View, download: Fun for Starters. Student's Book. Teacher's Book. On-line resources. Progress Tests. Robinson A, Saxby K. (, 4th ed.) (+ Audio) (pdf; mp3). Fourth edition of the full-colour Cambridge English: Young Learners (YLE) preparation activities for all three levels of the test (Starters, Movers, Flyers) updated to reflect the new revised specifications which will be out in January Fun for Starters provides full-colour. Fun for Starters Teacher's Book by Karen Saxby, , available at Book Depository with free delivery worldwide.
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Fun for Starters | Fourth edition of the full-colour Cambridge English: Young Learners (YLE) preparation activities for Teacher's Book with Downloadable Audio. Fun for Starters Teacher Book - Download as PDF File .pdf), Text File .txt) or read online. Fun for Starters Teacher's Book book. Read reviews from world's largest community for readers. Fun for Starters provides full-colour preparation.
You make playing guitar easy and understandable and fun. You explain very well the hows and whys when presenting a new song to learn and walk it through so that anyone can learn. I have played guitar for 20 years now and have learned more from you in the last five years than the previous 15 by myself. You have also been a tremendous help to both my son and my daughter in learning to play as well by making playing fun and interesting. I have a couple of pictures of me and my children all doing what we love.
Many Thanks to you Justin KTEN A few years back, I dusted off the ol' Takamine I got in high school to try some 'music therapy' with my disabled son, who was recovering from a massive at-birth stroke. This reignited my long dormant passion to transform myself from a beach strummer to a 'real' musician; however, as a single mom, taking in-person lessons was financially difficult. Then I found Justinguitar! Flash forward to today; my son is almost fully recovered YAY! None of this would have been possible without your guidance and generosity, Justin.
Thank you for being part of the journey! Now colour the picture. Colour the Bs brown. Colour the Gs green. Give learners time to finish their colouring. Draw a sun on the board. Learners draw a sun and colour it yellow. They could also choose other colours for the flowers, the giraffes eyes and background body colour if they want to.
What colour is the sun? I know your number! Demonstrate the game first with all the class. Tell one learner to think of a number between 1 and 20 and to write it in their notebook. I know your number. Its seven! Then its five!
Fun for Starters Teacher's Book with Downloadable Audio
How do you spell five? Play the game with the whole class a few times until you are sure that the learners understand what they have to do. Learners then play the game in groups of 34 to practise numbers When a learner guesses and spells the number correctly, its their turn to think of a different number and the other learners guess.
Listen and circle the number! Give each learner half a sheet of paper.
Write the words for numbers on the board, asking learners to help with spellings. Now write these number words on your paper. Tell learners to write the words in big letters anywhere on the paper and not to write the words in the correct order.
Shout out any number between 1 and Draw a circle round that number! Each learner hurries to find the correct number and draw a circle round it. The first learner in each A and B pair to correctly circle the number you called out, wins a point. Repeat with other numbers until all the numbers have been circled or until learners tire of thegame. Pairs keep their own scores. Wh ts your n me? What are the boys and girls name in your picture 9 in A? Is the boys name a girls name too?
Is the girls name a boys name too? Learners talk about the names they wrote. Learners can check online to see if their names are for both boys and girls. If relevant, you could talk about names that are for both girls and boys in your learners country. I like the names George and Helen. What English names do you like? Write your favourite English names on the lines in the boxes in B. Topics names, family and friends Grammar practice: Movers words: A Look at the letters.
Write the names. Point to the boy in picture 1 and say: This is Ben. Thats B-E-N. Point to the capital B at the start of his name. Remind learners that the first letters of names are written with capital letters.
Here are pictures of ten people. Explain that the names for the people in pictures 18 have been jumbled up.
For 28, learners put the letters back in the correct order to spell the names and write them on the lines. The capital letters will help them do this! Learners choose a name for the boy and the girl in 9. They jumble up the letters of the names and write them under picture 9 for example n n A a.
In pairs, learners exchange books. They unjumble the letters and write the letters on the lines to write the names correctly spelt. B Write the names under boy, girl or boy and girl. Starters tip Make sure that your learners are familiar with the 17first names that appear on the Starters wordlist and in this unit.
These names appear in many parts of Starters and some of them are tested in Listening Part 2 they are always spelt out. Knowing if names are for boys or girls, or for both, is useful. Dan is a nice name. Is Dan a boys name or a girls name? D-A-N Point to the name Dan in the wordbox and on the line. Dan is a name for a boy or man.
Its under boy here. Point to the next name in the box Alex. Alex is a nice name, too. Is Alex a boys name or a girls name? Explain that Alex is a name we can use for a boy or a girl. How do you spell Alex? Learners write Alex on the first line in the boy and girl column.
