sample pages catalogue - mm publications · • instruct ss to cut out the frames of the story and...
TRANSCRIPT
BRITISH &
AMERICAN Edition
Sample pages
catalogue
Designed for very young learners, the Hi Kids! course, which consists of three
books, is sure to thrill and delight children. Its aim is to make learning and
teaching English as fun and as easy as possible. Students are immersed in the
language and learn English the same way that native speakers do - by listening
and speaking first, before they learn to read and write.
Fly high with Fluffy and
COURSE FEATURES
units which include songs, stories, games, listening activities as well as a wide range of hands-on activities
alphabet/phonics section
revision units to recycle and consolidate through various activities which promote students’ autonomous learning
activities promoting critical thinking skills
cross-curricular topics
COURSE COMPONENTS
Student’s Book
Workbook with practical and interesting activities, cut-out pages
Teacher’s Resource Pack including:
• Teacher’s Book with reduced form of the Student’s Book and the Workbook
• Alphabet book
• Alphabet book audio CD/CD-ROM also including Teacher’s notes
• Student’s CD/CD-ROM
• Puppet
• Class CDs
• Flashcards
• Posters
• Interactive Whiteboard CD-ROM
BRITISH & AMERICAN Edition
2
Puppet
COMPONENTS FOR STUDENTS
COMPONENTS FOR TEACHERS
Student’s Book
Workbook
Alphabet books (1&2), (3)
Student’s CD/CD-ROM
Readers
Little Books
Alphabet book audio CD/CD-ROM also including Teacher’s notes
Teacher’s Book with reduced-size Student’s Book and Workbook pages
Teacher’s Resource Pack(Teacher’s Book, Alphabet book, Alphabet audio CD/CD-ROM, Flashcards, Class Audio CDs, Posters, Puppet, Interactive Whiteboard CD-ROM)
Flashcards
Class Audio CDs Interactive Whiteboard material with interactive games
Posters
BRITISH version
AMERICAN version
3
CONTENTSHi Kids 1 Hi Kids 2 Hi Kids 3
Hello
Unit 1 It’s red!
Unit 2 My classroom
Unit 3 Numbers
Revision 1
Unit 4 Who I am
Unit 5 My face
Unit 6 My friends
Unit 7 My family
Revision 2
Unit 8 My toys
Unit 9 My town
Unit 10 My pet
Unit 11 My house
Revision 3
Unit 12 Shapes
Unit 13 It’s funny!
Unit 14 I’m hungry!
Unit 15 My holiday
Revision 4
Story 1 (Hello - Unit 3)
Story 2 (Unit 4 - Unit 7)
Story 3 (Unit 8 - Unit 11)
Story 4 (Unit 12 - Unit 15)
Hello
Unit 1 My classroom
Unit 2 Stand up!
Unit 3 Colours and shapes
Unit 4 Home and family
Revision 1
Unit 5 My body
Unit 6 My senses
Unit 7 I can
Unit 8 My clothes
Revision 2
Unit 9 He’s a farmer.
Unit 10 At the farm
Unit 11 I like bananas!
Unit 12 It’s cold!
Revision 3
Unit 13 Water
Unit 14 Plants
Unit 15 Holidays
Revision 4
Story 1 (Hello - Unit 4)
Story 2 (Unit 5 - Unit 8)
Story 3 (Unit 9 - Unit 12)
Story 4 (Unit 13 - Unit 15)
Hello
Unit 1 Family and friends
Unit 2 My home/neighbourhood
Unit 3 Jobs
Revision 1
Unit 4 Days of the week
Unit 5 The seasons
Unit 6 It’s morning.
Unit 7 My country
Revision 2
Unit 8 This is a car.
Unit 9 My bike is fast.
Unit 10 I like oranges!
Unit 11 My clothes
Revision 3
Unit 12 A rabbit can jump!
Unit 13 Plants
Unit 14 Let’s swim!
