Table Of Content

-- PEARSON , Longman Danae Kozanoglou igh Contents Introduction to the Teacher's Guide List of Flashcards vi Hellol Hellol I'm (name)1 What's your name? 4 1 In thejungle lion, elephant, parrot, boy, girl, I'm (Cabu). I'm a (lion). 6 banana, flower, bee, hippo Look, (a banana) / (flowers). 2 Colours III yellow, blue, red, green Look, it's (yellow). 10 Is it (green)? Yes'/No 3 Numbers 1-5 Plurals: bees, bananas, etc. three (bees) 14 five (yellow bananas) 4 In the classroom teacher, desk, chair, book, door Hello! I'm your teacher. 18 Here's your (desk). 5 School things bag, pencil, crayon, rubber What is it? It's a (pen). 22 Is it a (pen)? Yes./No. 6 Classroom actions sit down, stand up, clap, turn Sit down. 26 around OK, good. Jungle Fun 1 30 My alphabet 32 abc 7 Family mum, dad, brother, sister, me This is (my brother) / (me). 34 Hello. I'm ... My alphabet 38 de f 8 Toys train, plane, bike, guitar I've got a (yellow) (train). 40 My favourite toy is my (yellow) (plane). My alphabet 44 g h i 9 Colours (2) pink, black, orange, white I can see a (pink) (bird)! 46 My favourite colour is (black). My alphabet 50 j k I 10 Numbers 6-10 six, seven, eight, nine, ten six (pencils) 52 Plurals How old are you? I'm ... Happy birthday! Jungle Fun 2 58 =======-----~==~ 11 Face eye, nose, ear, mouth, I've got a (nosel / (two eyesl. 60 Numbers 1-10 12 Pets pets, cat, hamster, snake Have you got a pet? 66 Yes, I've got a (catl. / No. Irs a (snakel. What am I? You're a (rabbit!. 13 Food ice cream, chips, salad, I like (chipsl. 72 burger, pizza I don't like (saladl. 14 Actions fly,jump, swim, run I can (fly). 78 Can you (run)? Yes, I can. / No, I can't. Goodbyel Here's a (white flowerl. Review 86 Goodbye! Happy Christmas! present, Father Christmas, stocking Merry Christmas I 88 Here's your present. Thank you. Happy Easter! Easter Bunny, egg, basket I've got (three) eggs! 90 My Picture Dictionary (at the back of the Pupil's Book) 91 Word Cards Introduction Methodology Fly High is a motivating and charismatic four-level course for Fly High 7c ontains 14 four-page units, each focusing on a young learners aged between 6 and 10. It is intended for topic. Each unit has a clear communicative aim: the children children who are being taught at a faster pace, and aims to give learn words and structures and then put them to use in them a sound base in English and to maximize their potential by games and personalisation activities. providing the appropriate level of support and challenge. In Lesson 1 of the unit. 4-5 new words are presented through While progressing through the Fly High course, young learners simple pictures. The new words are recorded so that children will build up a solid bank of useful vocabulary and the ability can hear and repeat them. The new words and the target to apply grammatical structures appropriately. They will structures are then contextualised in a humourous, self also develop and refine their reading, writing, speaking and contained cartoon story featuring the Fly High 7c haracters. listening skills. The main characters are three friends, Trumpet. a young elephant. Cabu, a lion cub and Paco, a parrot. The stories are Fly High is based on the principle that children learn best all set in thejungle, but in contexts that reflect the children's when they are using engaging materials that appeal to their own world. Trumpet, Cabu and Paco play in thejungle, go imagination and build their confidence. The course provides a to thejungle school. introduce their families, learn numbers, set of lovable characters, humourous stories and an element learn about pets, eat in thejungle restaurant and in general of fun. The wide variety of activities caters for children with lead the kind of life that young children can easily relate to. different learning styles: visual, auditory, kinaesthetic, musical Through the stories, the children get to know and identify and interpersonal. with the characters, and share their adventures. The children can act out the stories before moving on to practice activities. This helps to reinforce the new language in a fun and non Aims of Fly High 7 threatening way. Fly High 7i s for children learning English at the start of the Lesson 2 of the unit normally begins with a song, which school system. At this early stage of learning, it is especially consolidates the language of Lesson 1. The tunes are easy to important that the English language classroom is enjoyable learn and sing. Songs are one of the best ways for children and non-threatening. A key aim of Fly High 7i s to develop of this age to learn and remember language. Singing songs a positive attitude to English through the use of motivating helps to build