Look at the names in the box. Write the names under boy, girl or boy and girl. Tony girl: Sue, Anna, Jill, May, Grace boy and girl: Alex, Pat Say: Now look at the names in 18 in A.
Which are boys names? Which are girls names? Which are boys or girls names? Write the names on the lines in B. Ben, Nick, Bill, Tom boy and girl: Sam, Kim. Listen and write the names.
Listen to the woman and girl. Which names do they say? Playconversation 1 on the audio.
Whats the girls name? Lucy What name does Lucy say? Tom Point to Tom on line 1. The woman says Lucy and the girl says Tom. Learners listen to conversations 26 and write the names. Ask different learners to spell the names and write them on the board: Is Mr Ride a man or a woman? Whats Lucys brothers name? Tom Write Tom in the gap in the sentence on the board.
Learners complete the sentences with the names from C. Let them listen again if necessary. Audioscript Listen and write the names. One Woman: Hello, Lucy.
Is that your brother? Whats his name? Is that T-O-M? Have you got a good friend at school? Whats her name? Do you spell that A-L-E-X?
Cambridge Fun for Starters Teacher's Book Second Edition
Shes very nice. Three Woman: Whats your teachers name? Mr Ride. How do you spell that? Oh yes, I know him. Five Woman: Six Girl: Audioscript Whats your grandmothers name?
Her names May. Its M-A-Y. Is that your dog, Tom? Whats its name? Her names Happy. Thats a good name for a dog. Do you learn English at school, Ben? Its my favourite lesson. Whos your English teacher?
Her names Mrs Duck. You spell it D-U-C-K. Names, questions, circles Tell the class to sit in a circle. Large classes: Ask one learner: This learner answers, for example: My names Jean, and then turns to the learner on their right and asks them the same question: This learner answers then turns to the learner on their right and asks the question.
This continues round the circle until all the learners have asked and answered the name question. Learners do the same with the second question: Can you spell your name?
But this time, they turn and ask the person on their left.
Learners ask each other the third question: Whats your favourite name? Changing direction in the circle again, they ask the learner on their right. Encourage learners to work quickly round the circle. Learners read questions 14 and write their answers in the four sections of the circle. Draw a circle on the board with a cross inside like the one in D.
Write your answers to questions 14 in the sections. Mary, Lucky, Agnes, Anne. Explain that these are your answers to questions Ask learners: Who is Agnes?
They try to guess: Your friend? Learners do the same in pairs. Learner A shows B their names circle. Learner B guesses who each name belongs to. Then Learner B shows their four names and Learner A guesses.
Listen and write the names and numbers. Tell learners to look at the envelope in E. Show learners that some things are missing from the name and address. Ask learners to suggest which things are missing. Learners listen and say which things are mentioned. Marys family name, the number of her house and the name of her street Play the audio again.
Learners listen and write names or numbers. Listen and write. One Boy: Mum, can you help me? Can you tell me Marys family name? Its Door. Two Boy: And whats the number of Marys house? She lives at number Oh yes!
Three Boy: And whats the name of the street? You know that! Its Lime Street! Do you spell that L-l-M-E?
Thats right: Thanks, Mum! Explain to learners that this is a birthday card for their friend. Tell them to write their friends name and address on the envelope. Ask different learners to read out their friends name and address. How do you spell your friends name? How old is your friend? G Find a name from A in these sentences. Read out the example sentence: Listen to my story! Can you see the name Tom here?
Now find a name in sentences 25! Ifnecessary, tell learners that all the names they need to find are in A and B. H Play the game!
Names bingo. Learners close their books. Can you say the 17 names from B? Different learners come to the board and write a name: Learners choose five names and write them on a piece of paper. Explain that you are going to say and spell out some of these names.
Say or spell the different names on the board. Learners listen. If the name you spell is one of the five names that the learner has written, they cross it out. The winner is the first person to cross out all five names on their piece of paper. To check the winning names, ask that learner to say and spell the names. Play the bingo name game a number of times to allow different learners to win and spell.
What does my name mean? Learners tell the class what they have found out in their own language if necessary. B You and colours. Answer the questions. Read and answer the questions in B. Colour the paints under Me. Make sure learners understand what to do by asking one learner: What colour are your eyes?
Are your eyes brown? Then take your brown pencil and colour! Learners colour the five paint box squares under Me. In pairs, learners ask and answer the questions. They use colours to show their partners answers in the paintbox squares under My friend.
C Look at the pictures. Circle the correct word. Look at the pictures and read sentences Which word is correct? Is 1 a boat or a goat?
