1 Teacher’s Guide 2 The “Three Ps” is a common learning methodology widely accepted and practice in English language schools worldwide. Presentation is the introduction to learning language. Practice is the opportunity for students to practice, through several activities, the target language. Production is the final step of the learning process. By this stage the learner is using the language as opposed to the learning the language. Each unit in Speaking Time covers the “Three Ps.” The flow of each unit ensures that the learner first learns the language, then practices the language, then is finally considered a user of the language. Methodological Approach 3 Speaking Time is a fun, easy-to-use three-level speaking series designed for elementary students of English. The units cover a wide range of theme-based topics. Each unit contains four pages of linked language practice. A modeled speech presents a clear learning target and is reinforced with a variety of practice activities and a final completion activity. Features: - Easy-to-use, speaking-based activities that need minimal teacher preparation - Subject matter accessible to young learners - Clearly-presented modeled language samples - CD with one hundred audio tracks of native-English speaker pronunciation - Full-color pictures to guide comprehension and anticipation of material Why Choose Speaking Time? 4 Introduction to the Speaking Time Student Books The Speaking Time series covers a wide range of theme-based topics. Each unit contains four pages of linked language practice based on a given modeled speech. Additional listening and pair-work activities provide opportunities for students to hear spoken models and practice their own oral skills in communicative situations. Student Book Contents: Model Speech Section: - Provides students a sample speech using the target language and vocabulary - Audio CD provides recordings of each speech. Getting to Know the Book Practice Section: Practice Section covers Sections A-E - Section A covers connecting simple sentences to pictures. - Section B gives students the chance to fill in the blanks with key expressions with photo support. - Section C ensures that students can clearly connect listening to sentences with pictures. - Section D is a dictation activity. - Section E focuses on sentence stress and intonation. - Questions formats prepare students for a variety of standardized tests. 5 More Expressions Section: - Eight annotated pictures allow students to substitute in any given key phrase. - An example of the target phrase structure is always given for the first picture. - Question format prepares students for speaking tests. Speaking Practice Section: Part A: - Students create a script based on the Modeled Speech. - Scripts are relevant to students’ own lives. Part B: - Students interview a classmate with provided questions. 6 Speaking Time1 Unit Title Vocabulary 1 Summertime summer, hot, swim, cool, ice cream 2 Nearly Lunch Time lunch time, usually, sack lunch, chicken, cookies 3 Fun at School school, fun, favorite, subject, science, interesting, difficult 4 Pop Music pop music, great, guitar, pretend 5 At the Zoo zoo, visit, feed, watch, tigers 6 Rainy Today spring, weather, today, rainy, grow 7 Fun Outdoors outdoors, woods, insects, lake, relax 8 Bedtime bed, ready, pajamas, brush, teeth, toy 9 My Pet pets, pig, cage, kitten, spider, tickle 10 Magical Sky magical, stars, bright, important, small 11 Busy Day late, busy, homework, long 12 Doing Something Fun something, stay, shopping, sweater, movie theater 13 On the Farm trip, visit, farm, adventure, cave 14 Good at Dancing dancing, twice, famous, dream, true 15 My Friend’s Pond pond, sound, splashing, everywhere, pat 16 Making an Omelet omelet, eggs, mushrooms, cheese, yummy 17 About Birds nests, worms, chick, crawl, snakes 18 Fun with Drawing drawing, elephant, body, tail, head 19 Learning to Play basketball, baseball, volleyball, score, ball 20 From Kenya Kenya, pudding, country, Australia, beef Scope and Sequence 7 Speaking Time1 - Teacher shows students the picture that accompanies the modeled speech and writes the unit title on the board. Teacher then asks students what they think the unit will be about. - Teacher then plays the modeled speech and asks comprehension questions to ensure understanding. - Teacher plays the speech again and has students read along. - The Teacher then has students work in groups to practice reading the speech aloud. Teacher circulates the room, focusing on helping students with speed, pronunciation, and enunciation. - Teacher selects students to present their homework aloud. Records can be kept to show progress in speech giving. Page 1) - As Teacher takes attendance, s/he asks questions related to previous units. Students are encouraged to speak in short phrases or sentences. - Teacher plays a modeled speech from a previous unit and asks students questions related to the speech. - Teacher writes a word related to a previous unit on the board and gets students to say as many words as they can about previous units in 30 seconds to one minute. Suggested Lesson Plan - Teacher writes the sentence prompts on the board and asks students for their own ideas to complete the sentence. - Teacher then plays the audio CD for the students. - Students try to complete the sentences for pictures 1-4 on their own, without the accompaniment of the audio CD. - Check the answers together with the audio CD. - Teacher wraps up the activity by starting the sentence and asking students to chorus the ending or vice versa. 