confidence in the language through repetition, activities, including games, TPR activities, songs and chants, and promotes musical skills and development of rhythm. and plenty of personalisation. Many songs in Fly High 7h ave accompanying actions, which also supports kinaesthetic learners. Units 1-6 of Fly High lfocus on listening and speaking skills. The children are not expected to read actively. Thus, they are The new language is practised through a variety of activities, not hampered by having to cope with the sounds as well including some pencil-to-paper tasks, e.g Draw and colour. as the written code of the new language simultaneously Then say. for at least a term. The alphabet is introduced after Unit 6, Every unit ends with a game or personalisation activity. along with basic word recognition and an introduction to Most units have two games. Games provide motivating reading and literacy skills. The Activity Book provides activities and meaningful ways of practising the new language in a to practise motor skills, handwriting, word and phrase genuinely communicative context, and are very popular with recognition, tracing and finally, some simple copying and children. There is a further list of games on page v of this writing tasks. Teacher's Guide. The Activity Book provides pencil-to-paper practice activities Course components to consolidate the new language. These may be allocated for Pupil's Book homework, but can often also provide the opportunity for quiet time in the classroom. The teacher's notes offer suggestions The 96-page Pupil's Book presents, practises and revises the for when an activity may be used in class. target language of the course. It comprises: Review and evaluation • a 'Hello' lesson introducing the characters to the children There are three Jungle Fun sections in Fly High 7. These revise • 14 topic-based, four-page units the language which the children have learnt, in a different context. Jungle Fun 1 for example is a simple board game. • 9 'My Alphabet' spreads These sections can be used at the end of a term. • 3 Jungle Fun revision spreads At the end of each Jungle Fun section in the Activity Book, • a 'Goodbye' lesson there is a My English feature. This gives the teacher the opportunity to encourage the children to evaluate their own • two Festival lessons: Christmas and Easter progress. The children can then decide if their work has been Very good. / Good. / OK and circle the appropriate picture. • a Picture Dictionary illustrating all the key words • full colour stickers for use with the sticker listening tasks ... Pupil's Audio CD The Pupil's audio CD is packaged with the Pupil's Book and contains all the cartoon presentations and songs for children to listen to at home with their parents. Activity Book The Activity Book provides further practice and consolidation of the language presented in the Pupil's Book. • For Units 1-6, there are two pages of follow-up practice in the Activity Book: comprising a language consolidation activity and an activity to develop motor skills, e.g. tracing shapes, following a maze, etc. • For Units 7-14, there are four pages of follow-up practice including word recognition and reading development exercises, and tracing and writing development exercises. • For each 'My Alphabet' section, handwriting practice is provided • Further consolidation for the Jungle Fun lessons is also provided. The lesson notes in this Teacher's Guide give guidance on how to use the Activity Book exercises. Answer keys are included where relevant. At the back of the Activity Book, there are a number of cutouts, including character masks for Cabu, Trumpet and Cabu, and cutouts for the Christmas and Easter lessons. Suggestions on how to use these cutouts are given in the relevant lessons. Teachers Guide Teaching with Fly High 7 The Teacher's Guide contains: • this Introduction, which includes a list of additional ideas for Unit and lesson structure games Isee page vi and a list of flashcards Isee page vi) Each of the 14 units of the course consists of two spreads. • detailed lesson-by-Iesson teaching notes for the Pupil's Each spread is treated as a lesson. However, in teaching Book and Activity Book situations with fewer hours available, it is possible to extend the unit over four teaching periods. The Activity Book provides • photocopiable word cards Isee page 91-98) additional material that can be used in class for quiet time in The lesson-by-Iesson notes are presented together with a the classroom. reduced black and white facsimile of the Pupil's Book spread, The first spread ILesson 1) presents new language through the for easy reference. Lesson objectives, target language, cartoon story. The