Sample pages catalogue - MM Publications · • Instruct Ss to cut out the frames of the story and...

BRITISH &

AMERICAN Edition

Sample pages

catalogue

Designed for very young learners, the Hi Kids! course, which consists of three

books, is sure to thrill and delight children. Its aim is to make learning and

teaching English as fun and as easy as possible. Students are immersed in the

language and learn English the same way that native speakers do - by listening

and speaking first, before they learn to read and write.

Fly high with Fluffy and

COURSE FEATURES

units which include songs, stories, games, listening activities as well as a wide range of hands-on activities

alphabet/phonics section

revision units to recycle and consolidate through various activities which promote students’ autonomous learning

activities promoting critical thinking skills

cross-curricular topics

COURSE COMPONENTS

Student’s Book

Workbook with practical and interesting activities, cut-out pages

Teacher’s Resource Pack including:

• Teacher’s Book with reduced form of the Student’s Book and the Workbook

• Alphabet book

• Alphabet book audio CD/CD-ROM also including Teacher’s notes

• Student’s CD/CD-ROM

• Puppet

• Class CDs

• Flashcards

• Posters

• Interactive Whiteboard CD-ROM

BRITISH & AMERICAN Edition

2

Puppet

COMPONENTS FOR STUDENTS

COMPONENTS FOR TEACHERS

Student’s Book

Workbook

Alphabet books (1&2), (3)

Student’s CD/CD-ROM

Readers

Little Books

Alphabet book audio CD/CD-ROM also including Teacher’s notes

Teacher’s Book with reduced-size Student’s Book and Workbook pages

Teacher’s Resource Pack(Teacher’s Book, Alphabet book, Alphabet audio CD/CD-ROM, Flashcards, Class Audio CDs, Posters, Puppet, Interactive Whiteboard CD-ROM)

Flashcards

Class Audio CDs Interactive Whiteboard material with interactive games

Posters

BRITISH version

AMERICAN version

3

CONTENTSHi Kids 1 Hi Kids 2 Hi Kids 3

Hello

Unit 1 It’s red!

Unit 2 My classroom

Unit 3 Numbers

Revision 1

Unit 4 Who I am

Unit 5 My face

Unit 6 My friends

Unit 7 My family

Revision 2

Unit 8 My toys

Unit 9 My town

Unit 10 My pet

Unit 11 My house

Revision 3

Unit 12 Shapes

Unit 13 It’s funny!

Unit 14 I’m hungry!

Unit 15 My holiday

Revision 4

Story 1 (Hello - Unit 3)

Story 2 (Unit 4 - Unit 7)



Hello

Unit 1 My classroom

Unit 2 Stand up!

Unit 3 Colours and shapes

Unit 4 Home and family

Revision 1

Unit 5 My body

Unit 6 My senses

Unit 7 I can

Unit 8 My clothes

Revision 2

Unit 9 He’s a farmer.

Unit 10 At the farm

Unit 11 I like bananas!

Unit 12 It’s cold!

Revision 3

Unit 13 Water

Unit 14 Plants

Unit 15 Holidays

Revision 4





Hello

Unit 1 Family and friends

Unit 2 My home/neighbourhood

Unit 3 Jobs

Revision 1

Unit 4 Days of the week

Unit 5 The seasons

Unit 6 It’s morning.

Unit 7 My country

Revision 2

Unit 8 This is a car.

Unit 9 My bike is fast.

Unit 10 I like oranges!

Unit 11 My clothes

Revision 3

Unit 12 A rabbit can jump!

Unit 13 Plants

Unit 14 Let’s swim!

Unit 15 Holidays

Revision 4





4

SAMPLE PAGES FROM Hi Kids! 1 - STUDENT,S BOOK

2. My classroom

Lesson 1

Hi kids_KG1_Mod2_2015_SB.indd 16 25-Feb-15 3:44:37 PM

a

bc

Unit 2 - Lesson 2


clear photos introducing new vocabulary humorous episodes combined with eye-catching, full-colour illustrations

3

Unit 2 - Lesson 3Unit 2 - Lesson 3Unit 2 - Lesson 3

2

3

4

1


Make number plates

2

3

Unit 3 - Lesson 4


a fun activity which practises the language itemscraft activities for students to practise the vocabulary and structures of the unit

