Let go 4 teacher book free download pdf

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Philippe Halsman PDF. Play making sure all students practice both asking and Class CD1 Track Have students listen to the answering. Then play Class CD1 Track Have conversation several times: first listening with students listen and repeat.

Explain new language, if necessary. I'm Jenny. I'm Andy. Have students stand and greet as many of their Have students repeat the sentences and do the classmates as possible in one minute. Play Class CD1 Track Have students listen to Student Book page 3 the sentences and point to the pictures that show each action. Play the audio again and have students iii Listen and sing. Have students listen to 2. What's Your name?

Show Teacher Cards and have students say and Hi! Then have student pairs take turns saying the sentences and doing the actions. Games and Activities I'm Jenny. Have small groups of Hi! What's I'm Scott. After they ask the question, Hi! Kate, Jenny, Scott, Andy What's your name? Each time the students take one step back, they switch parts. Play the song "Hi! What's Your Name? When the music stops, students 2. Have students clap to keep the beat as you model find a partner and practice the conversation.

Have students echo the lines after you, and then practice the song as a chant. If students have difficulty with longer phrases, Extra Practice begin by saying the first word in the phrase and , Let's Go, Let's Begin Workbook, pp. Have your gradually add the words until students can easily students do this for homework or in class. See repeat the entire phrase. Teacher's Book, pp. Divide the class into two groups to sing the song. See Teacher's Book p. Using their books, have students point to and read words they recognize in the song.

Since the song contains repeated phrases, help students recognize Components Link that words and phrases appear more than once. Finish by having students sing the song several times together in pairs or groups. Introduce the sentences Stand up and Sit down with actions, to reinforce the meaning of the verbs.

Language: a ball, a jump rope, a yo-yo, a bicycle It's a yo-yo. II Unil! Toys Unit! Student Book pages 4-S. Display Teacher Cards toys. Call out one Warmup of the toy words and have students point to the 1.

Use Conversation Lines p, 20 to review the correct card and say the name of the toy. Use Command Chains p. Have students listen Pre-teach Language and point to the pictures in the order they hear the 1. Introduce the toy vocabulary, using Teacher words.

Show one card and say the toy word. Have your students repeat each word several a ball ajump rope. Introduce It's a Students can then join you in saying a yo-yo ajump rope the words. Student Book page 4 2. Show Teacher Cards one at a time. As you D Learn the words. See Teaching Vocabulary, Teacher's Book page Gradually pick up speed so that you show each card a bit faster than students are answering. Have students listen and Change the order of the cards frequently.

Play the audio the words that the students are having problems again and have students repeat the words. Check with more often than the ones they know how to pronunciation and intonation. Continue until students are saying the words spontaneously.

Make sure each student has a set of Student Cards Say the words in random order and have. It's a yo-yo. It's a ball! It's a bicycle. Student Book page 5 It's a yo-yo. Have students look at the picture and identify the 2. Model the song, line by line. Have students clap to objects they know. Then play Class CD1 Track the beat after you. Play the song again and have students sing along. Assign each of the students one of the four toys in the song. Play the song again. This time, have all 1. It's a ball.

Repeat for each of the other toys. It's a jump rope. Encourage students to pantomime as they sing. Place Teacher Cards face down or write it on the board. Show Teacher Card 3, on a desk or table in random order. Put students or a real ball, to students and say It's a ball.

Have in groups and have them stand in rows. Give each students repeat after you. Be sure to point or touch group two sets of Students Card The student the ball when you say It's. Explain that it's has the at the front of the line picks up a card from the same meaning as it is.

Continue with additional pile, says It's a ball, and chooses one teacher card objects until students are able to produce the to turn over. If the two cards match, the team gets sentence pattern without prompting. If they don't matcli, the student puts the 3. Practice the sentences by playing a pantomime card back on the pile and goes to the back of the game in groups.

Have one student in each group line. Continue until all the students have had a pantomime playing with one of the toys. The other turn. Give students one chance to pantomime the words. Remove one of the cards and. See How c;'-;;-;;ts, Teac-her's Book ask What's missing? Have page Have students identify the toys. Then play Class they hear the toy names. CD1 Track Have students listen to the song and point to the toys as they hear them.

