NExt Stop TE 4 Book - Macmillan · Each Workbook comes with a removable vocabulary word bank,...

10

The Workbook

•The Workbook contains activities for further practice. Each page of the Student’s Book has the page reference to activities in the Workbook. Lesson 1 and Lesson 2 in the Workbook support vocabulary and grammar with extra controlled practice activities.

•Lesson 3 in the Workbook is called Spelling. Phonics sounds and their written forms from the Student’s Book (Lesson 3) are recycled here in a short story. The story is followed up with spelling activities to practice sounds learned in class.

•Lesson 4 is a values-based project lesson. The value presented and illustrated in the Student’s Book is reinforced here with a craft-based activity that results in children making simple projects that demonstrate the value or their understanding of it.

•Extending the value and getting children to personalize it even more, we have included a Stop and Think feature that provides children with a deeper understanding of their learned value in their everyday life.

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11

D�

sunglasses

hat

scarf

skirt

T-shirt

jeans

sunglasses

hat

scarf

skirt

T-shirt

jeans

sunglasse

s

hat

scarf

skirt

T-shirt

jeans

sunglasses

hat

scarf

skirt

T-shirt

jeans

sunglasses

hat

scarf

skirt

T-shirt

jeans

sunglasses

hat

scarf

skirt

T-shirt

jeans

Page 4 Write the words in the correct order.

Unit � My DictionaryMy Dictionary

How to Make Your Dictionary

folder pencil scissors

You need:

84

Open your Next Stop Workbook at the My Dictionary section.

Complete the My Dictionary page for the unit.

Cut out the My Dictionary pages after all the units

are completed. Keep the pages in a folder and label it My Dictionary. Use it to

review your Next Stop vocabulary!

1 .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

9 .

10 .

eightyforty

twentyninety

sixty

ten

Page 8 Complete the sentences.

1 It’s hot outside and the sun is shining. Wear your on your head today!

2 In many countries, children wear a school to school every day.

3 In the winter, I wear because my hands are cold.

4 I always sleep in my teddy bear —I love them!

5 In the summer, I don’t wear long pants. I like wearing .

6 It’s sunny today! Where are my ?

7 When I do sports, I wear sweatpants and a .

8 I wear my around my neck in the winter.

fifty

one hundredseventy

thirty

sunhat

ten

•Lesson 5 in the Workbook provides extra practice for the vocabulary presented in Lesson 5 in the Student’s Book. Lesson 6 supports the second grammar input page from the Student’s Book.

•Lessons 7 and 8 from the Student’s Book are given extra practice in the Workbook through additional reading and comprehension activities.

•Stop and Play is an opportunity to play a game with the unit’s language. Children use the language studied in the unit and reviewed in the Stop and Check lesson in fun-filled games and game-like activities.

•Each Workbook comes with a removable vocabulary word bank, called My Dictionary. The vocabulary from the Student’s Book is used here as a simple, handy reference tool that allows children to take their learning outside of the classroom.


12 4

The Next Stop World

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4UNIT

37

Your say

What flowers grow in your country?

Do you know other things that Holland is famous for?

Do you know which countries are next to Holland?

Holland is a small country in Europe. It’s famous for its many canals and its old windmills.

Welcome to Holland!

49

Unit objective: Learn to talk about things we do in the present and the pastVocabulary: school subjects, first, second, third, fourth, fifth, lastGrammar: have, had, (I, you, he, she, we, they)

Phonics: sound /dZ/Values: Responsibility – Be prepared.Cross-curricular focus: Economy and commerce – popular products and stores Country focus: Holland

Unit 4 Overview

• The picture shows a Dutch field with the country’s national symbols: tulips and a windmill.There are many windmills in Holland which used to be powered by water. Today the windmills function with electricity.

• Holland is in north-west Europe. Some well known cities are Amsterdam, Rotterdam, and the Hague. It is the home country of famous painters such as Van Gogh and Rembrandt.

• There are many canals in Amsterdam and they are the biggest tourist attraction. People take boat cruises to see them. People in Holland also ride bicycles in their everyday life.

Culture Connection

Picture activity

Ask the children what country Tina is in (Holland). Encourage the children to describe the picture. Pause for ten seconds to allow children time to think. Invite a child to read the text about Holland. Choose two children to read the questions. In pairs, have the children discuss the answers (Holland is famous for tulips, cheese, cows, football, Van Gogh, clogs (wooden shoes); Belgium and Germany). Invite pairs to share their answers with the class.

Your say Ask a child to read the Your say question. Elicit answers from children. Ask Which is your favorite flower? Encourage the children to answer in English, but allow L1 if necessary.

