Tip Top Starter_Teacher's book

Teacher’s Book

Teacher’s Book Contents Unit Page Scope and Sequence 2 Introduction 3 Welcome Unit 6 8 1 Good Morning 15 2 My Classroom 23 Sing and Make 1 24 3 Colours 32 4 Happy Birthday 40 Sing and Make 2 41 5 My Body 49 6 My Pets 57 Sing and Make 3 58 7 Fruit 66 8 Animals 74 Sing and Make 4 75 Photocopiable Materials 79 Pupil Assessment Form 80 Photocopiable Letters for Parents

Scope and Sequence Unit Language Values Hip, Hop, Mum, Dad, Pat, Harry, Hello, (Hip). Hello, I’m Welcome Unit (Hop). Wash your hands Yes. No. and face. 1 Hello. Goodbye. Good morning. Good afternoon. Good Help your friends. Good Morning evening. Goodnight. Be neat. How are you? I’m fine thanks. Be tidy. 2 happy, sad My Classroom classroom, desk, board, pencil, crayon, book, scissors Look after yourself. one, two, three Be kind to animals. 3 I’ll help you. Thank you. Wash your fruit. Colours Bingo! Obey the rules. 4 red, blue, yellow, green, purple, black Happy Birthday I like ... I can see ... 5 four, five, six, Happy birthday! My Body big, small seven, eight, nine, ten 6 I’m (four). My Pets balloons 7 eyes, nose, mouth, ears, fingers, toes Fruit What’s the matter? My … hurts. 8 Animals pets, bird, cat, rabbit, fish, turtle It’s over here. It’s over there. Come and help me. fruit, apple, banana, orange, pear, lemon, cherry Yes, I do. I like … No, I don’t. I don’t like … animals, monkey, fish, lion, elephant, tiger, snake (Monkeys) can jump/swim/roar. It’s jumping/swimming/roaring. tail I can jump/swim/roar. Elephants can’t jump! 2

UNIT 1: GOOD MORNING LESSON 1 Objectives: to revise the characters’ names; to learn Play Where is my card? greetings for different times of the day; to listen and point; • M ake sure pupils can still see all the flashcards. Say: Where to play a game; to listen to a story is my card, where is my card? Where is Good morning? Focus language: Hello, Goodbye, Good morning, Good Encourage pupils to point to the correct flashcard, say: Yes, afternoon, Good evening, Goodnight well done and turn the card over so it is face down. If pupils point to the wrong flashcard, say: No, try again. Repeat with Receptive language: Where is …? Yes, well done. No, try the other flashcards. again. Look! This is … Wake up! Listen • W hen all the flashcards are face down, ask the pupils if they remember where each flashcard is. Play the game again, Materials: Flashcards from Welcome Unit: Hip, Hop, Mum, saying: Where is my card, where is my card? Where is …? Turn Dad, Harry, Pat and from Unit 1: Hello, Good morning, Good over each card they point to. If it is the correct flashcard, afternoon, Good evening, Goodnight, Goodbye); Class CD say: Yes, well done and put the flashcard away. If it is the wrong flashcard, say: No, try again and turn the flashcard Beginning the lesson face down again. Keep playing until you have collected all • Say: Hello, (pupil’s name) to each pupil as they come into the the flashcards. classroom and encourage them to say: Hello (your name) to Table Time you. Encourage them to put their bags at their desks and to • Ask pupils to open the Pupil’s Book at page 6. Say: Look! take a place in the circle. Circle Time This is Hop, this is Mum, this is Hip and this is Dad. Say it again • Organise the pupils into a circle and lay out the character slowly, encouraging pupils to point to each character as you flashcards from the Welcome Unit Hip, Hop, Mum, Dad, say the name. Harry, Pat. Say each name and ask pupils to point to the • E xplain to pupils what is happening in each picture: In the correct picture. Say the names again and encourage the first picture, Hop’s mum is waking him up. (You may want to pupils to repeat after you. explain what Wake up! means.) In the second picture, Hop • P ut the character flashcards away and show pupils the Hello is saying Good morning to his mum. In the third picture, flashcard. Say: Hello! and encourage the pupils to repeat everyone is in the kitchen and Hop is saying Hello / Good after you. Ask them if they remember what it means. Do the morning to them. In the last picture, Hop and Hip are going same with the Goodbye flashcard. Lay out both flashcards to school and Mum is saying Goodbye to them. face up. • Explain that they are going to hear the story and that they • S how pupils the Good morning