AMERICAN Edition BRITISH & samplepagescatalogue
is an innovative six-level primary course. It takes students from Beginner to Pre-intermediate level (A2), while carefully considering students’ particular needs and interests at each stage.
IT FOLLOWS: the requirements of the Common European Framework of Reference the modular approach and is organized in ten well-balanced modules COURSE FEATURES Seven lessons including a revision section A wide variety of songs, chants, games, factual texts, dramatization and stories Communication, cross-curricular activities and projects Gradual development of all four skills Systematic recycling Board Games Phonics BRITISH & My alphabet book AMERICAN Videos Edition
2 Components for students Components for teachers
Class CDs Teacher’s Book
Student’s Book
Teacher’s Resource Grammar and CD/CD-ROM including Vocabulary tests and extra material Teacher’s Book & CD
Alphabet Book
Workbook Interactive Whiteboard CD-ROM also including Flashcards videos and games
DVD Posters
DVD Activity Book
ONLINE • Extra activities material • Games Grammar • Posters by
3 Contents for Get Smart 1 Contents for Get Smart 2 STRUCTURES STRUCTURES Module 1 • Hello! Module 1 • We’re back! I’m (Lisa). Spell (“book”). What’s this? It’s a (bag). What’s your name? My name’s (Lisa). What’s that? It’s an (eraser). This is (John). What are these? My name’s (John). What’s your name? They’re (apples). Module 2 • School I’m (Mary). What color is it? It’s (red). What color is it? (Blue). Module 2 • Home and family What’s this? It’s a (pen). Who’s that? It’s my (sister). Where are the (dolls)? What’s that? It’s an (apple). Is that your (mother)? They’re next to the (couch). Is it a (computer)? Yes, it is. No, it isn’t. They’re between the (lamp) Yes, it is. No, it isn’t. Where’s the (doll)? and the (computer). It’s in/on/under the (closet). Module 3 • Family and friends Module 3 • Friends How are you? Fine, thank you. (I) have (a book). (She) doesn’t have (straight hair). Who’s that? It’s my (grandma). Do you have (a snake)? Does (he) have (brown eyes)? This is my (dog). Yes, I do. No, I don’t. Yes, (he) does. Is that your (sister)? (She) has (curly hair). No, (he) doesn’t. Yes, it is. No, it isn’t. Module 4 • Animals Module 4 • You and me Its (tail) is (long). (It) can’t (fly). How old are you? (He)’s (thin). Their (heads) are (small). How many (elephants) can I’m (six). You’re (seven). Is (she) (sad)? Can you (swim)? you see? Are you (happy)? Yes, (she) is. No, (she) isn’t. Yes, I can. No, I can’t. (I) can (see) (three elephants). (It) can (jump). Yes, I am. No, I’m not. Module 5 • My town Module 5 • Party time! There is (a park). What’s the weather like? How many (dolls)? (Two) They’re (lollipops). There are (three restaurants). It’s (sunny). (dolls). What color are they? Is there (a park) Where’s the (hospital)? Happy birthday, (Lisa). They’re (pink). (in your town)? It’s across from the This is for you. Are they (lollipops)? Yes, there is. No, there isn’t. (supermarket). Thank you. Yes, they are. No, they aren’t. Module 6 • My favorite food What are these? What’s your favorite food? I don’t want (soda). Module 6 • Toys and games I like (sandwiches). It’s good for you. I don’t like (meat). It’s bad for you. (Stand up). Do you like (apples)? What do you have for I have a (kite). Yes, I do. No, I don’t. (breakfast)? I don’t have a (ball). I want (fruit). For (breakfast) I have (cereal). Do you have a (car)? Yes, I do. No, I don’t. Module 7 • On time Module 7 • My body What day is it? It’s (Monday). What’s your favorite day? What’s your favorite day? What time is it? Don’t (touch your nose.) What time is it? It’s (nine) o’clock. (She) has (long) (legs). It’s (nine) o’clock. What time do you (get up)? (He) doesn’t have (big) (feet). What time do you (get up)? I (get up) at (seven) o’clock. Does (it) have (a long tail)? I (get up) at (seven) o’clock. February is (after) January. Yes, (it) does. No, (it) doesn’t. February is (after) January. May is (before) June. Module 8 • Food Module 8 • At work I like (apples). Do you work in a (restaurant)? Yes, (she) does. I don’t like (beans). Yes, I do. No, I don’t. No, (she) doesn’t. What’s your favorite food? (Pizza). She (sings). What time does (Mrs. Sanchez Two (bananas), please. He (plays the piano). go to the hospital)? At (7:30). Here you are. Does (she) (dance)? Thanks. Module 9 • Clothes Module 9 • My house Whose (hat) is this? It’s (Pat)’s. Yes, they are. No, they aren’t. Where’s the (ball)? Whose (shorts) are these? I’m wearing (a dress). It’s (in) the (closet). They’re (Mort)’s. (He)’s wearing (a sweater). Is this her (T-shirt)? Is (she) wearing (glasses)? Where are the (shoes)? Yes, it is. No, it isn’t. Yes, (she) is. No, (she) isn’t. They’re (under) the table. Are these his (sneakers)? His (pants are green). Her (dress is yellow). Module 10 • Having fun I’m (playing). Yes, (she) is. No, (she) isn’t. Module 10 • Places (He)’s (riding a bike). (He) isn’t (sitting). There’s a (toy store). Are you (jumping rope)? Are they (playing hide and There are (monkeys) at the (zoo). Yes, I am. No, I’m not. seek)? How many (toys) are there? Is (she) (playing tag)? Yes, they are. No, they aren’t. There are (twenty) (toys). 