves. swing - swing one arm back and forth in front of Have the students look at the scene or projector image yourself and say the sentences. baseball field - make an action like swinging a bat basketball court - make a motion like dribbling a Tell the students to all think of a park near their basketball homes. The students should think of one thing found tennis court - make a motion like hitting a tennis ball at that park. bike path - pose like you are coasting on a bicycle Have the students tell the class one by one what is at duck pond - tuck your hands under your arms like the park near their homes using the example sentence. duck wings Have the students stand up. Say to the class, “Show me a !” Then the whole class should make the motion that was chosen. Continue asking until all of the actions have been made for the target phrases of the unit. You can also ask for volunteers to come up and say “Show me!” for one or two words. Challenge: Say two target words at once for the 6 Top Kids 6 Teacher’s Guide class to do by saying, “Show me a and a !”  Lesson 1 Patterns A. Track 4 Listen and say. He won’t run near I won’t ride my bike the bike path. on the tennis court. Patterns A. Listen and say. Track 4 Have the students look at the pictures and read the B. Read the sentences. Write the words. sentences, sounding them out as best they can. 1 2 Play the audio track and point to the characters who are speaking. If it is possible to show the page using a projector, it will facilitate the activity. Have the students listen to the track again and repeat the words after the recording. She near the duck They on the swings. Have the students close their books and listen, pond. (run) (stand) repeating after the recording. 3 4 B. Read the sentences. Write the words. Have the students point to each scene or projector image and say the sentence. Give the students a few minutes to work on their own, writing the words that fill in each blank. You your bike on the We on the seesaw. To check, ask for a volunteer to come to the front of baseball field. (ride) (stand) the room. The volunteer should point to a scene or projector image and read the sentence under it. The C. Practice with a partner. Talk about yourself. rest of the class repeats the answer after the student. I won’t clean my I won’t do homework Have other volunteers come up and do the same for room tomorrow. on Sunday. the rest of the pictures. C. Practice with a partner. Talk about yourself. Have the students look at the scenes or projector image and say the sentences. Unit 1 5 As a class, brainstorm a list of things that students usually do and write the words and phrases on the board as students suggest them. Some of the activities that students have learned in the Top Kids series include climb a tree, dance, play baseball, ride a bicycle, run, sing, swim, play the guitar, play computer Extension games, ride a skateboard, cook dinner, watch TV, study English, do kung fu, do chores, go to school, get a He Won’t/She Won’t haircut, take the subway, listen to music, etc. Next, have the class brainstorm days and future times What you will need: a small piece of paper for each that they have learned in the Top Kids series: tonight, student, a small ball or wadded up piece of paper to tomorrow, the day after tomorrow, Sunday, Monday, toss Tuesday, etc. Write these words and phrases on the Give each student a small piece of paper. The board as well. student should choose one target word from p. 4 of Have the students tell the class one by one something Unit 1 and write that phrase on the piece of paper. they won’t do on a certain day in the near future. Have the class sit in a circle. Give one student the ball or wadded up paper to begin. He/She will ask the question, “Who won’t go to the at the park?” to the student on his/her left. The blank should be filled in with the word that the student wrote on his/her paper. EX (S1 wrote “slide”) S1: Who won’t go on the slide at the park? The student on the left will answer with the name of any student in the class. EX S2: Sue won’t go on the slide at the park. The first student will then toss the ball or wadded up paper to Sue. Sue will then ask the student on her left the question and fill in the blank with the phrase she wrote on her paper. Continue until all of the students have had a chance to ask and answer. Unit 1 7  Unit Lesson 2 Words At the Park A. Track 5 Listen and point. B. Track 6 Listen and say. C. Point and say. 1 2 3 4 Who will ? Target Pattern will. collect plastic bottles, clean the statue, pick up litter, fill the sandbox, collect plastic clean the statue pick up litter fill the sandbox Target Words bottles plant trees, weed the garden, paint the bench, clean up the trail 5 6 7 8 Warm-up plant trees weed the garden paint the bench clean up the trail Review the greeting from Lesson 1 to help students learn D. Look, read and write. each other’s names. Have the class stand in a circle and 1 2 3 4 talk about the student to their left. EX Teacher: Hello. I’m (name). You’re (S-A name). Student A: Hello, I’m (name). You’re (S-B name). Student B: Hello, I’m (name). etc. 1. My mother has to. 2. I will tomorrow. Words 3. The students in the spring. 