Picture activities for Unit 4Lesson 2, after Activity 2

Ask the children to imagine they visited Holland the day before. Have them draw a tulip. Ask them to walk around with their tulip and say I had a tulip yesterday.

Lesson 6, after Activity 2

Ask the children to imagine that they had breakfast in the field in the picture the day before. In pairs, have the children ask and answer, e.g. Did you have breakfast in Holland yesterday? Yes, I did.

Lesson 7, after Activity 1

Ask the children to look at the unit opener picture again. Ask them to remember as many facts as they can from the text about Holland’s history.

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Workbook page 35 CD-ROM homework, Unit 4, Stop and Check58

Unit 4 Stop and Check

46

1 Look and write.

1

2 .

.

3 .

.

2 Answer the questions.

1 What did you have for breakfast yesterday? .

2 What did you have for lunch yesterday? .

3 What did you have for dinner yesterday? .

4 Did you have PE yesterday? .

5 Did you have English yesterday? .

6 Did you have math on Sunday? .

Tina and Bouncer had pancakes for breakfast yesterday.

Breakfast Lunch Dinner

They had strawberries for breakfast, too.

My Progress

I can list my school subjects. JKLI can ask people what they had for breakfast/lunch/dinner. JKLI can read and say words with j, ge, and dge. JKL

321

Unit 4 Stop and CheckLearning objective: Review grammar and/or vocabulary from Unit 4Vocabulary review: food, school subjects, days of the weekGrammar review: have, had, Did you have …? What did you have …? Yes, I did./No, I didn’t.Materials: soft ball, poster (optional), magazine/newspaper pictures (optional)

WarmerThrow the ball to a child. Have the child ask What did you have for breakfast/lunch/dinner/yesterday? and throw the ball to another child to answer. Repeat until all the children have had a turn.

1 Ask the children to look at the pictures and say what Tina and Bouncer had to eat the day before. Invite children to write a food word on the board. Ask the children to complete the sentences. Check the answers orally.Answers: 1 Tina and Bouncer had pancakes for breakfast yesterday. They had strawberries for breakfast, too. 2 Tina and Bouncer (They) had sandwiches for lunch yesterday. They had apples for lunch, too. 3 Tina and Bouncer (They) had fish for dinner yesterday. They had French fries for dinner, too.

2 Ask the children to read the questions. Ask the first and the fourth question orally to different children. Ask the children to write their answers to the questions. Check answers orally.Answers: Children’s own answers.

Poster Time: Your WorldDisplay the unit poster. Call out words from the unit and ask the children to point to the correct items. Have the children describe the items further, e.g. color, number, etc. (depending on language known). Then have the children label the pictures they brought in (or drew) and stick them on the Your World part of the poster.

Wrap upWrite the days of the week across the board and some food words below them. Ask questions in third person, e.g. What did he eat on Tuesday? Encourage children to answer, e.g. He ate cereal. Erase one food word every time a question is asked until children are answering from memory.

My ProgressCongratulate your children on completing Unit 4. Ask them to read the I can … sentences and do each task in pairs. Then have the children circle the face that represents how well they could do each task. Ask the children to look back in the unit to review the tasks they had trouble with.

5


Teaching with Next Stop and your Teacher’s Edition

Next Stop Stickers

My House

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7/11/08 11:20:11

The unit begins with a single image, called the unit opener, which teachers can use to activate children’s prior knowledge and to generate interest. The Teacher’s Edition provides ideas on how to exploit the image along with practical suggestions on how the same image can be used throughout the unit to consolidate learning. The Culture Connection feature offers useful factual information to help children broaden their appreciation of the world around them.

The Teacher’s Edition of Next Stop provides full step-by-step notes for each lesson with reduced Student’s Book pages for ease of reference. The teacher’s notes include lesson objectives, new target vocabulary and grammar for the unit/lesson, recycled language, and a checklist of the materials required. Warmers and Wrap ups are included in every lesson, and to make Next Stop a course that can meet your needs better in terms of how much teaching time you have, every lesson includes extension activities that can provide you with extra teaching material.

Special features of the Next Stop Teacher’s Edition

Each unit is designed with an optional grammar/vocabulary review page, called Stop and Check. Activities practice the vocabulary and/or structures presented in the unit. This page provides “heads-down” activities giving an optional extra 20–30 minutes of lesson time.

It’s Sticker Time: At the end of each Lesson 7 children are asked to find

the corresponding unit sticker on their sticker page. They then use that sticker on pages 4–5 in the Student’s Book to complete their “visit” to that country.

Each sticker page also includes one My House sticker. Have your children use this on pages 4–5 so they can see

where they live in relation to places “visited” in Next Stop.


