Listening seed 2 teachers guide

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Unit 1|Weather Listening Seed 2: Teacher’s Guide Unit Objectives: Students will learn about the weather Students will understand the meaning of new words and be able to use the words in sentences Students will practice listening comprehension skills –identifying main ideas and supporting details Students will learn skills in phonics, key points of expressions, vocabulary and grammar Key Words and Phrases: What’s the weather like? LESSON GUIDE Getting Ready Getting Ready In this section, students learn key vocabulary or phrases from clear images They can then practice using them in a situational cartoon or another visual context A) As a class, look at the pictures Read the names to the students (for more advanced students, ask the students to read what they see) After a brief discussion, play the recording one time for the students Make sure the students are following along in their books Then play the recording for the students a second time Have the students read along with the recording aloud Then call on students to read the words without the recording (for more advanced students, place the students in pairs) B) As a class look at the picture Briefly discuss what can is happening in the picture Then play the recording for the students (for weaker students, play the recording more than once) Then have the students number each item according to the recording When completed, go over the answers as a class Extra Idea (optional): Scrambled Letters: Write up eight words with their letters shuffled (e.g eicscen for science) on the board When the teacher says 'go', the students, individually or in pairs, endeavor to untangle the words as quickly as they can The first student or pair, to so wins The teacher can then quickly run through each of the scrambled letter groups on the board, eliciting information about each word or concept Tip: Don't make them too difficult Basic Listening In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises Exercise A As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class Exercise B As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class Exercise C As with the previous Exercise, have the students look at Exercise C Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, place the students in pairs and have them act out the dialogue Extra Idea (optional): Telephone: Divide the class into teams or play as one large team Whisper the word to the first student Then that student must whisper the word to the next student, and so on The last student must write the word they hear on the board Listening Tasks Listening Tasks and are a pair of linked tasks based on dialogues and monologues The first listening of each focuses on understanding the main idea while the second listening focuses on detail and interpretation Listening Task A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise A Then go over the answers as a class B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise B Then go over the answers as a class Hamlet’s Help The continuing character Hamlet helps students analyze key points of expressions, vocabulary and grammar that affect listening Model the dialogue to the students by reading it to them Reinforce the point covered in the previous exercises Then have the students act out the dialogue (place students into pairs where they take turns in each part of the dialogue, or call on specific students to act out the dialogue with you) Listening Task A) As a class, look at the picture Briefly discuss what can be seen in the picture Then play the recording to the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise A Then go over the answers as a class B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise B Then go over the answers as a class Speaking Task The Speaking Task provides the chance to practice key points of the unit through the production of language Step is a controlled practice section Step is a personalized speaking activity section based on Step Step Explain the directions in Speaking Task Step Present the students with a model answer by telling the students your answers Then have the students complete Step by themselves Once the students have completed Step 1, have them take turns presenting their answers to the rest of the class Step Step is geared towards encouraging student-to-student interaction Students will be practicing both speaking skills and listening comprehension skills Thoroughly explain the directions of Step to the class Model an answer for the students to ensure full understanding Then encourage the students to meet and talk to as many other students in the classroom as possible When the students are done, have them present their answers to the rest of the class Extra Idea (optional): Word Find: Prepare small cards with words and their meanings (separately) in advance Put all the cards in a small bowl or a hat and have all of the students stand up and pull one card out each Optionally, you can ask the students who get words on one side of the room and students who get meanings on the other side Tell the students that the objective of the game is for them to find the student whose card matches the one they have Prizes and penalties can be given to the first and last pairs to finish Unit Test In this section, students are tested on what they learned in the unit The Unit Test carefully checks each area of students’ listening skills For the Unit Test, thoroughly explain the directions of each section to ensure full understanding of each exercise Then play each recording for the students at least times (for advanced students the recording may only have to be played 1~2 times) Then have the students complete the Unit Test exercises, and go over the answers as a class Workbook Listening Task Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class Listening Task Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class ANSWER KEY: STUDENT BOOK Getting Ready p A hot warm sunny raining snowing cold cool cloudy windy cloudy raining snowing hot sunny windy 10 foggy B cold Basic Listening p A windy sunny B 3, 1, C c A It’s windy It’s sunny B It’s raining It’s foggy It’s snowing C A What’s the weather