children act out the story and then further recycled language and a list of materials required for the listening and speaking practice is provided. The second lesson are given at the beginning of each lesson spread. spread ILesson 2) normally starts with a song. It consolidates The photocopiable word cards are provided for use in the language from the first lesson in a new context, and as the activities to develop word recognition. Detailed suggestions book progresses it recycles more of the language taught in are given in the lesson notes from Unit 7 onwards. earlier lessons. Occasionally a new communicative structure is introduced. The second lesson always ends with a game and/ Class Audio CDs or a personalisation activity allowing the children to activate The Class audio CDs contain all the audio material in the the language and relate it to themselves. Pupil's Book, including the cartoon stories, listening tasks and Warm-up - getting started songs. Complete audioscripts for the recordings which are not included on the pages of the Pupil's Book can be found in the It is a good idea to signal the beginning of the lesson clearly lesson notes. and start with a warm-up activity that is enjoyable and involves the whole class. The step-by-step teaching notes Flashcards suggest a variety of warm-up activities. There are 72 vocabulary flashcards for the key items Procedure for presenting vocabulary presented in the Pupil's Book. A complete list of the flashcards is provided on page vi of this Introduction. The flashcards The new words for each lesson are always presented in reproduce the vocabulary pictures from each unit of the Pupil's Picture Dictionary style at the top~of the Pupil's Book page, and Book. For teachers who want to practise word recognition, recorded on the audio CD. there are 72 photocopiable word cards at the back of this • Use flashcards or classroom objects to present the new Teacher's Guide. A separate pack of Alphabet flashcards is words and their meaning. IRelating the new words to also available. tangible objects in t e classroom also helps to make the Active Teach C~-ROM for Interactive Whiteboard words more memorable for the children.) Fly High Active Teach is designed for use with any Interactive • Tell the children to open their books and look at the Whiteboard IIWBI. It can also be used with a computer , pictures. Play the CD; the children point, listen and repeat. and projector. It contains all the Pupil's Book lesson pages • Hold up the flashcards again in random order and elicit in digital form, together with the class audio material. In the words. addition, it provides: • an additional interactive activity for each of Units 1-14 and You can also present the vocabulary on a Whiteboard, using Jungle Fun 1-3 the Flashcards on the Active Teach CD-ROM. • interactive flashcards-for all the vocabulary in the Pupil's Book, accessible by topic or in alphabetical order • printable/photocopiable Teacher's Resources Procedure for cartoon stories • Recite the lines of the song rhythmically like a chant Say each line and ask the children to repeat. Demonstrate the • Invite the children to look at the pictures. Use Ll to ask movements if the song lends i~~lfto action. questions about the pictures and prompt discussion. • Play the CD. Ask the children to Sing along and make • Play the CD; the children listen and point to each character the movements. as they are speaking. Ask simple questions in Ll/English to check understanding. • Some songs involve sticker activities. The stickers can be found at the end of the Pupil's Book. Help the children to • Play the CD again, pausing after each line for the children find the stickers. Pause the CD to give them time to place to repeat. their stickers in the right position on the picture. • Divide the class into groups, and give each group the role • For some of the songs, you can divide the class into groups of a character. Play the CD again; the children repeat their and give them a part to sing. parts. Encourage them to copy the characters' voice and intonation and to mime some of t~e actions. • Use the Unit flashcards and hold them up as the words are heard in the song. • Let the children practise in groups. Invite a group or groups to perform for the class. Ending the lesson Practice Always end the lesson on a positive and cheerful note. The step-by-step teaching notes suggest a variety of round-up The practice stage of the lesson involves a variety of different activities. activities, including further listening activities, speaking activities and games. Simple heads-down, pen-to-paper Procedure for 'My Alphabet' lessons activities are also included, such as drawing and colouring. Each