4 Contents for Get Smart 3 Contents for Get Smart 4 STRUCTURES STRUCTURES Module 1 • Welcome! Module 1 • Where are you from? Who’s that? It’s (John). Yes, (she) does. No, (she) doesn’t. Where are you from? He sometimes plays chess. What’s (her) name? (He) can’t (paint), but (he) can I’m from Mexico. I’m Mexican. They never play volleyball. (Her) name is (Anna). (do karate). I always skate before dinner. What is he doing? (I) have (big teeth). Can (they) (dive)? You usually play baseball after He’s reading. (She) has (brown eyes). Yes, (they) can. No, (they) can’t. school. Do (you) have (twenty shells)? What time is it? Module 2 • My week Yes, (I) do. No, (I) don’t. It’s (three) o’clock. What’s your What do you/they have to do at Does (she) have (fifty dolls)? It’s (three) thirty. favorite subject? home? Module 2 • Every day How often do you have Gym? They/I have to rake leaves. Once/twice/three times a week. What does s/he have to do? (I) always (do my homework). What do you do? Every day. S/he has to go shopping. (He) sometimes (combs his hair). I’m a (firefighter). (You) never (brush your teeth). What does (he) do? Module 3 • In the past Do (they) (walk to school)? (He)’s a (dentist). The Egyptians took out the He was 18. Yes, (they) do. No, (they) don’t. What do you want to be? body’s stomach and brain to How did he die? Does (she) (take the bus to school)? I want to be a (pilot). make a mummy. A snake bit him. Yes, (she) does. No, (she) doesn’t. (She) wants to be a (farmer). Did you wake up at 10:00? What was his name? Yes, I did. No, I didn’t. His name was Tutankhamun. Module 3 • Right now How old was he? What are you doing? (They)’re (making a cake). Module 4 • Celebrations I’m (playing the guitar). (They) aren’t (watching TV). I’m not (playing volleyball). Is (she) (doing gymnastics)? What’s the date today? S/he isn’t going to watch TV. What is (he) doing? Yes, (she) is. No, (she) isn’t. It’s November third. They aren’t going to decorate (He)’s (washing the dishes). Are (they) (playing tennis)? When’s your birthday? the house. (He) isn’t (skateboarding). Yes, (they) are. No, (they) aren’t. It’s on January fifth. Is s/he going to watch TV? What are (they) doing? What are you going to dress up as? Yes, s/he is. No, s/he isn’t. I’m going to go trick-or-treating. Are you/they going to swim? Module 4 • Year in, year out He’s going to dress up as a ghost. Yes, we/they are. What’s your favorite season? It’s in (March). We’re going to have a party. No, we/they aren’t. It’s (spring). What do (you) do in the (summer)? I’m not going to bed early. I have (karate) on (Saturday). (I) go (swimming) in the (summer). Module 5 • Eating right When’s your birthday? (He) goes (skiing) in the (winter). I want an omelette. There isn’t any juice. Module 5 • My newhouse We need some eggs, some milk, How many meals do you eat and some cheese. every day? Where’s the (dog)? Whose (coat) is this? It’s (mine). There are some cookies. How much water do you drink It’s (behind) the (door). Whose (sneakers) are these? Do you have any cereal? every day? Where are the (toys)? They’re (Tim)’s. They’re (his). They’re (upstairs). There is one (big room). Module 6 • Getting around They’re in front of the (closet). There are a lot of (paper doors). How are we going to get there? arrive? It leaves/arrives at 10:10. By bus/car/bike/train/plane. Riding tuk-tuks is fun! Module 6 • Food, please! On foot. How much is it / are they? There’s some (milk). (Souvlaki) comes from (Greece). How long does it take? It’s/They’re two dollars and fifty There are some (carrots). (Noodles) come from (China). Twenty minutes. cents. Is there any (cheese)? What would you like (to drink)? What time does the bus leave/ Yes, there is. No, there isn’t. I’d like some (water), please. Module 7 • Helping out Are there any (peppers)? Would you like some (dessert)? Help me take out the trash. Everyone can recycle. Yes, there are. No, there aren’t. Yes, please. No, thanks. Whose jacket is this? We can’t recycle everything. Module 7 • Out and about It’s my jacket. It’s mine. There’s no one in the house. Whose sleeping bags are these? There is nothing on the table. Be (quiet). It’s a quarter after (three). They’re our sleeping bags. There isn’t anyone in the bus. Don’t (take pictures). It’s (two) forty-five. They’re ours. There isn’t anything in the What time is it? It’s (three) fifteen. There is someone at the door. refrigerator. It’s a quarter to (three). There is something on the table. Module 8 • Where were you yesterday? Module 8 • Amazing animals Where were you yesterday? Were you at (home)? Elephants are bigger than rhinos. Its head was as big as a small car. I was at (the mall). Yes, we were. No, we weren’t. Utahraptor was more dangerous Why do you like giraffes? Where was (she) yesterday? How was it? It was (noisy). than T. rex. Because they’re tall and pretty. (She) was at (home). There was (a theater). Module 9 • Get active! Where were they yesterday? There were (carriages). They were at (the theater). There wasn’t (a bus). I like playing basketball because Ping-Pong is the most popular Was (the movie) good? There weren’t (many cars). it’s popular. sport in my country. Yes, it was. No, it wasn’t. I hate playing basketball I’m good at basketball. because it’s hard. He is not very good at soccer. Module 9 • On vacation This is the easiest race of all. She’s bad at cooking. (We) packed (our bags). (He) didn’t (swim). She is the best high jumper in What did (you) do on the Did (you) (watch TV)? the school. weekend? Yes, (I) did. No, (I) didn’t. Module 10 • What’s the matter? (I) went (to the forest). What’s the matter? Should they eat more candy? Module 10 • The world around us I have a headache. Yes, they should. No, they (Tigers) are (stronger) than (lions). (Venus) is the (hottest) (planet). You should take some medicine. shouldn’t. Which is the (hottest) (planet)? She shouldn’t run on the stairs. 5 Contents for Get Smart 5 Contents for Get Smart 6 STRUCTURES STRUCTURES Module 1 • People Module 1 • School and work Information Questions (What, Where, When) Present Simple (adverbs of frequency) Present Simple vs Present Continuous Present Continuous Past Simple Past Simple Future be going to Past Continuous Future be going to Module 2 • Exploring Module 2 • Faces and places The verb could Object pronouns Past Continuous Verbs with two objects Past Simple - Past Continuous Should / Shouldn’t Time clause (when) Imperative Module 3 • Try hard Module 3 • Adventures Comparative forms Present Perfect as + adjective + as Have you ever ...? Superlative forms Yes, I have./No, I haven’t. Which I’ve never ... Adverbs of manner How long have you ...? I’ve ... for / since ... Comparison of adverbs I’ve ... so far. Module 4 • Up high! I haven’t ... yet. Relative pronouns: who, which, that Module 4 • Material world It’s / They’re made of ... Module 5 • It’s natural Passive Voice (Affirmative) much / many / a lot of / (Questions-Negative) lots of / a few / a little It’s / They’re used for ... How much...? Module 5 • Looking back How many...? Used to (Affirmative) How long...? Used to (Negative) Both / Neither Used to (Questions) Module 6 • One and all There used to be ... Compounds of some / any / no / every Module 6 • The four corners of the Earth Module 7 • Let’s help -ing as subject of verbs The adverb maybe go, start, hate, can’t stand, love, like, enjoy, good at + -ing Future will too / enough + adjective + full infinitive Comparison (not) as + adj + as Module 8 • What’s up? Module 7 • Fine arts Prepositions of movement Prepositions of time (on, in, during, from ... to ..., after) Directions Relative clauses (who / that) The verb may Relative clauses (that / which) like / love / enjoy / hate Relative clauses (where) + -ing form Module 8 • Let’s learn Module 9 • Looking ahead Have to (Affirmative / Questions / Negative) Full infinitive Had to Infinitive of purpose Would you like to ...? too / enough That would be nice. / I’d love to. / I’m afraid I can’t. / I don’t Why don’t...? / think so. How about...? / Let’s... Module 9 • Go green! Module 10 • Don’t panic! Will + time clauses Reported Speech: commands (affirmative / negative) may / might Reported Speech: requests Conditional sentences Type 1 Module 10 • Healthy body, healthy mind Reported Commands and Polite Requests Reported Statements (Present Simple / Present Continuous) Reported statements can / will
6 6 SAMPLE PAGES FROM GET SMART 1 – Student’s Book Lessons focusing on presenting new language
vocabulary presented with clear illustrations 7
Sing a song
ears eyes mouth nose touch
1 Listen and match. Then sing and do.
Buzz says Buzz says, Touch your mouth, your mouth Touch your mouth. a. Buzz says, Don’t touch your nose, your nose Don’t touch your nose. Buzz says, Touch your ears, your ears Touch your ears. b. d. Buzz says, Don’t touch your eyes, your eyes Don’t touch your eyes.
