Listening seed 3 teachers guide

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Unit 1|Sports Listening Seed 3: Teacher’s Guide Unit Objectives: Students will learn about sports 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 sports you 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): Vocabulary Grab Bag: Divide the class into groups of 2-4 students Assign everyone a vocabulary word Have each student write their word out with each letter on a separate small sheet of paper Place all the letters in a bag Students take turns taking one letter out of the bag at a time If the letter is one found in their word, they keep it and give the bag to the next student If the letter they select is not one of the letters in their word, they put it back in the bag and give it to the next student For example, say S1 has CAT as their word, S2 has DOG, and S3 has COW If S1 draws C from the bag (even if it is not the C that they wrote), they keep it and give the bag to S2 S2 draws a W, puts it back in the bag, and gives it to S3, etc The first student to spell their word wins.) 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): Freeze: Place a set of vocabulary cards in the middle of the circle and teach the children that they are to throw the ball to any person in the circle When the teacher yells, "Freeze!," everyone must stop moving The person with the ball must draw a card and say the word For advanced learners, challenge students to use the word in a sentence 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 soccer basketball baseball tennis badminton table tennis swimming volleyball B They play basketball They play table tennis They play soccer They swim They play badminton They play volleyball They play tennis Basic Listening p A basketball volleyball B 3, 1, C a A He likes to play basketball He likes to play volleyball B He likes to play baseball She likes to play tennis She likes to swim C A What sports you like to play? B I like to play badminton Listening Task p A c B swims tennis watch Anna What sports you like to play, Jake? Jake I like to swim I swim every day My mom says I’m a fish Anna Oh, really? I don’t like to swim very much Jake Well, what sports you like, Anna? Anna My favorite sport is badminton But I also like to play tennis a lot Jake I like to play tennis, too Anna You like everything, Jake! What sports don’t you like? Jake I don’t like to play soccer But I like to watch it on TV! Listening Task p A a B a a Three school sports teams played games last weekend The soccer team played first They did not win, but they played well They scored two goals Good job, soccer team! The basketball team played second They did not play very well But they will play well next time Cheer up, basketball team! Lastly, the baseball team played very well They won their game! Yay, baseball team! Way to go, sports teams! Unit Test p 11 b a c b b a They like to play soccer He plays tennis in the morning and basketball in the evening What sports you like to play? Do you like to play badminton? A Do you like baseball? B Yes, I A Let’s play baseball after school B Well, I like to watch baseball But I don’t like to play it A Oh, I see I played soccer with my friends I scored a goal, and my team played well The score was to 2, and we won the game We were very excited ANSWER KEY: WORKBOOK Unit Sports p Listening Task Anna What sports you like to play, Jake? Jake I like to swim I swim every day My mom says I’m a fish Anna Oh, really? I don’t like to swim very much Jake Well, what sports you like, Anna? Anna My favorite sport is badminton But I also like to play tennis a lot Jake I like to play tennis, too Anna You like everything, Jake! What sports don’t you like? Jake I don’t like to play soccer But I like to watch it on TV! Listening Task Three school sports teams played games last weekend The soccer team played first They did not win, but they played well They scored two goals Good job, soccer team! The basketball team played second They did not play very well But they will play well next time Cheer up, basketball team! Lastly, the baseball team played very well They won their game! Yay, baseball team! Way to go, sports teams! Unit 2|Describing People Listening Seed 3: Teacher’s Guide Unit Objectives: Students will learn about describing different people 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 does he look 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): Fly Swatter: Write the unit’s key words and phrases on the board in any random order Place two chairs in front of the board with a fly swatter on each chair Divide class into two equal teams Have one student from each team sit in the chairs with their backs to the board Say one of the vocabulary words on the board Students stand and find the word on the board Students get one swat and the first student to hit the word with their fly swatter gets one point for their team If neither student hits the right word, the next students are up and no points are awarded Repeat until everyone has had at least one turn Use pictures for young students who haven't learned the alphabet 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 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 10 B I’m going to go to a summer camp Listening Task p 74 A b B go to a summer camp go on a trip volunteer to help the elderly Jake What are you going to this summer vacation, Anna? Anna I don’t know, Jake Everyone in my family has a plan except me Jake Oh What are they going to do? Anna My sister is going to go to a summer camp and my brothers are going to go on a trip Jake That sounds fun I’m going to volunteer to help the elderly Anna I want to read all summer long but my mom said I have to something with my friends Jake Why don’t you join a book club? Anna That’s a great idea, Jake! I’m going to sign up right away! Listening Task p 75 A d B b b Dear Ken, The summer vacation will start soon! I’m going to be very busy this summer vacation I’m going to take tennis lessons Also, I’m going to volunteer to pick up trash at the beach near my house I’m going to study Japanese, too I like Japanese cartoons very much I want to travel to Japan next summer vacation! How about you, Ken? What are you going to this summer vacation? All the best, Jake Unit Test p 77 c c b c c c Kate is going to go to the beach this summer Jim is going to travel to England this summer vacation Why don’t you go camping? 