5

apple

ant

aBbCcDdEeFfGgHhI iJjKkLlMmNnOoPpQqRrSsTtUuVvWwXxYyZz

aUnit 2 - Lesson 5


Unit 3 - Lesson 4Unit 2 - Lesson 4

Welcome to school

1. Revise. 2. Talk about the pictures. 3. Listen, point and repeat. 4. Role play. 5. Discuss the value.

a

b



VALUEHelp your classmates.

c

d


discuss the moral of the story

present the letters of the alphabet

picture stories to consolidate the material taught in the unit and to provide listening for entertainment purposes

SAMPLE PAGES FROM Hi Kids! 1 - STUDENT,S BOOK

6

2. My classroomLesson 1

1 2

Hi kids_KG1_Mod2_2015_WB.indd 18 25-Feb-15 3:50:49 PM

Unit 2 - Lesson 2

Look at the pictures and circle the differences. Then colour.


Unit 2 - Lesson 4

Cut out and put the story in the correct order.


2. Say the word, trace and colour the picture.

1. Trace.

aa

Unit 2 - Lesson 5


a comprehension activity based onthe story in the Student’s Book

fun activities practising language items in an enjoyable way

SAMPLE PAGES FROM Hi Kids! 1 - WORKBOOK

an activity practising the letter of the alphabet

a tracing activity

7

Revision 1

Lesson 1

Hi kids_KG1_Revision 1_2015_SB.indd 28 25-Feb-15 3:55:56 PM

Revision 1 - Lesson 3

Hi kids_KG1_Revision 1_2015_SB.indd 30 25-Feb-15 3:56:13 PM

Lesson 1

Revision 1

3

1

2

3

Now I can

Hi kids_KG1_Revision 1_2015_WB.indd 32 25-Feb-15 3:55:19 PM

a revision unit practising the vocabulary and structures of previous units

1. Revise. 2. Talk about the pictures. 3. Listen, point and repeat. 4. Role play.

Be my friend

a

c

b

d

STORY 3 (Unit 8 – Unit 11)

Hi kids_KG1_Stories_2015_SB.indd 124 25-Feb-15 4:02:13 PM

e

g

f

h

Friends can be different.VALUE

STORY 3 (Unit 8 – Unit 11)

Hi kids_KG1_Stories_2015_SB.indd 125 25-Feb-15 4:02:23 PM

a self-assessment section

SAMPLE PAGES FROM Hi Kids! 1 - Revision 1

SAMPLE PAGES FROM Hi Kids! 1 - Story

a story revising vocabulary and structures of previous units

8

SAMPLE PAGES FROM Hi Kids! 1 - TEACHER,S BOOK

UNIT 2

AimTo consolidate vocabulary and structures taught in this unit.

Revise [AmE Review] the previous lessons. Play a game.•ShowSstheflashcardsofthewordsthattheyhavelearnt

[AmElearned]inthisunit(book,pencil,bagandchair)andgetthemtonamethem.

•Alternatively,pointtoactualclassroomobjectsandelicitSs’response.Whispers•TellSsthattheyaregoingtoplayagame.•SticktheflashcardsofthevocabularySshavelearnt

[AmElearned]inthisunit(book,pencil,bagandchair)ontheboard.

•DivideSsintotwoteams.Theteamsstandintwolineswiththeirbacksturnedtoyouandtheboard,exceptforthefirstplayerineachteam,whoshouldbefacingyouandtheboard.

•Pointtoaflashcard.Thetwoplayersfacingyoulookattheflashcardandwhispertheworddowntheline.Thelastplayerineachteamhastofindtheflashcardthatdepictstheword,pointtoitandsayit.Ifhe/sheiscorrect,thentheteamgetsapoint.

•Thenthelastplayergoestothefrontoftheline.•Theteamwiththemostpointswins.

Talk about the pictures.•TellSstoopentheirbookstopp.20-21.•DrawSs’attentiontothepicturesandaskthem,inL1,whattheycansee.(Inthefirstpicture,wecanseetwogirlsandateacherinaclassroom.Thegirlsareintroducingthemselvestoeachother.Inthesecondpicture,theysitdownandlookattheirdesks.Oneisgreenandtheotherisblue.Inthethirdpicture,oneofthegirlshasdrawnapencilandabookusingredandbluecoloured[AmEcolored]markers.Theothergirlhasdrawnabag,butshelooksworriedbecauseshehasn’tgot[AmEdoesn’thave]abluecoloured[AmEcolored]markertofinishcolouring[AmEcoloring]thebag.Inthefourthpicture,oneofthegirlsisgivingtheotherherbluecoloured[AmEcolored]marker.Theylookhappy.)