like? B It’s cool and cloudy Listening Task p A c B windy Nick Nick Amy, what’s the weather like today? Amy It’s raining, Nick Nick Oh, no It’s raining again? Is it cold, too? Amy Yes And it is very windy So dress warmly Nick I don’t like cold weather Amy I don’t like rain I want to play outside Nick Me, too! Listening Task p A a B c c Hello, everyone I’m Claire, and here’s the weather It is warm and sunny here in Appleville today The skies are clear It’s a wonderful day! But it is very cloudy in Orange City It is also cold and raining It is cloudy in Banana Town, too It is snowing in Banana Town, so dress warmly! Speaking Task p 10 Step Unit Test p 11 a c b a c c It is hot and sunny today It’s snowing, so they make a snowman Is it windy today? What’s the weather like? A It’s cold outside Let’s go inside B Okay Wow! It’s warm in here A I miss the hot weather B Me, too I want to go to the beach 6 Here’s today’s weather It’s hot and cloudy in Bear Town and Koala City But in Cat City it is raining So take your umbrella ANSWER KEY: WORKBOOK Unit Weather p Listening Task Nick Amy, what’s the weather like today? Amy It’s raining, Nick Nick Oh, no It’s raining again? Is it cold, too? Amy Yes And it is very windy So dress warmly Nick I don’t like cold weather Amy I don’t like rain I want to play outside Nick Me, too! Listening Task Hello, everyone I’m Claire, and here’s the weather It is warm and sunny here in Appleville today The skies are clear It’s a wonderful day! But it is very cloudy in Orange City It is also cold and raining It is cloudy in Banana Town, too It is snowing in Banana Town, so dress warmly! Unit 2|Feelings Listening Seed 2: Teacher’s Guide Unit Objectives: Students will learn about feelings Students will understand the meaning of new words and be able to use the words in sentences Students will practice listening comprehension skills –identifying main ideas and supporting details Students will learn skills in phonics, key points of expressions, vocabulary and grammar Key Words and Phrases: How you feel? LESSON GUIDE Getting Ready Getting Ready In this section, students learn key vocabulary or phrases from clear images They can then practice using them in a situational cartoon or another visual context A) As a class, look at the pictures Read the names to the students (for more advanced students, ask the students to read what they see) After a brief discussion, play the recording one time for the students Make sure the students are following along in their books Then play the recording for the students a second time Have the students read along with the recording aloud Then call on students to read the words without the recording (for more advanced students, place the students in pairs) B) As a class look at the pictures Briefly discuss what can is happening in the pictures Then play the recording for the students (for weaker students, play the recording more than once) Then have the students fill in each blank with the correct response according to the recording When completed, place the students into pairs and have them act out the conversation Extra Idea (optional): Team Spelling: Put the class into teams The teacher shows a team a picture of one of the key words, and the team must each write down one letter of that word (without showing their teammates), depending on their position The leftmost student writes down the first letter, the next student the second letter, etc (ex The teacher shows a group of five students a picture of an apple The leftmost student writes down "a", the next student "p", the next student "p", the next "l" and the rightmost student "e".) Give the students a time limit (depending on their English level) and then have them all reveal the letters they wrote Award one point if the word is correctly spelled, then move on to the next group Basic Listening In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises Exercise A As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class Exercise B As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class Exercise C As with the previous Exercise, have the students look at Exercise C Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, place the students in pairs and have them act out the dialogue Extra Idea (optional): Relay: Divide the class into two teams Announce a letter to one group (for example, “The letter is going to be ‘B’.”) Then have each student say a word that begins with that letter If each member of the team successfully names a word that begins with the announced letter, that team gets a point If a member of the team fails to successfully name a word that begins with the announced letter, the other team gets a chance Listening Tasks Listening Tasks and are a pair of linked tasks based on dialogues and monologues The first listening of each focuses on understanding the main idea while the second listening focuses on detail and interpretation Listening Task A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise A Then go over the answers as a class B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise B Then go over the answers as a class Hamlet’s Help The continuing character Hamlet helps students analyze key points of expressions, vocabulary and grammar that affect listening Model the dialogue to the students by reading it to them Reinforce the point covered in the previous exercises Then have the students act out the dialogue (place students into pairs where they take turns in each part of the dialogue, or call on specific students to act out the dialogue with you) Listening Task 10 A They are one dollar each B Okay, I’ll take two Tomorrow is Mother’s Day So I went shopping with my sister I bought flowers for five dollars And my sister bought socks for four dollars 89 ANSWER KEY: WORKBOOK Unit 12 Shopping p 13 Listening Task Clerk May I help you? Amy I’m looking for balloons Clerk Balloons? Here they are We have star balloons and puppy balloons Amy Good How much are they? Clerk Star balloons are seven dollars each, and puppy balloons are six dollars each Amy They are expensive! Clerk Oh, we also have ice cream cone balloons They are only three dollars each Amy Great! I’ll take them Give me two ice cream cone balloons, please Listening Task Welcome to Honey Bubble We have many kinds of soaps and shampoos Our honey soap makes your skin soft It is four dollars We have milk soap, too It is for babies and it’s three dollars Our flower shampoo smells like flowers It makes your hair healthy Now it’s on sale, so it’s only five dollars! 