Unit 15 Holidays
Revision 4
Story 1 (Hello - Unit 3)
Story 2 (Unit 4 - Unit 7)
Story 3 (Unit 8 - Unit 11)
Story 4 (Unit 12 - Unit 15)
4
SAMPLE PAGES FROM Hi Kids! 1 - STUDENT,S BOOK
2. My classroom
Lesson 1
Hi kids_KG1_Mod2_2015_SB.indd 16 25-Feb-15 3:44:37 PM
a
bc
Unit 2 - Lesson 2
Hi kids_KG1_Mod2_2015_SB.indd 17 25-Feb-15 3:45:46 PM
clear photos introducing new vocabulary humorous episodes combined with eye-catching, full-colour illustrations
3
Unit 2 - Lesson 3Unit 2 - Lesson 3Unit 2 - Lesson 3
2
3
4
1
Hi kids_KG1_Mod2_2015_SB.indd 19 25-Feb-15 3:47:02 PM
Make number plates
2
3
Unit 3 - Lesson 4
Hi kids_KG1_Mod3_2015_SB.indd 26 25-Feb-15 3:47:52 PM
a fun activity which practises the language itemscraft activities for students to practise the vocabulary and structures of the unit
5
apple
ant
aBbCcDdEeFfGgHhI iJjKkLlMmNnOoPpQqRrSsTtUuVvWwXxYyZz
aUnit 2 - Lesson 5
Hi kids_KG1_Mod2_2015_SB.indd 22 25-Feb-15 3:49:29 PM
Unit 3 - Lesson 4Unit 2 - Lesson 4
Welcome to school
1. Revise. 2. Talk about the pictures. 3. Listen, point and repeat. 4. Role play. 5. Discuss the value.
a
b
Hi kids_KG1_Mod2_2015_SB.indd 20 25-Feb-15 3:48:47 PM
Unit 3 - Lesson 4Unit 2 - Lesson 4
VALUEHelp your classmates.
c
d
Hi kids_KG1_Mod2_2015_SB.indd 21 25-Feb-15 3:49:00 PM
discuss the moral of the story
present the letters of the alphabet
picture stories to consolidate the material taught in the unit and to provide listening for entertainment purposes
SAMPLE PAGES FROM Hi Kids! 1 - STUDENT,S BOOK
6
2. My classroomLesson 1
1 2
Hi kids_KG1_Mod2_2015_WB.indd 18 25-Feb-15 3:50:49 PM
Unit 2 - Lesson 2
Look at the pictures and circle the differences. Then colour.
Hi kids_KG1_Mod2_2015_WB.indd 19 25-Feb-15 3:51:05 PM
Unit 2 - Lesson 4
Cut out and put the story in the correct order.
Hi kids_KG1_Mod2_2015_WB.indd 21 25-Feb-15 3:51:31 PM
2. Say the word, trace and colour the picture.
1. Trace.
aa
Unit 2 - Lesson 5
Hi kids_KG1_Mod2_2015_WB.indd 23 25-Feb-15 3:51:51 PM
a comprehension activity based onthe story in the Student’s Book
fun activities practising language items in an enjoyable way
SAMPLE PAGES FROM Hi Kids! 1 - WORKBOOK
an activity practising the letter of the alphabet
a tracing activity
7
Revision 1
Lesson 1
Hi kids_KG1_Revision 1_2015_SB.indd 28 25-Feb-15 3:55:56 PM
Revision 1 - Lesson 3
Hi kids_KG1_Revision 1_2015_SB.indd 30 25-Feb-15 3:56:13 PM
Lesson 1
Revision 1
3
1
2
3
Now I can
Hi kids_KG1_Revision 1_2015_WB.indd 32 25-Feb-15 3:55:19 PM
a revision unit practising the vocabulary and structures of previous units
1. Revise. 2. Talk about the pictures. 3. Listen, point and repeat. 4. Role play.
Be my friend
a
c
b
d
STORY 3 (Unit 8 – Unit 11)
Hi kids_KG1_Stories_2015_SB.indd 124 25-Feb-15 4:02:13 PM
e
g
f
h
Friends can be different.VALUE
STORY 3 (Unit 8 – Unit 11)
Hi kids_KG1_Stories_2015_SB.indd 125 25-Feb-15 4:02:23 PM
a self-assessment section
SAMPLE PAGES FROM Hi Kids! 1 - Revision 1
SAMPLE PAGES FROM Hi Kids! 1 - Story
a story revising vocabulary and structures of previous units
8
SAMPLE PAGES FROM Hi Kids! 1 - TEACHER,S BOOK
UNIT 2
AimTo consolidate vocabulary and structures taught in this unit.
