FUN FOR STARTERS TEACHERS BOOK
View, download: Fun for Starters. Student's Book. Teacher's Book. On-line resources. Progress Tests. Robinson A, Saxby K. (, 4th ed.) (+ Audio) (pdf; mp3). Fourth edition of the full-colour Cambridge English: Young Learners (YLE) preparation activities for all three levels of the test (Starters, Movers, Flyers) updated to reflect the new revised specifications which will be out in January Fun for Starters provides full-colour. Fun for Starters Teacher's Book by Karen Saxby, , available at Book Depository with free delivery worldwide.
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Fun for Starters | Fourth edition of the full-colour Cambridge English: Young Learners (YLE) preparation activities for Teacher's Book with Downloadable Audio. Fun for Starters Teacher Book - Download as PDF File .pdf), Text File .txt) or read online. Fun for Starters Teacher's Book book. Read reviews from world's largest community for readers. Fun for Starters provides full-colour preparation.
Reading and Writing Parts 2 imperatives and5. Listening Part 4, Speaking Part 5 Test: Reading and Writing Parts 3 and4, Speaking Parts 1 and 3. Reading and Writing Parts 3, 4 and 5 Test: Listening Part 1, Speaking Parts1 and 3. Listening Part 4, Reading and Writing Part 3. Listening Part 3, Reading and Writing Part 1. Reading and Writing Part 1, Speaking Parts 1 and 3. Listening Part 4, Speaking Part 1. Colouring pencils or pens.
A card for each letter of the alphabet, handmade or printed and cut out from www. See G. A Hello! Say, spell and write names. Introduce yourself. Hello, my name is Linda. Spell your name as you write it on the board. Ask 34 different learners: Learners answer: Matilde, Suzy, Lee. Ask the class: How do you spell Matilde s name? Learners spell the names as you write them on the board. In pairs, learners ask and answer: My name is. They write their name and their partners name on the lines.
Learners can write their names in a decorative way and use pencils or pens to add colour if they want. For example:. Know your letters!
Starters tip Practise saying and writing the letters of the alphabet which cause problems for your learners. When spelling words, make sure that learners know the sounds for naming vowels and difficult consonants r, w, y, etc. Also practise pairs of consonants that your learners might confuse g and j, n and m, s and c, p and b, etc.
If your class needs longer to learn the alphabet, you might prefer to teach only the letters needed for 23 of the learners names mentioned in A to begin with.
Give learners practice saying and writing these letters and then introduce and practise saying and writing the remaining letters. Write the following letters on the board. Each line represents a missing letter in the alphabet. Whats this letter? Add the missing letters to the board. As you write each one, practise its pronunciation by asking 45 learners: Group letters on the board.
In a circle write: Learners listen and repeat. Do the same with q u w. Do the same with i y. Learners look at the letter pond in B. Find the letters in your name. Learners use a coloured pen or pencil to draw a small circle around the letters they need to write their own first name. If learners know how to spell their surnames, they could use a different colour to also circle those letters. Make sure learners have grey, green, red and blue colouring pencils among others.
Listen to the letters now. Play the audio, stopping at the first pause. Learners find a, h, j and k in B, find their grey pencil and colour in their leaf shapes. Play the other groups pausing between each one while learners find letters and colour them again.
Repeat audio. At the end of the audio, ask: Which letters have no colour? Ask 23 learners: What colour is your h? Learners answer. Ask questions about sound groups, for example: Which letter sounds like i? Audioscript Listen and say the letters. Find your grey pencil.
Fun for Starters Teacher Book
Listen again! Theyre green! Theyre red! Theyre blue! Now i and y i and y are You choose the colour! You choose! The whole class says the alphabet again. Point to the animals in C and ask: Wheres the baby spider? Wheres its dad? Learners find the two spiders. Wheres the letter a? And b? And c? Learners point to the letters a, b and c. Make sure learners have red pencils. Draw a red alphabet line! Learners draw a red line to link the 26 letters az across the box.
Draw a line from the baby frog to itsmum! Make sure learners have green pencils. Lets draw a green line from the baby frog to its mum now. Play the audio. Learners listen and draw a green line to help the baby frog find its mum. Play again as necessary.
Divide learners into A and B pairs. Pairs choose a parent and baby animal for example a cat and a kitten and draw these either side of the letter box. Without showing each other, A learners draw a purple line between the letters in the letter box from the baby animal to its parent. B learners draw a brown line between the letters in the letter box from the parent to its baby.
A learners then say the letters in their purple line and B learners listen and draw their own purple line. B learners then say the letters in their brown line and A learners listen and draw their own brown line. Pairs then compare their letter boxes.
