Backpack Level 2 Teacher's Book by Mario Herrera, , available at Book Depository with free delivery worldwide. The Teacher's Book provides a comprehensive overview of each unit, audioscripts, answers, step-by-step lessons, and a wealth of additional activities. Backpack 1 Unit 1 Teachers Book - Free download as PDF File .pdf), Text File . txt) or read The text of the audio for the song is found on Student Book page 2.
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Backpack 2 Workbook Units 1 y 2 - Download as PDF File .pdf) or read online. backpack 2 workbook Unit 1 and 2 Backpack 1 Unit 1 Teachers Book. Backpack Gold 2 Teacher's Book New Edition [Mario Herrera] on grosanhugreza.ga * FREE* shipping on qualifying offers. Reach into Backpack Gold for a richly. Backpack Level 2 Teacher's Book on grosanhugreza.ga *FREE* shipping on qualifying offers.
Throughout the week, help students learn and practice this expression. Point out when students have all the supplies they need for an activity and then say Kim is ready for lunch. Ball toss. Stand in a circle with students. Toss a small ball to a student and say Hi. My name. Whats your name?
Help the student is. Then he or she tosses the ball back to you. Repeat with different students. Have students open to page 3. Read the directions. Students look at the pictures and listen to the dialogue, and then repeat the dialogue.
Ask students to point to the teacher and the students in the picture at the top of the page. Play the audio or read the dialogue twice and. The text of the audio for this dialogue is on Student Book page 3. Have pairs of students role-play the teacher and students shown in the picture, substituting their own names for the ones in the dialogue.
Read the question Whats your name? Help students write their names on the line. Ask ten students to sit in a row. Have the first student stand up. Say One and have the whole class repeat. Have the second student stand up. Point to each student as you count One, two and have the class repeat.
Continue to the number ten. Read the directions and make sure students understand that they will match the number on each sticker to the corresponding picture and number word. Ask students to identify the numbers on the stickers and lay each one on top of the appropriate picture. Then have them stick the stickers. As students work, walk around the room to monitor their understanding.
Make sure they can identify each number. Enrichment Pronunciation: Write the words below on the board. Say the words with students. Point out or elicit the s at the end of each word. Play the audio or say the text. Have students repeat. My name is Miss Jones. Touch and say. Display Picture Cards or realia of the classroom vocabulary presented on the page. Use kinesthetic activities to review and present the vocabulary.
Say Touch or Point to the chair as you model the action.
Have students touch their own chairs and repeat the word. Continue with other known items. Then introduce new vocabulary in the same way. Repeat the commands with the vocabulary until students respond easily. Color circle. Place six pieces of paper two red, two green, two blue on the floor in a circle.
Point out the picture dictionary at the bottom of page 4. Play the audio a few times, and have students point to each item and repeat each one. The text of the audio for this activity is on page T1C. Choose six students to stand around the circle. Say Go and gesture for students to step from paper to paper around the circle. Say Stop and gesture for students to stop.
Ask students to name the color they are standing on.
Participate in the first few rounds of the activity to model stopping, looking at the color, and naming it. When everyone understands what to do, form more groups with more pieces of paper and have all students participate at the same time. Say the name of each item again. Have students repeat the name and then point to examples of it in the big picture. To check comprehension, randomly say the names of items and have students point to examples of them in the big picture.
Direct students attention to the first dialogue. Play the audio or read the text, and invite students to repeat. The text of the audio for this dialogue is on Student Book page 5. Direct students attention to the second dialogue. Choose two students to model both exchanges again for the class as they point to the picture of the backpack.
Divide the class into pairs and focus on the first exchange. Have students ask and answer about the picture following the model on page 5. Make sure students point to an item in the picture when they ask and answer Whats this? One partner can ask about all the images and the other can answer, and then switch roles.