Revise [AmE Review] the previous lessons. Play a game.•ShowSstheflashcardsofthewordsthattheyhavelearnt
[AmElearned]inthisunit(book,pencil,bagandchair)andgetthemtonamethem.
•Alternatively,pointtoactualclassroomobjectsandelicitSs’response.Whispers•TellSsthattheyaregoingtoplayagame.•SticktheflashcardsofthevocabularySshavelearnt
[AmElearned]inthisunit(book,pencil,bagandchair)ontheboard.
•DivideSsintotwoteams.Theteamsstandintwolineswiththeirbacksturnedtoyouandtheboard,exceptforthefirstplayerineachteam,whoshouldbefacingyouandtheboard.
•Pointtoaflashcard.Thetwoplayersfacingyoulookattheflashcardandwhispertheworddowntheline.Thelastplayerineachteamhastofindtheflashcardthatdepictstheword,pointtoitandsayit.Ifhe/sheiscorrect,thentheteamgetsapoint.
•Thenthelastplayergoestothefrontoftheline.•Theteamwiththemostpointswins.
Talk about the pictures.•TellSstoopentheirbookstopp.20-21.•DrawSs’attentiontothepicturesandaskthem,inL1,whattheycansee.(Inthefirstpicture,wecanseetwogirlsandateacherinaclassroom.Thegirlsareintroducingthemselvestoeachother.Inthesecondpicture,theysitdownandlookattheirdesks.Oneisgreenandtheotherisblue.Inthethirdpicture,oneofthegirlshasdrawnapencilandabookusingredandbluecoloured[AmEcolored]markers.Theothergirlhasdrawnabag,butshelooksworriedbecauseshehasn’tgot[AmEdoesn’thave]abluecoloured[AmEcolored]markertofinishcolouring[AmEcoloring]thebag.Inthefourthpicture,oneofthegirlsisgivingtheotherherbluecoloured[AmEcolored]marker.Theylookhappy.)
Listen, point and repeat.•DrawSs’attentiontothestory.•PlaytheCDandhaveSslistentothestory.•GetSstopointtothecharactersandtheitemswhileyouplaytheCDforthesecondtime.
•PlaytheCDagain,pausingaftereachsentenceforSstorepeat.
Track 23 Welcome to schoolLiz Hello,I’mLiz.Tonia Hello,Liz.I’mTonia.Liz Look,Tonia!
Liz It’sblue.Tonia It’sgreen.
Liz Look,Tonia!Apencilandabook.Tonia Wow!Look,Liz!Abag.It’sred,green,yellowand bl...Oh,no!
Liz Here,Tonia.Blue.Tonia Thankyou,Liz.
P O S T- S T O R Y A C T I V I T Y (c r i t i c a l t h i n k i n g s k i l l s)•AskSswhotheyaresittingnexttointheclass.•AskSs,Have you ever forgotten any of your school items
at home, e.g. your book, pencil, etc? How did you feel? What did you do? Have you ever borrowed something or given any of your things away?
•DiscusswithSshowimportantitistohelpourclassmates.
Role play. •DivideSsintogroupsofthreeandassignaroletoeach(theteacher,LizandTonia).
•HaveSsactoutthescene.•HavegroupsofSschangerolessothateveryonehasachancetoactoutallparts.
•YoucanplaytheCDwhileSsareacting,forguidance.
Discuss the value. (c r i t i c a l t h i n k i n g s k i l l s)•ReadthevalueoutloudandexplainitinL1.•DiscussthevaluewithSsinL1.•AskSs,inL1,iftheybelievethatitisimportanttohelptheirclassmatesandwhy.
