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6Join Us - Teachers Book

Topic

Greetings,introductionsand numbers

Useful expressions forsimple interactions learning to greet eachother, asking theirclassmates names andages and giving theirown, introducing afriend and asking how

people are.

Lexical areas objects,colours and numbers150.

Hello! Good morning!Bye-bye!

English is easy.

Whats your name?Im Mike.This is Emma.

Shes my friend.How old are you?Im eight.

Is Mr Brown yourteacher?Yes, he is. No, he isnt.Whos your best friend?Shes in my class.

Whats in the box?How many?

snails, prize

black, blue, brown,green, orange, pink, red,white, yellow

cinema, clown, cowboy,hamburger, hot dog,jeans, pullover,sandwich, snack bar,superstar, taxi, Walkman

one, two, three, four,five, six, seven, eight,nine, ten, eleven,twelve, thirteen,fourteen, fifteen,sixteen, seventeen,eighteen, nineteen,twenty, thirty, forty, fifty

Tell me your names,please.

Lets sing a song.Great!Come on and join in.

Lets begin.

Are you ready, kids?

Well done, everybody.

See you tomorrow.

lollipops, pencils, balls

Guess the number.

Thank you.

Specific learningobjectives

Active language Receptive language

Syllabus

Unit 1 - Hello friends!

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Summary of activities

Learning simple expressions for greetings, introductionsand socialising.

Singing a song to revise vocabulary.

Understanding personal questions by listening to andreading mini-dialogues.

Understanding and practising English structures(pronouns he andshe).

Understanding numbers 1 to 50 and practising sayingand writing them.

Asking and answering personal questions.

Learning to answer Yes or No to Is ...?questions.

Understanding a picture story by listening to it andlooking at the pictures.

Revising the unit vocabulary with a craft activity.

Learning/revising the numbers 150 with a game.

Checking learning through consolidation activities.

Socialdevelopment

Learning toco-operate toachieve a sharedobjective(acting out).

Learning how toestablish positive

relationships withclassmates,expressingfriendship andexchangingpersonalinformation.

Cross-curricularlinks

Music: learningto recognise andreproduce arhythm.

Maths:identifying thenumber of items

in a group andcounting them.

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Unit 2 -At school

Topic

Theclassroomandclassroomobjects,colours

Useful expressions forsimple interactions learning how to ask forand give something,understandinginstructions andfollowing them writinga simple text by

following a model.

Lexical areas theclassroom, commonobjects and colours.

Discovering culturaldifferences in thecontext of school.

board, ceiling, chair,cupboard, desk, door,floor, glue, light, scissors,wall, window

one, two, three, four,five, six, seven, eight,nine, ten, eleven, twelve

black, blue, brown,green, orange, pink,purple, red, white,yellow

book, glue, pen, pencil,pencil case, rubber,scissors

A pen, please.Here you are.

Whats in the greenbox? What colour is it?

OK. / No, try again.

Good morning.Good night.

Are / is

I play tricks on ...

I like to ...eat, play, sleep a lot

Let me show my tricksto you.

Come here, please.

Stand up. Stretch.Stand back to back.Stand nose to nose.Stand arm in arm.Clap your hands.



Syllabus

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Learning and practising words for the classroom andclassroom objects.

Revising the names of colours and learning the colourpurple.

Listening to and singing a song.


Learning to ask for and give something politely.

Listening to identify colours and classroom words.

Playing a guessing game with classroom objects andcolours, using visual memory.

Writing simple sentences about the classroom andthinking about English structures (is/are).

Understanding instructions in English and followingthem.

Listening to and identifying the order of a seriesof instructions.

Consolidating learning through a game.

Writing a list of objects in the pupils own classroom.


Socialdevelopment


Developinglistening

behaviour andpositiverelationships withclassmatesthrough play.

Learning abouteducation inother cultures.



Motor skills andsports science:identifying

personal abilitiesin motor andphysical activities.

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10Join Us - Teachers Book 2

Syllabus

Topic

The family,feelings,parts of thebody

Useful expressions forsimple interactions thepupils learn tounderstand questionsand follow instructions.

Lexical areas family,feelings and parts

of the body.

Becoming aware ofrhythm and intonationas important waysof expressing andcommunicatingemotions.

Mum, Dad, sister,brother, Grandma,Grandpa

happy, tired, angry, sad,thirsty, hungry

hair, ears, legs, foot/feet,

nose, toes, hands, face,mouth, tooth/teeth,eyes, arms

big, small

Shes got / Hes got ...

My brothers nameis Peter.Thats my family.