Alphabet spread presents three letters in initial position There is an additional interactive practice activity on the Active in three words, e.g. apple, ball. car. Before the children open Teach CD-ROM. their Pupil's Books, follow these stages to present the alphabet words and letters for the lesson. Procedure for games / role plays • Word presentation. Use the Alphabet flashcards, picture • Ask the children to look at the photo in their Pupil's Book side up, to present the alphabet words for the lesson. and describe in L1 what is happening. Elicit what they think the children are saying. • Letters and sounds presentation. Introduce the letters and their names and sounds using the board. • Demonstrate the game with a child or group, until everyone knows what to do. • Word recognition. Use the Alphabet flashcards, word side up, to practice whole word recognition. • Let the children play the game in groups or pairs, if they are able to do so. If you feel that they are not ready for Demonstrate each activity in the Pupil's Book using the board pair work, play the game as a team game, or with pairsl as necessary, until the children are used to the activity types. groups in front of the class. At the end of each lesson, the children sing the alphabet Procedure for teaching songs chant until finally they can chant the entire alphabet. • Invite the children to look at the picturels) and talk about The corresponding spread in the Activity Book provides what they can see, saying who the characters are and practice in forming lower-case and capital letters and what they are doing. developing handwriting skills. Again, demonstrate each activity first until children understand what they have to do. • Play the CD. The children to listen and follow in their books. They can also clap the rhythm. Classroom games to mime the word in some way for the class to guess the word. Whoever guesses correctly takes the next turn. You Flashcard games can also play this as a team game. 1 Say the word. Hold up pairs of flashcards. Say a word. 2 Simon says. Use this game to review actions and The children point to the correct card or say the word. classroom instructions. The children have to follow 2 Where's the word? Display flashcards in different parts of instructions and do as they are told when they hear Simon the classroom. Say a word. Ask the children to point to the says ... (or you can use Trumpet says) but do nothing correct flashcard. when an instruction is not preceded by these words. Every time a child makes a mistake, they miss a turn. After three 3 Guess the word (1). Display a flashcard and then cover it mistakes, they are 'our and have to stop playing. You can Slowly reveal the card. The children guess the word. play this as a team game. The team with the fewest missed 4 Guess the word (2). Invite a child to come to the front and turns or the group with most children still in the game wins. give him/her a flashcard. The class have to guess what In an alternative version of the game, carry out the it is by asking e.g.: Is it a (pencil}?The child who guesses instructions yourself as you say them, but make some correctly takes the next turn. mistakes. Children who copy you miss a turn. S Can you remember? Display a set of flashcards on the Other games board and number them. Ask: Whars Number 7? Whars Number 5?etc. For each correct answer, turn the flashcard 1 Picture dictation. Picture dictation can be used to review over. When all the flashcards are hidden, repeat the words that are easy to draw. Give each child a piece of questions. Turn the flashcard over to check the answer. If the blank paper. Say for example: Draw a pencil. Draw a answer is correct. remove it and continue. You can play this rubber. Draw a (yellow) bag. The children draw a picture of as a team game. Teams win a point for each correct answer. the word they hear. Word and picture games (word recognition) 2 Memory game. Put a number of objects or flashcards on your desk or a big table. Invite the children to stand around 1 Matching (1). Put picture flashcards and corresponding the table and name the objects. Give them a minute or two word cards face up on the board. Say a word and ask a to memorise them. Then cover the objects with a cloth. Ask child to come to the board and find the matching picture children to name the objects they remember. and word cards. You can play this as a team game. Divide the class into teams. Ask two children from Team 1 to 3 Bingo. Bingo can be used to revise simple objects, colours come to the front. Say a word. One child finds the correct and numbers. Prepare multip' e A4 size photocopies of a flashcard, the other finds the correct word card. The team Bingo