flashcard, say: Good should point to the correct picture each time. morning! and encourage pupils to repeat after you. Lay • Say: Listen, play the audio and encourage pupils to point to out the flashcard face up. If necessary, explain what Good the correct picture each time. morning! means. Repeat the procedure with the other new flashcards (Good afternoon, Good evening, Goodnight). Audioscript Good morning, Hop. • Explain to the pupils that they are going to hear all the Mum: Mmm. greetings and that they should point to the correct Hop: Good morning, Hop. Wake up! flashcard each time. Mum: Good morning, Mum. • S ay: Listen, play the audio and encourage pupils to point to Hop: Hello, Hip. the correct flashcard each time they hear a greeting. Hop: Hello, Hop. Hip: Good morning, Dad. Audioscript Hop: Good morning, Hop. Hello Dad: Goodbye, Hop! Good morning Mum: Goodbye, Hip! Good afternoon Mum: Goodbye, Mum! Good evening Hop & Hip: Goodnight Goodbye Ending the lesson • Ask pupils to listen and repeat the greetings when they • Make sure pupils have put their things into their bags and hear the bell (*). Say: Listen and play the audio. that they haven’t left anything of theirs in the classroom. Audioscript Say: Goodbye! and encourage them to say: Goodbye to you. Hello * Then, as each pupil leaves the classroom, say: Goodbye, Good morning * (pupil’s name) to each pupil and encourage them to say: Good afternoon * Goodbye, (your name) to you. Good evening * Goodnight * Goodbye * 8

UNIT 1: GOOD MORNING LESSON 2 Objectives: to practise greetings for different times of • E xplain to pupils that they will hear the greetings again so the day; to play a game; to draw and colour; to match they can check that they have put them in the correct order, characters and situations and tell them to repeat the greetings when they hear the bell (*). Say: Listen and play the second audio. Allow pupils to Focus language: Hello, Good morning, Good afternoon, make any changes if they have put a flashcard in the wrong Good evening, Goodnight, Goodbye order. Receptive language: Yes, well done. No, try again. Listen, Table Time Draw, Colour, Match • A sk pupils to open the Pupil’s Book at page 7. Let them look Materials: Flashcards: Hello, Good morning, Good at the page for a minute, then ask them who they can see in afternoon, Good evening, Goodnight, Goodbye; Class CD; the pictures (Hip and Hop). pencils; crayons • Ask them if they know what time of day it is in the first picture. (It is morning or afternoon because Hip and Hop are Beginning the lesson at school. We don’t know because there’s no sun in the sky.) • S ay: Hello, (pupil’s name) to each pupil as they come into the Ask them what Hop could be saying to Hip (Good morning or Good afternoon), and encourage all pupils to say the greeting. classroom and encourage them to say: Hello (your name) to • Ask the same questions about the second picture. (It must be you. Encourage them to put their bags at their desks and to night in the second picture because it’s dark – we can see the take a place in the circle. night sky and the lamp is on – and Hop is saying Goodnight.) Again, encourage all pupils to say the greeting. Circle Time • A sk them to look at the first picture again, and establish (if • O rganise the pupils into a circle. Depending on the time you haven’t already done so) that the sun is missing. Hold up a pencil, pretend to draw the sun and say: Draw. Then hold of day, show pupils the relevant flashcard and greet pupils up a yellow and a blue crayon, pretend to colour the sun and accordingly. For example, if it is afternoon, choose the Good the sky and say: Colour. Encourage them to draw and colour. afternoon flashcard and say: Good afternoon. Encourage As you check their work, ask pupils to point and say the pupils to say the same in reply. Look at one of the more appropriate greeting for each picture. confident pupils and say: Good afternoon, (pupil’s name). Good to know! Encourage that pupil to look at the next pupil in the circle • A sk pupils to look at the girl in the photo and explain that and to greet that person in the same way. Repeat around she is ready for bed. Read out Sweet dreams and explain the the circle until every pupil has had a turn. meaning. • Lay out all the flashcards (Hello, Good morning, Good • Say: Listen