4. She wants to in the park. A. Listen and point. Track 5 E. Remember. Talk about yourselves. Have the students look at the pictures and read the words, sounding them out as best they can. Would you like to pick up litter? No, I wouldn’t. Play the audio track and point to the images of the words. If it is possible to show the page using a projector, it will facilitate the activity. B. Listen and say. Track 6 6 Unit 1 Have the students listen to the audio track and repeat the words after the recording. Have the students close their books and listen, repeating after the recording. Assign students to work in pairs asking and answering Ask for a volunteer to come to the front of the class. according to the example using the actions from part A The volunteer should look in his/her book and read a on p. 6. Students are free to answer “Yes, I would.” or word. The class repeats after the student. Have other “No, I wouldn’t.” as they like. volunteers come up and do the same. C. Point and say. Extension Have the students point to each picture or projector image and say the word. Coin Toss Ask for a volunteer to come to the front of the room. The volunteer should point to a picture or projector What you will need: picture cards (Appendix 1), a coin image while the rest of the class says the word. Have Cut out the picture cards and put them in a row on a other volunteers come up and do the same. desk. Divide the class into two teams. Teams will take D. Look, read and write. turns sending one member to toss the coin on their Have the students look at the pictures and decide team’s turn. which activity from part A matches the illustration. Students take it in turns to throw a coin onto the EX For #1, the weeds match with “weed the garden.” cards. For #2, the paint bucket matches with “paint the The student who throws the coin must say the words bench.” etc. for the card it lands on. If the words are correct, his/ Have the students work individually to read the her team gets one point. sentence prompts, look at the illustration with the If the coin lands on a question mark card, the same number and then fill in the blanks with the student must say any word he/she knows in English. correct phrase from A. If the student says a word that has not been said in Check the answers together. the game yet, his/her team gets a point. E. Remember. Talk about yourselves. If the coin lands on the “Lose a Point” card, the team loses a point. Have the students look at the scene or projector image and say the sentences. The team with the most points at the end wins! 8 Top Kids 6 Teacher’s Guide  Lesson 2 Patterns A. Track 7 Listen and say. Who will pick up the litter? Who will clean the statue? Jack will. Patterns My sister will. A. Listen and say. Track 7 Have the students look at the pictures and read the B. Read the sentences. Write the words. sentences, sounding them out as best they can. 1 2 Play the audio track and point to the characters who are speaking. If it is possible to show the page using a projector, it will facilitate the activity. Have the students listen to the track again and repeat the words after the recording. collect plastic bottles? weed the garden? Have the students close their books and listen, Lucy’s brother and his friend. Lucy. repeating after the recording. 3 4 B. Read the sentences. Write the words. Have the students point to each scene or projector image and say the sentence. Give the students a few minutes to work on their own, writing the words that fill in each blank. paint the bench? plants trees? Ms. West. will. To check, ask for a volunteer to come to the front of the room. The volunteer should point to a scene or C. Practice with a partner. Use your books. projector image and ask the question under it. The rest Lucy’s brother and Who will collect the his friend will. of the class says the answer. Have other volunteers plastic bottles? come up and do the same for the other pictures. C. Practice with a partner. Use your books. Have the students look at the scenes or projector image and say the sentences. Ask students to work in pairs and use the pictures in D. Track 8 Say the chant. Go to page 76. Unit 1 7 their books to practice the sentences. D. Say the chant. Go to page 76. Track 8 Have the class listen to the chant and read along with the lyrics. Play the chant again and have the class chant as they read along. Have the class stand in a circle. Give one student in the circle an object to pass (a ball, a wadded up piece of paper, a small toy, etc.). As the chant plays, students pass the object around the circle either left or right and chant as follows: All students chant questions in each verse. First verse  The student with the object chants solo on the lines “I will. I will. I will paint the bench.” Second verse  The student with the object points to any girl in the class as he/she chants the lines “She will. She will. She will weed the garden.” Third verse  All the students without the object chant the lines “We will. We will. We will clean the statue.” Unit 1 9  Unit Lesson 3 Conversation At the Park A. Track 9 Listen and point. B. Track 10 Listen and say. Yes? Where? My kite is stuck Pardon me. Pardon me. in that tree. Yes? Target My kite is stuck in that tree. Dialogue Where? Over there. Can you help me get it? Sure. I’m happy to help. Over there. Can