Point to the cat, dog and snake in the star. Do you know these animals too? Learners complete the words cat, dog and snake in the star. Ask learners what noises these three animals make. Pause after each animal noise for learners to answer. Pairs choose names for this cat, dog and snake and write them on the lines. Ask 34 pairs: How do you spell their names?
Learners look at the picture. Wheres the fish? Learners point to the fish. Ask about the other animals. Check the animal words again. Point to the fish and ask: Learners look at the picture and answer.
Point at the six puddles. The letters for the animal words are in the water. Point to the example and the answer fish on theline. In pairs, learners look at the numbers and find the right puddle for each animal. Crossing off the letters as they use them to spell the animal words, learners write the answers on the lines. Check answers by asking different pairs: Learners say the letters to spell the words.
Whats the animal? Learners look at the animal words 15 only to complete. Point to the example answer, goat. Point to each vowel that is already on a line and ask: Check pronunciation and drill if necessary. In pairs, learners complete the words.
Teachers Movers Fun For Book Mighty Pdf
If they need help, they can find all the words in E. Demonstrate if necessary! Learners work in pairs. They take it in turns to ask: Partners say which animal it is. Extend this if learners know more animals. The picture could also be used to ask: What colour is the? The fish is red.
The frog is green. The goat is brown. The duck is yellow. The sheep is black and white. The spider is black and grey. G Play the game! Can you make a word? Say these letters, one by one: In pairs, they then compare the letters they have written to check they are the same. Learners circle the letters that they hear more than once. Go to our website at www. You can download and photocopy a page with the letters of the alphabet to make into flashcards. Use the flashcards for the games suggested to practise the letters of thealphabet.
Eight large letter cards showing f o o t b a l l. See B. Colouring pens or pencils. See E. See also: Point to the line from 6 in the picture and ask: Give them the football letter cards in random order for example learner 1 has an l, learner 2 an o, learner 3 the f, etc. Learners hold up the letters. Ask learners to reorder themselves to make the word football! Is that correct? Learners write football on the line. Is there a shoe on the bed?
Point to question 1 and ask: How many cats are there in the picture? They can answer with just a number. Alternatively teach learners how to answer in a full sentence, for example: There are four cars.
How many balls are there? Look at the picture again. Give learners half a minute to look carefully at the picture then say: Close your books, now. Ask number questions about the picture. Learners could then play the game in groups of 34, taking it in turns to ask and answer the How many questions.
Ask learners questions about their classroom.
Learners stand up. Ask three learners to stand together in a group. Three children! Ask one learner to sit down again. Point to the two remaining learners and say Look! Two children! Ask everyone to join in. All learners get into groups ofthree. Repeat the game using different numbers between two and six. Learners form groups of between two and six. After a few turns, say: Now you!
Learners then take turns to say a number. Other learners form the groups. A Write the numbers. Starters tip: In some Reading and Writing and Listening parts, learners will have to write numbers. Teach learners that in answers for the tests, they only need to write numbers as digits 1, 2 and not as words one, two. They will be less likely to make mistakes or lose marks.
Its quicker too! Learners look at the numbers. Look at the example. Look at the words and write the numbers on the lines. Write on the board numbers 1 and 20, adding lines for the missing numbers What are these numbers?
Write numbers on the lines. Point to A and ask learners which numbers between 1 and 20 are not on their page 1, 3, 4, 6, 14, 16, 17, 18, Learners could work in pairs to try to write numbers in words as quickly as possible.
Walk round and help with numbers that are more difficult to spell, for example: Look at the example and its line. Point to the car and ask: Point to the answer and ask: How do you spell car? Ask different learners to read out the questions. How many answers are names? Learners copy the questions into their notebooks and write their answers.
Ask 34 learners different questions, for example: How many books have you got, Anna? In pairs, learners interview each other by taking it in turns to ask and answer the seven questions. Learners look at the example questions in D. Whats the boys name? Tom How old is he? Learners look at questions A girl is talking to her teacher. Shes talking about Tom. Play the audio twice. Learners listen and write answers. Learners will see possessive s in the example and questions 2 and 4.
You might want to explain the meaning of this. Audioscript Look at the picture. Listen and look. Whats this boys name?
His names Tom. Can you spell his name? Toms name? How old is he? Hes nine. One Man: How many toys has Tom got? Hes got six toys! Two Man: I like his cat. Whats his cats name? His cats name is Lucy! You spell it L-U-C-Y.
Three Man: How many books has Tom got? Hes got five books. How many? Four Man: Whats the name of Toms school? Tom goes to Park School. Can you spell that? You spell it P-A-R-K. Five Man: Which class is Tom in?
