Tip Top 2_Teacher's book

Teacher’s Book



Contents Page Scope and Sequence 4 Introduction 6 Pupil Assessment form 11 12 1 Can you draw? 19 2 Weather 26 Review 1 27 3 I’m happy. 34 4 Jobs 41 Review 2 42 5 My week 49 6 My house 56 Review 3 57 7 My day 64 8 Where’s Hop? 71 Review 4 72 9 I like fruit. 79 10 Holidays 86 Review 5 87 Play 89 Progress checks 1-5 94 Extra activities 104 Flashcard list 105 Handwriting practice lines 106 Alphabet practice

Scope and Sequence Unit Words Language draw, read, write, count, see Can you draw? 1 dance, jump, paint, skate, sing Yes, I can. No, I can’t. Can you draw? 2 sunny, rainy, windy, snowy, cloudy What’s the weather like? It’s sunny. Weather shape, rectangle, diamond, star, heart 3 Are you...? I’m happy. sad, happy, sleepy, scared, hot, cold Yes, I am. 4 hungry, thirsty, sick, well No, I’m not. Jobs What’s his/her job? teacher, farmer, doctor, fisherman, He’s/She’s a … 5 reporter, baker My week cleaner, pilot, vet, shopkeeper 6 Sunday, Monday, Tuesday, Wednesday, Thursday, What do you do on Saturday? My house Friday, Saturday I dance. go to school, play with my friends On Saturday I dance. 7 read a book, make my bed, play a game What’s that? My day bed, sofa, cooker, lamp, shower It’s a … bedroom, bathroom, living room, kitchen, hall Where’s the bed? 8 In the bedroom. Where’s Hop? get up, wash my face, have breakfast, brush my teeth, I get up at 7 o’clock. 9 get the bus I like fruit. (7) o’clock Do you like meat? have lunch, go home, watch TV, have dinner, go to bed Yes, I do. 10 in, on, under, behind, in front of No, I don’t. Holidays shelf, wardrobe, fridge, blanket, armchair Let’s go swimming. Great idea! meat, fish, fruit, vegetables, rice Let’s go to the beach. tea, coffee, hot chocolate, lemonade, orange juice swimming, horse riding, camping, hiking, cycling I can throw. beach, playground, park, zoo, cinema Tilly can skip. 4

Values Alphabet Maths Offering help: Revision A-Z Revision 1-10 Can I help you? Yes, please. CVC words with /æ/ CVC words with /e/ 11 Wishing someone a nice day: cat, mat bed, red 12 Have a nice day. van, man pen, hen 13 Thanks. CVC words with /ɪ/ CVC words with /ɒ/ 14 Being concerned about others: wig, fig pot, hot 15 What’s the matter? tin, bin box, fox 16 I’m sad. CVC words with /ʌ/ 17 Crossing the road: sun, jug Look left. run, bug Phonics oy /ɔɪ/ 18 Look right. Revision Units 2-4 Roy, boy 19 Now you can cross. Phonics ay /eɪ/ toy, cowboy 20 say, day Phonics oo /u:/ Tens: 10-50 Asking to play: play, May room, zoo Can I play too? food, spoon Tens 60-100 Of course! Phonics oo /Ʊ/ look, book Phonics ea /i:/ Counting in 2s. Going to bed nicely: cook, foot eat, meat Adding on 1. It’s bedtime. peas, tea Two apples and one apple OK. Goodnight. is three apples. Phonics ch /tʃ/ Adding groups. 1 and 1, 2 Asking the time: Phonics ee /i:/ chocolate, cheese and 2, 3 and 3. What’s the time, please? queen, jeep chair, beach 1 car and 1 car is 2 cars. It’s 11 o’clock. bee, feet Phonics /δ/ th this, brother Asking if something belongs to someone: Phonics sh /ʃ/ mother, father Is this your book? sheep, shoes No, it isn’t. Yes, it is. shop, fish Phonics /Ɵ/ Offering and accepting or declining food thin, thread or drink: three, bath Would you like some tea? Yes, please. Revision Units 5-9 No, thank you. A nice holiday: Have a lovely holiday. Thanks. 5

1 Can you draw? 3 Play. Lesson 1: Vocabulary • P lay Missing card with the flashcards (see Introduction page 10). Objectives: to learn new vocabulary; to revise the characters’ names, to revise I can, to play a Optional activity: TPR. Have pupils mime the actions as a game class. Use the sentence I can (draw). Vocabulary: draw, read, write, count, see Ending the lesson Materials: Class puppet; Tom, Tilly, Hip, Hop, Matt, • H old up the flashcards one at a time and say I can … pause draw, read, write, count, see; Class CD to allow pupils to call out the word. Pupil’s Book page 4 • Pupils find their lesson stickers. Say Well done and tell pupils to stick the sticker to show they have finished the Warm up lesson. • W elcome pupils and introduce yourself. Hello. I’m [name]. • Say Bye and encourage pupils to reply. • Use the class puppet to revise What’s your name? First Activity Book page 4 make the puppet ask you and then individual pupils. 1 Colour, trace and say. Introducing the lesson • Ask pupils to open their books at page 4. The pupils colour • Introduce the characters with the flashcards. Hold each the pictures, trace the first letter of each word and say the flashcard up and say or elicit the character’s name. action words. • E xplain to pupils that they are going to learn new words for • C all out the new words and pupils point to the correct things they can do. Teach the new action words with the picture each time. Have them repeat the word. flashcards. Hold up each flashcard one at a time, say the word and have pupils repeat. • Stick the flashcards on the board. Point to each flashcard one at a time and say I can (draw). Have pupils repeat. 1 Listen and point. • A sk pupils to open their books at page 4. Hold up your book and point to each character one at a time and say the name. Briefly discuss in L1 who and what pupils can see in the picture. • Call out the new words and pupils point to the correct character each time. Have them repeat the word and call out the name of the character who can do the action. Follow-up activity: Call out the new words one at a time. Have individual pupils go to the board and point to the correct flashcard. 2 Listen, point and say. • Tell pupils that they are going to hear the characters talk about what they can do. Explain that they should point to the correct characters and repeat what they hear after the bell. • Play the audio. Pupils point and repeat. Audioscript Tom: Hello, I’m Tom. I can draw. Tilly: Hello, I’m Tilly. I can read. Matt: Hello, I’m Matt. I can write. Hop: Hello, I’m Hop. I can count. 1234 Hip: Hello, I’m Hip. I can see … I can see a lion! 12