88 What are you going to during the vacation? A What are you going to this vacation? B I’m going to volunteer to help the elderly A Good for you! I’m going to go to an English camp B Wow! You can make many friends Hi, guys You’re not going to see me this summer I’m going to go on a trip to Australia I’m going to visit my aunt and see koalas and kangaroos! Have a wonderful vacation! 89 ANSWER KEY: WORKBOOK Unit 12 Summer Vacation p 13 Listening Task Jake What are you going to this summer vacation, Anna? Anna I don’t know, Jake Everyone in my family has a plan except me Jake Oh What are they going to do? Anna My sister is going to go to a summer camp and my brothers are going to go on a trip Jake That sounds fun I’m going to volunteer to help the elderly Anna I want to read all summer long but my mom said I have to something with my friends Jake Why don’t you join a book club? Anna That’s a great idea, Jake! I’m going to sign up right away! Listening Task Dear Ken, The summer vacation will start soon! I’m going to be very busy this summer vacation I’m going to take tennis lessons Also, I’m going to volunteer to pick up trash at the beach near my house I’m going to study Japanese, too I like Japanese cartoons very much I want to travel to Japan next summer vacation! How about you, Ken? What are you going to this summer vacation? All the best, Jake 90 Review Test 1|Unit ~ Unit Listening Seed 3: 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 b b c c c c b b 10 c 11 a She has short curly hair He wants to be a chef when he grows up What you want to be when you grow up? What does your brother look like? A Let’s make some soup What we first? B First, put vegetables in a pot Then, add water A What you like to do, Tom? B I like to draw and cook A Oh, you want to be an artist or a chef? B No, I want to be a vet I love animals A That’s great A What are you doing, Jake? Let’s play soccer B I don’t like to play soccer very much A Oh, really? What sports you like? B I like baseball, but my favorite sport is basketball Do you like basketball? A Yes, I Let’s play basketball 8~9 A Hello, may I help you? B Yes, please I lost my son A Oh, what does he look like? B He’s short and has brown hair A What is he wearing? 93 B He’s wearing a blue T-shirt and jeans Please find my son, officer 10~11 My brother and I want to be scientists So we study science every day Yesterday we studied science together After that, we felt really hungry We went to the kitchen and made some sandwiches There were vegetables, cheese and ham We used the vegetables and the cheese They were very tasty! 94 Review Test 2|Unit ~ Unit Listening Seed 3: 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 95 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 ANSWER KEY: b b b b b a c c a 10 c 11 a They go to school by subway He waters the plants every Sunday Hello, Jane Smith speaking Who’s calling? How I get to the bank? A What you have to do? B I have to feed the dog and clear the table A Nick, I need to go to Sandy’s house How I get there? B It’s easy, Rebecca I will draw a map for you A Great, thank you B Here, go down Maple Street, then turn left at Fine Street Walk for one block and her house is on your right A Hello, may I speak to Jack, please? B Sorry, Jack is not home right now Who’s calling, please? A This is Ted May I leave a message? B Sure What is it? A Tell Jack we have a soccer game tomorrow at 3:30, not today 8~9 A Mom, can I go outside and play with my friends? B No, Chris You have to your chores first A I cleaned my room already What chores I have to do? B First, you have to put your dirty clothes in the basket A Okay, I will After that, can I go outside and play? B You have to feed the fish, too Then you can go outside 97 10~11 My family will visit a small town for summer vacation We will go there by train When we get there, we will rent a car We will drive to the countryside And we will go around the town on foot I can’t wait 98 Review Test 3|Unit ~ Unit 12 Listening Seed 3: 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 99 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: a b c b b c a b b 10 b 11 c The green pencil is longer than the red one Tim is taller than Jake and Ed is the tallest boy Hello, are you ready to order? What are you going to do? A Who is the fastest student in your class? B Lucy is the fastest, and she’s the tallest, too A Are you ready to order, Jane? B Yes, I’ll have a cheeseburger and a Coke A Okay I’ll have a chicken sandwich and a lemonade B Hmm… the chicken sandwich sounds great Okay, I will change my order I’ll have a chicken sandwich and a Coke! A Do you know that boy over there, Emily? B Oh, he is my classmate His name is Jack A Is he taller than you? B Yes, Nick He’s taller than me A And you are taller than me So, I’m the shortest here 8~9 A Kate, what are you watching? A movie? B No It’s a race My favorite runner, Joe, is running Do you want to watch it together? A Yes The race is starting now B Oh, Joe is running really fast He’s going to win A But look! Now Tom is running faster than Joe Tom won the race 10 B Oh, no Joe lost the race 10~11 Vacation is over and I’m ready for school I’m very excited I’m going to get up early and go to bed early I like books, so I’m going to join a book club at school I’m going to learn the flute, too I’m happy to meet my homeroom teacher and my friends again! 10 ... my sisters have blue eyes But I have straight black hair and brown eyes 16 Unit 3| Jobs Listening Seed 3: Teacher’s Guide Unit Objectives: Students will learn about different jobs 10 Students will... sing and dance for the customers in our restaurant 24 Unit 4|Cooking Listening Seed 3: Teacher’s Guide Unit Objectives: 13 Students will learn about cooking 14 Students will understand the meaning... haven't learned the alphabet Basic Listening In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises Exercise
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