and play the audio. Tell pupils to repeat. afternoon, Good evening, Goodnight, Goodbye) and check Audioscript that the pupils remember them by pointing to each in turn Sweet dreams! * and encouraging them to say each greeting. Say: Yes, well done or No, try again each time accordingly. Repeat the Activity Book procedure until you are confident that pupils know all the • Ask pupils to open the Activity Book at page 3. Let them look greetings. at the page for a minute, then ask them what Hip, Hop and Play The order game Pat are doing. • Explain to pupils that they are going to play a game and • E xplain that there is a line from Hip to Mum because Hip is leaving her house to go to school. Ask pupils to say the that they have to listen very carefully. Mix up the flashcards appropriate greeting (Goodbye). Ask pupils which picture so they are in random order. Explain that they will hear the Hop should be matched to (the bottom one, with the all the greetings and that they have to put the flashcards in teacher), and for the appropriate greeting (Good morning). the correct order according to what they hear. Repeat with Pat (he should be matched with the top picture, • S ay: Listen and play the first greeting on the first audio with the bed, and the appropriate greeting is Goodnight). (Hello). Encourage pupils to point to the correct flashcard • H old up a pencil, pretend to draw a line from Hop to the and ask one pupil to move the flashcard so it is separate teacher and Pat to the bed and say: Match. Then hold up a from the others. Play the second greeting (Good morning) crayon, pretend to colour one of the pictures and say: Colour. and, when pupils have established which flashcard is Encourage pupils to draw and colour. As you check their correct, ask a different pupil to place it next to the Hello work, ask pupils to say the appropriate greeting for each pair. flashcard. Repeat the procedure until pupils have heard all Ending the lesson the greetings, and have put all the flashcards in the correct • Make sure pupils have put their things into their bags and order. that they haven’t left anything of theirs in the classroom. Say: Goodbye! and encourage them to say: Goodbye to you. Then, Audioscript Audioscript as each pupil leaves the classroom, say: Goodbye, (pupil’s Hello Hello * name) to each pupil and encourage them to say: Goodbye Good morning Good morning * (your name) to you. Good afternoon Good afternoon * Good evening Good evening * Goodnight Goodnight * Goodbye Goodbye * 9

UNIT 1: GOOD MORNING LESSON 3 Objectives: to learn how to answer the question: What’s Well done! It is (Good morning) and show them the flashcard. your name?; to learn the Good morning song; to play a If they don’t guess correctly, say: No, try again. When they game; to stick stickers in the correct place; to colour; to say have guessed correctly, show them the flashcard, then take appropriate greetings for different situations another flashcard and continue the game until all flashcards are finished. Focus language: Hello, Goodbye, Good morning, Good Table Time afternoon, Good evening, Goodnight • Ask pupils to open the Pupil’s Book at page 8. Let them look at the page for a minute, then ask them what they can see Receptive language: What’s your name? Listen and sing. on the page (the world, four pictures of different times of the Yes, well done. No, try again. Stick, Colour day). Ask them to tell you the correct greeting for each picture Materials: Flashcards: Hello, Good morning, Good afternoon, (Good morning, Good afternoon, Good evening, Goodnight). • Explain that they can’t see the pictures very well because Good evening, Goodnight, Goodbye; Class CD; crayons they are going to stick a sticker on each picture. Show pupils where to find the stickers in their books. Say: Good morning Beginning the lesson and encourage pupils to find the correct sticker and take it off • Say: Hello, (pupil’s name) to each pupil as they come into the the page. They should all hold their sticker up for you to check it is the correct one. Then say: Stick and encourage pupils to classroom and encourage them to say: Hello (your name) to stick the sticker in the correct place in their books. Encourage you. Encourage them to put their bags at their desks and to them to call out Good morning when they have stuck the