M01 BP TE L02 1314 U01 - Pearson ELTproduct.pearsonelt.com/backpack/backpack2e/samples/l2/BP...M01_BP_TE_L02_1314_U01.indd 21 11/8/08 11:32:21 AM T1C First Day of Class Student Book

First Day of Class1

T1A First Day of Class

Overview

Key Vocabulary

Topics and Themes

classroom objects/actionscolorsnumbers: eleven through twenty

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Strategies and Skills

use prior knowledgeidentify main idea and detailsmake predictionsuse graphic organizers

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Grammar

contractions: she’s, he’s, they’represent progressive: verb + -ingquestions with what and how manyGrammar and Writing (optional)

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Reading and Writing

Reading: The Magic BackpackContent Reader 2: Crayons (optional)Writing: spelling, words, phrases

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Pronunciation

plural ending -s /s/ and /z//iŋ/ as in countingstress, rhythm, and intonationSound and Spelling Handbook (optional)

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Content Connections

Art: backpack, bookLanguage Arts: fictionMath: countingMusic: song, chantValues: work together

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Classroom Objectsbackpackboardbookcomputercrayondrawingerasergluemarkernotebookpaperpaper clip

penpencilpicturerulerschoolscissorsshapestickerstorytape

Colorsbluegreenorangepinkpurpleredwhite

Actionscolorcountcutdoerasegluelistenplayreadtalkusewrite

Numberseleventwelvethirteenfourteenfifteensixteenseventeeneighteennineteentwenty

ExpressionsMy name is (David).How many?

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T1B

Unit 1

First Day of Class

Family ConnectionSchool and Work Supplies

Invite students to ask a family member to help them count different school supplies they have at home. Have children draw a picture of each item and write the number next to each picture.

You may wish to have students discuss which supplies they use at school that family members also use at work. Encourage children to share what they learn with the class.

Bulletin BoardTitle the bulletin board display School Supplies. Provide students with school and teacher supply catalogues and help them find pictures of school supplies they use. Assist students as they cut and paste their pictures to make collages and then make a list of the objects in their collage. Display collages on the bulletin board.For another display, have class members count the number of a specific school supply in the classroom each day, such as erasers or jars of glue. Have volunteers draw pictures of the item, such as ten rulers, in the form of a bar graph on a piece of chart paper. Students can then write a sentence to go with the picture.

Classroom Display

Plan Ahead

Class Audio CD

Student Book, Unit 1• Sound and Spelling Handbook• Grammar and Writing• CD-ROM

Workbook, Unit 1• Sound and Spelling Practice• Grammar and Writing Practice• Audio CD

Picture Cards• Images• Images and words

Posters• Unit 1 Teaching Poster• Units 1–3 Grammar Poster

Interactive Whiteboard

Content Reader 2• Student Reader, Unit 1• Teacher’s Manual, Unit 1:

pages 4–6

Teacher’s Resource Book

DVD and Guide

Assessment Package• Placement test: pages 58–59• Practice test: page 60• Unit test: page 69• Oral assessment: pages xiii–xv,

78–79• Performance assessment: pages v–vi• Backpack Second Edition

ExamView® Assessment Suite

Teaching Resources

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First Day of ClassT1C

Student Book

Page 2. Activity 1. Read. Listen and sing.Unit 1 Song. The text of the audio for the song is found on Student Book page 2.

Page 3. Activity 2. Listen. Read and say.The text of the audio for this activity is found on Student Book page 3.

Pages 4–5. Activity 4. Listen. Look and read. The text of the audio for this activity is found on Student Book pages 4–5.

Page 5. Activity 5. Point. Ask and answer.The text of the audio for this dialogue is found on Student Book page 5.

Page 5. Activity 6. Point. Ask and answer.The text of the audio for this dialogue is found on Student Book page 5.

Page 7. Activity 9. Read. Check (✓) the correct picture.The text of the audio for this activity is found on Student Book page 7.

Page 8. Activity 11. Listen. Write the letter.1. A: What are they doing? B: They’re erasing the board.2. A: What’s Johnny doing? B: He’s listening to a story.3. A: What’s Maria doing? B: She’s coloring a picture.4. A: How many markers are there? B: There are eleven markers on the table.5. A: How many notebooks are in that backpack? B: There are two notebooks.

Page 8. Activity 12. Listen. Read and chant.Unit 1 Chant. The text of the audio for the chant is found on Student Book page 8.