13

Workbook page 28 CD-ROM homework, Unit 4, Lesson 150

38

Unit 4 Lesson 1

Workbook page 28

1 Listen and point. Then say.

2 Write sentences in your notebook.

1 We have English and math on Monday.

2 We have science on Tuesday.

3 We have art and music on Wednesday.

4 We have history on Thursday.

5 We have PE and geography on Friday.

English PE music science geography history art math

I have English on Monday, Tuesday, and Friday.

Monday Tuesday Wednesday Thursday Friday

Hello

12× 10

¼

²∕³

Unit 4 Lesson 1Learning objective: Present school subjectsNew vocabulary: English, math, science, art, music, history, PE, geographyVocabulary review: days of the weekGrammar review: We have science on Tuesday.

Lesson extender Have children make a copy of the diary page from Activity 1. Have them draw icons for three subjects on three different days. Ask two confident children to model asking and answering about each other’s schedule, e.g. When do you have English? I have English on Monday and Wednesday. In pairs, have the children ask and answer to find out the days and the subjects.

Wrap upWrite boring, exciting, interesting, difficult on the board. Explain the words with miming or examples. In pairs, have the children make comparisons between school subjects, e.g. Math is more difficult than science.

WarmerRecite the days of the week with children. Ask: Which are the two days of the weekend? What is the first day of the week? Which day do you have English?

1 CD 1, Track 29 Ask the children to say the days of the week chorally. Have them look at the schedule. Play the CD. Ask the children to listen and point to the pictures. Play the CD again for them to repeat the sentences.

Activity extenderIn small groups, have the children take turns saying true or false sentences about their own schedule. Encourage them to refer to the sentences in Activity 1 for help. The rest of the group says True or False each time.

2 Ask When do you have English? Pause for ten seconds to allow children time to think. Have the children write sentences about their schedule in their notebook.Invite children to read a few sentences for the class.Answers: Children’s own answers.

6500227_NS_TE4_pp049_058_U4.indd50 50 13/1/09 15:23:09

Workbook page 29 CD-ROM homework, Unit 4, Lesson 2 51

Unit 4 Lesson 2

39Workbook page 29

Grammar Stop

1 Listen and read. Then say.

1

2

3 .

4 .

2 Look at Tina’s schedule and write.

3 Talk to a friend.

English. I had English last Thursday.

Today Yesterday/last (day)I/You/We/They have … I/You/We/They had …He/She has … He/She had …

She had history yesterday. 5 .

6 .

7 .

8 .

Today is Thursday. I have math, science,

geography, and history today.

I had history yesterday. I have PE today.

We had PE last Friday.

Wednesday

Thursday

history, geography

math, art

PE, science

English, music

She has PE today.

WarmerGo around the class and ask children What subjects do you have on Monday/Tuesday/Wednesday? Encourage the children to answer, e.g. We have science and history on Monday.

1 CD 1, Track 30 Ask the children to describe the pictures. Play the CD. Ask the children to read and listen. Play the CD again. Pause for children to repeat sentences. Ask: Why does Bouncer have a lot of books? (She has a lot of subjects today.) Why is Tina wearing sports clothes? (She has PE today.) Explain that have is the present form and had is the past form. We use have with today and had with yesterday.

2 Ask the children to look at Tina’s schedule for Wednesday and Thursday. Explain that Wednesday is “yesterday” and Thursday is “today.” Ask Which day did she have math? (Wednesday, yesterday) Ask the children to read the examples and write six more sentences in pairs.

Answers: 1 She had history yesterday. 2 She has PE today. 3 She had geography yesterday. 4 She has science today. 5 She had math yesterday. 6 She has English today. 7 She had art yesterday. 8 She has music today.

You can now go to the unit opener (Teacher’s Edition p.49, Student’s Book p.37) and do the additional picture activity for this lesson.

3 In pairs, have the children take turns; one child says a subject, e.g. PE, and the other says when he/she had that subject, e.g. I had PE last Monday.

Activity extenderRepeat the activity with the whole class. Invite a child to say a subject and another child to make a sentence, e.g. I had math last Tuesday. Then invite a third child to point to the second child and say, e.g. He/She had math last Tuesday. Repeat with as many children as possible.

Lesson extender

Grammar Stop

Have the children read the grammar box. Have them circle today + verbs in red and yesterday + verbs in blue. Ask when he/she are different from I/you/we/they (when we talk about today we use he/she with “has”.).

Wrap upThrow two balls to different children. Have one name a school subject. Have the other make a sentence with have. Then have them throw the balls to other children and repeat with different subjects.

