Teachers' Guide

eBig book module 1
Grammar focus
Discuss the covers and the features of both big books with yours students, introduce the word “big”.
Help them spot differences between them. Make sure your students understand the word “welcome” support this with non- verbal language and with your informative book. Introduce vocabulary related to school environment.

Page 4 bb2
Verb to be used forpersonal introduction
I am , My name is.
Draw the students’ attention to the map, show your students the countries in the world where this language is spoken, lead the discussion activating students’ background
Page 6 bb2
Establish a place for your reading circle, determine some rules with the group. Identify the different places in schools, compare pictures with their own environment, whiledoing so reinforce pronunciation and intonation.
Bb2 pages 7 and 8
Review
Verb to be for introduction
I am My name is

narrative
Go through the pictures and photographs asking yours students to determine is the characters are boys or girls, get them familiar with the writing of each word and ask them to find them in the text.
Bb2 page 5, 8 What color is is?
It is blue.
Verb tobe for describing colors
Now that students are familiar with some courtesy expressions, read together the main selection, monitor comprehension and spend some time describing scenes, reinforce colors seen previously. Use body language as you read to aid understanding. Have your students identify courtesy expressions in the text. Before the lesson ends encourage you might want to encourage yourgroup to predict what will happen next. This will build interest and expectation.

I am a boy, I am a girl
Use big book to make your students familiar with the written words for colors.
Ask them to identify the colors as you call them out.
Help them to ask other students about the color of the pictures.
Bb page 11

Use the informative book to model different greetings, and farewells,draw students’ attention to the non verbal language used in the pictures, go through the photographs and request them to act out the scene.
Ask them to spot the words hello and hi within the text.
Bb2 pages 9 and 10
What color is it?
Continue reading the main story, have them look for familiar words, spot differences and similarities with their actual environment.
While doing so, make surethey notice that reading is always done from left to right.
After reading, let them share experiences and opinions. Discuss with the class about their first day at school. Model the use for he and they
Jot down ideas with children’s comments about the main selection, emphasize the courtesy expressions, aid students’ understanding, aid this purpose with closed questions.
Perhaps you would liketo create a background before reading, explain the purpose of nursery rhymes, have your students describe the scene.
Ask them to look for words with the same ending, then read slowly so they are able to detect rhyming words, though not all rhyming words have the same written ending.
According to the progress you could start modeling the use of basic verbs such as learn, play and listen. Use asexample the pictures on the book. Use verbs to name actions
Main selection, pay special attention to the times on the day, make sure students predict the next day for the main character……..
Have students discuss the photographs and the situation, draw students’ attention to the written courtesy expressions. Write such expressions on cardboard labels and act out situations in which they mightbe used.

Read once more the main story asking your students to identify the courtesy expressions used in it
Bb 1 pages…. Bb 2 9, 10, 11, 12
Make sure your students become aware of the importance of courtesy expressions and award those who use them in class, encourage those who are still not able to manage them.
Distribute labels with courtesy expressions among your teams and paste...