1" l il lF'*qffiFllwffi, Teacher's Guide t- Aledq Krquse Gr€g Cossu with M H Newton Published by Pearson Longman Asia ELT 20/F Cornwall House Taikoo Place 979 King's Road QuarryBay Kong a Hong fax +852 2856 9578 email: pearsonlongman.hk@pearson.com www.pearsonlongman com and Associated Companies throughout the world @ Pearson Education Asia Limited 2005 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in an"y form or by any means, elecironic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers The following pages, however, may be photocopied by a school or teacher for use in a classroom: pp 27, 35-37,45-47,55-57,61-63, 65,73-75, Aa-AS, SS-SS, 99-I01, I03, ill-113, 121-123,13i-I33, 137-139, 141, 145, 149, t52, t76-t87 , 190-195, 197 o First edition 1997 This edition 2005 Reprinted 2009 Produced by Pearson Education Asia Limited, Hong Kong EPC/11 ISBN- l3 : 97 8-962 - A0 -5292-7 ISBN- 0: 962-00 -5292-7 Publishing Manager: Gregg Schroeder Publisher: Christienne Blodget Managing Editor: MarieWebster Editors: Hoi Kin Chiu, Kelley McDermott Designers: Junko Funaki, Tonic Ng Illustrator: Bernd Wong Acknowledgements taught me everything I have learned about them, to my editors, whose dedication and professionalism are responsible for all that is good in this edition, and to my mother, Leona, who always knew I would vrrite a book and whose encouragement led me to try And my gratitude to Lesley, without whom this would not be I wish to express my thanks to my students, who AledaKrause children's course is a team effort IWould like to thank all of the editors and the entte SuperKids team Pearson Education for making the new edition of SuperKids a reality I also want to thank my coatrthor, Aleda Krause, for her support and encouragement Lastly, I want to thank my friend Lesiey who believed in me I dedicate this book to my mother, Iewel Writing O a Greg Cossu The Publishers would tike to thank the following people for their contribution to the course: Mary L Burkitt Kathrym Burder Susan Bainbridge Christine Choi Cho, lin-Hee Dorothy Chiu Florencia Chen Daphne Chen Allen Gilman Daniel Fly,:rn Sharon Eun Lee Seung Eun Hiroko Kashimoto Kazuko Kameyama Yumi Hamanaka Gu, Eun-Young Kim, Soo-Kyeong Greg Kennerly Katsuko Kato Christina Ke Tim Lyon Kim, Sun-Young Kim,Young-Soon Jessie Lin Kaoru Naritomi Mari Nakamura MartMcTamney Ichizo Murakami Song, Na-Young Ayako Ozasa Rie Noguchi Samuel Oda Hideko Takasu Suh, Yoon-li Chizuko Takai NathanToleman Shinichi Tanaka ShellyThies-Itoh R::",I"#*ffi ,,J,,Iiu., NorikoYoshio Eva Zawadzka o poliry is to use paper manutactured lrom sustainable toresls I :-:-ji-i:1=-;:-::r -d."f C'6ffiii'ntC t Page Page Page Page Q Page Page Course D,gsgrlption Philogophy Co.Apglents !.!9 qq$ F_oglf ,=i1 q 9 c_nn ti9 c g vr.' q-!ip' gg c g4 q slp-4 st e I Pagg _ lQ uni! Pagq \2 Page 13 _!a_ge_ 2! {u.cibQ (rnl t ) uglt 11 e+g!}o.'9el,gol (!+gj!_qp*g.fBe 2,3 gnd4) tuv rg+ily_ @9lgqi!gf$.s,_p 3nd_z) 9li! sJartel I (ilqlg4g g_tg qg_llgr _rgplg Peg ?9 Prye _3p z, e _llnjt 3, !l p_a1d e$g+- I11qlgq1nsl$g!, !_e_qyglgitl t _oi-'-qoyql ill l (inglu(ilglBlll _t? q14}s) l4v_s_oly q"g!$perRl4) q",$_ _{ggtg_Eq+_ (,I."1gaq_g-lBl 1*s,1Q a$ u:t! 1_ !S!q1y @91_Ud:ng_JB-s La !e and 20) ( ]l_ti!_Q _ll e ding JR s 2),, 22 3nd ?-{,?I "1-!-g ? q) tlt._-cleg ro_g_m (inclu g gf -Beevslgili?-Ql.1v 9," $ Pggg Page P+gg Jz) c_g!-tsr_s l, Culture 2: I can i1l Hgiisy_"gll (i_1gty911e TE_4ll Merry Christmas (includingTR 42) Rewards 19 58 -P"gg 23 _q,-s'o_ygfql? vtf-c_teth_et(igqlgal!_-slB2Zl _ult{, _4l$gplilqlg{F g rnq 2_p, !!_ and 1-Q] Unit B: Playing Sports (includingTRs 31, 32 and 33) _u"ilei* _c"E+fl!qg q+{gq,"gIlg$ 3_q and 36) qe)Bg_.y_.lg$ p_ _$ac-!9ding_J$9 lz, s_a_q!d P_iqggygrlt 9' ${uut re* *qlg!$lLelR 40) I P$s t_o)_ ) 64 9o 7_Q Page 86 Page 96 Page 102 Page 104 Page 114 Page L24 Page L34 Pegg_ 1+o PSge Page Page !qae_ _L!2 146 150 _1i_? - $c,tlyigLog,L4rtjy_el5gy Reduced Picture Cards reglc5lp1a+q{!!ggf{Sy Test _l_cs_e _ _ lI-i Pggg l8p !3ge _t!0_ l_egg_ 1-?9_ Sqg-e 1_s*7_ Page 198 Test Test I ;tl How to Make and Use Certif, cate of Completion Word List -i -;r-l Philosophy Components SuperKids is a six-level course for elementary school childre_nlearning English as a Foreign Language (EFL) SuperKids is based on the following-pfritos6ptr'ies Student Book The Student Book includes: l Voriety of methods No oneparticular English teaching methodology works for all children in all classes, so tedhniques frorilvarious approaches are used Detailed suggesti,ons are provided in each lesson plan Approaches used include Totil phvsical Response (TPR) in Levels I and 2, Whole Language Learning, and the Communicarive Approachiall"of ,rhi.h have been proven successful with cNldren Conlextuol leorning Language is introduced contextualiy and in cateqories Children are able to learn and remember related" vocabulary, simple dialogs and structures more readily these are introduced in a common context Familiar themes and situations from children,s lives are used in order to make the task of learning English more interesting and less intimidating if with familiar characters to stimulare student interest and.to provide a sense of continuity Nine theme-based units with cotorfirl double-page spreads Three Recycle itl units to reinforce and expand on