Learning objective: Learn to talk about today and yesterdayNew grammar: I/You/We/They have/had …, He/She has/had …Vocabulary review: days of the week, school subjectsMaterials: blue and red colored pencils, two softballs

Unit 4 Lesson 2

6500227_NS_TE4_pp049_058_U4.indd51 51 13/1/09 15:23:30

•In the step by step notes there are two extension activities suggested for each lesson, called Activity Extenders and Lesson Extenders. Each extension activity is an optional, stand-alone activity that allows you to extend a particular activity or extend the main teaching points from the entire lesson. And here are some extra features that can add more variety into your teaching and more flexibility into your program:

Grammar StopThis feature can be found in every Lesson 2 suggesting ways to exploit the new structures in a more communicative way. Scenarios for acting out, pair and group work, and ideas for contextualising language are suggested.

Phonics Fun TimeEach Lesson 3 introduces new phonics sounds. The Phonics Fun Time feature gives ideas for practicing these through an arts and crafts or fun activity.

Value Your ValuesThe Teacher’s Edition includes suggestions of ways to exploit the “value” or moral of the story that help support the child’s social/civic education. Discussion ideas and practical tasks are included. Allowing your children to use L1 here will help them understand the deeper meaning of the values explored in the course and further personalize them.

Cross-Curricular FocusEach Lesson 7 provides an opportunity for cross-curricular work relating to the specific country of the unit. The Teacher’s Edition gives ideas for exploiting cross-curricular subjects, using practical arts and crafts activities or supplementary games.

Stop and ReflectThis feature asks children to “stop and reflect” on what they have been learning. Teachers encourage children to take time to think about topics explored in the materials, and reflect in a personal way.

Your sayEach Unit Opener in our Student’s Book 4 comes with a Your say feature. This is a question that gets children to interact with the material on a personal level. The Teacher’s Edition provides extra notes for how to make the feature more meaningful for learners, giving them examples of things to relate to, think about, compare, etc.

Your World Poster(See Teacher’s Edition page 15)


14

Teacher’s Resource Kit

The Teacher’s Resource Kit

•There are printout templates that support the children doing certain activities. They are optional, and the activities can be done in the children’s notebook or on poster paper or simple sheets of paper. However, if you print out these templates and provide them to the children while doing certain activities (see this icon in the Student’s Book) the templates can either (1) make nice wall displays or (2) be compiled and saved by the children over the course of the year, creating a collection of their drawing/written work for them to show their parents and feel proud of.

•A Monthly Planner helps you easily see how the Next Stop course can be used most effectively during your academic year.

•There are ten unit tests, one mid-year test and an end-of-the-year test available to print out and distribute to the children. The tests are connected to the vocabulary and grammar of Next Stop. Our tests have been influenced by the Cambridge Young Learners English tests so the children will become more familiar with that test type.

•Festival lessons are provided as pdfs for teachers to print and hand out. Teacher’s procedural notes are also included per festival lesson. Our festival lessons range from Christmas to Mother’s Day and from Earth Day to Friendship Day, depending on the Next Stop level.

•Homework sheets (pdfs) from the CD-ROM at each level are also stored on the Teacher’s Resource Kit. For children in your groups without access to computers, you can easily print off that lesson’s CD-ROM homework.

The Teacher’s Resource Kit is a CD-ROM for teachers, providing them with additional resource materials for all six levels of Next Stop.

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This product is copyright and unauthorized copying is illegal. 2009


Series ISBN: xxx-xxx-xxx-xxx-x ISBN: 650-911-9


15

Your World Poster

There is one poster per unit for each level of Next Stop. So, there are ten posters per level, making each Next Stop Poster Pack.

The posters have a dual role of (1) acting as support for presentation or consolidation of language, and (2) reinforcing language learning by showing children the connection between their real-world knowledge and the newly-learned language. How does this work? For example, for past actions found in Student’s Book 4, Unit 6, children are asked to say when they get up; when they eat their meals; what daily routines they have. These types of questions rely on real world knowledge to reinforce language learning. (For a more detailed list of poster support ideas, please see your Poster Pack.)

•Another aspect of the Next Stop posters is the role of the Your World feature. This feature relies on children’s real-world knowledge and use of the posters, in that children complete the Next Stop: Your World window of the poster by sticking cut-out magazine or newspaper images (or drawn ones) of newly learned lexical items on the poster. This brings the real world into the classroom in one place, reinforcing how learned language is part of the child’s world. This could also lead to additional discussion of cross-curricular information related to that particular item. The posters are recommended (optionally) in every Lesson 6 and Stop and Check lesson.

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4

Welcome to Next Stop

Teaching with Next StopNext Stop is a new, exciting six-level course that begins with language and tasks that are relevant and personal to the child. It brings real aspects of the world into the child’s life, showing the child how that language learned relates to the child’s immediate world and beyond. And by personalizing and comparing, children develop cross-cultural awareness, integrating their new knowledge into their own experience whilst building their language awareness.