Or, students can switch roles after each picture. Focus on the second exchange. Have partners ask and answer about the picture, following the model on page 5. Make sure they point to an item in the picture when they ask and answer What color is it? Point out that the two exchanges together make a conversation. Have partners practice the conversation, following the model. Responses will vary, but should follow the same basic form: What color is it?
Its green. Walk around the room and listen to students as they work. Note errors to review later. Enrichment A8 Pronunciation: Play the audio or read the audioscript below, focusing on the intonation of the questions.
Contraction s. Point out the contraction its. On the board, write it is, pronounce the words, and have students repeat after you. Then cross out the i in is and replace it with an apostrophe: Model slowly blending the t and s to say its.
Have students repeat and then practice this pronunciation in the context of some sentences: Color clues. Display one blue object, one green object, and one red crayon. Point to these things while you say the following chant: I see something red. Is it a pen? Encourage students to join in on the no, no, no, and yes, yes, yes lines.
Repeat the activity a few times using different key vocabulary items, and gradually have students participate in more of the chant. Finally, have individual students choose and point to an item and lead the chant.
Stop and go. Have students sit in a circle. Give one student a classroom object. When you say Go, the students pass the object around the circle. When you say Stop, the student who is holding. The other students all answer Its a marker. Repeat the activity with other items. The first time around, stop when you have the item so you can model the question and elicit the answer from the class. Draw the students attention to the grammar box at the top of page 6. Read aloud the sentences and have students repeat.
Explain that they will listen to similar exchanges in the next activity. Read the directions with students. Make sure students understand that they will circle the word they hear. Point out that item one has been done as an example.
Play the audio or read the audioscript. Have students draw a circle around each correct answer. You may want them to compare their answers in pairs. The text for the audio of this activity is on page T1C. Write ghost numbers. Have students work in pairs to practice writing the numbers. First, they take turns using the eraser end of a pencil to write a number on their partners hand. The partner guesses the number and they switch. After a few rounds, have students practice using pencil and paper.
Point and say. Have students look at Activity 6 again. Call out random items and have students point to them and repeat. For example, say green backpack, red chair, or blue book. Color sort. Copy the chart below onto the board. Have students look at the objects on page 6 and classify them by color. Students take turns writing the name of each object in the correct column.
Enrichment Circle the number. Write numbers from 1 to 10 on the board. Say Circle the three, and model this by drawing a circle around the 3. Repeat with other numbers, asking volunteers to come to the board and follow the command.
Then invite students to give the commands. To challenge students, write the numbers out of order, or write the number words, and repeat the activity. Grammar Poster.
The Units 13 Grammar Poster provides additional models for the verb be and contractions. You might keep the poster displayed in your classroom for students reference. Listen and guess. Hold up two Picture Cards or real items. Begin spelling slowly one of the two items. Have students listen to the letters and call out the word as soon as they think they know the item.
CK A10 RA. Encourage them to guess the event a birthday party. Ask students to point to the appropriate picture as you play the audio or read the dialogue.
The text of the audio for this dialogue is on Student Book page 7. Then choose three students to act it out for the class. Finally, put students in groups of three and have them act out the dialogue on their own.
Afterward, tell them to take turns asking and answering the questions, substituting other classroom items for the backpack. Walk around the room and listen to the students as they work.
Read the directions and make sure students understand that they will listen to the audio and draw two pictures based on what they hear. Direct their attention to the empty spaces. Play the audio for the first box and tell students to draw the item and color it as the words describe. Repeat for the second box. You may want students to compare their drawings in pairs. The text of the audio for this activity is on Student Book page 7.
Encourage emergent readers to point to the text under the boxes and read along with the audio. Enrichment Draw and say. Draw a classroom object on the board and ask Whats this?
Invite students to name the object by saying Its a desk. Respond by saying Yes or No. The student who answers correctly draws another object for the rest of the class to name. After a few times, put students in pairs and have them continue the activity.
Listen, draw, and color. After students complete Activity 8, divide the class into pairs. Have Student A describe an imaginary object using the activity audio as a model, for example: Student B draws according to Student As description.