c. 63
catchy song introducing new language
77 SAMPLE PAGES FROM GET SMART 1 – Student’s Book Lessons focusing on presenting new language
storyline with 7 She has long legs. attractive He has long arms. characters in everyday Smart kids It has a big mouth. situations head arms legs hands long 1 Look and listen. 2 Find and stick. Then listen and match.
Look at my game! He has a small head now. 1. He has a big head. Let’s play! OK! He has small eyes too! 2. It has a small head. a. c.
3. She has long legs.
4. He has short arms.
1 2 b. d. Now he has a 3 Draw and say. big head! Now Lisa has And long legs. a big mouth. John! Ben has long arms. Nick has short legs.
3 4
64 65
8 listening activity where Ss stick stickers grammar box highlighting new structures found at the back of the Student’s Book and providing models of language use
7 She has long legs. He has long arms. Smart kids It has a big mouth. head arms legs hands long 1 Look and listen. 2 Find and stick. Then listen and match.
Look at my game! He has a small head now. 1. He has a big head. Let’s play! OK! He has small eyes too! 2. It has a small head. a. c.
3. She has long legs.
4. He has short arms.
1 2 b. d. Now he has a 3 Draw and say. big head! Now Lisa has And long legs. a big mouth. John! Ben has long arms. Nick has speaking short legs. activity to practice new language
3 4
64 65
9 SAMPLE PAGES FROM GET SMART 1 – Student’s Book Lessons focusing on presenting new language
7 She doesn’t have long fi ngers. He doesn’t have big feet. doesn’t have = does not have Once upon a time It doesn’t have a tail.
2 Listen and circle.
feet fingers toes teeth tail 1 Look and listen.
1. 3. My grandma doesn’t bird cat Ann Pam Grandma? have big teeth. adaptations of well-known fairy tales and fables
2. 4.
Hello, Little Red Tom Dan fish dog Riding Hood. Come sit down. 1 2 3 Look at activity 2 and say. My grandma doesn’t It has four feet. have big feet. It’s a dog. I know! It doesn’t have a long tail.
That’s not your grandma! 3 It’s a wolf! 4 5 66 67
10 7 She doesn’t have long fi ngers. He doesn’t have big feet. doesn’t have = does not have Once upon a time It doesn’t have a tail.
2 Listen and circle. feet fingers toes teeth tail 1 Look and listen.
1. 3. My grandma doesn’t bird cat Ann Pam Grandma? have big teeth.
2. 4.
Hello, Little Red Tom Dan fish dog Riding Hood. Come sit down. 1 2 3 Look at activity 2 and say. My grandma doesn’t It has four feet. have big feet. It doesn’t have It’s a dog. integrated skills I know! development a long tail.
That’s not your grandma! 3 It’s a wolf! 4 5 66 67
11 SAMPLE PAGES FROM GET SMART 1 – Student’s Book Lessons focusing on presenting and practicing new language
7 Does it have a long tail? doesn’t = does not Let’s play Yes, it does.? No, it doesn’t. ? Project 1 Make puppets. 1 Look and listen. Then play. ? Use the cut-outs on page 125. ? 1 ? 2 ? ?
enjoyable games enabling ? Ss to vividly experience and retain 2 Show and tell. new language Does it ?have a long tail? Yes, it does. He has a big mouth ? and big teeth. ? Is it a cat? Yes, that’s? right! She has small feet. ?
?68 ? 69 12 SAMPLE PAGES FROM GET SMART 1 – Student’s Book Lessons focusing on consolidating previously taught language
projects for Ss to create visual representations of module concepts
7 Does it have a long tail? doesn’t = does not Let’s play Yes, it does.? No, it doesn’t. ? Project 1 Make puppets. 1 Look and listen. Then play. ? Use the cut-outs on page 125. ? 1 ? 2 ? ? ?