Pages 9–10. Little Book.The text of the audio for the Little Book is found on Student Book pages 9–10.

Audioscripts

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Unit 1

First Day of Class T1D

Workbook

Page 1, Exercise 1. Listen. Draw lines to match. Color pictures to match.Unit 1 Song. The text of the audio for the song is found on Student Book page 2.

Page 6, Exercise 9. Listen and write.1. A: How many crayons are in your backpack? B: I have fifteen crayons. N: How many crayons does she have?2. A: Does Ken have new notebooks? B: Yes, he does. He has three notebooks. N: How many notebooks does he have?3. A: Where’s Linda? B: She’s over there. She’s erasing the board. N: What’s Linda doing?4. A: Is Frank listening to a story? B: No, he’s using the computer. N: What’s Frank doing?5. A: Where are Dick and Jane? B: With the teacher. They’re counting rulers. N: What are they doing?

Page 6, Exercise 10. Listen. Write. Match.Unit 1 Chant. The text of the audio for the chant is found on Student Book page 8.

Teacher’s Edition

Page T3. Pronunciation: Plural ending -s /s/ and /z/.The text of the audio for this activity is found on page T3.

Page T5. Pronunciation: /i ŋi ŋ/ as in counting.The text of the audio for this activity is found on page T5.

PREPARATORY NOTES

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TRACK A3

1 Read. Listen and sing.

Time for School!I have a blue pencil.I have a red pen.I have a green backpack.School time again!

I have pink erasers.I have glue and tape.I have a white ruler.School time is great!

I have purple notebooks.My markers are cool.They go in my backpack.Let’s walk to school.

Hi. My name is David.

2

First Day of Class

School; greetings

1

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Unit 1

First Day of Class T2

TRACK A3

1 Read. Listen and sing.

1. Before students open their books to page 2, review color names. Have students take out a box of crayons and show each color as you say its name: blue, red, green, pink, white, purple. Then challenge volunteers to find objects around the room, including clothing classmates are wearing, that match each color.

2. Read the title of the song on page 2 and then direct students’ attention to the picture on the page. Have them use picture clues and the title to predict what the song will be about. Then play the song once with the book closed so that students can listen and confirm or correct their predictions. Play it again, and have students match the objects in the song to their pictures. If necessary, play the song one more time.

3. When students feel comfortable, invite them to sing the song. When students become familiar with the lyrics and melody, have them substitute the colors of their own school supplies and sing, for example, I have a (yellow) pencil. I have a (black) pen. Have students hold up their school supplies as they sing. Sing the song at various times throughout the unit. The text of the song is on Student Book page 2.

WBAssign page 1 now. Answers are on page T127.

Objectivesto talk about classroom objectsto talk about school-related actionsto sing a songto use stress, rhythm, and intonation

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Vocabularynouns: backpack, erasers, glue, markers, notebooks, pen, pencil, ruler, school, tape, timeverbs: be (is), have, walkadjectives: blue, green, pink, purple, red, white; cool, great

Unit Warm Up

Creating Interest Do one or more of the following to build students’ curiosity about the unit.Guess! Challenge students to guess what classroom object you have inside a box as you act out using each item. For example, hide a pencil in a box. Pantomime opening your desk drawer. Pretend to take out a pencil and sharpen it. Then use the imaginary pencil to write with. Repeat with other common classroom objects.Scavenger hunt. Post and read the following list on the chalkboard or on chart paper: ten yellow four white five black eight red

Have groups go on a scavenger hunt around the room to find classroom objects that can complete the blanks in the list. When they have finished, groups can share and compare their supplies. For example, some groups might find ten yellow pencils and five black crayons, while others might find ten yellow markers and five black pens.Poster. Display the Unit 1 Poster. Invite students to name everything they can. Encourage them to ask you for the names of things they don’t know.

MaterialsCD playerClass Audio CD

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First Day of ClassT3

3 Stick and say.

1. Stickers for this activity are found at the back of the Student Book. Count objects and students in the classroom to review eleven to twenty. Then write the numbers and words on the board and read them with students. Have students identify and count the items in the pictures. Put students in pairs. Explain that they will ask and answer How many (pencils) are there? There are (twelve) (pencils). The students will place their stickers as they answer. Make sure students place but do not stick the stickers. Check their work. Then have students stick the stickers.