Listen, point and repeat.•DrawSs’attentiontothestory.•PlaytheCDandhaveSslistentothestory.•GetSstopointtothecharactersandtheitemswhileyouplaytheCDforthesecondtime.

•PlaytheCDagain,pausingaftereachsentenceforSstorepeat.

Track 23 Welcome to schoolLiz Hello,I’mLiz.Tonia Hello,Liz.I’mTonia.Liz Look,Tonia!

Liz It’sblue.Tonia It’sgreen.

Liz Look,Tonia!Apencilandabook.Tonia Wow!Look,Liz!Abag.It’sred,green,yellowand bl...Oh,no!

Liz Here,Tonia.Blue.Tonia Thankyou,Liz.

P O S T- S T O R Y A C T I V I T Y (c r i t i c a l t h i n k i n g s k i l l s)•AskSswhotheyaresittingnexttointheclass.•AskSs,Have you ever forgotten any of your school items

at home, e.g. your book, pencil, etc? How did you feel? What did you do? Have you ever borrowed something or given any of your things away?

•DiscusswithSshowimportantitistohelpourclassmates.

Role play. •DivideSsintogroupsofthreeandassignaroletoeach(theteacher,LizandTonia).

•HaveSsactoutthescene.•HavegroupsofSschangerolessothateveryonehasachancetoactoutallparts.

•YoucanplaytheCDwhileSsareacting,forguidance.

Discuss the value. (c r i t i c a l t h i n k i n g s k i l l s)•ReadthevalueoutloudandexplainitinL1.•DiscussthevaluewithSsinL1.•AskSs,inL1,iftheybelievethatitisimportanttohelptheirclassmatesandwhy.

•DiscusswithSsinstanceswhentheyhavehelpedtheirclassmates.

Do the activity on p.21.•TellSstoopentheirWorkbookstop.21.•InstructSstocutouttheframesofthestoryandrearrangetheminthecorrectorder.

•WhenSshavefinished,goround[AmEaround]theclassandmakesureSshaveputthestoryinthecorrectorder.

Play a game.Walk and touch•TellSsthattheyaregoingtoplayagame.•SticktheflashcardsofUnit2aroundthewallsoftheclassroom.

•ExplainthatyouaregoingtoplaythesongBook and pencil(Track20)andSscanwalkround[AmEaround]theclassroom.

•Atsomepoint,stopthemusicandcallout‘It’sapencil’.•Ssmustwalktothepencilflashcard,touchitandsay‘It’sapencil’.

•Repeattheprocedureseveraltimeswithallflashcards.

My classroomL e s s o n 4


Welcome to school

1. Revise. 2. Talk about the pictures. 3. Listen, point and repeat. 4. Role play. 5. Discuss the value.

a

b



VALUEHelp your classmates.

c

d


Unit 2 - Lesson 4

Cut out and put the story in the correct order.


Hi kids_1_Brit-Amer_2015_TB_Mod2.indd 21 25-Feb-15 4:07:32 PM

reduced pages from the Student’s Book and the Workbook facilitating the teacher

clearly staged step-by-step guidelines for each activity

aim and active vocabulary introduced is each lesson

Post-story activity practising Ss’ critical thinking skills

extra activity to be done in the lesson

9

SAMPLE PAGES FROM Hi Kids! - ALPHABET BOOK 1&2

4

1. Draw lines from left to right.

alphabet_book_first_5_pages_HK1.indd 4 25-Feb-15 4:19:43 PM

8

_ ake_ pple_ ike

b a c

2. Trace. Then write.

3. Trace and match to the correct picture.

4. Look and write.

cC

Cc CcCC1

c c cC

1. Listen and say the letter, the sound and the words. Then sing.

CC

alphabet_book_HK1.indd 8 25-Feb-15 4:15:32 PM

34

1. Listen and say the letter, the sound and the words.

2. Look and complete.

3. Colo(u)r the pictures with a.

1 c r 2 c t

cat bag

3 v n

a


35

1. Listen and say the letter, the sound and the words.

2. Look and complete.

3. Look and circle.

1 b d 2 h n 3 p n

ered pen

e e

1 2


introducing letters and their soundsdraw lines activity

tracing activity

writing activity

tracing and matching activity

introducing cvc words

10

Aim

To in

trodu

ce th

e let

ters

Aa,

Bb,

Cc.