grid with six or eight squares and give each child a gets a point for each correct choice. Continue with Team 2. copy. Display flashcards of the words you want to review. There should be more flashcards than squares on the 2 Matching (2). Divide the board into two. Write the same Bingo grid. Tell the children to draw a different picture or words in random order on each side. Divide the class colour in each squa.e on their grid, or write a number, into two teams. Invite a child from each tea'm to come to depending on what set you are reviewing. Then call out the board. Hold up a flashcard. The first child to find the the words at random. When the children hear a word that matching word wins a point for their team. is on their grid, they cross it out. The first child to cross out 3 Pelmanisn Put picture flashcards and corresponding all their words is the winner. word cards on the board face down in random order. Ask 4 Guess the oQject (feeIie-bag). Put various objects into individual children to come to the board and turn over two a large cloth bag or a pillow case that the children have cards. The aim is to match a picture card with the correct learned the names of, e.g. a pen, pencil, an apple. Gather word card. If the cards don't match, replace them in the the children round your desk or walk round the class. Invite same position. If they match, take the cards off the board. a child to put his/her hand in the bag, take hold of an object Miming games and try to guess what it is by touch. The child should say 1 Mime the word. Invite a child to come to the front of the the name, then show the object. If the child has guessed doss and give him/her a flashcard. The child then has correctly, he/she takes the bag and leads the game. Ust of Flashcards Alphabet Unit 3 Unit 10 A a apple one six B b ball two seven C c car three eight o d dog four nine E e egg five ten F f fish G g goat Unit 4 Unit 11 H h horse teacher eye I i insect desk nose J j jelly , chair ear K k kite book mouth L I lorry door M m monkey Unit 12 N n nurse UnitS pets o 0 orange bag cat 4- p p panda pencil hamster O q queen crayon snake R r rabbit rubber 5 s star Unit 13 T t tree Unit 6 ice cream U u umbrella sit down chips V v violin stand up salad W w watch clap burger X x fox turn around pizza y y yo-yo Z z zebra Unit 7 Unit 14 mum fly Unit 1 dad jump lion brother swim elephant sister run parrot me boy Happy Christmas! girl UnitS present banana train Father Christmas flower plane stocking bee bike hippo guitar Happy Easter! Easter Bunny Unit 2 Unit 9 egg yellow pink basket blue black red orange green white • Hello! Objectives: to greet and introduce yourself, to get to know each other language: Hello, I'm (name). What's your name? Materials: Unit 1 character flashcards (lion (Cabul. elephant (Trumpetl. parrot (Pacol. boy, girn; Class CD 1 Warm-up • Greet the children as they come in. Say: Hello and smile. Encourage them to say Hello in response. • Point to yourself and say I'm [name). Ask children around the class What's your name? Encourage them to say I'm [name). Then answer: Hello, [child's name). • Encourage the children to do the same in pairs. Lead-in • Hold up the character flashcards one at a time and say the name of each character: Cabu (the lion cubl. Trumpet (the elephantl and Poco (the parrot!. • Hold up the Fly High Pupil's Book 1 and point to the characters on the cover. Explain in Ll that Cabu, Trumpet and Paco live in the jungle. Cabu is a lion, Trumpet is an elephant and Paco is a parrot. The children will get to know them and the other two characters (the two gorillasl during their English lessons. • Tell the children to open their books at page 4. Open your own book and hold it up to demonstrate. Give them time to CD 1 Track 02 look at the characters. Then ask them to tell you who they can see in Ll. Elicit the names Cabu, Trumpet and Poco. Cabu: Hello. I'm Cabu. What's your name? Fiona: I'm Fiona. -- ~ Paco: Hello. I'm Poco. What's your name? Usten and say. 1 Track 02 Jim: I'm Jim. • Tell the children to listen to the CD and point to the Miss Maru: Hello. I'm Miss Maru. characters. Play the CD all through. Hold up your book Mr Kuma: And I'm Mr Kuma. and point to the characters while the CD is playing, to Trumpet: Hello. 1'111 Trumpet. What's your name? demonstrate for the children. What's your name? • Point to each character again and elicit the names. Repeat the names for the children if necessary: Jim and Fiona. • Play the CD again section by section. Pause the CD after each section and invite the children to repeat. • Divide the class into two. Play the CD again. One half of the class repeats the first line, the other half repeats the second line, and so on.