•DiscusswithSsinstanceswhentheyhavehelpedtheirclassmates.
Do the activity on p.21.•TellSstoopentheirWorkbookstop.21.•InstructSstocutouttheframesofthestoryandrearrangetheminthecorrectorder.
•WhenSshavefinished,goround[AmEaround]theclassandmakesureSshaveputthestoryinthecorrectorder.
Play a game.Walk and touch•TellSsthattheyaregoingtoplayagame.•SticktheflashcardsofUnit2aroundthewallsoftheclassroom.
•ExplainthatyouaregoingtoplaythesongBook and pencil(Track20)andSscanwalkround[AmEaround]theclassroom.
•Atsomepoint,stopthemusicandcallout‘It’sapencil’.•Ssmustwalktothepencilflashcard,touchitandsay‘It’sapencil’.
•Repeattheprocedureseveraltimeswithallflashcards.
My classroomL e s s o n 4
Unit 3 - Lesson 4Unit 2 - Lesson 4
Welcome to school
1. Revise. 2. Talk about the pictures. 3. Listen, point and repeat. 4. Role play. 5. Discuss the value.
a
b
Hi kids_KG1_Mod2_2015_SB.indd 20 25-Feb-15 3:48:47 PM
Unit 3 - Lesson 4Unit 2 - Lesson 4
VALUEHelp your classmates.
c
d
Hi kids_KG1_Mod2_2015_SB.indd 21 25-Feb-15 3:49:00 PM
Unit 2 - Lesson 4
Cut out and put the story in the correct order.
Hi kids_KG1_Mod2_2015_WB.indd 21 25-Feb-15 3:51:31 PM
Hi kids_1_Brit-Amer_2015_TB_Mod2.indd 21 25-Feb-15 4:07:32 PM
reduced pages from the Student’s Book and the Workbook facilitating the teacher
clearly staged step-by-step guidelines for each activity
aim and active vocabulary introduced is each lesson
Post-story activity practising Ss’ critical thinking skills
extra activity to be done in the lesson
9
SAMPLE PAGES FROM Hi Kids! - ALPHABET BOOK 1&2
4
1. Draw lines from left to right.
alphabet_book_first_5_pages_HK1.indd 4 25-Feb-15 4:19:43 PM
8
_ ake_ pple_ ike
b a c
2. Trace. Then write.
3. Trace and match to the correct picture.
4. Look and write.
cC
Cc CcCC1
c c cC
1. Listen and say the letter, the sound and the words. Then sing.
CC
alphabet_book_HK1.indd 8 25-Feb-15 4:15:32 PM
34
1. Listen and say the letter, the sound and the words.
2. Look and complete.
3. Colo(u)r the pictures with a.
1 c r 2 c t
cat bag
3 v n
a
alphabet_book_HK1.indd 34 25-Feb-15 4:17:03 PM
35
1. Listen and say the letter, the sound and the words.
2. Look and complete.
3. Look and circle.
1 b d 2 h n 3 p n
ered pen
e e
1 2
alphabet_book_HK1.indd 35 25-Feb-15 4:17:18 PM
introducing letters and their soundsdraw lines activity
tracing activity
writing activity
tracing and matching activity
introducing cvc words
10
Aim
To in
trodu
ce th
e let
ters
Aa,
Bb,
Cc.
Voca
bula
ryap
ple,
ant,
bike
, boy
, cat
, cak
eW
arm
up
• T
ell S
s to
ope
n th
eir A
lpha
bet b
ooks
to p
.6.
• D
raw
Ss’
att
entio
n to
the
lett
er ‘A
a’ a
nd s
ay it
out
loud
.•
Get
Ss
to re
peat
aft
er y
ou.
• W
rite
the
lett
er ‘A
a’ o
n th
e bo
ard
in o
rder
to s
how
Ss
how
the
lett
er
is w
ritte
n.•
Get
Ss
to tr
ace
the
lett
er ‘A
a’ s
ever
al ti
mes
in th
eir b
ooks
with
th
eir i
ndex
fing
er.