2 Show and tell. Does it ?have a long tail? Yes, it does. He has a big mouth ? and big teeth. ? Is it a cat? Yes, that’s right! presentation ? She has small feet. of projects recycling language in an authentic and ? meaningful way
?68 ? 69 13 SAMPLE PAGES FROM GET SMART 1 – Student’s Book Lessons focusing on consolidating previously taught language
7 Story time comic-strip story to revise 1 Look and listen. structures and The octopus has It doesn’t have vocabulary eight legs! Look at that fish. a mouth. Stop that. It’s pretty!
It has a blue tail!
He has a mouth.
1 3 I have a big mouth. Ah!
Wow! Look! Ah! It has ten And big eyes... Ew! legs!
2 4 70 71
14 7 Story time
1 Look and listen. The octopus has It doesn’t have eight legs! Look at that fish. a mouth. Stop that. It’s pretty!
It has a blue tail!
He has a mouth.
1 3 I have a big mouth. Ah!
Wow! Look! Ah! It has ten And big eyes... Ew! legs!
2 4 70 71
15 SAMPLE PAGES FROM GET SMART 1 – Student’s Book Lessons focusing on consolidating previously taught language
Revision 7
1 Listen and check ().
1. a b
2. a b
3. a b
4. a b
72
activities consolidating previously taught language 16 SAMPLE PAGES FROM GET SMART 1 – Student’s Book phonics section to practice sounds through chants and activities 1 7 Phonics
1 Listen and chant. 1 Listen and say. Bb /t/ Aa /d/ table tail bag dog toe desk apple doll
2 Listen and chant. Cc Dd What a mess! Ten toes on the table A dog on the desk Two dolls on the table Oh! What a mess! dog cat
2 Listen and sing. Aa Bb Cc Dd 103 109
cut-outs at the back of the book
1 7 Project Project
117 125
17 SAMPLE PAGES FROM GET SMART 1 – Teacher’s Book Lessons focusing on consolidating previously taught language 97 Say
S/he has... and the
She doesn’t have Optional Draw, fold and pass instructions and key to Workbook activities Workbook 2. teeth 4. toes LRRH: Wolf: She doesn’t have big feet. this twice and have Ss repeat. Tell Ss to spot the rest of mistakes and circle them in picture b. When Ss have done this, divide them into pairs and ask them to present the mistakes they found to each other. Have some Ss present to the class. Picture 2 LRRH: She doesn’t have small eyes. Wolf: He doesn’t have small teeth. She doesn’t have big feet. He doesn’t have a small tail. Direct Ss’ attention to the pictures of the body parts and ask Ss to identify them. Point out the word box and explain to Ss that they’ll have fill in the correct body parts under the pictures. 1. feet 2. teeth 3. fingers 4. toes 5. tail Direct Ss’ attention to the two pictures. Explain that they may look the same but that second one has some mistakes. Holding up your book, point to the example and say long arms. She has short vocabulary they have learned. Hand out a piece of A4 paper to each S, keeping one for yourself. At the top of your paper, draw a head. Then fold the page back making sure that the fold line is directly below the base of head. Tell Ss to do the same on their papers, and then pass them to the right. Pass the paper to S on your right. Make sure it’s facing down so that you don’t ruin the surprise. The S to your right has then draw the next body part (shoulders / neck), then fold it and pass to the person to his/her right in the same manner. Continue the drawing game until feet and toes have been drawn. When all pictures are finished, unfold them to reveal the funny drawings and have Ss describe the pictures in turns using / S/he doesn’t have... • • • Activity 1 • • Activity 2 • • • • • • • • • 67 20/5/2008 1:55:31 ìì 1. cat 2. Dan 3. Ann 4. dog dog Pam It’s a dog.
It doesn’t have two feet. fish Ann 3 . 4 . Encourage Ss to answer. She doesn’t have big teeth. It doesn’t have a long tail.
3. She has small teeth. 4. It has a short tail. EPFTOUIBWF EPFTOPUIBWF
What is it? cat Dan Track 18 Track Track 17 Track Then ask bird Tom
It doesn’t have two feet. It has four feet. He doesn’t have small toes. 2 . 1. a long tail. L isten and circle. Look at activity 2 and say. to circle the correct word according what they hear. Point out that first one has been done for them. Listening transcript 1. 2. It has four feet. Ann are looking at activity 2 in their books and playing a guessing game.). the exchange. Have individual Ss model S has to guess who it is. It doesn’t have It has four feet. It has four • Explain to Ss that they will listen similar sentences and have • Play the CD (more than once if necessary) and have Ss choose correct answer. • Ss check their answers in pairs first, then as a class.