Lesson 2: Structure Answers Hop x, Tom √, Hip x, Tilly √ Objectives: to learn a new structure Structures: Can you draw? Yes, I can. No, I can’t. Follow-up activity: Play the audio again and pause after each Materials: Class puppet; Flashcards: draw, read, write, question and answer. Have pupils repeat what they hear. count, see; Class CD 3 Ask and answer. Pupil’s Book page 5 • S tick the flashcards on the board. Ask a pupil to stand up at the front. Point to a flashcard and ask the pupil Can Warm up you (draw)? The pupils answers Yes, I can. or No, I can’t. Prompt as necessary. • R evise the words from Lesson 1 with the flashcards. Hold up the flashcards one at a time and have pupils raise their • Have pairs of pupils ask and answer at the front. Pupil A hands to say the words. chooses and points to a flashcard and Pupil B answers. For see you could encourage pupils to cover their eyes. Introducing the lesson Optional activity: Pairwork. Pupil A points to an action in • T each Can you draw? with the class puppet. First draw the Pupil’s Book on page 4 and asks Can you (read)? Pupil B a cat on the board and say Look. I can draw. Make the answers Yes, I can or No, I can’t. Then pupils swap roles. puppet ask you Can you draw? and answer Yes, I can. Say the question and answer a few times and have pupils Ending the lesson repeat. • Ask all pupils to stand up. Use the class puppet and move • Then ask the puppet Can you draw? Make the puppet from desk to desk asking individual pupils: Can you draw? shake its head and answer No, I can’t. Make the puppet The pupil answers and sits down. draw badly on the board. Repeat the question and answer and have pupils repeat. • P upils find their lesson stickers. Say Well done and tell pupils to stick the sticker to show they have finished the • Have the puppet ask individual pupils Can you draw? lesson. Prompt and elicit answers. Activity Book page 5 • Put a tick (√) over your drawing on the board and a cross (x) over the puppet’s drawing. 1 Draw a cat. 1 Tick (✓) or cross (✗). • A sk pupils to open their books at page 5. Pupils draw a cat in the box. They show their drawings to a partner and say I • Ask pupils to open their books at page 5. Call out the can draw. names of the characters one by one and tell pupils to point to the correct pictures. • Ask pupils to hold up their books. Ask Can you draw? and elicit Yes, I can. • Tell pupils to look at the pictures and decide if the character can or can’t do the action. Point to the tick and cross on the 2 Circle for you and answer. board and explain to pupils to tick the boxes for actions the characters can do and cross the boxes for the actions they • Pupils circle the tick for something they can do or the cross can’t do. Pupils should use a pencil for this. if they can’t do something. • P upils hold up their books to show that they have • Ask pupils to hold up their books. Ask them one at a time completed the exercise. Can you read/count? and have them answer Yes, I can. or No, I can’t. 2 Listen and check. • T ell pupils that they are going to listen to the characters answering questions and check if their ticks and crosses are correct. • Play the audio. Pause after each character and repeat the question. Have pupils repeat the answer. Point to the tick or cross each time for pupils to confirm. They can erase their answers and redo them if necessary. Audioscript Hop. Can you read? No, I can’t. Tom. Can you write? Yes, I can. Hip. Can you see? No, I can’t. Tilly. Can you count? Yes, I can. 1 2 3. UNIT 1 13