take a place in the circle. sticker on the page. Do the same with the other stickers. Circle Time • W hen pupils have stuck all the stickers on the page, • O rganise the pupils into a circle. Depending on the time of encourage them to point to each one in turn and to say the day, greet pupils accordingly. For example, if it is afternoon, appropriate greeting. say: Good afternoon. Encourage pupils to say the same in Activity Book reply. Look at one of the pupils and say: Good afternoon, • Ask pupils to open the Activity Book at page 4. Let them look (pupil’s name). Encourage that pupil to look at the next at the page for a minute, then ask them who they can see in pupil in the circle and to greet that person in the same way. the pictures (Dad, Hop, Pat). Repeat around the circle until every pupil has had a turn. • Ask pupils to tell you what is happening in the first picture • S ay: Hello, I’m (your name). Look at one of the more (Dad and Hop are going to school.) Ask them if it is morning, confident pupils and say: What’s your name? Encourage afternoon, evening or night (morning). Ask them to say that pupil to say: I’m (pupil’s name). Do the same around the the appropriate greeting (Good morning). Do the same circle with all the pupils. with Picture 2 (Hop is having lunch: it’s afternoon: Good • T ell pupils that they are going to listen to a song. Say: Listen afternoon.), Picture 3 (Hop is in the living room; it’s evening: and play the audio once. Say: Listen and sing and play the Good evening.) and Picture 4 (Pat is sleeping; it’s nighttime; song a second time. This time you should sing along, and Good night.). encourage pupils to sing along if they want to, but don’t • H old up a crayon, pretend to colour one of the characters force them. Play the song a third time, again singing and and say: Colour. Play the Good morning song and let pupils encouraging pupils to sing along. Unless pupils ask, don’t listen and sing while they colour the pictures. As you check explain the meaning of any unknown words (How are you? their work, ask pupils to say the appropriate greeting for each and I’m fine thanks will be explained in the next lesson.) picture. Audioscript Ending the lesson G ood morning. Good morning. How are you? • M ake sure pupils have put their things into their bags and I’m fine thanks, and how are you? that they haven’t left anything of theirs in the classroom. Say: Good afternoon. Good afternoon. What’s your name? Goodbye! and encourage them to say: Goodbye to you. Then, My name’s Kate. What’s your name? as each pupil leaves the classroom, say: Goodbye, (pupil’s Good evening. Good evening. How are you? name) to each pupil and encourage them to say: Goodbye I’m fine thanks, and how are you? (your name) to you. Goodnight. Goodnight. It’s time to say goodbye. Everybody wave and say goodbye. Play What’s missing? • Lay out all the flashcards (Hello, Good morning, Good afternoon, Good evening, Goodnight, Goodbye) and check that the pupils remember them by pointing to each in turn and encouraging them to say each greeting. Say: Yes, well done or No, try again each time accordingly. Repeat the procedure until you are confident that pupils remember all the greetings. • Tell the pupils that they are going to play a game and that they must try to remember all the flashcards. Turn all the flashcards face down, then remove one without letting the pupils see what it is. Encourage pupils to guess which flashcard is missing. If the pupils answer correctly, say: 10

UNIT 1: GOOD MORNING LESSON 4 Objectives: to learn how to ask and answer How are you? Table Time I’m fine thanks; to invent actions for the Good morning • Ask pupils to open the Pupil’s Book at page 9. Let them look at song; to play a game; to draw and colour pictures of their daily routines; to listen and circle the page for a minute, then ask them if they know what they have to do (draw four pictures of different times of the day). Focus language: How are you? I’m fine thanks. Hello, Ask them to look at the sun and tell you the correct greeting Good morning, Good afternoon, Good evening, Goodnight, for each picture (top left picture: Good morning; top right Goodbye picture: Good afternoon; bottom left picture: Good evening; bottom right picture: Goodnight). Receptive language: Listen and sing. Yes, well