Then they switch. Sing and count. Review the numbers Play the audio for the song on Student Book page 2 again, inviting students to sing along. Then ask pairs to create a new verse using a number from 4 10 and a new item. For example, one pair might create the following verse: Im Betty Blue. I have four markers and Im ready for school. Best guess. Have ready a predetermined number of classroom objects for students to look at and guess how many for example, a cup of pencils, a box of erasers, a pile of rulers, etc.
Write their guesses on the board, and then, in groups, have students verify their guesses by counting the objects.
Matching parts. On the board in a column, place Picture Cards of three classroom items. Next to the items in another column, draw a small part of each of the items so that your board resembles CK A12 RA. Direct students attention to Activity 9. Read the directions and make sure students understand that they will listen to the audio and draw a line from each partial picture to the word, then to the complete picture based on what they hear.
Say Whats this? Then trace your finger along the line to the. Draw a line from one items Picture Card to its detail and say Its a pencil. Invite volunteers to draw lines for the remaining two pictures.
Play the audio or read aloud the sentences. As students work, walk around and make sure they are drawing lines to the correct items. Direct students attention to the title of the chant. Point out the exclamation mark and explain that it means the words are to be read with strong feeling. Model reading the title. Play the audio or chant as students listen. Then play it again or chant again and have students point to each picture as they chant along. Perform the chant at least twice to provide students with practice in stress, rhythm, and intonation.
Remind them that their voices should go down at the end of the information questions, and that they should chant exclamations with strong feeling. The text of the chant is on Student Book page 8.
Enrichment Add verses. Work with the class to create new verses to the chant, substituting students names and new objects for the original words. You might display the following template on the board and guide students to fill in the blanks.
Hey, Whats this? Its a ,. What is it? Give each student a different object or picture. Put a set of the same objects or pictures in a large bag.
Show students only part of one item, keeping the rest of it partially hidden in the bag. Ask Whats this? The student who has the same object holds it up and says Its a marker. Show the entire object to students. Then repeat, using a different object. Sound and Spelling Handbook. For review of letters ah, see Student Book page , Workbook page 91, and the teachers lesson on page T Guess Again: A boy plays a guessing game at a school fair.
On his first try, he doesnt guess the object correctly. But when he guesses what the object hidden beneath a cloth is, he wins a balloon. Get Ready Cover up. Collect a number of school supplies and spread them out on a desk or table. Allow students to look at them for one minute.
Before Reading 1. Have students take out pages Model how to make a Little Book by folding the pages in half. Make sure all the books are ready before continuing. Let students look through their books. Have them name as many things as they can. Then read the title aloud. Ask if anyone knows what the word guess means. Act out guessing so students understand the word.
Ask who they think is guessing. Invite students to listen quietly as you play the audio or read the story to them. Tell them that they can talk about the story and ask questions when you read or play it again. As you read, point to the pictures and use gestures to help students understand. The text of the Little Book is on Student Book pages Read the story or play the audio a second time, tracking the print as you do so.
Encourage students to point to the speech bubbles and track the conversation in their own books. As they name them, write the items on the board. Encourage them to predict what happens in the story. Point to the sign School Fun Fair. Explain that a Fun Fair has different games for people to play, such as throwing a ball at a target or knocking down bowling pins.
Explain that when someone wins a game, they get a prize. Draw a circle on the board and challenge a few students to hit the circle with a paper ball. Say to each winner You win! If students interrupt frequently with questions about vocabulary, explain that they dont need to know every word to get the main idea. At the same time, encourage them to seek meaning from context, from accompanying pictures, and from each other.
Reading development: Understand concepts of print. As you read or listen to the story a second time, focus on the concepts of print, such as parts of a book and directionality. Read aloud the title and ask Whats this? Help students identify it as the title. As you track the print during the second reading, stop periodically and ask students to point to the next word or speech bubble.