• S
s ca
n al
so p
ract
ise
[ Am
E pr
actic
e] ‘w
ritin
g’ th
e le
tter
in th
e ai
r.•
Rep
eat t
he s
ame
proc
edur
e w
ith th
e ot
her t
wo
lette
rs, ‘
Bb’ a
nd ‘C
c’.•
Sho
w S
s ho
w th
ey c
an m
ake
the
shap
es o
f the
lett
ers
with
thei
r bo
dies
and
get
them
to d
o th
em.
Aa
Cc
Bb
Aa
L
iste
n an
d sa
y th
e le
tter
, the
sou
nd a
nd th
e w
ords
. Th
en s
ing.
(CD
trac
ks 2
-3)
• D
raw
Ss’
att
entio
n to
the
first
act
ivity
of t
he le
tter
‘Aa’
.•
Dra
w S
s’ a
tten
tion
to th
e le
tter
and
say
the
lett
er, t
he s
ound
and
th
e w
ords
out
loud
a fe
w ti
mes
.•
Pla
y th
e CD
and
get
Ss
to re
peat
a fe
w ti
mes
.
A, /
/, ap
ple,
ant
• P
lay
the
Alph
abet
son
g an
d ex
plai
n to
Ss
that
they
hav
e to
repe
at
the
lette
r, th
e so
und
and
the
wor
ds d
urin
g th
e pa
uses
.•
Aft
er S
s lis
ten
to a
nd s
ing
the
song
, say
the
wor
ds a
gain
(app
le,
ant)
and
ask
them
if th
ey c
an h
ear t
he s
ound
/
/ at
the
begi
nnin
g of
the
wor
ds.
• A
sk S
s to
repe
at th
e so
und
//. SO
NG
Th
e Al
phab
et S
ong
A, /
/, /
/, /
/ (S
s re
peat
)/
/ fo
r app
le, /
/ fo
r ant
(S
s re
peat
)A,
/
/, /
/, /
/ (S
s re
peat
)
T
race
. The
n w
rite
.•
Dra
w S
s’ a
tten
tion
to th
e se
cond
act
ivity
.•
Ask
Ss
to tr
ace
the
lett
er ‘A
a’ (u
pper
and
low
er c
ase)
alo
ng th
e lin
es, f
ollo
win
g th
e di
rect
ion
of th
e ar
row
s an
d th
e do
tted
line
s.•
The
n in
stru
ct S
s to
writ
e th
e le
tter
‘a’ (
low
er c
ase)
sta
rtin
g fro
m
the
arro
w.•
Whe
n Ss
hav
e fin
ishe
d tr
acin
g an
d w
ritin
g, g
o ro
und
[ Am
E ar
ound
] th
e cl
assr
oom
to m
ake
sure
that
they
hav
e tr
aced
and
writ
ten
the
lett
ers
corr
ectly
.
T
race
and
say
.•
Dra
w S
s’ a
tten
tion
to th
e th
ird a
ctiv
ity o
f the
lett
er ‘A
a’.
• A
sk S
s to
trac
e th
e lin
es c
onne
ctin
g up
perc
ase
and
low
erca
se ‘A
a’
to th
e ap
ple.
• T
hen
inst
ruct
Ss
to s
ay th
e le
tter
, the
sou
nd a
nd th
e w
ord
(A, /
/, ap
ple)
.
C
olou
r [Am
E C
olor
]. Th
en s
ay.
• D
raw
Ss’
att
entio
n to
the
four
th a
ctiv
ity.
• A
sk S
s to
col
our [
AmE
colo
r] in
the
appl
e an
d th
e an
t.
Bb
L
iste
n an
d sa
y th
e le
tter
, the
sou
nd a
nd th
e w
ords
. Th
en s
ing.
(CD
trac
ks 4
-5)
• T
ell S
s to
turn
thei
r Alp
habe
t boo
ks to
p.7
.•
Dra
w S
s’ a
tten
tion
to th
e fir
st a
ctiv
ity o
f the
lett
er ‘B
b’.