you Sure. I’m happy help me get it? to help. Warm-up Have the students review the structure from lesson 2 using the target phrase from pages 4 and 6. As a class, brainstorm days and future times that they have learned in the Top Kids series: tonight, tomorrow, the day after tomorrow, Sunday, Monday, Tuesday, C. Track 11 Listen. Then practice with the new words. etc. Write these words and phrases on the board as well. Excuse ball Certainly. Assign the students to work in small groups. Students in groups should go around turn by turn and say D. Role-play the dialogue. something they won’t do on a certain day in the near E. Value. Which sentences show the value? Read and check (✓). future, continuing as time allows. Ask for help. Conversation 1. Can you show me how to do it? 2. Can you come over today? 3. Are you finished? 4. Can I go out and play? A. Listen and point. Track 9 Can we carry this together? It’s 5. very heavy. 6. Can you help me? Have the students look at the pictures and read the sentences, sounding them out as best they can. 8 Unit 1 Play the audio track and point to the characters who are speaking. If it is possible to show the page using a projector, it will facilitate the activity. B. Listen and say. Track 10 question might be used. This discussion may be done Have the students listen to the track again and repeat in the students’ L1. Be sure to have the students talk the words after the recording. about how the sentence does or doesn’t reflect the Have the students close their books and listen, value in each situation. repeating after the recording. C. Listen. Then practice with the new words. Track 11 Extension Have the students listen to the track again and repeat the words after the recording. Sentence Scramble Have the students read the dialogue aloud in pairs while substituting in the new words where indicated. What you will need: 8 pieces of paper per group with the following sentences: D. Role-play the dialogue. · Pardon me. Model the role-play for the class, asking one student to · Yes? say the dialogue with you. · My kite is stuck in that tree. · Where? Have the class work in small groups of 4-6 students so · Over there. that two students in each group act for the rest of the · Can you help me get it? group. · Sure. E. Which sentences show the value? Read and check · I’m happy to help. (). Assign the students to work in small groups of three Have the students read the sentence in large bold or four students each. Hand out a word set to each letters. group. Have the students individually read through the Groups will work together to build the conversation numbered items and check () the ones that match the in order by arranging the pieces of paper. value. After all of the words have been placed, ask two Check by reading through the numbered items and students to read the dialogue. asking if the class checked the item or not. For each If the dialogue is not correct, the two students item, brainstorm examples of situations in which the should rearrange the words to correct it. 10 Top Kids 6 Teacher’s Guide  Lesson 3 Sounds A. Track 12 Listen and say. · scr: scream scr spr str Target Sounds · spr: · str: spring string scream spring string B. Track 13 Listen and circle. Sounds 1 2 3 scr scr scr spr spr spr A. Listen and say. Track 12 str str str Have the students look at the letter sounds and pictures. Ask them if they know the pronunciation that 4 5 6 scr these letter patterns make. Ask them to read the words scr scr under the pictures, sounding out the words as best spr spr spr they can. str str str Play the audio track and point to the images of the words. If it is possible to show the page using a projector, it will facilitate the activity. C. Track 14 Listen and write scr, spr or str. Have the students listen to the track again and repeat 1. ange 2. ay 3. ub the words after the recording. 4. oll 5. ipe Have the students close their books and listen, D. Read the sentence. repeating after the recording. In the spring, the striped, stray B. Listen and circle. Track 13 cat scratched Mr. Spree in the street, and he screamed. Have the students look at the pictures and ask them if they know the English word for any of them. If students do not know the word, it is OK. They will hear the word on the recording. Play the audio track and point to the images of the words. If it is possible to show the page using a Unit 1 9 projector, it will facilitate the activity. Have the students listen to the track again and repeat the words after the recording. Have the students close their books and listen, repeating after the recording. Extension Have the students open their books and listen a final time circling the consonant blend that they hear in Basketball each word. Review the answers together, having the class say the What you will need: three baskets labeled “scr,” “spr” word for each picture if they can remember it. and “str,” a small ball or wadded up paper ball, word list of “scr,” “spr” and “str” words from Appendix 2 C. Listen and write scr, spr, or str. Track 14 Have the students take turns to be the thrower. Give Have the students look at the partial words and the thrower a small ball. predict the consonant blends they might possibly hear Read one of the words from the word list. for