2. As students work, walk around the room to monitor their understanding and use of the language. Note errors to review later.

WB Assign page 2 now. Answers are on page T127.

EnrichmentA5 Pronunciation: Plural ending -s /s/ and

/z/. Write the target vocabulary from the audio text below on the board and say the words with students. Point out or elicit the letters that make the target sound. Play the audio or say the text below. Repeat as necessary.

/s/ /s/ /s/desks desks I see desks.students students I see students.backpacks backpacks I see backpacks./z/ /z/ /z/chairs chairs I see chairs.markers markers I see markers.erasers erasers I see erasers.

Get ReadyNames. Put students in a circle. Say Hi. I’m (Ms. Lopez). Have the students wave, say “Hi,” and say their names as they go around the circle.

Next, point to a student and have everyone join you in saying Hi, (Ana). Continue with all remaining students.

Presentation Objectives

to introduce oneself and exchange greetingsto name classroom objectsto count classroom objectsto read number words

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Vocabularynouns: crayons, erasers, markers, name, paper clips, pencils, stickersverbs: be (am, is)adjectives: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

MaterialsCD playerClass Audio CD Unit 1 Stickers

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TRACK A4

2 Listen. Read and say.

1. Ask students to look at the picture at the top of the page and say what they can. Ask them to point to the teacher, then to the student.

2. Play the audio or read the sentences aloud. The text of the audio for this activity is on Student Book page 3. Then have students repeat.

3. Have pairs of students role-play the dialogue, substituting their own names. Then have partners switch roles and repeat. If students need more practice, have them change partners and repeat the activity.

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TRACK A4

2 Listen. Read and say.

3 Stick and say.

Good morning! My name is Miss Grant.

What’s your name?

Hello.I’m Jimmy.

eleven twelve thirteen fourteen fifteen

sixteen seventeen eighteen nineteen twenty

3

Unit 1

Greetings; numbers

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Language in the Real World

TRACK A6

4 Listen. Look and read.

5. He’s gluing shapes.

6. They’re using a computer.

3. She’s reading a book.2. He’s counting markers.

1. She’s erasing the board.

4. He’s coloring a picture.

4 School; action verbs; present progressive

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Unit 1


Get ReadyCompletions. Hold up Picture Cards and have students complete your sentences. Holding up a picture of (a pink eraser), say I have and

wait for students to call out (a pink eraser). Do the same with pictures of other classroom objects. Encourage students to hold up classroom objects and do the same.

Presentation/Practice Objectives

to read about actions related to schoolto identify classroom objectsto use numbersto ask questions with what and how manyto use contractionsto use the present progressive: verb + -ingto use the singular and plural forms of the verb be

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Vocabularynouns: board, book, children, computer, crayons, drawing, eraser, glue, markers, paper, picture, shapes, storyverbs: be (am, is, are), color, count, cut, erase, glue, listen, read, talk, usepronouns: he, she, theyadjectives: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen


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TRACK A6

4 Listen. Look and read.

1. Draw students’ attention to the pictures on pages 4–5. Ask them to say what they can about each picture.

2. Read the directions. Then play the audio or read each sentence aloud. The text of the audio for this activity is on Student Book pages 4–5. As you do, have students point to the object the person is using in each picture. Play the audio or read aloud again, and have students repeat. You may wish to follow up by having students read selected sentences.

3. To check comprehension, ask questions such as these about each item: Look at number 4. What is the boy doing? or What is the boy with crayons doing?

4. Say each sentence one more time. This time have students repeat the sentence and act out the action.

EnrichmentCategories. As you work through the unit, you may wish to have students classify words into the following categories: objects, actions, people, numbers. List the headings on the board in a chart like the one below. Have students copy the chart into their notebooks, allowing enough space so that they may add words to each category as they learn them throughout the unit. See below. As students work through the unit, you may want to have them share and compare their charts periodically.

Objects Actions People Numbers

markers count she one

board erase he two

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TRACK A7

5 Point. Ask and answer.

1. Direct students’ attention to the dialogue. Play the audio or read the sentences. Then choose two students to model the exchange again for the class. The text of the audio for this dialogue is on Student Book page 5.

2. Divide the class into pairs. Have students take turns asking and answering questions about the pictures following the models on page 5.