Voca

bula

ryap

ple,

ant,

bike

, boy

, cat

, cak

eW

arm

up

• T

ell S

s to

ope

n th

eir A

lpha

bet b

ooks

to p

.6.

• D

raw

Ss’

att

entio

n to

the

lett

er ‘A

a’ a

nd s

ay it

out

loud

.•

Get

Ss

to re

peat

aft

er y

ou.

• W

rite

the

lett

er ‘A

a’ o

n th

e bo

ard

in o

rder

to s

how

Ss

how

the

lett

er

is w

ritte

n.•

Get

Ss

to tr

ace

the

lett

er ‘A

a’ s

ever

al ti

mes

in th

eir b

ooks

with

th

eir i

ndex

fing

er.

• S

s ca

n al

so p

ract

ise

[ Am

E pr

actic

e] ‘w

ritin

g’ th

e le

tter

in th

e ai

r.•

Rep

eat t

he s

ame

proc

edur

e w

ith th

e ot

her t

wo

lette

rs, ‘

Bb’ a

nd ‘C

c’.•

Sho

w S

s ho

w th

ey c

an m

ake

the

shap

es o

f the

lett

ers

with

thei

r bo

dies

and

get

them

to d

o th

em.

Aa

Cc

Bb

Aa

L

iste

n an

d sa

y th

e le

tter

, the

sou

nd a

nd th

e w

ords

. Th

en s

ing.

(CD

trac

ks 2

-3)

• D

raw

Ss’

att

entio

n to

the

first

act

ivity

of t

he le

tter

‘Aa’

.•

Dra

w S

s’ a

tten

tion

to th

e le

tter

and

say

the

lett

er, t

he s

ound

and

th

e w

ords

out

loud

a fe

w ti

mes

.•

Pla

y th

e CD

and

get

Ss

to re

peat

a fe

w ti

mes

.

A, /

/, ap

ple,

ant

• P

lay

the

Alph

abet

son

g an

d ex

plai

n to

Ss

that

they

hav

e to

repe

at

the

lette

r, th

e so

und

and

the

wor

ds d

urin

g th

e pa

uses

.•

Aft

er S

s lis

ten

to a

nd s

ing

the

song

, say

the

wor

ds a

gain

(app

le,

ant)

and

ask

them

if th

ey c

an h

ear t

he s

ound

/

/ at

the

begi

nnin

g of

the

wor

ds.

• A

sk S

s to

repe

at th

e so

und

//. SO

NG

Th

e Al

phab

et S

ong

A, /

/, /

/, /

/ (S

s re

peat

)/

/ fo

r app

le, /

/ fo

r ant

(S

s re

peat

)A,

/

/, /

/, /

/ (S

s re

peat

)

T

race

. The

n w

rite

.•

Dra

w S

s’ a

tten

tion

to th

e se

cond

act

ivity

.•

Ask

Ss

to tr

ace

the

lett

er ‘A

a’ (u

pper

and

low

er c

ase)

alo

ng th

e lin

es, f

ollo

win

g th

e di

rect

ion

of th

e ar

row

s an

d th

e do

tted

line

s.•

The

n in

stru

ct S

s to

writ

e th

e le

tter

‘a’ (

low

er c

ase)

sta

rtin

g fro

m

the

arro

w.•

Whe

n Ss

hav

e fin

ishe

d tr

acin

g an

d w

ritin

g, g

o ro

und

[ Am

E ar

ound

] th

e cl

assr

oom

to m

ake

sure

that

they

hav

e tr

aced

and

writ

ten

the

lett

ers

corr

ectly

.

T

race

and

say

.•

Dra

w S

s’ a

tten

tion

to th

e th

ird a

ctiv

ity o

f the

lett

er ‘A

a’.

• A

sk S

s to

trac

e th

e lin

es c

onne

ctin

g up

perc

ase

and

low

erca

se ‘A

a’

to th

e ap

ple.

• T

hen

inst

ruct

Ss

to s

ay th

e le

tter

, the

sou

nd a

nd th

e w

ord

(A, /

/, ap

ple)

.

