Cambridge University Press978-1-107-48220-3 – Super Safari Level 3Lucy Frino With Herbert Puchta Günter Gerngross and Peter Lewis-JonesFrontmatterMore information
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3Teacher’s BookTeacher’s Book
Lucy Frino & Sarah Dilger with Herbert Puchta, Günter Gerngross, & Peter Lewis-Jones
Cambridge University Press978-1-107-48220-3 – Super Safari Level 3Lucy Frino With Herbert Puchta Günter Gerngross and Peter Lewis-JonesFrontmatterMore information
© in this web service Cambridge University Press www.cambridge.org
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First published 20 5
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ISBN 78- - 07-48220-3 Teacher’s Book Level 3 ISBN 78- - 07-482 7-3 Student’s Book with DVD-ROM Level 3ISBN 78- - 07-482 -7 Workbook Level 3ISBN 78- - 07-48232-6 Teacher’s DVD Level 3ISBN 78- - 07-48223-4 Class Audio CDs Level 3ISBN 78- - 07-477 6-2 Flashcards Level 3ISBN 78- - 07-48225-8 Presentation Plus DVD-ROM Level 3ISBN 78- - 07-4 664-4 Posters Level 3ISBN 78- - 07-47732-2 Puppet
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Cambridge University Press978-1-107-48220-3 – Super Safari Level 3Lucy Frino With Herbert Puchta Günter Gerngross and Peter Lewis-JonesFrontmatterMore information
© in this web service Cambridge University Press www.cambridge.org
Map of the book iv
Introduction vi
Hello! T4
My classroom T8
My family T16
My face T24
My toys T32
My house T40
On the farm T48
I’m hungry! T56
All aboard! T64
Party clothes T72
Phonics T85
Review T95
Audio script T100
Contents
Teaching notes
Cambridge University Press978-1-107-48220-3 – Super Safari Level 3Lucy Frino With Herbert Puchta Günter Gerngross and Peter Lewis-JonesFrontmatterMore information
© in this web service Cambridge University Press www.cambridge.org
Hello! (pages 4–7)
Vocabulary Grammar red, blue, green, orange, purple, yellow
Hello! What’s your name? I’m ...
Song: What’s your name?
Map of the book
My classroom (pages 8–15)
Vocabulary Vocabulary 2 Story and value CLIL Thinking skills pencil, chair, bag, eraser, book, desk seven, eight, nine, ten The pencil
LendingActions at school Categorizing
Total physical response: Stand up. Put your bag on your desk. Sit down. Open your book. Pick up your pencil. Close your book.
Song: In the classroom
My family (pages 16–23)
Vocabulary Grammar Story and value CLIL Thinking skills grandpa, grandma, mom, dad, sister, brother
This is my (brother). The sandwiches Sharing
Familiy trees Organizing information
Total physical response: Open the door. Say hello to your mom. Sit down. What’s that? Stand up. It’s a sandwich.
Song: We’re the Royal family!
My face (pages 24–31)
Vocabulary Grammar Story and value CLIL Thinking skills eyes, ears, nose, face, teeth, mouth I’m / You’re (angry / happy /
sad / scared).The monsterBeing nice to friends
Music and feelings Interpreting feelings
Total physical response: Close your eyes. Put out your hands. What is it?Open your eyes. A present! You’re happy! Give your friend a hug.
Song: Hey, little clown
My toys (pages 32–39)
Vocabulary Grammar Story and value CLIL Thinking skills ball, kite, jump rope, teddy bear, doll, plane
I’ve got a (ball). The ball Working together
Playing outside Remembering sequences
Total physical response: Throw the ball. Look at the ball. Throw the jump rope. Catch the ball. Bounce the ball. Put the ball in your bag.
Song: I don’t have a kite
iv
Cambridge University Press978-1-107-48220-3 – Super Safari Level 3Lucy Frino With Herbert Puchta Günter Gerngross and Peter Lewis-JonesFrontmatterMore information
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My house (pages 40–47)
Vocabulary Grammar Story and value CLIL Thinking skills bathtub, cabinet, bed, couch, table, armchair
The (doll) is (in / on / under) the (cabinet).
The cap Listening to people
Homes Planning and making
Total physical response: Where’s the cat? Listen. Look on the couch. Look under the table. No, it isn’t there. Oh look! It’s in the cabinet!
Song: Put your toys away!
On the farm (pages 48–55)
Vocabulary Grammar Story and value CLIL Thinking skills cat, horse, cow, dog, rabbit, sheep My favorite (color) is
(orange).I like your colors!Paying compliments
Where animals live Categorizing
Total physical response: Sniff like a rabbit. Eat like a rabbit. Look! A dog! Hop, rabbit, hop! Run, dog, run! Hide, rabbit, hide!
Song: The animal boogie
I’m hungry! (pages 56–63)
Vocabulary Grammar Story and value CLIL Thinking skills carrots, sausages, apples, cakes, ice cream, fries
I like / don’t like (carrots). Cakes and ice creamEating sensibly
Where food comes from Organizing information
Total physical response: Smell. What’s that smell? You’re hungry. Go into the kitchen. Listen. Look – fries! Take one. Eat the fry. You like fries. Yummy!