3. Students should produce the following:

1. What’s she doing?She’s erasing the board.

2. What’s he doing?He’s counting markers.

3. What’s she doing?She’s reading a book.

4. What’s he doing?He’s coloring a picture.

5. What’s he doing?He’s gluing shapes.

6. What are they doing?They’re using a computer.

7. What are they doing?They’re listening to a story.

8. What’s she doing?She’s cutting paper.

9. What are they doing?They’re talking about the drawing.

As students work in pairs, walk around the room to check their use of the language. Note errors to review later.

TRACK A8


1. Direct students’ attention to the dialogue at the bottom of page 5. Play the audio. Then choose two students to model the exchange again. Make sure that they are pointing to the picture that matches the dialogue as they speak. The text of the audio for this dialogue is on Student Book page 5.

2. Point out items on pages 4–5 that students can count: markers, shapes, children, books, computers, bottles of glue. Divide the class into pairs. Have students ask and answer questions about the pictures following the model on page 5.

3. Students should produce sentences such as the following:

1. How many crayons are there?There are seven crayons.

2. How many books are there?There are three books.

3. How many children are there?There are fourteen children.

4. How many markers are there?There are four markers.

5. How many computers are there?There is one computer.

6. How many bottles of glue are there?There are two bottles of glue.

7. How many erasers are there?There is one eraser.

EnrichmentA9 Pronunciation: /i ŋi ŋ/ as in counting. Write

the target vocabulary from the audio text below on the board and say the words with students. Point out or elicit the letters that make the target sound. Play the audio or say the text below. Act out the actions as you say them. Then act out the actions and say the chant with students.

/iŋ/ /iŋ/ /iŋ/sitting talking standing walkingI’m sitting and I’m talking.I’m standing up and walking, walking, walking, walking.And now I’m sitting down.

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9. They’re talking about the drawing.

8. She’s cutting paper.

7. They’re listening to a story.TRACK A7


There are seven crayons.

How many crayons are there?

TRACK A8


She’s erasing the board.

What’s she doing?

5

Unit 1Question formation with what and how many; present progressive; there is/there are

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How many markers are there? There are five markers. There is one marker.

What is doing?he

she is reading.

HeShe

he is = he’s

she is = she’s

they are = they’reWhat are they doing? They are reading.

7 Write.

cutting gluing listening reading writing

1. She’s shapes.

2. He’s a story.

3. They’re paper.

4. She’s a book.

5. They’re to a story.

8 Look at pages 4 and 5. Count and write.

1. There are markers.

2. There are shapes.

3. There is computer.

4. books.

5. bottles of glue.

6. children.

6 Questions with what; present progressive; questions with how many; there is/there are

gluing

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Unit 1


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Get ReadyContractions. Explain to students that a contraction is two words that have been combined into one using an apostrophe (’), which takes the place of the missing letter or letters. Tell students

to listen and raise two fingers if they hear two words or one finger if they hear one word. Say he is, he’s, she is, she’s, they are, they’re, and so on.

Objectivesto use contractions: he’s, she’s, they’reto use the present progressive: verb + -ingto talk about school-related actionsto count and to identify number wordsto use Picture Cards

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Vocabularynouns: book, bottles, children, computer, glue, markers, paper, shapes, story verbs: be (is, are), cut, do, glue, listen, read, writepronouns: he, she, they

Language Practice

7 Write.

1. Direct students’ attention to the words. Say the words with students. Make sure students understand they are to use the picture clues and a word from the list to complete each sentence.

2. Explain that the word students choose must make sense in each sentence. Suggest that

students read the whole sentence with the blank before deciding which word best completes it. When students have completed the activity, you may want them to compare their answers in pairs. Answers: 1. gluing 2. writing 3. cutting 4. reading 5. listening

8 Look at pages 4 and 5. Count and write.

1. List the numbers 1 through 10 in one column and the spelled-out number words in random order in a second column on the board. Have children match each number with the correct word.

2. Draw students’ attention to the pictures on pages 4 and 5. Have them read the sentence that describes each picture, and then point to and count the objects that are identified. Explain that they will use this information to complete Activity 8.

3. Work through item 1 with students. Make sure they understand that they must find the picture with the markers, count the markers, and then write the number word in the blank. Have students refer to page 3 for number

words eleven to twenty. Then have students complete the sentences. You may want them to compare their answers in pairs. Answers: 1. four 2. three 3. one 4. There are three 5. There are two 6. There are fourteen

WB Assign pages 3–4 now. Answers are on page T127.