1 Can you draw? Lesson 3: Vocabulary Audioscript Can you skate? Objectives: to learn new vocabulary; to learn a song; to Yes, I can. I can skate. I can skate. I can skate. learn a Value Vocabulary: dance, jump, paint, skate, sing Can you dance? Offering help: Can I help you? Yes, please. Yes, I can. Values: I can dance. I can dance. I can dance. Materials: Flashcards: draw, read, write, count, see, dance, jump, paint, skate, sing; Class CD; a Can you paint? Yes, I can. pencil case with pens, pencils and crayons I can paint. I can paint. I can paint. in it etc. Can you jump? Yes, I can. Pupil’s Book page 6 I can jump. I can jump. I can jump. Warm up Can you sing? Yes, I can. • Hold up the flashcards from Lesson 1 one at a time, say I I can sing. I can sing. I can sing. can … and pause for pupils to say the word. 3 Play. Introducing the lesson • Use the class puppet and pencil case to teach the Value • Explain to pupils that they are going learn some new action Can I help you? Start filling the pencil case. Make the words. puppet say Can I help you? Reply Yes, please. and make the puppet hand you items to put in the pencil case. • Teach the new words with the flashcards. Hold up the flashcards one at a time and say the word. Have pupils • R epeat the question and answer a few times and have repeat. pupils repeat. 1 Listen, number and say. • P upils then look at the photos and draw a smile for good behaviour and a sad mouth for bad behaviour. • T ell pupils that they are going to hear the children talk about what they can do. Explain that they should find the correct • P lay a game. One pupil stands at the front with an empty child and write the number. Then they hear the child again pencil case. The other pupils form a line in front of the pupil. and repeat what they hear after the bell. The first pupil in the line offers to put something in the pencil case and says Can I help you? The pupils says Yes, please. • Play the audio. Pupils point and number. Then they repeat. The pupil in the line returns to his seat. Then the next pupil in Write the numbers on the board for pupils to copy if the line does the same and offers help, and so on. Each time necessary. the pencil case fills up, the pupil empties it again. Audioscript Optional activity: Play Miss Kelly says with the actions words One. (draw, read, write, count, see, dance, jump, paint, skate, sing). I can dance. Two. Ending the lesson I can paint. Three. • P upils find their lesson stickers. Say Well done and tell I can jump. pupils to stick the sticker to show they have finished the Four lesson. I can skate. Five • Say Bye! and wave to the class. Pupils reply Bye! I can sing. Answers Activity Book page 6 1 – dance, 2 – paint, 3 – jump, 4 – skate, 5 – sing 1 Trace the words. Then say. Follow-up activity: Hold up the flashcards one at a time and ask individual pupils Can you (skate)? Elicit Yes, I can or No, I • A sk pupils to open their books at page 6. Pupils trace the can’t. words neatly. They look at the picture and say each word when they finish tracing it. 2 Sing. • Say the words and have pupils point to the correct pictures. • T ell pupils that they are going to learn a song. Play the audio and tell pupils to listen only the first time. 2 Tick ✓ or cross ✗. Then answer. • Play the audio again a few times and encourage pupils to • Pupils put a tick in the boxes next to things they can do, join in singing. They can mime the actions as they sing too. and a cross in the box next to the things they can’t do. • Remind pupils that they have a CD with the songs and that • A sk pupils to hold up their books. Ask them one at a time they can sing them with their family at home. The lyrics are Can you (dance)? and have them answer Yes, I can. or No, on page 103 of the Pupil’s Book. I can’t. 14

Lesson 4: Maths Activity Book page 7 Objectives: to revise the numbers 1-10; to play a game 1 Count and join. 1-10 Maths: • A sk pupils to open their books at page 7. Pupils join the dots and count from 1-10 as they do so. Ask What’s this? Materials: Numbers poster; Class CD; a soft ball and elicit It’s a car. Pupil’s Book page 8 2 Trace. Warm up • Demonstrate and practise writing the numbers 1-10 in the air and then with writing lines on the board. (See • Play the song from Lesson 3 and encourage pupils to join in. Introduction page 10). Introducing the lesson • Ask pupils to trace the numbers in their books. Move around the room monitoring and helping where necessary. • Use the Numbers poster to revise the numbers 1-10 in English. • Point to number 1, say One. and have pupils repeat. Repeat for the numbers 2 to 10. • S ay Point to (three) and have pupils come to the poster one at a time and point to the correct number. • Practise air tracing the numbers and have pupils copy. 1 Chant. • T ell pupils that they are going to say a number chant. Play the audio and tell them to listen the first time. • P lay the audio again and encourage pupils to say the chant and clap. Audioscript 1 2 3 4 5 6 7 8 9 10 Follow-up activity: Pairwork: Call out numbers and pupils trace them on each other’s backs. 2 Say and stick. • Show pupils where to find the stickers in their books. They stick the missing numbers in the correct circles. Have pupils call out the numbers as a class. Then tell them to choose the next missing number and hold it up before they stick it in the books to confirm they have the correct sticker. Then allow them to stick the sticker. • Pupils hold up their books for checking. 3 Play. • Play Pass the ball (see Introduction page 10). Pupils pass the ball around the class and count from 1-10 as they do so. Repeat until all pupils have had a turn. Optional activity: Divide pupils into groups and have them perform the chant. The class can vote for the best performance. Ending the lesson • P upils find their lesson stickers. Say Well done and tell pupils to stick the sticker to show they have finished the lesson. • Say Bye children and wave to the class. Pupils reply Bye. UNIT 1 15