• D
raw
Ss’
att
entio
n to
the
lett
er a
nd s
ay th
e le
tter
, the
sou
nd a
nd
the
wor
ds o
ut lo
ud a
few
tim
es.
• P
lay
the
CD a
nd g
et S
s to
repe
at a
few
tim
es.
B, //
, bik
e, b
oy
• P
lay
the
Alph
abet
son
g an
d ex
plai
n to
Ss
that
they
hav
e to
repe
at
the
lett
er, t
he s
ound
and
the
wor
ds d
urin
g th
e pa
uses
.•
Aft
er S
s lis
ten
to a
nd s
ing
the
song
, say
the
wor
ds a
gain
(bik
e, b
oy)
and
ask
them
if th
ey c
an h
ear t
he s
ound
//
at t
he b
egin
ning
of
the
wor
ds.
• A
sk S
s to
repe
at th
e so
und
//. S
ON
G
The
Alph
abet
Son
g
B, //
, //
, //
(Ss
repe
at)
//
for b
ike,
//
for b
oy (S
s re
peat
)B,
//
, //
, //
(Ss
repe
at)
T
race
. The
n w
rite
.•
Dra
w S
s’ a
tten
tion
to th
e se
cond
act
ivity
.•
Ask
Ss
to tr
ace
the
lett
er ‘B
b’ (u
pper
and
low
er c
ase)
alo
ng th
e lin
es, f
ollo
win
g th
e di
rect
ion
of th
e ar
row
s an
d th
e do
tted
line
s.•
The
n in
stru
ct S
s to
writ
e th
e le
tter
‘b’ (
low
er c
ase)
sta
rtin
g fro
m
the
arro
w.•
Whe
n Ss
hav
e fin
ishe
d tr
acin
g an
d w
ritin
g, g
o ro
und
[ Am
E ar
ound
] th
e cl
assr
oom
to m
ake
sure
that
they
hav
e tr
aced
and
writ
ten
the
lett
ers
corr
ectly
.
L
ook
and
circ
le.
• D
raw
Ss’
att
entio
n to
the
third
act
ivity
.•
Ask
Ss
to c
ircle
the
lett
ers
(upp
er a
nd lo
wer
cas
e) th
at c
orre
spon
d to
the
pict
ures
of t
he b
ike
and
the
boy.
• T
hen
inst
ruct
Ss
to s
ay th
e le
tter a
nd th
e w
ords
(B, b
ike,
boy
).
M
atch
.•
Dra
w S
s’ a
tten
tion
to th
e fo
urth
act
ivity
.•
Ask
Ss
to m
atch
the
uppe
rcas
e an
d lo
wer
case
lett
ers
‘Aa’
and
‘Bb’
to
the
pict
ure
of th
e bi
ke o
r the
app
le.
• T
hen
inst
ruct
Ss
to s
ay th
e le
tter
s an
d th
e w
ords
(Aa,
app
le -
Bb,
bike
).
Cc
L
iste
n an
d sa
y th
e le
tter
, the
sou
nd a
nd th
e w
ords
. Th
en s
ing.
(CD
trac
ks 6
-7)
• T
ell S
s to
turn
thei
r Alp
habe
t boo
ks to
p.8
.•
Dra
w S
s’ a
tten
tion
to th
e fir
st a
ctiv
ity o
f the
lett
er ‘C
c’.
• D
raw
Ss’
att
entio
n to
the
lett
er a
nd s
ay th
e le
tter
, the
sou
nd a
nd
the
wor
ds o
ut lo
ud a
few
tim
es.
• P
lay
the
CD a
nd g
et S
s to
repe
at a
few
tim
es.