EnrichmentHow many? Prepare paper bags of marbles or other small objects in different quantities. Name the bags Bag A, Bag B, and so on. Put students in groups. Give the bags to the groups and have them guess how many of the items are in each bag and write their guesses: A–twelve, B–sixteen, and so on. Then open the bags and count each item.

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10 Make groups. Count. Tell the class.

1. Divide the class into four groups. Consider forming groups of students who sit near each other to make counting objects easier.

2. Now have students look at the chart. Have one student read aloud the first column of items. As each item is read, have students hold up an example to make sure everyone can identify it.

3. Provide enough time for each group to count the items on the chart. Remind students that they will list the total number of items that their group has in its possession. When each group has completed its chart, have them report back to the class as a whole. A volunteer can compile the data on the chart from the different groups that report.

4. You may want to show the chart on the board to help students check the accuracy of their own charts. (Sample answers are shown below.)

How many? Group 1 Group 2 Group 3 Group 4

notebooks 10 6 8 12

markers 18 19 20 15


EnrichmentMath. Make up simple word problems by holding up two groups of items, such as five pencils in one hand and six markers in another. Help students say Five and six are eleven. After a few times, invite students to hold up items.

Get ReadyPoster point. Display the Unit 1 Poster and point to different children doing different activities. Ask What’s (she) doing? Have students call out the answer He’s/She’s ( ).

Next, call out sentences such as She’s ( ing) and have students point to the correct part of the poster.

9 Read. Check (✓) the correct picture.

1. Draw students’ attention to the pictures at the top of the page and have them say all they can about them. Tell them to read the sentences and then choose the picture that matches each one. Encourage students to read one sentence at a time and check to see that it is shown in the picture.

2. Have students read and then check the correct picture. Answer: picture on right

3. If you wish, read the paragraph chorally with students.

4. Ask students how they know which picture is correct in Activity 9. Help students recognize

that they can use picture clues to help them figure out the meanings of individual words and phrases in a paragraph.

EnrichmentQuestion time. Put students in pairs. Have them take turns pointing to a child in one of the pictures in Activity 9 and asking and answering the question What’s he/she doing?Grammar Poster. The Units 1–3 Grammar Poster provides additional explanation for be. You might keep the poster displayed in your classroom for students’ reference.

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School Supplies

How many? Group 1 Group 2 Group 3 Group 4

notebooks

markers

pencils

pens

erasers

books

bottles of glue

10 Make groups. Count. Tell the class.

9 Read. Check (✓) the correct picture.

This is my class. Mrs. Lee is erasing the board. Sally is cutting paper. Jae-hak is listening to a story. José is counting pencils. Tomoko is writing a story.

There are 6 notebooks.

7

Unit 1Present progressive; school; numbers; there is/there are

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p. 110

SeeSeeSound and Spelling Sound and Spelling HandbookHandbook

School Is Cool! I am cutting, I am gluing, I am counting, too.I like school. School is cool!

He is reading, he is writing, he is listening, too.He likes school. School is cool!

She is talking, she is playing, she is coloring, too.She likes school. School is cool!

TRACK A11

12 Listen. Read and chant.

TRACK A10

11 Listen. Write the letter.

1. e2.

3.

4.

5.

ab

c e

d

88 Listening for the main idea and details;stress, rhythm, and intonation

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Unit 1


SeeSound and Spelling Handbook

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TRACK A11

12 Listen. Read and chant.

1. Direct students’ attention to the picture and ask them to say what they can.

2. Read the title of the chant aloud to students. Ask them what they think it means. If students are unfamiliar with the word cool, explain that in this instance it means something that is fun and interesting. You might revisit the use of cool in the song on page 2.

3. Play the audio or chant as students listen with their books closed. The text of this chant is on Student Book page 8. Then have students open their books to read as they chant. Perform the chant at least twice to provide students with practice in stress, rhythm, and

intonation. You may wish to divide the class into three groups and have each group say one verse of the chant.

WB Assign Exercise 10, page 6 now. Answers are on page T128.

EnrichmentAct it out. Have students act out the actions described in the chant.Sound and Spelling Handbook. For practice with /t/ as in table, see Student Book page 110, Workbook page 91, and the teacher’s lesson on page T110.

TRACK A10

11 Listen. Write the letter.

1. Direct students’ attention to the pictures at the top of the page and have students identify the objects and activities in each picture.