1 Can you draw? Lesson 5: Phonics Optional activity: TPR. Assign a phonics word to each pupil. When pupils hear you call out their word, they stand up and Objectives: to revise saying and writing the letters of the repeat their word. alphabet Aa-Mm; to say and recognise the sound /æ/-/m/; to practise handwriting skills Ending the lesson Phonics: Aa-Mm revision • P upils find their lesson stickers. Say Well done and tell Materials: Level 1 Alphabet poster pupils to stick the sticker to show they have finished the lesson. Pupil’s Book page 8 • Say Bye and wave to the class. Pupils reply Bye. Warm up Activity Book page 8 • Ask individual pupils questions with Can you …? and vocabulary from Lesson 1 and 3 and elicit answers. 1 Copy the letters. Introducing the lesson • Demonstrate and practise writing the lower case letters a – m in the air and then with writing lines on the board (see • Revise the letter sounds with the Level 1 Alphabet poster. Introduction page 10). • P oint to the letters and pictures and say the sounds and the • Ask pupils to open their books at page 8. words eg /æ/ apple. etc • Pupils copy and write the letters freehand. Monitor their • Have pupils repeat. Then point to the pictures and letters writing. randomly and elicit the sounds and words from the class. • Air trace the upper and lower case letters and have pupils 2 Circle and say. copy. • Pupils circle the correct letter (b and f) and say the sound and the word: /b/ ball, /f/ fish. 1 Listen, point and say. • A sk pupils to open their books at page 8. Tell them they are going to listen to the sounds and words, point to the correct letters and pictures and then repeat after the bell. • Play the audio. Pupils point and repeat. Audioscript /æ/ apple /b/ ball /k/ cat /d/ dog /e/ elephant /f/ fish /g/ gate /h/ hat /ɪ/ igloo /ʤ/ jug /k/ key /l/ lemon /m/ monkey 2 Trace. • Remind pupils how to hold a pencil properly. Then pupils trace neatly over the upper and lower case letters. Move around the class monitoring and helping as necessary. 3 Sing. • Pupils sing the alphabet song from Level 1. Follow-up activity: Pairwork: Pupil A says a letter sound and Pupil B points to the correct picture. Then pupils swap roles so Pupil B says a sound and Pupil A points. 16

Lesson 6: Phonics Optional activity: TPR. Assign one phonics word to each pupil. When pupils hear you call out their word, they stand up Objectives: to revise saying and writing the letters of the and repeat their word. alphabet Nn-Zz; to say and recognise the sound /n/-/z/; to practise handwriting skills Ending the lesson Phonics: Nn-Zz revision • Pupils find their lesson stickers. Say Well done and tell Materials: Level 1 Alphabet poster pupils to stick the sticker to show they have finished the lesson. Pupil’s Book page 9 • Say Bye and wave to the class. Pupils reply Bye. Warm up Activity Book page 9 • Play the song from Lesson 3 and encourage pupils to join in. 1 Copy the letters. Introducing the lesson • D emonstrate and practise writing the lower case letters • R evise the letter sounds with the Level 1 Alphabet poster. n – z in the air and then with writing lines on the board (see • P oint to the letters and pictures and say the sounds and the Introduction page 10). words eg /n/ nest. etc • Ask pupils to open their books at page 9. • Have pupils repeat. Then point to the pictures and letters • P upils copy and write the letters freehand. Monitor their randomly and elicit the sounds and words from the class. writing. • A ir trace the upper and lower case letters and have pupils 2 Circle and say. copy. • P upils circle the correct letter (p and w) and say the sound 1 Listen, point and say. and the word: /p/ parrot, /w/ watch. • Ask pupils to open their books at page 9. Tell them they are going to listen to the sounds and words, point to the correct letters and pictures and then repeat after the bell. • Play the audio. Pupils point and repeat. Audioscript /n/ nest /ɒ/ octopus /p/ parrot /kw/ queen /r/ robot /s/ sun /t/ tap /ʌ/ umbrella /v/ van /w/ watch fox /ks/ /j/ yo-yo /z/ zebra 2 Trace. • Remind pupils how to hold a pencil properly. Then pupils trace neatly over the upper and lower case letters. Move around the class monitoring and helping as necessary. 3 Sing. • Pupils sing the alphabet song from Level 1. Follow-up activity: Pairwork. Pupil A says a letter sound and Pupil B points to the correct picture. Then pupils swap roles so Pupil B says a sound and Pupil A points. UNIT 1 17