8 Page 2) Page 3) - Students listen to the audio CD and fill in the blanks. - Teacher writes words from the activity on the board, spelled incorrectly, and asks students to find the mistakes and the corrections. This can be turned into a game with two teams. - Students create their own sentences based on the pictures and read them aloud. - For additional review, students can work in pairs to ask and answer questions about the sentences and/or pictures. - Teacher plays the audio CD. - Students listen and number the pictures. - Students then work in pairs to ask and answer questions based on the pictures. - Extend the activity by having students work in pairs to create stories about the pictures. Encourage students to think creatively, but also ensure that stories have clear beginnings, middles, and endings. - Teacher writes the sentence prompts on the board and asks students for their own ideas to complete the sentences. - Teacher assigns students to work in pairs to ask and answer questions about the pictures with the sentence endings provided. - Check the answers together with the audio CD. - Students read the sentences aloud, stressing the words in red. - Teacher can record students’ speaking and create an audio portfolio for each student. - Teacher checks to ensure that students can identify all of the pictures. - Teacher then assigns students to work in pairs to ask and answer questions about the pictures. - Teacher extends the activity by having students work in pairs or groups of three to create a story using all the vocabulary from the section. - Groups then present their stories. 9 - Possible homework assignments include having the students interview a family member, creating role-play scripts based on the unit, and/or listening to the CD at home. - Page 4) - Teacher leads a free talking discussion based on the unit topic, encouraging students to speak as much as possible using key vocabulary and expressions from the unit. - Students create scripts relevant to their own lives, using the Modeled Speech from the first page. - Teacher encourages students to use the expressions from the box in the scripts. - Teacher moves around the classroom, encouraging students and helping them generate new ideas. - Teacher then has students complete the summary practice activity. - Teacher assigns students to work in pairs and interview each other with the given questions. - Students then create speeches about the interviews. 10 Tests assess students’ understanding of the material covered in the book. - Mid-term tests should be assigned after students have completed units 1-10. - Teacher assigns tests and circulates the room as the students are taking the tests to see how easy or difficult the students are finding the tests. - If students are struggling with the test, Teacher should consider providing additional scoring options such as a speaking test or a separate written test. - For individual students who are struggling, extra homework can be assigned. - Teacher should keep solid records of students’ results to pass to the next teacher. - Answers / Scripts for all test questions can be found at the end of each test. Speaking Time Mid-term Test: Test Overview [...]... music B 1 It’s nearly lunch time I like lunch time I eat lunch at one o’clock I usually have a sack lunch Today, it’s a chicken sandwich I will eat some cookies, too And I will drink some milk 2 It’s school time! I walk to school I think school is fun My favorite subject is science I think science is interesting I don’t like math I think math is difficult How about you? 3 It’s time for bed This is how... get their Finally, they B Listen and write Then read aloud to a partner 1 Track 6 It’s time I like _ time I _ lunch at _ I lunch Today, sandwich I will _, too And 2 Track 11 It’s _ time! I _ I fun My favorite I think _ is ... 6 Where is it _? Answer: 13 Speaking Time 1 Mid-term Test 1 Answer Key A 1 * It’s rainy day * She walks to school every day * There are many trees near the road 3 *It’s time for their lunch * They need food to eat for lunch * They like to eat in the park 2 * They like to look at animals in the zoo.. .Speaking Time 1 Mid-term Test A Talk about the pictures with a partner Use the prompts 1 2 * It’s day * She to school * There are many 3 * They like to look at * They see * It has 4 *It’s time for * need to * They like in the * music is ! It is * They think... consider providing additional scoring options such as a speaking test or a separate written test - For individual students who are struggling extra homework can be assigned - Teacher should keep solid records of students’ results to pass to the next teacher - Answers /Scripts for all test questions can be found at the end of each test 16 Speaking Time 1 Final Test A Talk about the pictures with a partner... food at school 2 I don’t like to play outdoors / walking in the park / the food at school 3 I usually ride a bike to school / look at the stars / relax after dinner 4 My favorite season is fall / time is lunch time / animal is the zebra 5 I think dogs are fun / spring is the best season 6 I don’t think dogs are fun / spring is the best season F (Answers will vary.) 1 What do you do in the winter? Answer:... subject? Answer: My favorite subject is English 5 When do you go swimming? Answer: I go swimming after school 6 Where is it fun to visit? Answer: My grandma’s house is fun to visit 15 Test Overview Speaking Time Final Test: Tests assess students’ understanding of the material covered in the book - Final tests should be assigned after students have completed units 11-20 - Teacher assigns tests and circulates... needed walking in the park dogs are fun ride a bike to school playing the piano animal is the zebra spring is the best season to play outdoors season is fall the food at school look at the stars time is lunch time relax after dinner 1 2 3 4 5 6 I like I don’t like I usually My favorite ... you learning ? Answer: 6 What game ? Answer: 19 Speaking Time 1Final Test 1 Answer Key A 1 * I go jogging at five-thirty * I want to get in shape * It takes less than forty-five minutes 3 * I am from Russia * I am good at dancing * I have to practice a . of material Why Choose Speaking Time? 4 Introduction to the Speaking Time Student Books The Speaking Time series covers a wide range of theme-based topics with provided questions. 6 Speaking Time1 Unit Title Vocabulary 1 Summertime summer, hot, swim, cool, ice cream 2 Nearly Lunch Time lunch time, usually, sack lunch, chicken,. for all test questions can be found at the end of each test. Speaking Time Mid-term Test: Test Overview 11 Speaking Time 1 Mid-term Test A. Talk about the pictures with a partner.