• Language lessons are based on a foundation of exposure and activation.

• Each unit enhances cross-cultural awareness through extensive personalization.

• Communicative production is encouraged right from the very beginning, with writing introduced gradually in Student’s Book 1.

• Active learning is promoted through activities such as games, songs, and arts and crafts tasks.

• Cognitive tasks engage children’s minds and really get them thinking.

• Children are encouraged to take extra time in figuring out answers to questions that generate higher level thinking.

• Language learning is supported in each unit by introducing a different place around the world. This is then used as a realistic context for learning about culture, new language and recycling language.

• Reading and pronunciation are supported through an integrated phonics syllabus in every Lesson 3.

• Values are illustrated in stories in every Lesson 4 and followed up with discussion points found in the Teacher’s Edition and project activities in the Workbook.

• The country focus is developed through reading and includes a cross-curricular objective explored in the Teacher’s Edition.

• Language recycling occurs throughout each unit in either grammar lessons, reading lessons or Stop and Check lessons.

• The program is highly adaptable with built-in optional extension activities that offer you a program that can better fit your own classes.

(See pp. 6–8 and 12–13 for examples of these features of Next Stop.)

In Next Stop …


5

1 120090 100103

Amanda Cant Mary Charrington STUDENT’S BOOK

Next Stop is an innovative, six-level primary series in American English. Its unique place-by-place unit themes allow children, through English, to discover their world and beyond, making their learning more significant and special. Extensive personalization, readings based on fascinating facts from other countries, and values all come together to ensure that your students’ language learning is truly motivating and memorable.

Our components:

Next StopCambridge ESOL

Young Learners

Common European

Framework

1 Starters

2 Starters

3 MoversA1

4 Movers

5 FlyersA2

6 Flyers

A place for new learning experiences!

ST

UD

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BO

OK

Am

anda Cant M

ary Charringto

n

4730104_NS_SB4_cover.indd 1 14/1/09 09:55:13

Your World PosterEach level of Next Stop comes with a poster

pack, containing ten posters, one for each unit of the Student’s Book. The posters have

been designed for you to use as consolidation tools, focusing on the unit language.

Hans Mol WORKBOOKNext Stop is an innovative, six-level primary series in American English. Its unique place-by-place unit themes allow children, through English, to discover their world and beyond, making their learning more significant and special. Extensive personalization, readings based on fascinating facts from other countries, and values all come together to ensure that your students’ language learning is truly motivating and memorable.

Our components:



Young Learners

Common European

Framework

1 Starters

2 Starters

3 MoversA1

4 Movers

5 FlyersA2

6 Flyers

WO

RK

BO

OK

Hans M

ol

ISBN 978-607-473-012-8

9 786074 730128

4730128_NS_WB4_cover.indd 1 14/1/09 09:51:13

Anita Heald TEACHER’S EDITION

Next Stop is an innovative, six-level primary series in American English. Its unique place-by-place unit themes allow children, through English, to discover their world and beyond, making their learning more significant and special. Extensive personalization, readings based on fascinating facts from other countries, and values all come together to ensure that your students’ language learning is truly motivating and memorable.

Our components:



Young Learners

Common European

Framework

1 Starters

2 Starters

3 MoversA1

4 Movers

5 FlyersA2

6 Flyers

TE

AC

HE

R’S

ED

ITIO

NA

nita Heald

ISBN 978-607-473-022-7

9 786074 730227

4730227_NS_TE4_cover.indd 1 14/1/09 09:46:42


Class Audio

Amanda Cant Mary Charrington

6508232_NS_CACD4_cover.indd 1 16/1/09 11:48:29



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Series ISBN: 978-970-650-912-3ISBN: 978-970-650-823-2

Class Audio CD 1

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6508232_NS_CACD4_Onbody.indd 2 14/1/09 10:32:13

The Next Stop Component OverviewStudent’s BookTina and Bouncer, our Student’s Book 4 characters, lead the children through fun-filled lessons on a journey of discovery while learning English. Activities include songs, games, fiction story reading, and arts and craft work. Each unit contains a cross-cultural, non-fiction reading lesson and a follow-up lesson based on personalization. Every unit ends with an easy-to-do Stop and Check lesson. Year-end consolidation activities are included at the end of each Student’s Book.

Student’s CD-ROMThe Next Stop CD-ROM contains interactive homework activities as well as the songs from the Student’s Book, which can be played on any CD player.