Ive got a new game /another game.This game is stupid.Im sorry.

Lets play the game.

Hi, Im Patty the parrot.This is Priscilla thepirate.

Shake your hair.Touch your ears.Shake your legs.Touch your feet.Touch your nose.Touch your toes.

Shake your hands.Touch your face.Open your mouth.Show your teeth.



Unit 3 -About me

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11Join Us - Teachers Book 2


Listening to and learning words for naming relatives.


Listening to and learning adjectives to express feelingsand emotions.

Listening to and identifying feelings and drawing them.

Playing a guessing game about feelings mimed by apartner.


Listening to and learning the words for parts of thebody.

Listening to and singing a song, showingunderstanding of the words for parts of the body by

doing an art activity.

Showing understanding of the words for colours andparts of the body by listening to a description anddoing an art activity.

Completing phrases with an appropriate adjective.

Understanding and practising English structures(use of adjectives).

Identifying characters by listening to a physical

description.

Identifying characters by reading a description.

Understanding and practising English structures(Hes got / Shes got).

Doing a fun consolidation activity.

Writing sentences about the pupils own families.


Socialdevelopment


Learning toestablish positive

relationships withclassmates bytalking aboutfeelings.



Art: usingdrawingtechniques,

manipulatingother materialsto encourageself-expression,reading a picturestory, recognisingcharacters andactions in thestory and makingthem interact.

Motor skills and

sports science:developing bodylanguage as ameans ofself-expression.

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Topic

Foodand drink

Useful expressions forsimple interactions understanding questionsand followinginstructions, asking forand giving something,writing a simple text byfollowing a model.

Lexical areas foodand drink, expressingpreferences.

Becoming aware ofrhythm and intonationas important ways ofexpressing andcommunicatingemotions.

Discovering culturaldifferences in thecontext of food anddrink.

ice cream, mineralwater, milk, bananas,chicken, chips, apples,popcorn, fish, pizza,cheese, hamburgers,bread, spaghetti,orange juice

I like I dont like I love

My favourite food My favourite drink

Do you like chicken?Yes, I do.No, I dont.

breakfast, lunch, dinner

A hamburger, please.Here you are.Thank you.Youre welcome.

There are many things Ilike to eat.

my favourite dish

Have some.

No ice cream on the bus.

Whats your favouritefood?My favourite foodbegins with a ...

What about you?

Go to a drinks machine.Put your hand in yourpocket.Take out three coins.

Put the coins in themachine.Press the button.Take out the can.Open the can.Wipe your face.Drink.



Unit 4 - Lets eat and drink!

Syllabus

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Listening to and learning the names of food and drink.


Expressing food and drink preferences.

Listening and identifying likes and dislikes and drawingappropriate facial expressions.


Talking about food and drink preferences with a chant.

Completing a class survey about classmates likesand dislikes.

Completing sentences about food and drinkpreferences, solving a logic problem.

Listening to check the answers to a puzzle.

Completing sentences about food and drinkpreferences by looking at pictures.

Listening to and following instructions.

Listening to and identifying the order of a seriesof instructions.

Completing a puzzle to identify the names of foodand drink.

Identifying five childrens food and drink preferencesby listening to dialogues.

Playing a guessing game about food and drinkpreferences.

Checking learning through a role-play consolidationactivity.

Writing sentences about personal preferences.


Socialdevelopment


Learning toform positive

relationships withclassmates bytalking aboutfavourite foods.

Learning aboutfood in othercultures.


Healtheducation:discussing eatinghabits andconsidering thenutritional valueof favouritefoods.


Art: usingdrawingtechniques,manipulatingother materialsto encourage

self-expression.Reading a picturestory, recognisingcharacters andactions in thestory and makingthem interact.

Maths: usingrational thoughtto identifyimportant

relationships.Recognisingsimilarities anddifferences.

Motor skills andsports science:developing bodylanguage as ameans ofexpression.

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Syllabus

Topic

Sports andother leisureactivities

Useful expressionsfor simple interactions understanding andfollowing instructions,writing a simple textby following a model.

Lexical areas leisure

activities (sport, musicalinstruments), expressingabilities.

play basketball, play thepiano, skateboard,play football, swim,rollerblade, ski,ride a horse

Can you ...?Yes, I can.

No, I cant.

T-shirt, jeans, shortsred, blue, white, pink

I havent got it. / Ive gotit.

bow and arrow

Come on!

You go first.

your turn

youre the winner

shoot that duck

try

never

Turn off the alarm clock.Get out of bed.Put on your T-shirt.Put on your shorts.