2. Play the audio or read the audioscript on page T1C for sample item 1. Make sure students understand that they are to write a letter on the line based on the conversations they hear.

3. Play the audio or read the audioscript two or more times. Have students write the letter of each conversation they hear on the line.Answers: 1. e 2. c 3. a 4. b 5. d

WB Assign Exercise 9, page 6, now. Audioscript is on page T1D. Answers are on page T128.

EnrichmentQuestion time. Have students take turns pointing to the pictures in Activity 11 and asking a question such as What are they doing? or How many markers are there?

Application Objectives

to listen for the main ideasto listen for detailsto perform a chantto use stress, rhythm, and intonation

••••

Vocabularynouns: board, markers, notebooks, picture, schoolverbs: be (am, is), color, count, cut, erase, glue, like, listen, read, talk, writeadjective: cool


••

Get ReadyCover up. Prepare a number of school supplies and spread them out on a desk or table. Allow students to look at them for one minute. Cover up

the school supplies with a cloth and ask students to name all the items they remember. As they name them, write the items on the board.

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Get ReadySing or chant. Create interest by having students sing the song Time for School! on page 2 or chant School Is Cool! on page 8.

Have different students hold up classroom objects at appropriate times in the song or chant. You may want to encourage them to add another original verse.

Objectivesto read for the main ideato read for detailsto recognize predictable patternsto use picture clues for meaningto predict content

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Vocabularynouns: backpack, erasers, markers, notebooks, paper clips, pencil, pens, rulers, stickers; everyoneverbs: clap, come, have, sayadjectives: blue, brown, green, orange, pink, purple, yellow; three, eleven, fourteen, sixteen, twenty; magic, paper

SummaryThe Magic Backpack: Max has a magic backpack. Whenever he needs school supplies, Max simply claps his hands. Out of his backpack come purple paper clips, orange notebooks, and anything else he might want.


••

Application

A12 During Reading1. Invite students to relax and listen quietly

as you play the audio or read the text aloud to them. The text of the Little Book is on Student Book pages 9–10. As you read or play the text, use gestures and actions to help students understand. Explain that they can ask questions and talk about the selection when you read it for the second time.

2. During the second reading of the text, do a “visual and physical reading” of the selection. Encourage students to act it out with you. Tell students to clap when Max claps. Then have students chorally say the remaining lines on the page (And out of his backpack come . . .). Repeat this pattern for the rest of the text.

3. Check the list of objects on the chalkboard to see if students identified all of the objects in the text. Add any that are missing. Allow volunteers to read aloud the completed list.

4. Echo read. Develop oral reading skills by echo reading the book with students. Play the audio or read aloud the first sentence. Have students repeat after you as they track the print. Repeat with each sentence. Guide students to imitate the stress, rhythm, and intonation patterns of each sentence.

5. Choral read. Develop fluency in reading by choral reading the book with students. Read the story expressively with students. Use a pace that is comfortable for them. Above all, have fun.

Before Reading1. Have students take out pages 9–10 from their

books. Model how to make a Little Book by folding the pages in half. Make sure all the books are ready before continuing.

2. Direct students’ attention to the title of the text, The Magic Backpack. Ask them to look at the pictures and predict what the story will be about.

3. Encourage students to identify any objects they find. List the objects on the chalkboard.

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Copyright © by Pearson Education, Inc. All rights reserved.

1

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M01_BP_TE_L02_1314_U01.indd 39 11/8/08 11:33:00 AM

2

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Unit 1


After ReadingCheck comprehension. To check reading comprehension, ask questions such as the following about Max’s backpack:What comes out of Max’s backpack?How many (pencils) come out?Do you want a backpack like Max’s? What do you want to come out of your backpack?Summarize the story. Put students in groups of four and assign each student a page to summarize. Tell them to say in their own words what happens on each page using the pictures and text.Personalization. Have students relate the story to their lives. What do they have in their own backpacks? Have students form groups and compare and contrast the items they have. Critical thinking. Ask students to evaluate the story by completing a checklist similar to the following:The Magic Backpack is a good title for this book. Yes NoThis book is funny. Yes NoI want to read this book again. Yes NoI want to read this book to my friend. Yes NoI like the pictures in this book. Yes NoFamily connection. Encourage students to take their Little Books home and read aloud The Magic Backpack with their families and friends. (Note that the audio recording for The Magic Backpack is provided on the Workbook Audio CD, as well as on the Class Audio CD.)To ensure success reading aloud for those students who need more support, provide rehearsal time. Play the audio of the text (1) sentence by sentence, pausing for students to repeat each sentence; (2) one page at a time, pausing for students to repeat each page; and (3) entirely without pausing.