previously taught language Three Discover it! units to introduce cross-curricular topics Two double-page Culture units to introduce different events ofuniversal interest to children, making learning English an intemational experience At least one song or chant per unir to help children practice and remember grammar points ind dialogs Pictorial icons on each page to identi8rthe focus ofthe lesson A gradual introducrion to reading and writing Sounds Speoking needs proclice Children learn to speak.English by saying things they walt tg say in meaningful conrexts SupJrKids provides activities and games that encourage children to speak out Four skills SuperKids systemarically progresses through the four skills of listening, speaking, reading and \^;itins wirh each skill formally introduced and then !racticed Tf,e emphasis is onlistening and speaking (the natural order of language acquisition) so thit childien can immediately begin communicating orally in English Course Description e on the pages serves as a reference for teachers and aiso helps familiarize children with the Roman alphabet Eighteen functional dia.togs that are useful in daily life Vocabulary building of nouns Vocabulary building of verbs using the TpR rnethod Fun I words (with the exception of x which is taught as the final sound ofwords) Text The CD is used to model the language items and tasks before expecting children to speak o-r complete a task Children feel less threatened and more suicessful when working with new language or completing tasks in this way Learning is made enjoyable through games and task-based activities SuperKids ums to help children develop a positive aftitude towards learning English Level is based on the premise that children cannot read any English words and have had little or no previous exposure to English In Level l, all the letters of the alphabet and their sounds are taught as the first sound of Modeling In EFL situations, review of language is very important The language ia Superlfrds is carefuUy recyiled^within each level and befween levels e Studenl Book I In Unit 1, the SuperKids arrive at school and meet new friends, including a talking mouse The children and mouse.interact throughout the book making leaming enjoyable and stimulating Review ond recycling ( that have similar mouth positions are taught-tosether so children-can acquire the sounds more Jasilyind learn to differentiate between them Listening tirsl Many children studying in EFL situations not hear spoken English outside the classroom and have no other base for their aftempts to communicate in English In SuperKids, children hear and respond to langu"age receptively before being required to producJit, t=hat is they listen, then speak The CDs givjmaximum exposure to native speaker competence 'a A storyline Level i focuses on: Nine simple structures to provide a suong foundation in basic English grarnmar Initial phonics sound ofeach letter ofthe alphabet Recognizing and writing all the upper and lower case letters Sludenl Book CD The Student Book CD includes: I Models for all the vocabulary items, functional dialogs, and grammar statements and dialogs A narration of the stoq'line to add special interest ) Lively and rhythmic songs and chants for each unit Models for the phonics sounds a The stories and listening activities in each Recycle itl unlt The vocabulary, dialogs and songs from each Discover it! and Culture unit Activity Book The Activity Book includes: Further practice of language items introduced in the Student Book ( I Tasks ofuniversal enjolment to children such as finding hidden pictures and connecting dots Onepageforevery lesson in Units 1-9 and one page for every Recycle it!, Discover it! and Culture unit A listening activity on each page as well as another activity to practice reading and writing words and sentences Letter writing and tracing activities in Level Later levels develop more advanced skills, such as reading and writing words, simple phrases, sentences and I t short passages Aclivily Book CD The Activity Book CD includes: l All the instructions necessary to complete the listening tasks 2, Instructions followed by a bell sound signaling where the CD should be paused so children can complete the task { N Teocher's Guide The Teacher's Guide includes: l The philosophies and objectives ofthe course Detailed lesson plans, including culture notes, pronunciation notes and notes on language usage Audio scripts and answer keys for the Student and Activity Books Placement tests / assessments with answer key Photocopiable supplementary activities An Activity Bank of activities to supplement each lesson Reproducible Reduced Picture Cards for each unit, colors and numbers to 12 TPR card reproducibles for each unit Not€ that throughout the Teacher's Guide, stlldents is abbreviated to Ss Picture Cords There are 72-103 Picture Cards per level One side is a color picture while the other side shows the corresponding word There is one card for each vocabulary item as well as each SrrperKids character The Picture Cards can be used to teach and review vocabulary words as well as practice the diaiogs Detailed suggestions on how to use the cards are provided in each lesson plan Student Book I unil description Tolk qboul it! (Vocobulory, funclionql diologs, gromm