1 Can you draw? 3 Act. Lesson 7: Story and Revision • T ell pupils that they are going to act out the story. Assign a character to each pupil so many pupils are assigned the Objectives: to listen to and act out a story; to revise same character. Play the second track of the audio again vocabulary and structures in Unit 1 and the pupils who have been assigned that character repeat all together. Revision: draw, read, write, count, see, dance, jump, paint, skate, sing, Can you draw? Yes, I can. • Choose four pupils who are four different characters. Ask No, I can’t. them to stand at the front and act out the story. Prompt so they can repeat the words if necessary. Encourage pupils to Materials: F lashcards for Unit 1: Class CD; safety do actions as they act. scissors (Activity Book); Optional photocopy for Unit 1 • Repeat with other pupils. Make sure all pupils have a turn. Pupil’s Book pages 10-11 Revision Warm up 1 Listen and circle. • Revise the vocabulary from Unit 1 with the flashcards. • T ell pupils to look at page 11. Tell them to listen to you as you say sentence with I can. They should circle the correct Introducing the lesson pictures. Pupils hold up their books each time for checking. • U se the class puppet to revise the question Can you • Say the sentences in any order you like. I can draw/write/ (draw)? Make the puppet ask individual pupils and elicit count/see/skate/sing. answers. 2 Play. • Tell pupils that they are going to listen to a story. • P lay Find the card with the flashcards for this lesson (see 1 Look and listen. Introduction page 10). Use sentences I can (draw). • Ask pupils to open their books at page 10. Tell them to look Optional photocopy: Teacher’s Book page 94: Pupils colour at the story and the characters. Say: Point to Tom/Tilly/ in Hip. Then they draw their own picture of Hop. Hip/Hop and pupils point to the characters anywhere in the story. Ending the lesson • T ell pupils to look at Picture 1 at the top left. Remind pupils • Pupils find their lesson stickers. Say Well done and tell to look left to right to follow the stories. pupils to stick the sticker to show they have finished the lesson. • Play the audio. Pause after the chimes to make sure pupils know they should look at the next frame. Encourage them • Say Bye and wave to the class. Pupils reply Bye. to point to the correct frame as they listen. Activity Book page 65 • Play the audio again without pausing. 1 Make. Audioscript 1 • T ell pupils that they are going to cut out some cards and Tilly: I can paint. play a game called Pairs. Hand out safety scissors. Hip: I can dance. 2 • S how pupils where to find the craft page in their books Hop: Tom. Can you read? (page 65). Tell them to first cut the page from the book and Tom: Yes, I can. then cut around the cards. 3 Tilly: Can you paint? • P upils play in pairs. They turn their cards over. Pupil A turns Hip: Can you dance? over two cards and says the word for each action. If the Tom: Can you read? cards are the same, Pupil A keeps both cards. If not, Pupil Hop: No, I can’t. A turns them back over again. Then Pupil B has a go. The 4 winner is the pupil with the most matching pairs. Hop: I can jump! Follow-up activity: Ask pupils questions about the story to check comprehension: eg. What can Tilly/Tom do? What can Hip/Hop do? 2 Listen and say. • P lay the first track again. Then ask pupils in L1 to talk about what happens in the story. Prompt where necessary. • Tell pupils that they are going to hear the story again and that they should repeat what they hear after the bell. • P lay the second track of the audio and encourage pupils to repeat with you. 18

10 Holidays Lesson 1: Vocabulary 3 Play. Objectives: to learn new vocabulary, to play a game • Play Guess the card (see Introduction page 10) with the Vocabulary: swimming, horse riding, camping, hiking, flashcards. cycling Optional activity: Do a mime for each activity and have pupils Materials: Flashcards: swimming, horse riding, camping, call out the word. Then have volunteers do mimes for the class to guess the activities. hiking, cycling; Class CD Ending the lesson Pupil’s Book page 84 • Hold up the flashcards one at a time, and elicit the words Warm up from the class. • A sk pupils a few revision questions eg Are you (well)? Can • P upils find their lesson stickers. Say Well done and tell you count? What’s that? Where’s your pencil? and elicit pupils to stick the sticker to show they have finished the answers. lesson. Introducing the lesson • Say Bye and wave to the class. Pupils reply Bye. • E xplain to pupils that they are going to learn some words Activity Book page 58 for holiday activities. Hold up the flashcards one at a time and say the words (swimming, horse riding, camping, 1 Colour, trace and say. hiking,). Pupils repeat the words after you. • Ask pupils to open their books at page 58. Pupils colour the • D iscuss each hobby in L1 and ask pupils if they do or like pictures, trace the words and then say the words. any of them. • C all out the words and pupils point to the pictures and 1 Listen and point. repeat. • A sk pupils to open their books at page 84. Call out the characters and have pupils point to them. • T ell pupils that they are going to listen to you say each activity and that they should point to the correct character. • Say the activities in the order on the page. Then say them a few more times in random order. Make sure pupils are pointing to the correct character. 2 Listen, point and say. • Tell pupils that they are going to listen to the audio, hear the activities, point to the correct picture and then say the name of the character doing it. They then listen to confirm their answers. • P lay the audio. Encourage pupils to point and say the characters. Hold up your book each time and point to the correct character to confirm answers. Audioscript hiking Tom horse riding Tilly cycling Hip camping Matt swimming Hop Follow-up activity: Play the audio again. Have pupils repeat the activities too. UNIT 10 79

10 Holidays Lesson 2: Structure 3 Say and point. Objectives: to learn a new structure; to revise vocabulary • H ave two pupils stand up and demonstrate. Pupil A Structures: Let’s go swimming. Great idea! suggests an activity eg Let’s go swimming. Pupil B points to Materials: Class puppet; Flashcards: swimming, horse the correct picture and says Great idea! riding, camping, hiking, cycling; Class CD • P upils do the activity in pairs and take turns to make suggestions. Pupil’s Book page 85 Optional activity: TPR: Call out Let’s go (swimming). Pupils Warm up answer Great idea! and mime the activity. • R evise the activities from Lesson 1 with the flashcards. Ending the lesson Stick the flashcards on the board, call out the words and have pupils repeat. • Remove the flashcards from the board one at a time. As you remove one, hold it up and say Let’s go … and pause Introducing the lesson for pupils to finish the sentence. • Introduce Let’s go swimming! Great idea! with the class • Pupils find their lesson stickers. Say Well done and tell puppet and the flashcards on the board. pupils to stick the sticker to show they have finished the lesson. • P oint to the swimming flashcard and tell the puppet: Let’s go swimming! Make the puppet reply: Great idea. Then • Say Bye and wave to the class. Pupils reply Bye. have the puppet make a suggestion. Activity Book page 59 1 Look and circle. 1 Find and say. • Ask pupils to open their books at page 85. Call out the activities and have pupils point to the correct pictures and • Ask pupils to open their books at page 59. The pupils draw repeat. lines to follow the paths to the activities that the characters want to do • T ell pupils to look back at Lesson 1 and see which character is doing each activity. Tell them to circle that character in • Check answers. Say Tom. Pupils reply Let’s go swimming! etc pencil. • Pupils can do this activity in pairs. • Give pupils a minute to circle. Then ask for their suggestions. Say Cycling. Hip or Hop? etc Do not confirm answers yet. 2 Listen and check. • Tell pupils that they are going to listen to the audio, hear the characters suggesting an activity, and check that they have circled the correct character. • Play the audio. Pupils check their answers. Then repeat the question Cycling. Hip or Hop? etc and confirm answers. Audioscript I’m Hip. Let’s go cycling. Great idea! I’m Hop. Let’s go swimming. Great idea! I’m Tilly. Let’s go horse riding. Great idea! I’m Matt. Let’s go camping. Great idea! I’m Tom. Let’s go hiking. Great idea! Answers cycling – Hip, swimming – Hop, horse riding – Tilly, camping – Matt, hiking – Tom Follow-up activity: Play the audio again, Pause after each sentence and have pupils repeat. 80