C

olou

r [Am

E C

olor

]. Th

en s

ay.

• D

raw

Ss’

att

entio

n to

the

four

th a

ctiv

ity.

• A

sk S

s to

col

our [

AmE

colo

r] in

the

appl

e an

d th

e an

t.

Bb

L

iste

n an

d sa

y th

e le

tter

, the

sou

nd a

nd th

e w

ords

. Th

en s

ing.

(CD

trac

ks 4

-5)

• T

ell S

s to

turn

thei

r Alp

habe

t boo

ks to

p.7

.•

Dra

w S

s’ a

tten

tion

to th

e fir

st a

ctiv

ity o

f the

lett

er ‘B

b’.

• D

raw

Ss’

att

entio

n to

the

lett

er a

nd s

ay th

e le

tter

, the

sou

nd a

nd

the

wor

ds o

ut lo

ud a

few

tim

es.

• P

lay

the

CD a

nd g

et S

s to

repe

at a

few

tim

es.

B, //

, bik

e, b

oy

• P

lay

the

Alph

abet

son

g an

d ex

plai

n to

Ss

that

they

hav

e to

repe

at

the

lett

er, t

he s

ound

and

the

wor

ds d

urin

g th

e pa

uses

.•

Aft

er S

s lis

ten

to a

nd s

ing

the

song

, say

the

wor

ds a

gain

(bik

e, b

oy)

and

ask

them

if th

ey c

an h

ear t

he s

ound

//

at t

he b

egin

ning

of

the

wor

ds.

• A

sk S

s to

repe

at th

e so

und

//. S

ON

G

The

Alph

abet

Son

g

B, //

, //

, //

(Ss

repe

at)

//

for b

ike,

//

for b

oy (S

s re

peat

)B,

//

, //

, //

(Ss

repe

at)

T

race

. The

n w

rite

.•

Dra

w S

s’ a

tten

tion

to th

e se

cond

act

ivity

.•

Ask

Ss

to tr

ace

the

lett

er ‘B

b’ (u

pper

and

low

er c

ase)

alo

ng th

e lin

es, f

ollo

win

g th

e di

rect

ion

of th

e ar

row

s an

d th

e do

tted

line

s.•

The

n in

stru

ct S

s to

writ

e th

e le

tter

‘b’ (

low

er c

ase)

sta

rtin

g fro

m

the

arro

w.•

Whe

n Ss

hav

e fin

ishe

d tr

acin

g an

d w

ritin

g, g

o ro

und

[ Am

E ar

ound

] th

e cl

assr

oom

to m

ake

sure

that

they

hav

e tr

aced

and

writ

ten

the

lett

ers

corr

ectly

.

L

ook

and

circ

le.

• D

raw

Ss’

att

entio

n to

the

third

act

ivity

.•

Ask

Ss

to c

ircle

the

lett

ers

(upp

er a

nd lo

wer

cas

e) th

at c

orre

spon

d to

the

pict

ures

of t

he b

ike

and

the

boy.

• T

hen

inst

ruct

Ss

to s

ay th

e le

tter a

nd th

e w

ords

(B, b

ike,

boy

).

M

atch

.•

Dra

w S

s’ a

tten

tion

to th

e fo

urth

act

ivity

.•

Ask

Ss

to m

atch

the

uppe

rcas

e an

d lo

wer

case

lett

ers

‘Aa’

and

‘Bb’

to

the

pict

ure

of th

e bi

ke o

r the

app

le.

• T

hen

inst

ruct

Ss

to s

ay th

e le

tter

s an

d th

e w

ords

(Aa,

app

le -

Bb,

bike

).

Cc

L

iste

n an

d sa

y th

e le

tter

, the

sou

nd a

nd th

e w

ords

. Th

en s

ing.

(CD

trac

ks 6

-7)

• T

ell S

s to

turn

thei

r Alp

habe

t boo

ks to

p.8

.•

Dra

w S

s’ a

tten

tion

to th

e fir

st a

ctiv

ity o

f the

lett

er ‘C

c’.

• D

raw

Ss’

att

entio

n to

the

lett

er a

nd s

ay th

e le

tter

, the

sou

nd a

nd

the

wor

ds o

ut lo

ud a

few

tim

es.