Song: I don’t like fries
All aboard! (pages 64–71)
Vocabulary Grammar Story and value CLIL Thinking skills boat, train, car, scooter, bus, bike I’m / You’re (riding) a (bike). Oh what fun!
Saying thank youShape pictures Focusing on detail
Total physical response: You’re flying your plane. There’s a café under the plane. Land your plane. Get out and go to the café. Ask for lots of ice cream. Yummy!
Song: We’re having fun!
Party clothes (pages 72–79)
Vocabulary Grammar Story and value CLIL Thinking skills hat, belt, boots, shirt, button, shoes Let’s have (cookies / chips /
salad / candy).Nice work!Cleaning up
Our clothes Recognizing numbers
Total physical response: Walk home. Open the door. Surprise! It’s a party! Hooray! Put on your party hat. Eat cakes. Yummy! Dance with your friends
Song: Oh what a wonderful party!
Phonics (pages 85–94)
Unit 1: “r” red, rabbit
Unit 2: “f” fish, family
Unit 3: “h” happy, hat
Unit 4: “g” dog, dig
Unit 5: “y” yellow, yogurt
Unit 6: “z” zebra, zoo
Unit 7: “c,” “k”cat, king
Unit 8: “ng” singing, dancing
Unit 9: Alphabet
pages 80–84 pages 90–95 Cutouts: 101–102 Certificate: 103 Stickers: End section
Family fun!
www.cambridge.org/supersafari/familyfun v
Cambridge University Press978-1-107-48220-3 – Super Safari Level 3Lucy Frino With Herbert Puchta Günter Gerngross and Peter Lewis-JonesFrontmatterMore information
© in this web service Cambridge University Press www.cambridge.org
alone. Children at this stage will be feeling comfortable in the classroom and will be ready to start working in pairs and small groups. The four lively and colorful animal characters in the course continue to guide the children gently through the world of learning, with stories and effective oral-aural practice. With the support of chants, physical games, and songs, listening and speaking skills are developed gradually. At this level, children further develop fine motor skills through drawing, matching, and circling tasks. They also begin to apply these skills to specific writing tasks (tracing single letters and numbers at the beginning of the level and tracing words by the end of the book). Early word recognition is encouraged in a similar way, with labels for key vocabulary from Unit 5 onwards.
Catering for multiple intelligencesChildren need opportunities to use all aspects of their intelligence in a stimulating and varied environment. Super Safari caters for multiple intelligences in the following ways:
• The course develops linguistic intelligence – children’s sensitivity to language and their ability to use language to express themselves and achieve goals. The games, songs, stories, and projects in Super Safari always have a linguistic purpose, whether this is introducing new language, practicing and recycling language, or using language to solve a problem.
• Activities involving TPR or Total Physical Response (requiring children to move in response to linguistic prompts) are designed to cater for bodily-kinesthetic and spatial
intelligence. Super Safari features these games because children have high energy levels and love to use their bodies. Channeling their energy into language learning through mime, dance, or team games helps children concentrate during the other, quieter parts of the lesson, and requires careful listening.
• The chants and songs in Super Safari appeal to children’s musical intelligence. They encourage a focus on the patterns, tones, and rhythms of English, developing both listening and speaking skills.
• Many of the activities in the Workbook (e.g., count and match, complete the picture, spotting similar pairs, and complete the pattern) foster the use of logical-mathematical intelligence. Children are naturally curious and can apply their growing logic and numeracy skills in the English classroom.
• The story in each unit is designed to awaken interpersonal intelligence – the ability to interact with others and work together successfully, vital for children to get the most out of school in the future. The children are encouraged through discussion and Workbook activities to think about the “value” of the stories, such as the importance of fair play, waiting your turn, helping, and taking care of your friends.
Applying English across the curriculumWider thinking through the application of knowledge is encouraged by content and language integrated learning (CLIL), with topic-based material clearly linked with subjects across the curriculum.
About Super SafariWhat is Super Safari?Super Safari is an English course for children at pre-school. The course can be taught in three levels (Levels 1, 2, and 3) or two levels (Levels 2 and 3), as the language introduced in Level 1 is constantly recycled in the higher levels of the course. Super Safari helps children get used to learning in a classroom and develop key linguistic and interpersonal skills, all the while having as much fun as possible. The approach ensures that children using Super Safari begin their English-learning journey with enthusiasm and confidence.
A flexible approachAll three levels of Super Safari have been specifically researched to cater for a variety of teaching situations, including those with a higher than usual number of hours of English per week. The units include lessons with a core syllabus focus and additional lessons which can be used flexibly according to the time available for English (see pages xviii–xix).
Igniting interestSuper Safari 3 is appropriate for children who have already been introduced to English by using either Super Safari Levels 1 or 2 or Level 2
Introduction
vi