Lesson 3: Vocabulary Answers 1 – beach, 2 – zoo, 3 – cinema, 4 – park, 5 – playground Objectives: to learn new vocabulary; to learn a Value, to learn a song Follow-up activity: Play the audio again. Pause after each sentence and have pupils repeat. Vocabulary: beach, playground, park, zoo, cinema Values: Wishing someone a happy holiday: Have a 2 Sing. lovely holiday. Thanks. • T ell pupils that they are going to learn a song. Tell them to Materials: Flashcards: beach, playground, park, zoo, jump up every time they hear Great idea! cinema; Class CD; (Follow-up activity) a • Play the audio and tell pupils to listen the first time. piece of paper for each pupil • Play the audio again and encourage pupils to sing. Play the Pupil’s Book page 86 audio a few times so pupils can learn the song. Warm up Audioscript Let’s go, let’s go, let’s go to the beach. • Divide the class into two groups. Revise the structure from Great idea. Let’s go to the beach. Great idea. Lesson 2 with the flashcards. Hold up the flashcards one at Let’s go, let’s go, let’s go to the zoo. a time. One group makes suggestions Let’s go (swimming!) Great idea. Let’s go to the zoo. Great idea. and the other group replies Great idea! Then the groups Let’s go, let’s go, let’s go to the park. swap roles. Great idea. Let’s go to the park. Great idea. Let’s go to the playground. Introducing the lesson Let’s go to the cinema. That’s a great idea! • Explain to pupils that they are going to learn some places to go to in the holidays. Hold up the flashcards one at a time 3 Say. and say the words (beach, playground, park, zoo, cinema). Pupils repeat the words after you. • Ask pupils to look at the picture and describe in L1 what they can see (a boy seeing a girl off on holiday). • Discuss each place in L1 and ask pupils if they like going to any of these places. • R ead out the sentence Have a lovely holiday! and the reply Thanks and have pupils repeat a few times. 1 Listen and number. • Pupils then look at the photos and draw a smile for good • Ask pupils to open their books at page 86. Call out the behaviour and a sad mouth for bad behaviour. places in order and have pupils point to them. Then call them out in random order and pupils point again. • H ave two pupils role play the Value. Encourage them to mime the situation. • T ell pupils that they are going to listen to the audio and hear some children talking about places. Tell them to point to the Optional activity: Give each pupil a piece of paper. They correct picture and write the number. draw the place they would like to go to. Then they show their drawings to the class and suggest Let’s go to the (park). The • P lay the audio. Check answers. Ask Number (1). Let’s go to class answer Great idea! the … etc and pupils fill in the gaps. Ending the lesson Audioscript Number one. • H old up the flashcards one at a time and have pupils call Let’s go to the beach. out the words. Great idea. • P upils find their lesson stickers. Say Well done and tell Number two. pupils to stick the sticker to show they have finished the Let’s go to the zoo. lesson. Great idea. • Say Bye and wave to the class. Pupils reply Bye. Number three. Let’s go to the cinema. Activity Book page 60 Great idea. 1 Match, trace and say. Number four. Let’s go to the park. • Ask pupils to open their books at page 60. Pupils draw lines Great idea. to match the pictures to the words, trace the words and then say the word. Number five. Let’s go to the playground. • C all out the words and pupils point to the pictures, follow Great idea. the lines to the words and repeat. UNIT 10 81