done. No, try • A sk them to think about what they do at different times of again. Draw and colour. Listen and circle the day, and tell them to draw and colour pictures of these activities in the correct boxes. Hold up a pencil and some Materials: Class CD; pencils; crayons crayons and say: Draw and colour. Tell your pupils to draw their daily routines. Go round the classroom, checking their Beginning the lesson work and helping where necessary. • Depending on the time of day, greet each pupil accordingly Activity Book as they come into the classroom and encourage them to • A sk pupils to open the Activity Book at page 5. Let them look greet you too. For example, if it is afternoon, say: Good afternoon, (pupil’s name) and encourage them to say: Good at the page for a minute, then ask them who they can see afternoon (your name) to you. Encourage them to put their (Mum, Dad). Explain that each row of pictures shows what bags at their desks and to take a place in the circle. each character does at different times of the day. Talk about Circle Time each of the pictures with the pupils, making sure to establish • O rganise the pupils into a circle and tell them that they are the greeting for each picture (they are in the same order going to sing the Good morning song. Say: Listen and sing, for each character – Good morning, Good afternoon, Good play the Good morning song (see audioscript on page 10 morning, Goodnight). Lesson 3), sing the song and encourage pupils to join in. • Explain to the pupils that they are going to hear short • Say: How are you? and encourage pupils to repeat after you. dialogues with each of the characters and that they should Do this a number of times until all pupils can say it, then circle the correct picture each time (Row 1: Good morning; explain what it means. Encourage them to say it one more Row 2: Goodnight). Hold up a pencil and pretend to circle the time, then answer: I’m fine thanks. Ask them if they can first picture, say: Listen and circle and play the first dialogue guess what it means (tell them if necessary). Say it again a on the audio. Encourage pupils to circle the correct picture number of times and encourage them to repeat after you, and ask them to hold up their books to show you. Repeat the until all pupils can say it. procedure with the second and third dialogues. • T ell them they are going to sing the song again. Ask them to think of actions they could do while they sing the song. Audioscript Good morning, Mum. If pupils are quite confident, play the karaoke version, Narrator: Good morning. which only has the first few words. Encourage pupils to Mum: Good night, Dad. sing and do actions (for example, waving for good morning, [snoring] good afternoon, everybody wave, etc; shaking hands for Narrator: Good night, Dad. How are you? I’m fine, thanks; putting hands together at side Dad: Oh, good night. of face for goodnight). Narrator: Play Charades Dad: • Explain to pupils that they are going to play a game and that they have to mime a greeting or something they do at • Hold up a crayon, pretend to colour the first picture and say: that time of day so the class can guess the correct greeting. Colour. Play the Good morning song and let pupils listen and Do an example first so pupils understand what they have sing while they colour the pictures they have circled. As you to do, for example, pretend to shake someone’s hand for check their work, ask pupils to say the appropriate greeting How are you? for each of the pictures they have coloured. • Choose a confident pupil to play first. Whisper one of the greetings (Hello, Good morning, Good afternoon, Good Ending the lesson evening, Goodnight, Goodbye, How are you?) to the pupil and • M ake sure pupils have put their things into their bags and encourage him/her to mime something suitable. Encourage the other pupils to guess the correct greeting. Say: Yes, well that they haven’t left anything of theirs in the classroom. Say: done or No, try again accordingly. As some pupils may not Goodbye! and encourage them to say: Goodbye to you. Then, want to guess, and others will shout out at the same time, as each pupil leaves the classroom, say: Goodbye, (pupil’s it is advisable to choose the next pupil in the circle to mime name) to each pupil and encourage them to say: Goodbye rather than the pupil who guesses correctly. Repeat until all (your name) to you. pupils have had a turn miming. 11