Read or listen to the story a third time and invite students to ask questions and talk about it. As you read the last page and say Its your turn, help students understand that now its their turn to guess what object is hidden beneath the cloth in the picture.
Encourage the class to say Its a chair! Compare students original predictions with what actually takes place in the story. Did they correctly predict which character was guessing something in the story? After Reading Role play.
Invite pairs of students to act out the story in the Little Book. One student can play the part of the girl, and another student can be the boy who is guessing.
The students can use the pictures to help them recall the dialogue. Students can also continue the story by hiding new objects and guessing about them.
Family connection. Encourage students to take their Little Books home and share Guess Again with their families and friends. To ensure success in 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; 3 entirely without pausing.
Enrichment Content Reader 1. Have students read the selection My Backpack on pages 4 5. Assign the worksheet for the selection, page See the Teachers Manual for the step-by-step lesson and additional ideas.
Echo read. To help students develop oral reading skills, echo read the book with them. Play the audio or read aloud the first sentence. Have students repeat after you as they track the print in the story. Repeat with each sentence.
Guide students to imitate the stress, rhythm, and intonation patterns of each sentence. Word order: Ask questions. Write the word It on one side of an index card and it on the other side of the same card. Repeat this for the words Is and is. On a separate card, write a. On a fourth card, write the word book. On a fifth card, write a period on the front and a question mark on the back. Ask five students to come to the front.
Give each student a card. Hold up a book. Say It is a book and help students holding the cards to stand in the order of the sentence. Have the class repeat the sentence. Then ask Is it a book? Make sure the students holding the it, is, and. Invite other students to hold the cards and repeat the activity with other examples: It is a pen. What color is this? Get Ready Sing the song. Review vocabulary and grammar through singing the Unit 1 Song on Student Book page 2.
Play the audio Class CD track A3 and invite students to sing along. Now they are going to make a poster using their own drawings in those colors. Make sure students understand what to do. Give students art supplies. Have them draw pictures of their own choosing, color or decorate them in red, green, or blue, and cut them out. Put students in pairs and encourage them to talk about their drawings by asking one another Whats this? Draw pictures of three large crayons.
Color one red, one green, and one blue. Attach these on a bulletin board as in the picture. Add a large piece of poster paper under the crayons. Invite students to present their drawings to the class by saying Its a pencil.
Then have them stick their drawings to the poster paper under the appropriate color. Enrichment Make color books. Have students make books by stapling three pieces of paper together. At the top of each page they should make a red, green, or blue circle and, if they can, write red, green, or blue in the appropriate color. Then have them draw pictures on the rest of the page of things that are the same color.
Review the numbers by counting the items in each color group with the students. Have students make number cards by writing these numbers on individual cards. Change the number of drawings in each column by taking away one or two drawings. Then say a color, model counting the items in that column, and ask students with that number card to hold it up and say Five red!
It allows the teacher to focus on particular aspects of each lesson as needed in order to review, warm up, present, reinforce, apply, or assess learning. Not only does use of the IWB improve students' motivation in general, it appeals to multiple learning styles and helps students process information in different modalities. Below are several examples of ways to use the IWB.
File Size Kb. Fun in Class Level: Backpack Starter Unit: Unit 1 Download audio. File Size 1. Ready for School Level: Backpack Level 1 Unit: File Size 1Mb. First Day of Class Level: Backpack Level 2 Unit: From Morning to Night Level: Backpack Level 3 Unit: Friends Old and New Level: Backpack Level 4 Unit: The Family Circle Level: Backpack Level 5 Unit: Amazing People Level: Backpack Level 6 Unit: More Backpack Second Edition audio. Graphic organizers are ideal for use in the EFL classroom because key content information is visually represented in understandable form.
File Size 20Kb. File Size 15Kb. Fact Fish. File Size 10Kb. Sequence Chain. Program features: Interactive instruction using video, audio, and text. Classroom video segments show practical application of methodology. Ongoing assessment.