WorkbookThe Workbook provides extra practice of vocabulary and grammar found in the Student’s Book. It also includes a spelling feature, values projects and fun games that extend the Stop and Check lesson of the Student’s Book. Each Workbook also provides children with a removable picture dictionary. (All answer keys are found in the Teacher’s Edition and songs found on the Class Audio CDs are reused in Workbook activities.)

Teacher’s EditionEach page of the Teacher’s Edition shows a reduced version of the Student’s Book page. This is accompanied by step-by-step teacher’s notes for each activity, materials needed and objectives for each lesson, and suggestions for optional extension activities. At the back of the Teacher’s Edition, you can find teacher’s notes for the Last Stop Consolidation Activities of the Student’s Book.

Class Audio CDContains all the listening exercises in the Student’s Book, including songs, dictations, stories, and phonics work.

Teacher’s Resource KitA CD-ROM with additional materials to support teachers and the program. This disk includes monthly lesson planners, testing materials, printouts to aid Student’s Book activities, festival lessons, and pdf worksheets taken from the Student’s CD-ROM that can be assigned as homework for children without access to a computer.


6

4UNIT

37

Your say

What flowers grow in your country?

Do you know other things that Holland is famous for?

Do you know which countries are next to Holland?

Holland is a small country in Europe. It’s famous for its many canals and its old windmills.

Welcome to Holland!


38

Unit 4 Lesson 1

Workbook page 28


2 Write sentences in your notebook.

1 We have English and math on Monday.

2 We have science on Tuesday.

3 We have art and music on Wednesday.

4 We have history on Thursday.

5 We have PE and geography on Friday.

English PE music science geography history art math

I have English on Monday, Tuesday, and Friday.

Monday Tuesday Wednesday Thursday Friday

Hello

12× 10

¼

²∕³


Unit 4 Lesson 2

39Workbook page 29

Grammar Stop


1

2

3 .

4 .

2 Look at Tina’s schedule and write.

3 Talk to a friend.

English. I had English last Thursday.

Today Yesterday/last (day)I/You/We/They have … I/You/We/They had …He/She has … He/She had …

She had history yesterday. 5 .

6 .

7 .

8 .

Today is Thursday. I have math, science,

geography, and history today.

I had history yesterday. I have PE today.

We had PE last Friday.

Wednesday

Thursday

history, geography

math, art

PE, science

English, music

She has PE today.


The Student’s Book

•Each unit of Next Stop starts with the unit opener page which can be used for pre-teaching the vocabulary of the unit, raising awareness of the country, or providing flexibility in introducing a new topic. The unit opener is a completely “free-standing” page in that it is there for additional teaching support to enrich the children’s classroom experience but if your time is constrained you can move on to Lesson 1 without sacrificing any key language. It is a flexible, unique feature of Next Stop.

•New vocabulary is presented in Lesson 1 with the Class Audio CD and practiced with listening and writing activities and games.

•New grammar is presented in a fun scene with Tina and Bouncer and followed with practice activities that consolidate and activate grammar use. The Grammar Stop feature easily highlights the new grammar structures for your children.

•Communicative production is encouraged throughout the course.

•Children do the activities in the Workbook on the page indicated as additional support for the Student’s Book.

•Tasks often engage children cognitively, requiring them to work out answers and thus making language learning more meaningful.


7

Sounds Great

40

Unit 4 Lesson 3

j ge dge

2 Write the words in the correct boxes.

3 Look at the story on page 41. Find and write.

1 How many words can you find beginning with “j”?

2 How many words can you find ending with “ge”?

1 Listen and say. Then point and say.

stage

page juice

jeans

jungle

bridge

ge dge j

Workbook page 30

stage


Unit 4 Lesson 5

42 Workbook page 32


3 Line up and say.

Dan is first. Ben is second. Marta is

third and I’m fourth.

2 Look at Activity 1 and say.

Strawberries are first.

first

third

fifthfourth

second

last

My class’s favorite food

bread rice milk cheese strawberries cereal


Story Time Unit 4 Lesson 4

41

MY VALUE

ResponsibilityBe prepared.

1 Listen and read. Number the pictures with the correct caption.

2 Act out the story.

Here’s your homework, your

lunch, orange juice, and your jacket.

Oh, no! I don’t have my homework.

Sorry, Miss …

Sorry, Mom.

Oh, no! I don’t have my jacket.

Workbook page 31

Oh, Jemma!

Homework, check. Lunch and juice,

check. Jacket, check. I’m ready!

1 At school4 At breakfast

2 The next day5 After school

3 At lunch6 At home

4 Oh, no! I don’t have my lunch or my juice.


Unit 4 Lesson 6

43

Grammar Stop

Workbook page 33

Did you have strawberries,

For breakfast yesterday?