UNIT 1: GOOD MORNING LESSON 5 Objectives: to practise How are you? I’m fine thanks; to again a few times in random order without miming the practise the Good morning song; to play a game; to learn action yourself, and encourage pupils to do the correct a value (Wash your hands and face.); to trace and colour a mime. happy face (Optional: to make a poster) • Ask them if they wash their hands and face in the morning and discuss how it feels (nice, it wakes you up, you feel clean, Focus language: Hello, Good morning, Good afternoon, etc). Good evening, Goodnight, Goodbye, happy, sad • Direct pupils’ attention to the two faces under the picture. Point to the first face, say: sad and encourage pupils to repeat Receptive language: Listen and sing. Yes, well done. No, try after you. Point to the second face, say: happy and encourage again. Where is …? Bring me … . Wash your hands and face. pupils to repeat. Ask them how they feel when they wash Trace, Colour their hands and face in the morning and encourage them to say: happy. Hold up a pencil, pretend to trace the happy Materials: Class CD; flashcards: Hello, Good morning, Good face and say: Trace. Encourage the pupils to trace the happy afternoon, Good evening, Goodnight, Goodbye; pencils; face. Check their work, then hold up a crayon and say: Colour. crayons (Optional: a large piece of coloured cardboard; Encourage them to colour the happy face and as you check drawing paper; printouts of Unit 1 poster from online their work, ask pupils: What’s this? while pointing to the materials; scissors; glue) happy face and encourage them to say: happy. Optional Activity Beginning the lesson • Time permitting, pupils could make a poster for the • Depending on the time of day, greet each pupil accordingly classroom with drawings of themselves washing in the morning. Their drawings could be cut out and stuck onto as they come into the classroom and encourage them to a large piece of card, with a heading at the top. It could be greet you too. For example, if it is afternoon, say: Good decorated with happy faces and hearts. Printable materials afternoon, (pupil’s name) and encourage them to say: Good are provided online. afternoon (your name) to you. Encourage them to put their Ending the lesson bags at their desks and to take a place in the circle. • M ake sure pupils have put their things into their bags and Circle Time that they haven’t left anything of theirs in the classroom. Say: • Organise the pupils into a circle and tell them that they are Goodbye! and encourage them to say: Goodbye to you. Then, going to sing the Good morning song. Say: Listen and sing, as each pupil leaves the classroom, say: Goodbye, (pupil’s play the Good morning song (see audioscript on page 10), name) to each pupil and encourage them to say: Goodbye sing the song and do the actions and encourage pupils to (your name) to you. join in. Play Bring me ... • Tell pupils that you are going to play a game and that they have to think carefully. Hold up the Hello flashcard and encourage them to tell you what it is. If they name it correctly, say: Yes, well done. If they don’t, say: No, try again. When they have named the flashcard correctly, ‘hide’ the flashcard face down somewhere in the classroom. Make sure that all pupils see where you put the flashcard. Do this for all the flashcards. • S ay: Where is Hello? Bring me Hello. Pupils will probably point to the flashcard, but encourage one of them to bring it to you. If the pupil brings you the correct flashcard, say: Yes, well done. If the pupil brings you the wrong flashcard, or realises that it is the wrong flashcard before they bring it to you, say: No, try again and encourage him/her to look at other flashcards to find the correct one. • R epeat the procedure for the other flashcards with different pupils, saying: Bring me … each time, until pupils have ‘found’ all the flashcards. Table Time • A sk pupils to open the Pupil’s Book at page 10. Let them look at the page for a minute, then ask them if it is morning, afternoon, evening or night (it is morning, but night is also an acceptable answer). • A sk them what Hop and Hip are doing. Say: Wash your face and mime putting your hands under the tap then washing your face. Encourage pupils to copy you. Say: Wash your hands and mime washing your hands with soap, encouraging pupils to copy you. Then give the instructions 12