each item. The thrower listens to the word and decides which Ask the students to close their books. Play the audio consonant blend he/she hears in the word. The track and have the students repeat the words after the thrower then throws the ball into the corresponding recording. basket. Tell the class to open their books. Listen again and If the thrower threw the ball into the correct basket, have the students write the consonant blends that they say, “Right!” and have the class cheer. If the thrower hear. threw the ball into the wrong basket, say, “Oops! Better luck next time.” D. Read the sentence. Have the students read the sentence aloud, making sure to pronounce the consonant blends for the indicated words. Challenge: Ask the students to write a sentence of their own using 3-4 words that have scr, spr, or str. They can use any word listed on p. 9. Have volunteers write their sentences on the board for the rest of the class to read. Unit 1 11  Unit Lesson 4 Reading 1 At the Park A. Think of a park near your home. B. Track 15 Listen and follow along. How do people take care of it? Reading Peter’s Class Cleans up the Park C. Track 16 Listen, read and say. D. Read with a partner. special, Earth, world, celebrate, New Words finish, take care of Peter’s Class Cleans up the Park Project Making posters Today is April 22nd. It’s a special day, Earth Day. People all over the world celebrate Earth Day. Peter’s class will clean up the park near their school. Everybody is very excited. Their teacher tells them about the day. Warm-up “Boys, you’ll pick up litter and weed the gardens. Girls, you’ll collect plastic bottles and clean up the bike paths. Then we’ll all plant the trees together. Have the class listen to the Unit 1 song. Play the song After that, we’ll have lunch.” again and have the class sing along. The students walk to the park. They work hard all morning. They finish at noon. The park looks clean and beautiful! Reading 1 They eat lunch at the picnic tables. The students walk back to school. They’re tired, but they’re happy. “Good job!” says their teacher. A. Think of a park near your home. How do people “You helped take care of the Earth today.” take care of it? The students are proud. Have the students read the pre-reading question. As a class, talk about some ideas related to the New Words : special Earth world celebrate finish take care of question. This discussion can be done in the students’ L1, but be sure to remind students of English words E. Circle the correct words. they have learned in Top Kids when they talk about 1. People celebrate / don’t celebrate Earth Day on May 22nd. things that are possible for them to say in English. 2. The teachers / The boys and girls will plant trees in the park. 3. Peter’s class cleans up the park in the morning / afternoon. B. Listen and follow along. Track 15 4. The students are proud, happy and tired / excited and busy. Have the students look at the pictures and talk about F. What can you do to take care of the Earth? what they see. Students should predict the storyline from what they see. This discussion may be done in 10 Reading 1 their L1. Play the audio track and have the students follow along, indicating words with their finger as they hear them. If it is possible to show the page using a projector, it will facilitate the activity. F. What can you do to take care of the Earth? Assign the students to work in small groups. C. Listen, read and say. Track 16 Write three questions on the board for group members Have the students listen to the audio track and repeat to ask others. the words after the recording.  1. What can you do on Earth day? Have the students close their books and listen, 2. How does this help the Earth? repeating after the recording. 3. Can you do this by yourself of do you need help? D. Read with a partner. Students in each group work together to come up with answers for each question. One student in the group Assign students to work in pairs. One student in each should write down their group’s answers. pair will begin as the “Reader” while the other student begins as the “Coach.” A different student in the group then reports to the class the ideas that the group talked about. As groups The “Reader” reads the story aloud while the “Coach” report, be sure to list new or useful vocabulary on the listens. The “Coach” follows along and corrects any board for the whole class to see. mistakes he/she hears or sees. Have the pair switch roles. The “Reader” rereads the same text, and the “Coach” provides corrective feedback. E. Circle the correct words. Have the students individually read through the sentences, circling the correct words according to the story. Check by orally asking the class questions to go with each answer that the class should give. Have the class answer together in unison. EX 1. Do people celebrate Earth Day on May 22nd? 2. Who will plant trees in the park? 3. When does Peter’s class clean up the park? 4. How do the students feel? 12 Top Kids 6 Teacher’s Guide  Lesson 4 G. Read and write. tennis court duck pond garden basketball court sandbox baseball field G. Read and write. Ask the students to read through the choices listed in You run and play here. You sit and talk here. the box and think about what kids can or can’t do