Activity 2 • Holding up your book, point to the example and say He has big toes. Activity 3 • Direct Ss’ attention to Ben and Ann ask them what is happening (Ben • Play the CD once and have Ss listen. again repeat • Divide Ss into pairs. One S has to describe a picture in activity 2 and the other • Ss take turns playing the game until they’ve talked about all of pictures. 2 3 4IF EPFTOU IBWFMPOHmOHFST )F EPFTOU IBWFCJHGFFU *U EPFTOU IBWFBUBJM Unit_7.indd 67 optional activities making the lesson more enjoyable and giving further practice 2 5 20/5/2008 1:55:11 ìì tail
He has is the (the wolf). I know!
She doesn’t .
doesn’t teeth
He has big teeth audioscripts and key to activities have big teeth. have My grandma doesn’t . Point out that 4 toes (LRRH),
She has a small mouth have
1 Have Ss repeat after you. .
your does not grandma! is That’s not It’s a wolf! fingers
has
She has a big head 3 . Grandma? . Have Ss repeat after you. Point to the wolf and say Riding Hood. does not Come sit down. Come Hello, Little Red Little Red Hello, feet have big feet. have (Little Red Riding Hood) Once upon a time Look and listen. My grandma doesn’t 1 66 7 girl disguised as the grandmother. When LRRH arrives, wolf eats her as well. A hunter, however, comes to the rescue and cuts wolf open, freeing LRRH and her grandmother. that the negative form of class, assigning roles to each S. Then have Ss act out the dialogue in groups of three. Assign a role to each S. groups of Ss perform for the whole class. short form of correct one, for example fairy tale have a big mouth big teeth. He doesn’t have small Unit_7.indd 66 • Direct Ss’ attention to the grammar box and read sentences aloud. Elicit • Ask Ss to point the appropriate picture as you play CD. • Play the CD again and pause after each phrase for Ss to repeat. • Play the CD a third time and invite Ss to shadow read. • Model acting out the story with two Ss. Choose three Ss to act it for • Hand out the props (refer to materials section) and have one or more • Say some sentences about the characters in story and ask Ss to point Grammar box • Hold up your book, point to LRRH and say • Have Ss look at the presentation and ask them (in L1) if they recognize , who Track 15 Track Track 16 Track Lesson plan Warm up Warm Once upon a time Language focus Materials
Little Red Riding Hood (LRRH) is named after the red hood she always wears, is taking food to her sick grandmother. While walking through the woods, she encounters a wolf. LRRH naively tells the wolf where she is going, so the wolf gets to the grandmother’s house first, eats her, and waits for the (Track 12) and have Ss follow along in their books. say the word and have Ss do same. Repeat a few times. and point out the body parts in vocabulary section. point to the body parts and repeat. order and have Ss repeat point. to identify body parts to describe physical appearance tail basket, a red sweater with hood, sleeping cap, a rope, construction paper ax, construction gray ears list of objectives, vocabulary and structures introduced in each lesson
Background Note Little Red Riding Hood • Revision • Play the presentation on SB page 64 • Have Ss act out the story. • Touch your feet, fingers, toes, teeth, Vocabulary • Have Ss open their books to page 66 • Play the CD a few times and have Ss • Say the body parts again in random Activity 1 Objectives • • Vocabulary Body parts: feet, fingers, toes, teeth, tail Structures She / He It doesn’t have (long fingers). • flashcards of feet, fingers, toes, teeth, • props for acting out the story: a • plain A4 paper (enough for all Ss) • pencil crayons / markers 96 7 materials needed for each lesson clearly staged step- by-step guidelines for each activity background notes to provide teachers with useful information about the texts appearing in the Student’s Book 18 SAMPLE PAGES FROM GET SMART 1 – Workbook
listening activities coloring activities for extra practice 7 1 head Sing a song head ear 1 Listen and say. Then circle. 1 Write and color. mouth nose eye 1. 2. 3. 4.
a b a b c d c d
2 Trace. Aa Aa Aa Aa Aa 2 Listen and number (1-4). Bb Bb Bb Bb Bb a c Cc Cc Cc Cc Cc Dd Dd Dd Dd Dd b d 1 52 86
tracing activities
self-assessment section board game consolidating fostering learner autonomy previously taught language
7 Now I can Let’s play
1 Say the parts of the body. Go 12. eye What’s Is it an What color What are 1. head Say the forward eraser? are they? these? 2. ear 11. nose your numbers 1 3. teeth 10. arm name? 1, 2, 3, 4, 5 START space 4. mouth 9. fingers 5. hand
6. leg What’s Is she What’s What color Say the this? thirsty? Miss this? 8. toes is it? numbers a 7. feet 6, 7, 8, turn 2 Say. 9, 10
1. 3. Don’t touch your nose. Does it have long ears? Is he Yes, it does. How Is it What’s Say the How many thin? happy? this? yo-yos are old are numbers there? you? 11, 12, 13, 14, 15 FINISH 2. 4. She has a big mouth. He doesn’t have small teeth. 42 43 59
19 SAMPLE PAGES FROM GET SMART 2 – Student’s Book
comic-strip story to revise structures and vocabulary
9 Story time This jacket is big. It isn’t my 1 Look and listen. jacket. And whose are these? OK, kids. Your Are these John’s glasses? jackets are on What a mess! the bed. What are you wearing? Whose jacket is that?