Have Bicycle Bicycle, yo-yo students do this for homework or in class. See Yo-yo Jump rope, ball Teacher's Book pp. Jump rope It's a bicycle. Ball It's a yo-yo. Bicycle Components Link It's a bicycle. Yo-yo It's a yo-yo. Verbs Ball It's a jump rope. Bicycle, yo-yo. Language: a train, a car, a dolt, a teddy bear I. What is it? IIIlisten and point. Student Book page 6 Warmup 1.

Toy Train. Review toy vocabulary. Put Teacher D Learn the words. Cards or realia around the room. Have students listen to onto each other like a train. Have the leader of the vocabulary and point to the toys as they hear each line walk around the classroom. When them. Play the audio again and have students you say,Stop! All students in the group repeat the words.

Then a 1. Continue until all trains have stopped at each picture. Do a quick practice with the vocabulary. Display Teacher Cards Call out a toy name. Have 2. Pre-teachLanguage m Listen and point. Introduce the toy vocabulary using Teacher Teacher's Book page Show one Teacher Card and say the toy name.

Have your students repeat each 1. Play Class CD 1 Track Have students look at name several times. Exercise A and point to the pictures in the order they hear the words.

Introduce the question What is it? Students answer It's a teddy bear: a doll a teddy bear a train. Have students point to a doll the toys they see as they hear them in the song. What Is It? Display Teacher Cards one at a time. As What is it? It's a train. Gradually pick up speed so that you show each What is it? Change the order of the cards frequently, showing What is it? Continue until students are saying the words What is it? Say the words in random order and have 2.

Assign each student a toy and play the song again. Repeat with the other toys. Have students say 3. Play the track again and have students sing them one by one. Take away one card at a time as the song. Then repeat the song, with students they continue saying all the words. At the end, they pantomiming each of the toys.

S1 points to a card and asks "What is it? S2 turns over the card and answers It's a car. Divide the class into groups. Use a double set of Student Cards , placed 1. Have students look at the picture and describe face down in random order for each.

As what they see. Direct students' attention to the pattern What is it? It's a teddy bear in the book or write it on the board. Point to the words as Extra Practice students listen. Then play the track again and have students repeat after the audio. Have again. Have students listen to the questions and students do this for homework or in class. See answers and point to the appropriate pictures in Teacher's Book pp.

It's a doll. It's a car. Components Link What is it? Put Student Cards in a bag. Online Practice pull out a card and ask What is it? The first student to answer correctly gets to pull out the next card. Student Book page 8 Warmup 1. Our Chant p. Start with a basic rhythm D Sing and say. Then have students page Have students look at the page and identify all the toy. Play Class CD1 Track 14 and 2.

Divide the class into several groups. Give have students listen. Say the alphabet again and have students repeat. Do this several 2. Have students listen to times, picking up speed each time. Then point to the pronunciation. Then play it again and have random letters, say them, and have students repeat. Have students sing the song. Have students say the alphabet in the correct order. Have students make nametags, or make the nametags for them, if necessary.

Tell students 1. Have students listen and to find the letters that their names start with on point to the letters. Put the Teacher Cards for the alphabet on the board in a Student Book page 9 scrambled order. The first group to put the cards in the correct order wins. Put Student Cards face page Have students play in pairs. Cards The Andy loser answers It's a ball. Play several rounds until Jenny the cards are gone.

Have your 2. Say the first letter A of the first name Andy. See Have students point to the letter A in the name. Teacher's Book pp. See Teacher's Book page for instructions and p. Have students listen as Components Link you point to each word as it said on the audio.

I'm Scott. Have students listen and follow along in their books. Have students read the sentences aloud chorally. Then have volunteers read the sentences aloud for the class.

Have students take turns reading the story sentences in small groups or pairs. Have volunteers act out the pictures as the class reads the sentences aloud. Language: Hi, boys and girls. Hello, Miss Jones. Come here. Turn around. Materials: I. Student Book pages' 0-' ,. Warm up Hi, boys and girls. Have studentsgreetas many classmates as Hello, Miss Jones.

S1: Hi! Mat's your Good-bye. S2: I'm Susan. See you later. S1: I'm Ted. Sing "Hi. Have students repeat after the from Unit I. Include gestures for Hi. Student Book page 10 4. Have students practice the conversation in two groups and then in pairs. Encourage them to use D Listen and say. See Teaching Conversations,Teacher's Book page Use puppets or student volunteers to model the first part of the conversation, Hi, boys and girls.