in that place. Have the students work individually to fill in the chart below the box. After students have had a chance to complete the activity, check aloud. H. Project. Look at the model. Then make a poster of H. Project. Look at the model. Then make a poster of a park near your house. a park near your house. Talk about it. Talk about it. There is a park near my house. Have the students look at the example in the book and I always go there on Saturday. read the example sentences. Give each student a blank sheet of paper. Allow students to create their own park posters. Students should draw pictures and color their posters. All posters should include some English labeling of different things in the park. Assign students to work in small groups. Members should tell the other students in their group about There’s a statue and a duck pond. their posters according to the example sentences in There’s a tennis court and a bike path. I like to ride my bike on the bike path. their books. I like to feed the ducks. EX There is a park near my house. I always go there on. There’s a and a. There’s a and a. I like to on/at/in the. I like to , too. Reading 1 11 Teacher’s Notes Unit 1 13  Unit Lesson 1 On the Street On the Street Unit Words A. Track 17 Listen and point. B. Track 18 Listen and say. C. Point and say. The is the est. Target Pattern The is the most. 1 vet 2 dentist 3 pilot 4 mail carrier vet, dentist, pilot, mail carrier, baker, 5 baker 6 gardener 7 farmer 8 engineer Target Words gardener, farmer, engineer Warm-up Review the target patterns from Unit 1. As a class, brainstorm a list of things that students usually do and write the words and phrases on the board as students suggest them. Next, list on the board future times that they have learned in the Top Kids series: tonight, tomorrow, the day after tomorrow, Sunday, Monday, Tuesday, etc. Have the students tell the class one by one something they won’t do on a certain day in the near future. Words A. Listen and point. Track 17 D. Remember. Talk about yourselves. I want to be a gardener. Have the students look at the pictures and read the I don’t want to be a vet. words, sounding them out as best they can. Play the audio track and point to the images of the words. If it is possible to show the page using a projector, it will facilitate the activity. 12 Unit 2 B. Listen and say. Track 18 Have the students listen to the audio track and repeat the words after the recording. Have the students close their books and listen, repeating after the recording. Extension Ask for a volunteer to come to the front of the class. The volunteer should look in his/her book and read a Work for a Chair word. The class repeats after the student. Have other volunteers come up and do the same. What you will need: white board, marker Write the following five jobs on the board so that C. Point and say. students can refer to the list during the game: vet, Have the students point to each picture or projector dentist, pilot, baker, engineer. image and say the word. Assign each student in the class one of the five jobs Ask for a volunteer to come to the front of the room. listed on the board. Multiple students can have the The volunteer should point to a picture or projector same job. Students must remember their job while image while the rest of the class says the word. Have playing the game. other volunteers come up and do the same. Make a circle of chairs so that all but one student can sit in a chair. The last student will begin by D. Remember. Talk about yourselves. standing in the center of the circle. Have the students look at the scene or projector image The center student will call out any job. All students and say the sentences. with that job must stand up and find a new chair Assign students to work in pairs. to sit in (one of the empty chairs among the other Pairs take turns saying jobs that they want to have standing students). However, the middle student will or don’t want to have in the future according to the also try to sit in one of the empty chairs. The student example. who does not find a chair must stand in the middle and call the next job. The student in the middle may also call “All jobs!” Then all students change chairs. 14 Top Kids 6 Teacher’s Guide  Lesson 1 Patterns A. Track 19 Listen and say. The engineer is the The mail carrier is the youngest. most handsome. young youngest old oldest Patterns tall tallest short shortest scared most scared A. Listen and say. Track 19 handsome most handsome Have the students look at the pictures and read the sentences, sounding them out as best they can. B. Read the sentences. Write the words. Play the audio track and point to the characters who 1 2 are speaking. If it is possible to show the page using a projector, it will facilitate the activity. Have the students listen to the track again and repeat the words after the recording. Have the students close their books and listen, The gardener is The farmer is. (old) repeating after the recording.. (scared) B. Read the sentences. Write the words. 