• P

lay

the

CD a

nd g

et S

s to

repe

at a

few

tim

es.

LET

TE

RS

Aa

B

b

Cc

alph

abet

_boo

k_H

K1_

Teac

hers

.indd

4

25-F

eb-1

5 4

:29:

53 P

M

C, //

, cat

, cak

e

• P

lay

the

Alph

abet

son

g an

d ex

plai

n to

Ss

that

they

hav

e to

repe

at th

e le

tter

, the

sou

nd a

nd

the

wor

ds d

urin

g th

e pa

uses

.•

Aft

er S

s lis

ten

to a

nd s

ing

the

song

, say

the

wor

ds a

gain

(cat

, cak

e) a

nd a

sk th

em if

they

ca

n he

ar th

e so

und

//

at th

e be

ginn

ing

of th

e w

ords

.•

Ask

Ss

to re

peat

the

soun

d /

/. SO

NG

The

Alph

abet

Son

gC,

//

, //

, //

(Ss

repe

at)

//

for c

at, //

for c

ake

(Ss

repe

at)

C, //

, //

, //

(Ss

repe

at)

T

race

. The

n w

rite

.•

Dra

w S

s’ a

tten

tion

to th

e se

cond

act

ivity

.•

Ask

Ss

to tr

ace

the

lett

er ‘C

c’ (u

pper

and

low

er c

ase)

alo

ng th

e lin

es, f

ollo

win

g th

e di

rect

ion

of th

e ar

row

s an

d th

e do

tted

line

s.•

The

n in

stru

ct S

s to

writ

e th

e le

tter

‘c’ (

low

er c

ase)

sta

rtin

g fro

m th

e ar

row.

• W

hen

Ss h

ave

finis

hed

trac

ing

and

writ

ing,

go

roun

d [ A

mE

arou

nd] t

he c

lass

room

to m

ake

sure

that

they

hav

e tr

aced

and

writ

ten

the

lett

ers

corr

ectly

.

T

race

and

mat

ch to

the

corr

ect p

ictu

re.

• D

raw

Ss’

att

entio

n to

the

third

act

ivity

of t

he le

tter

‘Cc’

.•

Ask

Ss

to tr

ace

the

lett

er ‘C

c’ a

nd th

en d

raw

a li

ne to

the

pict

ure

that

cor

resp

onds

to th

e le

tter

‘Cc’

.•

The

n in

stru

ct S

s to

say

the

lett

er a

nd th

e w

ord

(Cc,

cat

).

L

ook

and

wri

te.

• D

raw

Ss’

att

entio

n to

the

four

th a

ctiv

ity.

• A

sk S

s to

look

at e

ach

pict

ure

and

the

lett

er b

elow

it c

aref

ully.

The

n as

k Ss

to c

ompl

ete

the

wor

ds b

elow

eac

h pi

ctur

e by

writ

ing

the

initi

al le

tter

. •

The

n in

stru

ct S

s to

say

the

lett

ers

and

the

wor

ds (A

, app

le -

B, b

ike

– C,

cak

e).

Sing

(CD

trac

k 8)

• P

lay

the

Alph

abet

son

g A-

C on

ce a

nd a

sk S

s to

list

en to

it c

aref

ully.

• P

lay

the

song

aga

in a

nd e

ncou

rage

Ss

to s

ing

alon

g.•

Ss

can

‘writ

e’ th

e le

tter

s in

the

air o

r poi

nt to

the

corr

espo

ndin

g le

tter

s of

the

alph

abet

in

thei

r boo

ks w

hile

they

are

sin

ging

the

song

.

Mem

ory

circ

le•

Tel

l Ss

to fo

rm a

circ

le.

• D

raw

an

appl

e, a

n an

t, a

bike

, a b

oy, a

cak

e an

d a

cat o

n di

ffere

nt p

iece

s of

pap

er a

nd

phot

ocop

y th

em tw

ice.

• S

huff

le a

ll th

e pi

eces

of p

aper

and

giv

e th

em, f

ace

dow

n, to

a S

. •

Thi

s S

turn

s ov

er th

e fir

st p

iece

of p

aper

, loo

ks a

t the

pic

ture

, say

s th

e w

ord

and

plac

es

the

piec

e of

pap

er u

nder

the

pile

. The

n he

/she

giv

es th

e pi

le to

the

S ne

xt to

him

/her

.•

Fol

low

the

sam

e pr

oced

ure

until

all

Ss h

ave

had

a tu

rn.