UNIT 1: GOOD MORNING LESSON 6 Objectives: to practise the greetings; to play a game; to • Tell them they are going to hear the song again, but this listen and point; to draw missing parts of a picture and time they are going to sing and do the actions. If pupils are colour confident, play the karaoke version, which only has the first few words. Say: Listen and sing and encourage pupils to sing Focus language: Hello, Good morning, Good afternoon, and do the actions. Good evening, Goodnight, Goodbye Audioscript Receptive language: What’s missing? Listen and point. Good morning. Good morning. How are you? Listen and sing. Draw, Colour I’m fine thanks, and how are you? Good afternoon. Good afternoon. What’s your name? Materials: Flashcards: Hello, Good morning, Good My name’s Kate. What’s your name? afternoon, Good evening, Goodnight, Goodbye; your bag; Good evening. Good evening. How are you? Class CD; pencils; crayons I’m fine thanks, and how are you? Goodnight. Goodnight. It’s time to say goodbye. Beginning the lesson Everybody wave and say goodbye. • Depending on the time of day, greet each pupil Activity Book • Ask pupils to open the Activity Book at page 6. Let them accordingly as they come into the classroom and encourage them to greet you too. For example, if it look at the page for a minute, then ask them what they can is afternoon, say: Good afternoon, (pupil’s name) and see (the same picture as page 11 of the Pupil’s Book) encourage them to say: Good afternoon (your name) to • Hold up a pencil, pretend to trace the pond and say: Trace. you. Encourage them to put their bags at their desks and Then hold up a crayon, pretend to colour the picture and to take a place in the circle. say: Colour. Play the Good morning song again and let pupils Circle Time listen and sing while they draw and colour. As you check • O rganise the pupils into a circle. Pretend to be looking their work, ask pupils to say the appropriate greeting for for something. Tell the pupils that you can’t find one of each part of the picture. your flashcards but you don’t know which one is missing. Ending the lesson • L eave one of the flashcards in your bag and lay out the • M ake sure pupils have put their things into their bags and rest of the flashcards, encouraging pupils to name each that they haven’t left anything of theirs in the classroom. flashcard as you lay it out. When you have laid out all the Say: Goodbye! and encourage them to say: Goodbye to you. flashcards, ask: What’s missing? Then, as each pupil leaves the classroom, say: Goodbye, • If they realise which flashcard is missing, pretend to (pupil’s name) to each pupil and encourage them to say: look around the classroom for it, then look in your bag. Goodbye (your name) to you. Pretend to look surprised, then take it out of your bag, show it to them and thank them for their help. Put the 13 flashcard with the others. If they don’t realise which flashcard is missing, ask them to name the flashcards again. If they still don’t realise which flashcard is missing, pretend to remember it yourself, look around the classroom, look in your bag, etc. When you take it out of your bag, encourage them to name it and then put it with the others. Play Echo • Pick up the Hello flashcard and encourage them to say: Hello. Shout: Hello! Say: Hello three more times, reducing the volume each time to imitate an echo. Encourage pupils to join in. (If pupils remember how to play this from Welcome Unit Lesson 2, let them do the echo on their own.) Repeat the procedure with the other flashcards. Ask for volunteers and let them do the same. Table Time • A sk pupils to open the Pupil’s Book at page 11. Let them look at the page for a minute, then ask them what they can see (a girl fishing, the girl on a swing, a cockerel and an owl in a tree). Ask them to tell you the correct greeting for each part of the picture (Good afternoon, Good evening, Good morning, Goodnight). • T ell them that they are going to listen to the Good morning song again and that they should point to the correct part of the picture when they hear the appropriate words. Say: Listen and point and play the Good morning song.