EnrichmentColor sort. Copy the chart onto the board. Have students look at the school supplies in the story and classify them by color. Students write the name of each object in the correct column.

yellow orange brown green blue pink purple

School supplies graphic organizer. First, have each student count the number of each type of school supply in his or her backpack. For example, say Everybody count the number of (pencils) you have.Add up the total number of (pencils) in the class and write it on the board. Do the same for other common school items students are likely to have in their backpacks and record the numbers on the board. Next, draw a large circle on the board and write in the center Our Backpack Supplies.In smaller circles around the large center circle, write the number and types of items (for example, 31 pens, 19 erasers, 56 crayons). Connect the smaller circles with lines to the center circle. Lead the class in summarizing the information in the graphic organizer by having them repeat after you: In our backpacks, we have (31 pens), and so on. Content Reader 2. Have students read the selection Crayons on pages 4–5. Assign the worksheet for the selection, page 22. See the Teacher’s Manual for the step-by-step lesson and additional ideas. Clapping game. Show a bag with ten crayons in it. Tell students that you have many crayons. Ask them to listen and count your claps to find out how many you have. Clap ten times. Have students guess, and then show the crayons. Do this a few times; then have students do a similar activity in pairs: students secretly write a number, for example, 7, on a piece of paper and then clap and ask their partners How many claps? Model this with a student first.

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Get ReadyGrab bag. Place classroom objects, such as a pencil, eraser, marker, ruler, pen, crayon, small book, paper clips, and glue stick, in a paper bag.

Call on students to put their hands in the bag, feel an object, and then say It’s a (crayon) or They’re (paper clips). Have all students participate.

Application Objectives

to talk about and identify school supplies and classroom objectsto ask questions with how manyto identify numbersto write number wordsto make a book

•

•

•••

VocabularyStudents now should be comfortable using the Key Vocabulary listed on page T1A to talk about their project.

Materials5–10 sheets of paper and 3 strings per studentscissorscrayonshole-punch

•

•••

Project: Backpack BookWhat’s in your backpack? Draw and count.

1. Direct students’ attention to the project title, Backpack Book. Relate the project to the rest of the unit by pointing out that the class has already talked about and counted a variety of classroom objects and supplies in pictures, stories, and in the classroom itself.

2. Explain that each student will now make a book about items inside his or her backpack.

3. Use the pictures to show that students will make one page of their book for each kind of classroom object. Point out that they will draw and label each object. When they are finished, help them make covers and put the books together.

4. Read the dialogue. Then choose two students to say the dialogue for the class. Put students in pairs and have them take turns showing each page and asking each other How many (notebooks) are there?

5. You may want to invite each student to read his or her book to the class, to another class, or to a group of parents.

EnrichmentPass the books. Pass students’ books around. Have students open the books and take turns saying what they see on each page: There are (ten pencils). Then pass the books again and repeat.Pick it up! On two separate tables, place duplicate objects up to twenty. For example, have two sets of pencils, two sets of crayons, two sets of rulers, two sets of bottles of glue, and so on. Have students stand in two lines away from the table. Say Pick up eleven pencils! The first student in each line runs and picks up the correct number of pencils. The first one to hold them up gets a point. Continue this with other items. You may also play this with number cards.

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Backpack BookWhat’s in your backpack? Draw and count. Project

Math

There aretwelve pencils

in your backpack.

How many pencils are there?

11

Unit 1

Content connection: math; art

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How do you work together? Talk and write.

Share markers and crayons.

Take turns on the playground.

12 Character education

ValuesWork TogetherLook and read. Role-play.

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Unit 1


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Get ReadySing a song. Play the audio of the Unit 1 song Time for School! (Class CD track A3) and invite students to sing along. The text for the audio is on Student Book page 2.

Picture pass. Pass pictures or Picture Cards of classroom objects around the classroom. Ask students to hold up their pictures as you walk around. Ask a student What’s this? The student answers It’s a (pen). Repeat until all students have participated.

ApplicationObjectives

to talk about working together in schoolto become aware of sharing and taking turns as part of working togetherto role-play to write sentences

••

••

Vocabularynouns: crayons, markers, paper, playground, slide, tablepronouns: I, youverbs: draw, share, slide, take (turns), work adverb: together

Values: Work Together Look and read. Role-play.