1 3 This isn’t Ann, wait. my jacket. You’re wearing She’s on her way my jacket! It’s Ann’s. home, John.
But what’s she wearing? Sorry! We have the same jackets.
2 4
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SAMPLE PAGES FROM GET SMART 3 – Student’s Book
factual text presenting aspects of the real world
7 Be quiet. Don’t take pictures. don’t = do not Our world 2 Listen and number (1-5). Shh...
throw trash in cell phone be quiet library museum swimming pool the trash can 1 Listen and read. Then match the rules (1-4) to the places (a-d). Social Studies RULES, RULES, RULES! a b c d e 3 Look at activity 2 and write. Use don’t where necessary. Do you follow rules? There are rules wherever we go. At home, in class and the places we visit. Here Take a shower before swimming. eat turn off take pictures throw be quiet are some rules for different places. Don’t run. a. in class. 3 Don’t talk. b. trash in the trash can. a c. in the hospital. Turn off your Don’t touch the cell phones. paintings. d. your cell phones in the movie theater. Throw trash in Don’t take e. in the museum. the 1 pictures. trash can. 4 4 Make your own class rules with your partner. Then report to the class. b Don’t run in Class rules the classroom. Read quietly. Don’t eat or drink.
2 c d
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20 SAMPLE PAGES FROM GET SMART 4 – Student’s Book
enjoyable games and role-playing activities projects that help Ss develop their writing skills
9 I’m good at basketball. Project He is not very good at soccer. Language Let’s play ? She’s bad at cooking.? 1 Who’s Alex’s favorite athlete? Listen and read. Arts 1 Read and write G = good, NVG = not very good or B = bad about you. Then ask your friend. ? Are you good ? No. I’m not very at basketball? good at basketball. My favorite ? athlete My favorite athlete is Ronaldo de Assis Moreira. He is a famous soccer player. His nickname is ? You Your friend Ronaldinho. Ronaldinho is from basketball ? Brazil. He is very good at running running ? fast and scoring goals. He plays for the Brazilian soccer team. I think jumping he‛s the best player in the world! swimming? soccer 2 Read again and complete. tennis 1. Name: 4. Nationality: gymnastics ? 2. Sport: 5. Good at: ? 3. Nickname: 6. Alex thinks: ? 2 Talk about your friend. ? Lucy is not very good Writing tip at basketball. She’s ? good at running. Write about a famous person
What’s his/her name? What does s/he do? Where is s/he from? What is s/he good at? What do you think of him/her? ?88 ? 89
texts giving cultural and cross-curricular information
There is someone at the door. 7 There is something on the table. Everyone can recycle. Our world We can’t recycle everything. recycling paper metal glass plastic
2 Read again and write T for True or F for False. 1 What do you know about recycling? Listen and read. Science 1. Recycling is making new things from old things. 2. Recycling makes trash. Help the Earth - Recycle! 3. We can recycle everything. 4. We can recycle metal, paper, glass and plastic. Recycling is using something you don’t need anymore to 5. We can make shoes from old jars. make something new. This helps the earth because we don’t 6. We can make clothes from plastic bottles. make so much trash. 3 Look at the pictures and write someone, something, everyone, everything. We can’t recycle everything, but we can recycle metal, paper, glass, and plastic. For example, we can recycle empty metal cans of soda, boxes and glass bottles. We can use old plastic bottles to make new bottles, and also shoes and clothes. 1. 2. is putting recycles at Everyone can recycle: just put metal, paper, bottles in the recycling bin. school. glass, and plastic in the recycling bins, not in the trash. So, next time you clean your room, think: What can I recycle? 3. 4. There is in Mary put in the the trash can. bag. There’s something behind the bookcase. 4 Talk about the picture. Use someone, something, everyone, everything.
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21 SAMPLE PAGES FROM GET SMART 5 – Student’s Book
3 Reading time Social Studies
train athlete medal winner ring mascot light a flame 1 Listen, read and match the headings. Write a-e.
a. Today’s games b. A special fire c. The Olympic flag d. Winning a medal e. How it started FASTER! HIGHER! STRONGER! The Olympic Games are the biggest sporting event in the world. Over 10,000 athletes from around the world take part in more than 20 sports! 4. Before the Olympics start, people light a flame at Olympia. Then athletes carry the flame around the world to the city where the Games are going to take place.
factual texts
1. The first Olympic Games took place in ancient Greece in 776 BC and lasted one day. After that, the games took place every four years 5. Athletes train hard because they want to take , in the town of Olympia. That s how the Olympics got their name. part in the Olympic Games and win a medal. In During the Olympic Games there was peace. People stopped the ancient Greece all winners were heroes! wars. In 393 AD the Games stopped for more than 1,500 years!