10 Holidays Lesson 4: Maths Ending the lesson Objectives: to learn to add groups of the same number; • Play the chant again and encourage pupils to join in. to learn a chant • P upils find their lesson stickers. Say Well done and tell Maths: 1 and 1, 2 and 2, 3 and 3. 1 car and 1 car is pupils to stick the sticker to show they have finished the 2 cars. lesson. • Say Bye and wave to the class. Pupils reply Bye. Materials: Level 1 Numbers poster; Class CD; 6 crayons (or toy cars) Activity Book page 61 Pupil’s Book page 87 1 Colour, count and say. Warm up • A sk pupils to open their books at page 61. The pupils colour and count the number of shapes. • Revise the numbers on the poster. 2 Write the numbers and say. Introducing the lesson • Pupils write the correct numbers under the shapes. • Explain to pupils that they are going to learn to add • Say One heart and one heart is… and have pupils say two numbers that are the same. hearts. Do the same for the other shapes. • H old up one crayon (or car) and ask How many crayons? Elicit One! Add another crayon to your hand. Ask How many crayons? and elicit Two. Say One crayon and one crayon is two crayons. Have pupils repeat. • R epeat the activity by adding the same number of crayons (2 and 2, 3 and 3) 1 Chant. • Ask pupils to open their books at page 87. Tell pupils that they are going to learn a chant. Play the audio and tell them to listen the first time. • P lay the audio again and encourage pupils to say the chant. Play the audio a few times so pupils can learn the chant. Audioscript One and one is two. Two and two is four. Three and three is six. Follow-up activity: Have pairs of pupils perform the chant. 2 Count and stick. • Ask What can you see? and elicit cars • Tell pupils to count the cars and stick the correct number of cars in the sticker circles. Show pupils where to find the stickers. • Give pupils a minute to do this. Encourage them to add out loud. Check answers. Say: One car and one car is …two cars. Two cars and two cars is …three cars. Three cars and three cars is …six cars. 3 Count and write • T ell pupils to write the missing numbers. Give them a minute to do this. • Write the answers on the board for pupils to check from. Say One and one is two. Two and two is three. Three and three is six. and have pupils repeat. Optional activity: Ask individual pupils to write numbers you say on the board. 82

Lesson 5: Phonics 3 Point and read. Objectives: to revise phonics; to learn a chant; to develop • Pupils work in pairs. They take turns to point to a picture reading skills, to develop writing skills and word and read the word. Phonics: May, book, jeep, fish, bath Optional activity: Draw writing lines on the board. Ask Materials: Phonics word flashcards: May, book, jeep, individual pupils to write words from this lesson on the board. Say the sounds of each letter as pupils write. Have the class fish, bath; Class CD repeat. Pupil’s Book page 88 Ending the lesson Warm up • P upils find their lesson stickers. Say Well done and tell pupils to stick the sticker to show they have finished the • Ask pupils to find the words May, book, bee, sheep and lesson. bath on the phonics poster. • Say Bye and wave to the class. Pupils reply Bye. Introducing the lesson Activity Book page 62 • W rite the word May on the board, sound it out as you write and say: /m/ /ei/ May. Tell pupils to listen to the sounds that 1 Read and write. make the word May. • Draw handwriting lines on the board. Write the words say, • Repeat for the words book, jeep, fish and bath. cowboy, cook, spoon and jeep on the lines. As you write • Leave all the words on the board. Ask pupils to draw each letter, say the sound and have pupils repeat. pictures next to the words. • Ask pupils to open their books at page 62. The pupils read the words in the box and then write the words freehand 1 Chant. under the pictures • A sk pupils to open their books at page 88. Tell pupils that • Monitor handwriting and check pupils’ books individually. they are going to learn a fun chant with the new words. Play the audio and tell them to listen the first time. • Play the audio again and encourage pupils to say the chant. Play the audio a few times so pupils can learn the chant. Audioscript May has a book and a jeep May has a book and a jeep. Look at the fish in the bath. Look at the fish in the bath. 2 Listen, say and stick. • Tell pupils that they are going to hear the words and stick them under the pictures. Show them where to find the words stickers. Read out each word and have them point to the correct sticker. • P lay the audio and have pupils repeat. Then have pupils hold up the correct sticker and then let them stick it under the correct picture. Audioscript /m/ /ei/ May /b/ /Ʊ/ /k/ book /ʤ/ /i:/ /p/ jeep /f/ /ɪ/ /ʃ/ fish /b/ /a:/ /Ɵ/ bath Follow-up activity: Have pupils finger trace the letters for the words on each other’s backs. UNIT 10 83

10 Holidays Lesson 6: Phonics 3 Point and read. Objectives: to revise phonics; to learn a chant; to develop • Pupils work in pairs. They take turns to point to a picture reading skills, to develop writing skills and word and read the word. Phonics: Roy, spoon, peas, chair, mother Optional activity: Draw writing lines on the board. Ask Materials: Phonics poster; Phonics flashcards: Roy, individual pupils to write words from this lesson on the board. Say the sounds of each letter as pupils write. Have the class spoon, peas, chair, mother; Class CD repeat. Pupil’s Book page 89 Ending the lesson Warm up • Pupils find their lesson stickers. Say Well done and tell pupils to stick the sticker to show they have finished the • A sk pupils to find the words May, book, bee, sheep, bath lesson. and cheese on the phonics poster. • Say Bye and wave to the class. Pupils reply Bye. Introducing the lesson Activity Book page 63 • W rite the word May on the board, sound it out as you write and say: /r/ /ɔi/ Roy. Tell pupils to listen to the sounds that 1 Read and write. make the word Roy. • D raw handwriting lines on the board. Write the words meat, • Repeat for the words spoon, peas, chair and mother. shop, chair, bath and father on the lines. As you write each • L eave all the words on the board. Ask pupils to draw letter, say the sound and have pupils repeat. pictures next to the words. • A sk pupils to open their books at page 63. The pupils read the words in the box and then write the words freehand 1 Chant. under the pictures • A sk pupils to open their books at page 89. Tell pupils that • Monitor handwriting and check pupils’ books individually. they are going to learn a fun chant with the new words. Play the audio and tell them to listen the first time. • Play the audio again and encourage pupils to say the chant. Play the audio a few times so pupils can learn the chant. Audioscript Roy has peas on a spoon. Roy has peas on a spoon. Mother sits on the chair. Mother sits on the chair. 2 Listen, say and stick. • Tell pupils that they are going to hear the words and stick them under the pictures. Show them where to find the words stickers. Read out each word and have them point to the correct sticker. • P lay the audio and have pupils repeat. Then have pupils hold up the correct sticker and then let them stick it under the correct picture. Audioscript /r/ /ɔi/ Roy /s/ /p/ /u:/ /n/ spoon /p/ /i:/ /z/ peas /tʃ/ /eƏ / chair /m/ /ʌ/ /Ə/ mother Follow-up activity: Have pupils finger trace the letters for the words on each other’s backs. 84