UNIT 1: GOOD MORNING LESSON 7 Objectives: to play two games; to make mini flashcards; • Put the first pair of mini flashcards back in their original to stick missing parts of pictures position, say: Find the pairs! and encourage one of the pupils whose cards are laid out to play. Then do the same Focus language: Hip, Hop, Mum, Dad, Harry, Pat, Hello, for the other pupil. Continue with different pupils from each Good morning, Good afternoon, Good evening, Goodnight, team until all mini flashcards have been made into pairs, Goodbye then count the pairs to see which team has won the game. Receptive language: Stick, Colour, Yes, No, Find the pairs! • P upils repeat the game with the Welcome Unit mini What’s missing? flashcards. Materials: Class CD; flashcards: Hip, Hop, Mum, Dad, • Tell pupils to put their mini flashcards in their bags to show Harry, Pat, Hello, Good morning, Good afternoon, Good them to their parents when they get home. evening, Goodnight, Goodbye; Welcome and Unit 1 pupil flashcards from online materials; crayons Activity Book • A sk pupils to open the Activity Book at page 7. Let them Beginning the lesson • D epending on the time of day, greet each pupil look at the page for a minute, then ask them who they can see in the pictures (Harry and Pat). Ask them what they are accordingly as they come into the classroom and doing (playing with a ball). Say: What’s missing? and ask encourage them to greet you too. For example, if it them if they know what is missing from each picture (the is afternoon, say: Good afternoon, (pupil’s name) and sun). encourage them to say: Good afternoon (your name) to • Tell them to find the stickers in the middle of their books. you. Encourage them to put their bags at their desks and Make sure all pupils find the sticker of the sun. Say: Stick to take a place in the circle. and encourage the pupils to stick the sticker. Go round the Circle Time classroom checking that pupils are sticking correctly and • O rganise the pupils into a circle and practise the words help where necessary. by playing one of the games from previous lessons in • H old up a crayon, pretend to colour one of the pictures of Unit 1 (Lesson 1: Where is my card?; Lesson 2: The order Pat and say: Colour. Play the Good morning song and let game; Lesson 3: What’s missing?; Lesson 4: Charades; pupils listen and sing while they colour the pictures. As you Lesson 5: Bring me …; Lesson 6: Echo). check their work, ask pupils to say the appropriate greeting Table Time for each picture. • T ell pupils that they are going to make their own mini Ending the lesson flashcards for the characters and greetings that they • Make sure pupils have put their things into their bags and have learnt in the Welcome Unit and Unit 1. Hand out the that they haven’t left anything of theirs in the classroom. pupil flashcards. You can cut out the flashcards before the Say: Goodbye! and encourage them to say: Goodbye to you. lesson, or if appropriate pupils can cut out the flashcards Then, as each pupil leaves the classroom, say: Goodbye, themselves. (pupil’s name) to each pupil and encourage them to say: • H old up a crayon, pretend to colour one of the mini Goodbye (your name) to you. flashcards and say: Colour. Encourage pupils to colour all six mini flashcards and go round the classroom, checking their work and helping where necessary. • When most pupils have finished colouring, tell pupils that they are going to play a game with the mini flashcards. Play Find the pairs • Divide the pupils into two teams. Ask a more confident pupil from each team to lay out their Unit 1 mini flashcards. Then tell them to turn them over so they are face down. Explain that they have to try to find two of the same mini flashcards. • Demonstrate turning over two mini flashcards to find a pair, saying, for example: Good morning when you turn over the first one and Good morning. Yes! when you turn over the second one. Hold up the pair and put them to one side. • T hen demonstrate turning over two mini flashcards which aren’t a pair. Say, for example: Hello when you turn over the first one and Goodbye. No! when you turn over the second one. Put the two mini flashcards face down in their same positions. 14



Teacher’s Book Tip Top Starter is an enchanting new course for very young learners taking their first steps into English. As children follow the adventures of Hip, Hop, their Mum and Dad and their friends Harry and Pat, they are gently introduced to their very first English words, sounds and letters. Tip Top engages learners through motivating illustrated stories, songs and games 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. • audioscripts. • P rogress Checks. • a play that recycles the vocabulary and structures that pupils have learned. Components: Tip Top Starter Pupil’s Book with Stickers Tip Top Starter Pupil’s e-book Tip Top Starter Activity Book with Stickers Tip Top Starter Teacher’s Book Tip Top Starter Interactive Whiteboard Software Tip Top Starter Class Audio CD Set Tip Top Starter Flashcards Tip Top Starter Posters