2. In 1894 a 2 Answer the questions. Frenchman, 1. What are the Olympic Games? Pierre de Coubertin, 2. Where did the first Olympic Games take place? wanted to 3. When and where did the first modern Olympic Games take place? bring back the Games. So two 4. What does the Olympic flag have? years later, the first modern 5. What happens before the Games start? Olympic Games took place in 6. Why do athletes train hard for the Olympics? Athens, the capital of Greece. Now the Games last for two 3. The rings on the Olympic flag show weeks and take place every the five continents. The Olympic flag Let’s chat four years, but in a different has at least one color from the flag of Do you like the Olympic Games? Why or why not? What other sports do you think country each time. every country. should be in the Games? Who is your favorite athlete?
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activities encouraging critical thinking and personal response
SAMPLE PAGES FROM GET SMART 6 – Student’s Book
texts familiarizing students with different cultures
You should use pink wrapping paper 2 be on time in South Korea. Our world polite ‡ impolite You shouldn’t write a note with a red chopsticks kiss on the cheek gift shake hands hug wrapping paper pen in South Korea. 1 Read and listen to the following advice for travelers. Where does the information come from? Circle a, b or c. 2 Read and answer the questions. b. A book about traveling to different countries a. A poster at an airport 1. Why should you wrap gifts in yellow or pink paper in South Korea?
c. Advertisements for trips to South Korea and Brazil 2. Where should you leave your chopsticks after your meal? Social Studies In SOUTH KOREA... 3. How many times do Brazilian women kiss?
It‛s a good idea to take a gift when you go 4. Should you arrive on time when you visit a Brazilian home? to someone‛s house for dinner. Fruit and chocolates are nice gifts. Use yellow or pink wrapping paper because these colors bring “happiness”. You should 3 Listen to some travel tips when visiting China and write T for True or F for False. offer your gift with two 1. You should move your hands a lot when you hands. You can write a speak in China. note but not with a red pen because it‛s bad luck. 2. You shouldn’t say “no” when you’re in China. 3. You should always be on time in China. After you finish your food, you should put your chopsticks 4. It’s polite to take flowers to someone’s house on the table. in China. 5. In China, the number four is lucky. 6. You should give a gift with two hands in China.
In BRAZIL... Men usually shake hands 4 Now talk about your country. Say what you should/shouldn’t do in the situations below. when they meet and Use the ideas in the boxes and your own. women kiss each other • in the street • at a restaurant • at school • during a meal twice on the cheeks. School At a restaurant and during a meal Sometimes they also hug. • raise your hand to speak • eat with your hands • chew gum • clean your mouth with your shirt • talk when the teacher is talking • talk while you’re chewing • be 15 minutes late for class • talk on your cell phone You should arrive at least 30 minutes late when • stand up when the teacher comes in the classroom • talk when someone else is talking you visit someone‛s home. It‛s impolite to arrive earlier. You should take a gift, too. If you can‛t take a gift, send flowers the next day. In the street It‛s a good idea. • throw trash in the street • throw your gum in the street • smoke
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22 Recommended readers for:
Get Smart 1 Get Smart 4 Red and Blue The Tin Soldier Yellow and Green Puss in Boots 5 Marbles Rumpelstiltskin Baby Brother Jingle’s Christmas Cookies Adventure Sleeping Beauty Where’s Lucy? The Emperor’s Nightingale Get Smart 2 The Wishing Fish Yellow Ted Mowgli The Old House Ali Baba & the 40 My Family Thieves Toy Party Peter Pan Let’s go home The Short-necked Where’s Fluffy? Giraffe My Red Car Black Ant Get Smart 5 Big Shoes Tom Sawyer Jumping Hat Theseus and the Snowy Minotaur A Funny Story The Happy Prince Paul and Pierre in Cookie Land Paris The Ugly Duckling Lisa goes to London
Get Smart 3 Get Smart 6 Jasper’s Pot of Gold Robin Hood The Princess and the Gulliver in Lilliput Frog Lisa in New York Pinocchio The Table, the Ass The Fox & the Dog and the Stick Aladdin Lisa visits Loch Ness Felix and the Fairy The Mix-up The Selfish Giant White Fang The King’s New Suit The Magic Ring Beauty and the Beast The Wizard of Oz
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