1. As you work through the page, encourage students to apply the language they’ve learned in this unit. To begin, however, you might want to have a discussion in your native language. Ask students what working together means. Is it important to work together? Why? Where do children need to work together? What are some examples of working together in school?

2. Draw students’ attention to page 12. Ask them to describe the pictures using the English they know. If necessary, provide words they need in English. Then read the sentences aloud and have students repeat. Point to the pictures to clarify meaning.

3. Review with students language they know that they can use during the role-play activity such as I need (a yellow crayon). Who has (one)? and I have (a yellow crayon). Here. Remind students to say thank you when someone shares something with them. Have students rehearse and then present their role-plays.

How do you work together? Talk and write.

4. Help students with the language they need to describe their own ways of working together. This is the perfect opportunity for students to use the cumulative English they’ve acquired in a natural and meaningful context.

5. You may want to extend your students’ writing practice in paragraph form. On paper, have them indent and copy the sentence I work together with others in school as the first sentence of the paragraph. Then have them write detail sentences showing how they work together. Students can conclude with It’s important to work with others.

The social-emotional intelligence connection. Two elements of social-emotional intelligence can be focused on in relation to working together. (1) Self-awareness. Encourage students to think about the kind of students they are. Are they cooperative? Do they work well with others? (2) Self-management. Encourage students to think of ways additional ways they can work well together in school.Family connection. Have students ask their families how families can work together. Do family members share? Take turns? How? Have students report back to the class.

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Performance AssessmentBoth activities on page 13 may be used as opportunities for performance assessment and review. See pages v–vi, xiii–xv of the Assessment

Package for more information on this type of informal assessment.

Review Outcomes

can identify classroom objectscan talk about school-related actionscan use contractions

•

•

•

Vocabularynouns: backpack, bottle, eraser, glue, notebook, scissors, tape verbs: color, count, cut, erase, glue, listen, play, read, talk, use, write

Materialsscissorspicture cards on page 127

••

Know It? Show It!Look at the pictures. Write the words.

1. Direct students’ attention to the pictures and crossword puzzle at the top half of the page. Explain that students will use the pictures to help them identify the words in the puzzle. Point out that some words go across and others go down.

2. Have pairs of students work on the puzzle together. As they work, walk around the room and monitor their understanding of the vocabulary. Answers: Across: 1. scissors 2. eraser 3. backpack Down: 4. notebook 5. glue 6. tape

Cut out the picture cards on page 127. Match the pictures.

1. Have students cut out the picture cards on page 127. Say the dialogue. Then choose two students to repeat the conversation. Make sure students understand that they will use this pattern as they play the game.

2. Students play the game in pairs. Have partners combine their cards, mix them up, and spread them on the table facedown.

3. Partners take turns picking up one card and then trying to find a matching picture. As they

pick up each card, students must describe the picture. Students continue until all the cards have been matched. The student with the most matching pairs wins.

4. As students play the game, walk around the room and monitor their ability to use the language and vocabulary. Note errors to review after the game is finished.

WB Assign pages 8–9 now. Answers are on page T128.

I can do it! Once students have demonstrated success through the activities on this page, discuss with them how much they’ve learned and what they can do now that they’re finishing the unit. (See the Assessment Package, pages vii–viii.) Invite students to mark their growth by checking the I can do it! star.

Completion CertificateStudents have now completed Unit 1. After formal assessment (see Assessment Package pages listed on page T1B), have students use the Completion Certificate sticker in the back of the Student Book to celebrate the successful completion of the unit.

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1. 2. 3.

4.

5.

6.

Across

Down

That’s amatch!She’s reading

a book!

3.

1.

4. 5.

6.

s c i s s o r s

2.

3.

13

Unit 1

Performance assessmentSee Assessment Package pp. 55–57, 60, 69, 78–79.

Review

Know It? Show It!Look at the pictures. Write the words.

Cut out the picture cards on page 127. Match the pictures.

Unit 1

I can do it!

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Documents

M01 BP TE L02 1314 U01 - Pearson ELTproduct.pearsonelt.com/backpack/backpack2e/samples/l2/BP...M01_BP_TE_L02_1314_U01.indd 21 11/8/08 11:32:21 AM T1C First Day of Class Student Book