Have students repeat after you to Teacher's Book page Have students take one role while you take the other, and then switch roles. Have students look at the pictures and identify Repeat with the second half of the conversation, the characters.

Use puppets or student volunteers Good-bye. Ask a volunteer to say 2. Have students look at the pictures and identify what goes in the blank in the first conversation. Play Have students repeat the lines after you to practice Class eD1 Track Have students listen to the pronunciation.

Play Class CD1 Track 19 and have students repeat. Teacher's Book page Introduce the sentences with actions, to reinforce the meaning of the verbs. Have students repeat 3. Divide the class into groups of three and have the sentences and do the actions several times. For them role-play the first dialogue. Then have Come here, say the command and have each student student pairs role-play the second dialogue.

Then have students practice in pairs. Have students listen to Student Book page 7 7 the sentences and point to the pictures that show. Play the audio again and have students repeat the sentences. Play Class CD1 Track 20, and have students repeat 2. Hi, Hello, Good-bye Hi, boys and girls. Then have students take turns saying Hi, boys and girls. Games and Activities Hi, Andy. On the board, Hello, Jenny.

Mat's Good-bye, Kate. ISee you later. Point to each word as you say the line Seeyou later. Divide the Bye-bye, see you later. Have each group Bye, Andy. Good-bye, Jenny. Have students clap to keep the beat as you model the song, line by line. Have students echo the lines Extra Practice after you, and then practice the song as a chant.

Have begin by saying the first word in the phrase and students do this for homework or in class. See gradually add the words until students can easily Teacher's Book, pp. Have students look at the book, and point to and Components link read words they recognize in the song. You can read the lyrics and have students follow along in their books.

Encourage them to use gestures. Language: red, blue, yellow, green, brown. Warmup Check pronunciation and intonation. Review greetings and toy vocabulary. Give each student one card from Students Cards and 2. Display Teacher Cards colors. Call out one tell them to hold it behind their backs. Have of the color words and have students point to the them walk around the class greeting each other correct card and say the name of the color.

Then have them take turns asking What is it?. When students have answered each other's questions, they say Good- m Listen and point. Continue for several minutes. See Teaching Vocabulary,Teacher's Book page Have students listen Pre-teach Language and point to the pictures in the order they hear the words.

Introduce the color vocabulary, using Teacher Cards Show one card and say the color yellow, red, brown, blue, green. Have students repeat each word several brown, green, red, yellow, blue.

Show Teacher Cards As you show each card, have students say the word. Gradually pick Student Book page 12 up speed so that you show each card a bit faster than the students are answering. Change the order D Learn the words. Continue until 1. Have students listen students are saying the words spontaneously. Play the. Make sure everyone has Student Cards Model the chant, line by line.

Have students clap to Hold up one Teacher Card card and say the color. Play the audio again and have Students hold up matching cards or point to items students chant as they listen.

Then say a color 3. Assign each of the students one of the five colors. This time, have all the "blues" the matching card. Repeat for each of the other colors. Student Book page 13 4. Play the audio again and have students chant. When students say each color, encourage them Make sentences. Have students look at the picture and describe Games and Activities what they see.

Then play Class CD1 Track 24 and have the students listen and point to the colors. It's blue. It's green. Use Student Cards and 3. It's brown. It's yellow. Play in small groups and 5. It's red. If they get a match they say the sentence It's red. Direct students' attention to the pattern in the book or write it on the board. Have say it's. Continue with additional colors until students do this for homework or in class. See students are able to produce the sentence pattern Teacher's Book pp.

Put students in rows and give S1 Student Cards S1 looks at the top card and turns to S2 Components link saying It's red. S2 takes the card and turns to S3 saying It's red. Repeat with all the other cards. Have students identify the colors. Then play Class CD1 Track 25 and have students point to the colors as they hear them in the chant.

Language: purple, orange, black, white, pink. What color is it? It's purple. Un" 2 Q;r. Warmup 1. Point to different items in the classroom and have students say what colors they see using the 2. Display sentence pattern It's blue. Teacher Cards Call out a color. Place pieces of colored. Repeat pattern on the floor.

Have students take turns with each color. Pre-teach l. Have students listen 1. Introduce the color vocabulary using Teacher and point to the pictures in the order they hear the Cards