90 Review Test 1|Unit ~ Unit Listening Seed 2: Teacher’s Guide Review Test Objectives: 49 To review previously learned material 50 To enhance and gauge student understanding of the material covered 51 To serve as supplementary material for the lessons covered REVIEW GUIDE Listen and choose the correct pictures For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the best response for each question For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud You may have to play the recording more than once After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the correct answer For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the correct answer for each dialogue For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 91 Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 92 ANSWER KEY: b c b c b b c c a 10 c 11 c It’s windy and sunny She is angry What’s the weather like today? Where are you from? A How you feel? B I’m tired A What you after school, Kate? B I usually my homework What about you, Jack? A I usually play soccer with my friends Let’s play soccer together! A Hi, I’m Emily I’m from Australia Where are you from? B Hi, Emily I’m Antonio and I’m from Mexico A Wow! Nice to meet you, Antonio! Do you speak Spanish? B Yes, I I can speak French, too! 8~9 A Hi, Susan How you feel today? B Hi, Sam I’m excited A Oh, why? B I ride my bike on Sundays and I have a new bike today! A Oh, that’s great! I usually play baseball on Sundays But I don’t have a game today B Oh, that’s too bad 93 10~11 Jessica usually plays outside after school But it’s raining now So she is at home But she is not bored Her brother is playing the piano for her And her mother is cooking for them So she is happy! 94 95 Review Test 2|Unit ~ Unit Listening Seed 2: Teacher’s Guide Review Test Objectives: 52 To review previously learned material 53 To enhance and gauge student understanding of the material covered 54 To serve as supplementary material for the lessons covered REVIEW GUIDE Listen and choose the correct pictures For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the best response for each question For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud You may have to play the recording more than once After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the correct answer For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the correct answer for each dialogue For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 96 Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 97 ANSWER KEY: a c c b c c c b b 10 a 11 b He is wearing a black hat and a white shirt There are two bedrooms and one bathroom in my house What you usually have for dinner? What did you yesterday? A What did you on Sunday? B I had a picnic A Tim, is that girl Sarah? B No, that’s Jane A Then, where is Sarah? B Over there She is wearing jeans and a purple shirt A I like my room It’s big and there are two big windows B Wow, that’s great, Sue There are two small windows in my room A I see But you like your room, Ted? B Of course I 8~9 A Joe, did you go on a picnic last weekend? B No, I went swimming with my friends What did you do, Alice? A I went shopping with my parents B Did you buy some clothes? A No, we didn’t We just had lunch and came home 98 10~11 My family had a picnic at the park yesterday We ate some fruit and bread Today, we’re cleaning our house We’re wearing T-shirts and shorts My father and I are cleaning the bathroom And my sister and mother are cleaning the living room 99 Review Test 3|Unit ~ Unit 12 Listening Seed 2: Teacher’s Guide Review Test Objectives: 55 To review previously learned material 56 To enhance and gauge student understanding of the material covered 57 To serve as supplementary material for the lessons covered REVIEW GUIDE Listen and choose the correct pictures For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the best response for each question For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud You may have to play the recording more than once After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the correct answer For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the correct answer for each dialogue For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 10 Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 10 ANSWER KEY: c c b a c a a c b 10 b 11 a There are trees behind the house She has a cough I like this shirt How much is it? What’s wrong with you? A I’m going to the museum, Mom B Okay Remember, don’t run and don’t eat in the museum A Mom, did you see my bike helmet? It’s not on my desk B The blue one? It’s on the sofa A I can’t find it B Oh, sorry! It’s under the table Here it is A Hi, I’m looking for a shirt B How about this red one? It’s 50 dollars A 50 dollars? It’s expensive How about that blue shirt? B It’s 15 dollars A Sounds good to me I’ll take it 8~9 A Mom, I want some warm clothes Where are they? B Why, Ted? Are you cold? A I have a fever and a sore throat B Oh, that’s too bad Stay home today A But I want some cookies Can I go out and buy some cookies? B No, you can’t There are some cookies in the refrigerator 10 10~11 I am looking for a new baseball cap I think it will make me look great I only have 30 dollars Some caps are too expensive This red cap is 50 dollars I don’t want the expensive one Oh, look! I want that blue one It’s nice and cheap! 10 ... cloudy in Banana Town, too It is snowing in Banana Town, so dress warmly! Unit 2| Feelings Listening Seed 2: Teacher’s Guide Unit Objectives: Students will learn about feelings Students will understand... Canadian flag It has a red maple leaf in the middle I love maple syrup, too! 23 Unit 4|Daily Routine Listening Seed 2: Teacher’s Guide Unit Objectives: 13 Students will learn about a daily routine 14... levels Basic Listening In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises Exercise A 24 As a class,
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