LET
TE
RS
Aa
B
b
Cc
alph
abet
_boo
k_H
K1_
Teac
hers
.indd
4
25-F
eb-1
5 4
:29:
53 P
M
C, //
, cat
, cak
e
• P
lay
the
Alph
abet
son
g an
d ex
plai
n to
Ss
that
they
hav
e to
repe
at th
e le
tter
, the
sou
nd a
nd
the
wor
ds d
urin
g th
e pa
uses
.•
Aft
er S
s lis
ten
to a
nd s
ing
the
song
, say
the
wor
ds a
gain
(cat
, cak
e) a
nd a
sk th
em if
they
ca
n he
ar th
e so
und
//
at th
e be
ginn
ing
of th
e w
ords
.•
Ask
Ss
to re
peat
the
soun
d /
/. SO
NG
The
Alph
abet
Son
gC,
//
, //
, //
(Ss
repe
at)
//
for c
at, //
for c
ake
(Ss
repe
at)
C, //
, //
, //
(Ss
repe
at)
T
race
. The
n w
rite
.•
Dra
w S
s’ a
tten
tion
to th
e se
cond
act
ivity
.•
Ask
Ss
to tr
ace
the
lett
er ‘C
c’ (u
pper
and
low
er c
ase)
alo
ng th
e lin
es, f
ollo
win
g th
e di
rect
ion
of th
e ar
row
s an
d th
e do
tted
line
s.•
The
n in
stru
ct S
s to
writ
e th
e le
tter
‘c’ (
low
er c
ase)
sta
rtin
g fro
m th
e ar
row.
• W
hen
Ss h
ave
finis
hed
trac
ing
and
writ
ing,
go
roun
d [ A
mE
arou
nd] t
he c
lass
room
to m
ake
sure
that
they
hav
e tr
aced
and
writ
ten
the
lett
ers
corr
ectly
.
T
race
and
mat
ch to
the
corr
ect p
ictu
re.
• D
raw
Ss’
att
entio
n to
the
third
act
ivity
of t
he le
tter
‘Cc’
.•
Ask
Ss
to tr
ace
the
lett
er ‘C
c’ a
nd th
en d
raw
a li
ne to
the
pict
ure
that
cor
resp
onds
to th
e le
tter
‘Cc’
.•
The
n in
stru
ct S
s to
say
the
lett
er a
nd th
e w
ord
(Cc,
cat
).
L
ook
and
wri
te.
• D
raw
Ss’
att
entio
n to
the
four
th a
ctiv
ity.
• A
sk S
s to
look
at e
ach
pict
ure
and
the
lett
er b
elow
it c
aref
ully.
The
n as
k Ss
to c
ompl
ete
the
wor
ds b
elow
eac
h pi
ctur
e by
writ
ing
the
initi
al le
tter
. •
The
n in
stru
ct S
s to
say
the
lett
ers
and
the
wor
ds (A
, app
le -
B, b
ike
– C,
cak
e).
Sing
(CD
trac
k 8)
• P
lay
the
Alph
abet
son
g A-
C on
ce a
nd a
sk S
s to
list
en to
it c
aref
ully.
• P
lay
the
song
aga
in a
nd e
ncou
rage
Ss
to s
ing
alon
g.•
Ss
can
‘writ
e’ th
e le
tter
s in
the
air o
r poi
nt to
the
corr
espo
ndin
g le
tter
s of
the
alph
abet
in
thei
r boo
ks w
hile
they
are
sin
ging
the
song
.
Mem
ory
circ
le•
Tel
l Ss
to fo
rm a
circ
le.
• D
raw
an
appl
e, a
n an
t, a
bike
, a b
oy, a
cak
e an
d a
cat o
n di
ffere
nt p
iece
s of
pap
er a
nd
phot
ocop
y th
em tw
ice.
• S
huff
le a
ll th
e pi
eces
of p
aper
and
giv
e th
em, f
ace
dow
n, to
a S
. •
Thi
s S
turn
s ov
er th
e fir
st p
iece
of p
aper
, loo
ks a
t the
pic
ture
, say
s th
e w
ord
and
plac
es
the
piec
e of
pap
er u
nder
the
pile
. The
n he
/she
giv
es th
e pi
le to
the
S ne
xt to
him
/her
.•
Fol
low
the
sam
e pr
oced
ure
until
all
Ss h
ave
had
a tu
rn.