Learners draw a circle around the other correct words. A Read and colour. Point to the colour palette in A and say: Look at these paints. Which colours can you see? Blue and red make What colour can I make with blue and red paints? Learners read 25 and colour the circles in the palette with the colour that these two colours make when they are mixed together.
We cant see a paint colour between green and grey. Which colour is this? Dogs and cats can be this colour. Part of a coconut is this colour but you dont eat that part! Lots of chairs, tables and floors are this colour.
And chocolate too! Which colour is it? In pairs, learners choose five colours from the palette. They write the colours in their notebooks, adding three or four things that are that colour. See suggestions below. Other learners guess their chosen colour. Learners bring in pictures from magazines or draw and colour pictures of objects that are the same colour. Working in pairs, learners then stick their pictures on a large piece of paper to make a colour poster.
Some learners may prefer to download pictures and create their poster online. In pairs, learners point to each of these things and say: Learners choose colours and colour the boat, mat, one of the trees and the boys face in D.
In small groups, they point to each of these things in their picture and say: This a green boat. This is a purple mat etc. Point to the picture in D and ask: Wheres the? To answer, learners point to the different things in the picture.
Learners check with their partner to make sure that they are both pointing at the same thing. Move around the class and check learners are pointing at the correct parts of the picture. How many birds can you see? If the sentence is correct for the picture, learners say yes and stand up.
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If it is not correct, they say no and sitdown. Theres a bird in the tree. Yes stand up Theres a bird on the girls T-shirt. No sit down Theres a bird on the kite. Yes stand up Theres a bird on the womans bag. No sit down Theres a bird on the boys T-shirt Yes stand up Theres a bird on the boat.
Yes stand up.
Starters tip In Listening Part 4, candidates need to focus on an object or thing that appears several times in different locations within the same picture in this example, the bird. They should think about where each one is in the picture and the prepositions that will help find them, for example: Listen to a woman and a boy. Theyre talking about the picture. Play the example on the audio. Where is the yellow bird in the tree?
Learners point to this bird. Play the rest of the audio. Learners listen and colour. Play the recording twice. Learners swap books and check each others colouring. Check answers by asking questions. Findthe bird on the kite. What colour is that bird? There is one example. Can you see the bird in the tree? Colour it yellow, please. Colour the bird in the tree.
Colour it yellow. Can you see the yellow bird in the tree? This is an example. Now you listen and colour. Look at the bird on the kite. Oh yes. Can I colour it? Yes, colour it blue.
Dem Autor folgen
The bird on the kite is blue now. Two Woman: Find the bird on the boat. Which bird? The bird on the boat. Colour it orange. Im doing that now. Can you see the baby? Shes holding a bird in her hand too. Thats right. Lets colour that bird pink. Now theres a pink bird in the babys hand.
Four Woman: Can you see the girl? Shes painting a picture. Yes, I can.
And theres a bird in her picture! Yes, there is. Colour that bird red. Yes, please. Look at the boys T-shirt. Its got a bird on it too! I know! Colour that bird purple. Colour the bird on the boys T-shirt purple. Does your family have a car? What colour is it? Whats a good colour for a car? Learners colour the car in the question their favourite colour for a car.
Ask different learners: What colour are your shoes? Are those your favourite shoes? In pairs, learners take it in turns to read out one of the four questions.
They both say their answer, then colour the shoes, thesports shoes, bike and ice cream their favourite colour for thosethings. Next, give each pair a question from E. They have to ask everyone in the class their question and find out how many learners chose different colours for that thing. For example, pair A ask: Six learners say blue, four say red, three say grey, two say black and one says white.
Pairs count the number of learners who chose each colour. Everyone colours the car, shoes, sports shoes, bike and ice cream the most popular colour for theclass. Ask learners to discuss in small groups which colour they think most people in the world choose when they download cars, shoes, sports shoes, bikes and ice creams. They dont colour the car or the sports shoes, because the worlds favourite colour for these is white! Photocopies of the sentences on page one for each pair of teams , cut up.
See E Mime the sentence. Point to the picture of the alphabet and ask: Can you see the word alphabet in the crossword? Look at the pictures, find the words here in the box and write them in the crossword. Remind learners to check that the number of letters in their answer is the same as the number of letters in the crossword. Other books in this series. Add to basket. About Karen Saxby fm. Rating details.
Book ratings by Goodreads. Goodreads is the world's largest site for readers with over 50 million reviews. We're featuring millions of their reader ratings on our book pages to help you find your new favourite book. Close X. Learn about new offers and get more deals by joining our newsletter.Learner 1: Each learner has to repeat the previous sentences and then add a new one. Listening Part 3. DAHN7 I would especially like to stress the gentle approach Justin takes with two key aspects that contributed to my development as a musician - music theory and ear training.
Now you listen and colour. Close your books, now.
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