3 4 Have the students point to each scene or projector image and say the sentence. Give the students a few minutes to work on their own, writing the words that fill in each blank. To check, ask for a volunteer to come to the front of The pilot is. (short) The dentist is. (tall) the room. The volunteer should point to a scene or C. Practice with a partner. Talk about your classmates. projector image and read the sentence under it. The rest of the class repeats the sentence aloud after the Sam is the tallest. You’re the youngest. student. Have other volunteers come up and do the same. C. Practice with a partner. Talk about your classmates. Have the students look at the scenes or projector image and say the sentences. Unit 2 13 List on the white board all the descriptive adjectives that students have learned in previous levels of Top Kids: big, old, short, small, beautiful, handsome, tall, young, cute, friendly, smart, clean. Assign students to work in pairs. Extension Pairs take turns making sentences to describe their classmates according to the example. In My Family What you will need: one sheet of paper per student, white board, marker Give each student a sheet of blank paper. The students should fold the paper in half and then in half again. Have the students open their papers. Each sheet of paper should have four squares in which students will draw scenes. Ask the students to quickly draw sketches of four of their relatives. Below each sketch, the student should write an adjective to describe that person. After everyone has finished their sketches, assign the students to work in pairs. On the board, write three questions for students to ask their partner: 1) Who is it? 2) Is he/she the est in your family? 3) Is he/she the most in your family? In their pairs, one student will begin by asking questions about each of the four sketches that their partner drew. While looking at the adjective below each sketch, the asker should decide if he/she needs to ask Question 2 or Question 3 on the board. After hearing all of the answers, the students then switch roles asking and answering questions. Unit 2 15  Unit Lesson 2 Words On the Street A. Track 20 Listen and point. B. Track 21 Listen and say. C. Point and say. 1 2 3 4 Which is the est? Target Pattern Which is the most ? fire engine, ambulance, pick-up truck, Target Words garbage truck, school bus, camper, fire engine ambulance pick-up truck garbage truck police car, minivan 5 6 7 8 Warm-up Review the structure from Lesson 1 using activity D from school bus camper police car minivan p. 12 using any vocabulary known. Assign students to work in pairs. D. Read and write. Pairs take turns saying jobs that they want to have 1. Students ride in a. or don’t want to have in the future according to the 2. Firefighters ride in a. example. 3. Police officers ride in a. 4. Some families ride in a , not a car. Words E. Remember. Compare vehicles. A school bus is bigger A minivan is smaller A. Listen and point. Track 20 than a police car. than a fire engine. Have the students look at the pictures and read the words, sounding them out as best they can. Play the audio track and point to the images of the words. If it is possible to show the page using a projector, it will facilitate the activity. B. Listen and say. Track 21 Have the students listen to the audio track and repeat 14 Unit 2 the words after the recording. Have the students close their books and listen, repeating after the recording. Ask for a volunteer to come to the front of the class. The volunteer should look in his/her book and read a Extension word. The class repeats after the student. Have other volunteers come up and do the same. Word-Be-Gone C. Point and say. What you will need: whiteboard, board eraser, marker Have the students point to each picture or projector Split the class into two or three teams and assign image and say the word. them to a certain side or part of the whiteboard. Ask for a volunteer to come to the front of the room. Have each team take turns writing the following 16 The volunteer should point to a picture or projector words on the board: vet, dentist, pilot, mail carrier, image while the rest of the class says the word. Have baker, gardener, farmer, engineer, seesaw, slide, other volunteers come up and do the same. swing, field, court, path, pond, statue. Once all of the teams have the words written on D. Read and write. their part of the board, have each member of the Have the students work individually reading the team stand in a line. sentence prompts and filling in the missing words. Call out a word and the first student in each team Check the answers together. will try to find the word as quickly as they can and erase it from the board and run to the back of their E. Remember. Compare vehicles. team’s line. Have the students look at the scene or projector image and say the sentences. Brainstorm descriptive adjectives for vehicles that students have learned in the Top Kids series and list the words on the board as students suggest them: small, beautiful, tall, big, cute, clean. Go around the class having volunteers make sentences according to the example using the words listed on the board. Can every student in the class make a different sentence for comparison? 16 Top Kids 6 Teacher’s Guide  Lesson 2 Patterns A. Track 22 Listen and say. Which fire engine Which minivan is the most expensive? new newest is the dirtiest? old clean oldest cleanest Patterns dirty dirtiest expensive most expensive comfortable most