• If

a S

can

’t re

mem

ber t

he w

ord,

then

he/

she

is o

ut o

f the

gam

e. T

his

S ca

n si

t at h

is/

her d

esk

and

draw

an

appl

e, a

bik

e or

a c

at.

Mak

e le

tter

bri

cks

• S

tick

larg

e sh

eets

of p

aper

on

the

wal

l. D

ivid

e th

e w

all i

nto

26 ‘b

ricks

’, on

e fo

r eac

h le

tter

.•

Div

ide

Ss in

to th

ree

grou

ps, o

ne fo

r eve

ry le

tter

(A, B

, C).

• G

ive

each

gro

up p

ages

from

mag

azin

es a

nd a

sk th

em to

find

and

cut

out

wor

ds w

ith

thei

r gro

up’s

lett

er, e

.g. ‘

Aa’ f

or th

e fir

st g

roup

, ‘Bb

’ for

the

seco

nd a

nd s

o on

, or t

o cu

t ou

t jus

t the

lett

er. (

Mak

e su

re th

ere

is a

t lea

st o

ne w

ord

with

the

lett

er ‘A

a’ e

tc. o

n th

e pa

ges

you

hand

out

and

that

the

lett

ers

are

big

enou

gh fo

r Ss

to c

ut o

ut.)

• A

ltern

ativ

ely,

you

can

writ

e va

rious

wor

ds o

n a

piec

e of

pap

er a

nd m

ake

phot

ocop

ies.

So

me

of th

em m

ust b

e th

e on

es ta

ught

in th

is le

sson

, e.g

. ‘ap

ple,

ant

’ for

Gro

up A

, ‘b

ike,

boy

’ for

Gro

up B

, ‘ca

t, ca

ke’ f

or G

roup

C. M

ake

sure

they

are

writ

ten

with

cap

ital

and

low

erca

se le

tter

s.•

Ss

stic

k th

eir w

ords

/let

ters

on

the

first

thre

e br

icks

, acc

ordi

ngly,

on

the

wal

l.

Play

gam

es

63. T

race

and

say

.

4. C

olo(

u)r.

Then

say

.

a

A

2. T

race

. Th

en w

rite

.

1. L

iste

n an

d sa

y th

e le

tter

, th

e so

und

and

the

wor

ds. Th

en s

ing.

a2

3

1

a

a

alph

abet

_boo

k_H

K1.

indd

6

2/16

/201

5 4

:12:

13 P

M

7

3. L

ook

and

circ

le.

4. M

atch

.

A B

b a

2. T

race

. Th

en w

rite

.

BbBb

B21

bb

bA

b

B

a

B

A

b

B

a

1. L

iste

n an

d sa

y th

e le

tter

, th

e so

und

and

the

wor

ds. Th

en s

ing.

alph

abet

_boo

k_H

K1.

indd

7

2/16

/201

5 4

:12:

30 P

M

8

_ a

ke

_ p

ple

_ ik

e

ba

c

2. T

race

. Th

en w

rite

.

3. T

race

and

mat

ch to

the

corr

ect pi

ctur

e.

4. L

ook

and

write

.

cC

Cc

Cc

CC

1

cc

cC1. L

iste

n an

d sa

y th

e le

tter

, th

e so

und

and

the

wor

ds. Th

en s

ing.

CC

alph

abet

_boo

k_H

K1.

indd

8

2/16

/201

5 4

:12:

50 P

M

alph

abet

_boo

k_H

K1_

Teac

hers

.indd

5

25-F

eb-1

5 4

:30:

04 P

M

extr

a g

ames

SAMPLE PAGES FROM Hi Kids! 1 - ALPHABET BOOK TEACHER'S NOTES

clea

rly

stag

ed

step

-by-

step

g

uid

elin

es fo

r ea

ch a

ctiv

ity

11

Place your orders through your local distributor / agent

C15

1000

4042

-106

90Interactive Whiteboard material with interactive games

BRITISH Edition AMERICAN Edition

Sample pages catalogue - MM Publications · • Instruct Ss to cut out the frames of the story and...

Documents

Transcript of Sample pages catalogue - MM Publications · • Instruct Ss to cut out the frames of the story and...