Hes in class Class Thats good! He really likes school. V 12 Say: Find the letter V. Its under the giraffes head. Now find the number Its halfway down the giraffes body at the front. Draw a line between V and Make sure learners understand your instruction by drawing a line between the V and the number 12 on the board.
Tell learners you are going to say more letters and numbers. Theydraw lines between them to finish the picture. Say slowly: What can you see? F Colour and draw. Make sure learners have brown, green and yellow colouring pencils or pens. Now colour the picture. Colour the Bs brown. Colour the Gs green. Give learners time to finish their colouring. Draw a sun on the board. Learners draw a sun and colour it yellow. They could also choose other colours for the flowers, the giraffes eyes and background body colour if they want to.
What colour is the sun? I know your number! Demonstrate the game first with all the class. Tell one learner to think of a number between 1 and 20 and to write it in their notebook.
I know your number. Its seven!
Fun for Starters - Cambridge
Then its five! How do you spell five? Play the game with the whole class a few times until you are sure that the learners understand what they have to do. Learners then play the game in groups of 34 to practise numbers When a learner guesses and spells the number correctly, its their turn to think of a different number and the other learners guess. Listen and circle the number! Give each learner half a sheet of paper. Write the words for numbers on the board, asking learners to help with spellings.
Now write these number words on your paper. Tell learners to write the words in big letters anywhere on the paper and not to write the words in the correct order. Shout out any number between 1 and Draw a circle round that number! Each learner hurries to find the correct number and draw a circle round it. The first learner in each A and B pair to correctly circle the number you called out, wins a point.
Repeat with other numbers until all the numbers have been circled or until learners tire of thegame. Pairs keep their own scores.
Wh ts your n me? What are the boys and girls name in your picture 9 in A? Is the boys name a girls name too? Is the girls name a boys name too? Learners talk about the names they wrote. Learners can check online to see if their names are for both boys and girls. If relevant, you could talk about names that are for both girls and boys in your learners country.
I like the names George and Helen. What English names do you like? Write your favourite English names on the lines in the boxes in B. Topics names, family and friends Grammar practice: Movers words: A Look at the letters. Write the names. Point to the boy in picture 1 and say: This is Ben. Thats B-E-N. Point to the capital B at the start of his name. Remind learners that the first letters of names are written with capital letters.
Here are pictures of ten people. Explain that the names for the people in pictures 18 have been jumbled up. For 28, learners put the letters back in the correct order to spell the names and write them on the lines.
The capital letters will help them do this! Learners choose a name for the boy and the girl in 9. They jumble up the letters of the names and write them under picture 9 for example n n A a. In pairs, learners exchange books. They unjumble the letters and write the letters on the lines to write the names correctly spelt.
B Write the names under boy, girl or boy and girl. Starters tip Make sure that your learners are familiar with the 17first names that appear on the Starters wordlist and in this unit. These names appear in many parts of Starters and some of them are tested in Listening Part 2 they are always spelt out. Knowing if names are for boys or girls, or for both, is useful.
Dan is a nice name.
Is Dan a boys name or a girls name? D-A-N Point to the name Dan in the wordbox and on the line. Dan is a name for a boy or man. Its under boy here. Point to the next name in the box Alex.
Alex is a nice name, too. Is Alex a boys name or a girls name? Explain that Alex is a name we can use for a boy or a girl. How do you spell Alex? Learners write Alex on the first line in the boy and girl column. His courses are well thought out, easy to understand, easy to follow, and easy to make progress on.
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Then I found Justinguitar! Flash forward to today; my son is almost fully recovered YAY! Sue Elliott. Barbara Thomas. Anna Osborn. Peter Travis. Peter Crosthwaite. Norman Whitby. Home Contact us Help Free delivery worldwide. Free delivery worldwide. Bestselling Series. Harry Potter. Popular Features.He wanted to create a website with untimed, multisensory interactive games that allow children to see, hear, and touch as they learn. Can you say the 17 names from B? Fun for Presentation Plus provides the complete content of the Student's Book, Teacher's Book and Class Audio, pop-up answers for visual activities, photocopiable and pairwork activities, word list, progress tests, a full Cambridge English: Movers practice test, plus access to online activities via the Cambridge Learning Management System CLMS.
Photocopies of the sentences on page one for each pair of teams , cut up.
Skip to Accessibility Starfall. Dogs and cats can be this colour. Can you see the bird in the tree? If the other learner has that card, they must give it to the asking learner, who can then put the pair of two cards on the table.
Which word is really long?
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