• If
a S
can
’t re
mem
ber t
he w
ord,
then
he/
she
is o
ut o
f the
gam
e. T
his
S ca
n si
t at h
is/
her d
esk
and
draw
an
appl
e, a
bik
e or
a c
at.
Mak
e le
tter
bri
cks
• S
tick
larg
e sh
eets
of p
aper
on
the
wal
l. D
ivid
e th
e w
all i
nto
26 ‘b
ricks
’, on
e fo
r eac
h le
tter
.•
Div
ide
Ss in
to th
ree
grou
ps, o
ne fo
r eve
ry le
tter
(A, B
, C).
• G
ive
each
gro
up p
ages
from
mag
azin
es a
nd a
sk th
em to
find
and
cut
out
wor
ds w
ith
thei
r gro
up’s
lett
er, e
.g. ‘
Aa’ f
or th
e fir
st g
roup
, ‘Bb
’ for
the
seco
nd a
nd s
o on
, or t
o cu
t ou
t jus
t the
lett
er. (
Mak
e su
re th
ere
is a
t lea
st o
ne w
ord
with
the
lett
er ‘A
a’ e
tc. o
n th
e pa
ges
you
hand
out
and
that
the
lett
ers
are
big
enou
gh fo
r Ss
to c
ut o
ut.)
• A
ltern
ativ
ely,
you
can
writ
e va
rious
wor
ds o
n a
piec
e of
pap
er a
nd m
ake
phot
ocop
ies.
So
me
of th
em m
ust b
e th
e on
es ta
ught
in th
is le
sson
, e.g
. ‘ap
ple,
ant
’ for
Gro
up A
, ‘b
ike,
boy
’ for
Gro
up B
, ‘ca
t, ca
ke’ f
or G
roup
C. M
ake
sure
they
are
writ
ten
with
cap
ital
and
low
erca
se le
tter
s.•
Ss
stic
k th
eir w
ords
/let
ters
on
the
first
thre
e br
icks
, acc
ordi
ngly,
on
the
wal
l.
Play
gam
es
63. T
race
and
say
.
4. C
olo(
u)r.
Then
say
.
a
A
2. T
race
. Th
en w
rite
.
1. L
iste
n an
d sa
y th
e le
tter
, th
e so
und
and
the
wor
ds. Th
en s
ing.
a2
3
1
a
a
alph
abet
_boo
k_H
K1.
indd
6
2/16
/201
5 4
:12:
13 P
M
7
3. L
ook
and
circ
le.
4. M
atch
.
A B
b a
2. T
race
. Th
en w
rite
.
BbBb
B21
bb
bA
b
B
a
B
A
b
B
a
1. L
iste
n an
d sa
y th
e le
tter
, th
e so
und
and
the
wor
ds. Th
en s
ing.
alph
abet
_boo
k_H
K1.
indd
7
2/16
/201
5 4
:12:
30 P
M
8
_ a
ke
_ p
ple
_ ik
e
ba
c
2. T
race
. Th
en w
rite
.
3. T
race
and
mat
ch to
the
corr
ect pi
ctur
e.
4. L
ook
and
write
.
cC
Cc
Cc
CC
1
cc
cC1. L
iste
n an
d sa
y th
e le
tter
, th
e so
und
and
the
wor
ds. Th
en s
ing.
CC
alph
abet
_boo
k_H
K1.
indd
8
2/16
/201
5 4
:12:
50 P
M
alph
abet
_boo
k_H
K1_
Teac
hers
.indd
5
25-F
eb-1
5 4
:30:
04 P
M
extr
a g
ames
SAMPLE PAGES FROM Hi Kids! 1 - ALPHABET BOOK TEACHER'S NOTES
clea
rly
stag
ed
step
-by-
step
g
uid
elin
es fo
r ea
ch a
ctiv
ity
11
Place your orders through your local distributor / agent
C15
1000
4042
-106
90Interactive Whiteboard material with interactive games
BRITISH Edition AMERICAN Edition