Did you have sandwiches?

Well, what can I say?

Did you have …?Yes, I did./No, I didn’t.

2 Ask and answer.


I had strawberries, I had pancakes,

They were totally delicious,

I had orange juice and sandwiches,

Delicious and nutritious!

Did you have sausages for breakfast yesterday?

3 Listen and sing. Then change the blue words and make a new verse.

No, I didn’t.

Bouncer! Did you have cereal for breakfast yesterday?

Did you have juice for breakfast yesterday?

Yes, I did.

Yes, I did.

sausages rice bread milk

cheese strawberries cereal

Now there isn’t any cereal and there isn’t

any juice!


•Songs in the Next Stop course carry through the country theme with catchy, lively tunes that recycle language in a musical genre that relates to the unit’s country.

•Lesson 3 is the phonics lesson. Target sounds are presented with fun visuals that explain their meaning. Then controlled practice is given with audio models of individual sounds linked to their corresponding graphemes, digraphs and trigraphs. Further activities go on to develop reading by using the stories in the next lesson to help children become more familiar with identifying target sounds and their written forms.

•Lesson 4 is our story page. The story includes sounds and words from Lesson 3 to help children become more competent readers. Children are often encouraged to act out the story in order to understand the plot better and practice their intonation and pronunciation.

•My Value highlights the moral of the story and can be pointed out to children after reading the story. Alternatively, teachers can ask children to cover the value and read the stories thinking about what they think the value might be. The values help to support the child’s social/civic education.

•This is an additional vocabulary lesson, which functions like Lesson 1. Additional lexical items are presented here that are either a related vocabulary group or a new lexical family.

•This is a second grammar lesson. It is always related to the principal grammar lesson (Lesson 2) and functions in a similar way, with our characters often contextualizing new structures in a fun and easy-to-follow scene. Previously seen language is also recycled to help build the child’s language foundation.


8

44

Unit 4 Lesson 7

Holland is a small country with a very interesting history. In the past, there weren’t any planes, trains, or cars, but Holland had large numbers of ships and many people were sailors or explorers. The ships were small and they weren’t very comfortable or fast, but Dutch sailors were excellent explorers.

Go to pages 4 and 5. Complete your visit to Holland!It’s Sticker Time!

Some of the most famous

artists in the world were

from Holland. Rembrandt,

Rubens, and Van Gogh

were all famous Dutch

artists.

It’s a Fact!

One of the most popular things to collect were tulip flowers. Tulips were very expensive; in fact, they were the most expensive flowers in the world! One tulip flower was more expensive than a house!

In the 17th century, Holland was a very rich country. The Dutch people collected things from all over the world, including from the United States, Malaysia, and Indonesia.

2 Find and write.

1 How did people travel in the past?

2 Can you name two popular professions in Holland?

3 Did people in Holland have a lot of money?

4 Can you name something people collected in the past?

5 What was special about tulip flowers?

1 Read about Holland’s history.


Unit 4 Stop and Check

46 Workbook page 35

1 Look and write.

1

2 .

.

3 .

.

2 Answer the questions.

1 What did you have for breakfast yesterday? .

2 What did you have for lunch yesterday? .

3 What did you have for dinner yesterday? .

4 Did you have PE yesterday? .

5 Did you have English yesterday? .

6 Did you have math on Sunday? .

Tina and Bouncer had pancakes for breakfast yesterday.

Breakfast Lunch Dinner

They had strawberries for breakfast, too.

My Progress

I can list my school subjects. JKLI can ask people what they had for breakfast/lunch/dinner. JKLI can read and say words with j, ge, and dge. JKL

321


Unit 4 Lesson 8

45

1 Start

a Choose a period in history.

b Draw or paste pictures.

c Label your pictures.

2 PrepareFind information about the period of history.

How did people travel?

What jobs did people do?

Were people interested in other countries?

What did people like doing?

What is special about this period in history?

3 PracticePractice giving information about the period of history.

Tell your class about interesting facts from your country’s history.

4 Present

Workbook page 34

Let me tell you about … People … This period in history is special because …


•Lesson 7 is the country page. Here, unique to Next Stop, our explorer characters take us to a new location in every unit. Reading is the prime focus of the lesson, and each lesson brings a relevant and accessible piece of the world into the child’s life, whilst containing easy to understand new language and recycling past language.

•Each Lesson 7 ends with a sticker activity. Children find the unit sticker on their sticker page and then place it on the world map on pages 4–5 to complete their “visit” to that country. Watch the children’s world map fill up with items picked up and learned from around the world!