Lesson 7: Story and Revision 2 Listen and say. Objectives: to listen to and act out a story; to revise • Play the first track again. Then ask pupils in L1 to talk about vocabulary and structures in Unit 10 what happens in the story. Prompt where necessary. Revision: swimming, horse riding, camping, hiking, • Tell pupils that they are going to hear the story again and cycling, beach, playground, park, zoo, cinema, that they should repeat what they hear after the bell. Let’s go swimming. Let’s go to the beach. Great idea! Have a lovely holiday. Thanks. • P lay the second track of the audio and encourage pupils to repeat with you. Materials: Class puppet; Flashcards for Unit 10; Class CD; safety scissors (Activity Book); Optional 3 Act. photocopy for Unit 10 • T ell pupils that they are going to act out the story. Assign Pupil’s Book pages 90-91 a character to each pupil so many pupils are assigned the same character. Play the second track of the audio again Warm up and the pupils who have been assigned that character repeat all together. • Play the song from Lesson 3 and encourage pupils to join in. • Choose five pupils who are five different characters. Ask Introducing the lesson them to stand at the front and act out the story. Prompt so they can repeat the words if necessary. Encourage pupils to • Stick the flashcards on the board. Use the class puppet do actions as they act. and flashcards to revise Let’s go … Make the puppet make suggestions. Pupils repeat and volunteers go to the board • Repeat with other pupils. Make sure all pupils have a turn. and point to the correct card. Revision • Tell pupils that they are going to listen to a story. 1 Listen and circle. 1 Look and listen. • T ell pupils to listen to the audio and circle the activities and • A sk pupils to open their books at page 90. Tell them to look places they hear. at the story. Say: Point to Matt, Tilly, Tom, Hip, Hop and tell pupils to point to the characters anywhere in the story. • P lay the audio and pause after each word to give pupils time to circle. • T ell pupils to look at Picture 1 at the top left. Make sure pupils remember that they should look left to right to follow Audioscript the stories. cinema beach • Play the audio. Pause after the chimes to make sure pupils zoo know they should look at the next frame. Encourage them hiking to point to the correct frame as they listen. camping • Play the audio again without pausing. 2 Play. Audioscript • P lay What’s this? with the flashcards (see Introduction page 1 10). Tom: Have a lovely holiday. Matt: Thanks. Bye Tom. Optional photocopy: Teacher’s Book page 103: Pupils 2 colour in the characters. Hop: What’s the matter Tom? Tom: I’m sad. Ending the lesson 3 Hop: Let’s go to the park. • P upils find their lesson stickers. Say Well done and tell Tom: Great idea! pupils to stick the sticker to show they have finished the 4 lesson. Tilly: I like cycling. Hip: I like swimming. • Say Bye and wave to the class. Pupils reply Bye. 5 Hop: Let’s go to the playground. Activity Book page 83 Tom: Great idea! 6 1 Make. Hip: I like horse riding. Tilly: I like holidays! • Tell pupils that they are going to draw what they like doing on holiday, choosing an activity or place from Unit 10. Follow-up activity: Ask pupils questions about the story to check comprehension: eg Is Tom happy? Hop likes swimming • S how pupils where to find the craft page in their books Yes? Hip likes cycling, Yes? (page 83). Tell them to first cut the page from the book and then draw. • P upils show their drawings to the class. They say what is in their drawing. They display their drawings in the classroom. UNIT 10 85

Teacher’s Book Tip Top is an enchanting new course for very young learners taking their first steps into English. As children follow the adventures of Tom and Tilly and their two friends, Hip and Hop, they are gently introduced to their very first English words, sounds and letters. Tip Top engages learners through motivating illustrated stories, songs and chants followed by enjoyable playful activities. Tip Top Teacher’s Book includes: • c lear and easy-to-follow teaching notes for the Pupil’s Book and the Activity Book. • d etailed lesson objectives and materials guide. • a udioscripts. • P rogress Checks. • a play that recycles the vocabulary and structures that pupils have learned. Components: Tip Top 2 Pupil’s Book with Stickers Tip Top 2 Pupil’s e-book Tip Top 2 Activity Book Tip Top 2 Teacher’s Book Tip Top 2 Interactive Whiteboard Software Tip Top 2 Class Audio CD Set Tip Top 2 Flashcards Tip Top 2 Posters