Put on your socks.Put on your trainers.Put on your helmet.Open the door.Shout: Oh no!



Unit 5 - Free time

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Listening to and learning words for sports and musicactivities.

Listening to and identifying two childrens activities.

Describing people and activities using new vocabulary.

Writing simple sentences by following a model.

Interviewing a partner about their free time activities.

Understanding and practising English structures(can / cant).

Understanding and following instructions.

Listening to and identifying the order of a series ofinstructions.

Reading and identifying four childrens abilities using

acquired vocabulary.


Using pictures to write sentences about abilities.

Completing sentences about abilities, solving a logicproblem.

Doing a fun consolidation activity.

Writing a simple text about the pupils favouriteactivities.


Socialdevelopment


Learning respectfor animals and

the ecologicalbalance of ourenvironment.

Developinglisteningbehaviour andpositiverelationships withclassmates byshowing interestin their leisure

activities.


Maths: usingrational thoughtto identifysymbols.

Motor skills andsports science:identifying

personal abilitiesin motor andphysical activities.

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Topic

Domesticand wildanimals

Useful expressions forsimple interactions learning to describeand identify animalsand talking aboutfavourite animals.

Lexical area animals

and their habitats.

Present interrogativeof verbs be, have got,and can.

Pronunciation recognising andreproducing L2 soundsand rhythms.

cow, duck, fox, hippo,horse, lion, pig, rabbit,sheep, snake, wolfcat, crocodile, dog,elephant, frog

It has got four legs.It eats grass.

It lives on a farm / inAfrica.It gives us wool / milk.Its big / small / brown /green.It can fly.

Has it got four legs?Does it eat grass / otheranimals?Does it live on a farm?Does it give us wool /

milk?Is it green?Can it fly?

Guess my animal.

How much are guitarlessons?Ten pounds an hour.

scared, friendly, hungry

Whats in the basket?A present for you.

eat a lot, get fat, be fit



Unit 6 -Animals

Syllabus

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Listening to and identifying names of animals.

Writing the names of animals in a crossword.

Guessing animals by reading and listeningto descriptions.

Completing descriptions of animals with a

multiple-choice exercise.

Listening to and saying a chant.

Identifying and drawing an animal by listening toquestions and answers about it.

Writing questions by rearranging the words.

Practising the structure of questions with amultiple-choice activity.

Practising the structure of questions with a clozeactivity.

Reading and identifying the characteristics of twoanimals.

Making questions to guess an animal chosen bya classmate.

Understanding an illustrated story by listening to itand looking at the pictures.

Listening to and saying a rhyme.

Writing a riddle about an animal.


Socialdevelopment

Learning howto establishpositiverelationshipswith classmatesby playing aguessing game.



Science:observing anddescribinganimals and theirbehaviour.Discussing wildanimals and theirtreatment in

captivity.


Art: usingdrawingtechniques,reading a picturestory, recognising

characters andactions in thestory and makingthem interact.

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Syllabus

Topic

CelebratingHalloweenin the UK


Reading about Halloween.

Learning a chant about Halloween.

Socialdevelopment

Accepting andrespectingtraditions fromother cultures.



Lexical area Halloween.

Recognising andreproducing L2 soundsand rhythms.

witch, monster, ghost,pumpkin

Trick or treat?

have partiesdress up as ...go from house to houseask for sweetsmake scary lanterns

Go away! Run away!



Halloween

Topic

CelebratingChristmasin the UK


Reading about Christmas in the UK.

Singing a Christmas song.

Completing a craft activity about Christmas.

Socialdevelopment




Art: using colourcreatively.

Lexical area Christmas.


Christmas cardsChristmas EveFather ChristmasChristmas morningChristmas treeChristmas crackerChristmas dinner

Merry Christmas and aHappy New Year!

Make a Christmas puzzle.Colour the Christmaspuzzle.Cut it out.Stick it on cardboard.Cut along the dottedlines.Put the puzzle in a box.Wrap it.Give it to a friend.



Christmas

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Topic

CelebratingEaster in theUK


Understanding an illustrated story by listening to itand looking at the pictures.

Socialdevelopment




Art: readinga picture story,recognisingcharacters and

actions in thestory and makingthem interact.

Lexical area Easter.


Easter

How many eggscan you find?

The red paint, please.Here you are.

What can I do?Ive got an idea.

Hello, Squirrel. Can youhelp me, please?

Yes, of course.

Lets find the eggs.



Easter

Level2-6-19

Documents

Transcript of Level2-6-19