•Lesson 8 is devoted to personalization and presenting material created by the children about their lives, town, city, or country. After the Lesson 7 country reading, children can now present themselves to the world. Children show some aspect of their world through drawing, writing, and speaking, thus enabling them to compare aspects from the world they have read about and their own. (NOTE: If your children are from the country in the unit you may want to talk about different regions in your country or ask children to think of other examples than those given in the book.)

•Stop and Check is our optional review lesson. Like the unit opener, the Stop and Check lesson provides flexibility for teachers who either need more material in their program or for teachers whose classes need more controlled language practice.

•Every unit ends with a simple unit evaluation for the children to complete. Each child checks the appropriate smiley face based on his/her competency with doing the I can task listed in the My Progress unit evaluation box.

•Active learning is promoted through games, songs, and arts and crafts tasks. (This icon indicates the optional use of printout templates, found on your Teacher’s Resource Kit. See page 14.)


9



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Full H

ouse Productions Inc. Songs composed by Rob Morsberger, Michael Nickolas, George Szabo. This product is copyright and unauthorized copying is illegal (P

) 2009

D.R. © Macmillan Publishers S.A. de C.V. 2009. Insurgentes Sur 1886, Col. Florida, 01030, Méxic

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.F.

NS SCD-ROM4 on body

STUDENT’S CD-ROM

CD-ROMPlay on your computer

The disk should auto-start on a PC. If it does not auto-start in Windows OS, double-click main.exe in the root directory of the CD.Macintosh users need to double-click Main.app in the root folder to run the course.

Songs Play on your CD Player

Tracks 1-10


Series ISBN: 978-970-650-912-3ISBN: 978-607-473-017-3

System requirements:Display Size (pixels): 1024x768

Processor (CPU) Speed: PIII or higherMinimum 128 MB RAM

Color-depth: 32-bit recommendedOperating System Windows XP/2000/Vista;

Mac OSX Tiger and LeopardSound Card: Any

4730173_NS_SCD_ROM4_Onbody.indd 2 16/1/09 11:38:03



(3)MAGENTA(4)YELLOW

(5BLACK

Pro

duce

d by

Mac

mill

an In

dia

LTD

. Aud

io p

rodu

ced

and

reco

rded

by

Full H

ouse Productions Inc. Songs composed by Rob Morsberger, Michael Nickolas, George Szabo. This product is copyright and unauthorized copying is illegal (P

) 2009

D.R. © Macmillan Publishers S.A. de C.V. 2009. Insurgentes Sur 1886, Col. Florida, 01030, Méxic

o, D

.F.

NS SCD-ROM4 on body

STUDENT’S CD-ROM

CD-ROMPlay on your computer

The disk should auto-start on a PC. If it does not auto-start in Windows OS, double-click main.exe in the root directory of the CD.Macintosh users need to double-click Main.app in the root folder to run the course.

Songs Play on your CD Player

Tracks 1-10


Series ISBN: 978-970-650-912-3ISBN: 978-607-473-017-3

System requirements:Display Size (pixels): 1024x768

Processor (CPU) Speed: PIII or higherMinimum 128 MB RAM

Color-depth: 32-bit recommendedOperating System Windows XP/2000/Vista;

Mac OSX Tiger and LeopardSound Card: Any

4730173_NS_SCD_ROM4_Onbody.indd 2 16/1/09 11:38:03

The Student’s CD-ROM•Lesson 8 is devoted to personalization and presenting material

created by the children about their lives, town, city, or country. After the Lesson 7 country reading, children can now present themselves to the world. Children show some aspect of their world through drawing, writing, and speaking, thus enabling them to compare aspects from the world they have read about and their own. (NOTE: If your children are from the country in the unit you may want to talk about different regions in your country or ask children to think of other examples than those given in the book.)

•Unit by unit, the Student’s CD-ROM provides homework activities for each lesson of the Student’s Book. Interactive activities, including audio, reading and a variety of different activity types, help children reinforce their language learning at home using their computers. (Student’s Book Lessons 7–8 are combined in one CD-ROM homework assignment.)

•The songs from each Student’s Book can be found on each CD-ROM. Children can listen to the songs on a CD player at home or elsewhere. Using their Student’s Book, children can follow the lyrics and sing along, practicing their pronunciation and having fun with English.

•Each CD-ROM has a Parent’s Area. Here, an explanatory note to the parents can be found that tells them what the Next Stop Student’s CD-ROM has been designed to do for their child, helping them to become more involved in their children’s education. •The Help button on each CD-ROM is a

simple tool that shows exactly how the CD-ROM works. This guidance is clear and easy to follow. If the children ever get confused using their CD-ROM, just click Help.


NExt Stop TE 4 Book - Macmillan · Each Workbook comes with a removable vocabulary word bank,...

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