Picture Card List Tiny Talk 1A Tiny Talk 1B 1 Benny 38 raining 2 Sue 39 sunny 3 Miss Dolly 40 snowing 4 teacher 4 wet 5 girl 42 hot 6 boy 43 cold 7 book 44 chicken 8 crayon 45 soup 9 puppet 46 noodles 10 Up! 47 pillow II Down! 48 blanket I2 Turn around! 49 bear 13° Jump! 50 red light 1M 1 51 green light 52 police officer @œN 53 former = sy doctor me 55 ‘candy 19 cookies 56 chips 20 juice 57 ice cream 21 apples 58 swing 22 puddng 59 slide 23° pink 60 run 24 yelow 6l daddy 25° blue 62 mommy 26 red 63 brother 27° green o4 sister 28 purple 65 fish 29° Clean up! 66 rice 30 Stand up! 67 meat 31 Lineupl 68 bread 32 Mơrchl 69 soap 33 Sit down! 70 ‘shampoo 3M cor 7 towel 35 bus 72 moon 36 truck 73 ‘stars 37 motorcycle 74 sky 96 / Tiny Talk Teacher's Book 1 Picture Card List Student Book 1A — Scope And Sequence UNIT THEME DIALOGUE PRACTICE PATTERN VOCABULARY 1 Hello Hello! I'm (Benny). Benny, Sue Hil 2 Good Morning Mynome's Sue. Benny, Sue, Miss Dolly Good morning, Sue. 3 GilsAndBoys Howare you? I'm a (teacher).
teacher, girl, boy Fine, thank you. 4 In The Classroom Abook A (book). book, crayon, puppet Thank you. You're welcome.
You're welcome. 5 Morning Exercises Up! Down! (Up)! up, down, turn around, jump Ouch! I'm sorry. 6 Numbers Count! How many? 1,2. 7 SnoekTime ‘Snack time! (Cookies), pleose.
cookies, juice, apples, pudding Cookies, please. Here you are. Here you ore. pink, yellow, blue, red, green, 1 like pink.
Me too! purple Me, too! 9 Ready To Go Good-bye! (Clean up)! clean up, stand up, line up, Bye! march See you tomorrow! 10 On The Bus Look! It's a cor. car, bus, truck, motorcycle I's blue. Sit down! Student Book 1B — Scope And Sequence UNIT THEME DIALOGUE PRACTICE PATTERN VOCABULARY 1 Weather Hurry up! It's (raining). raining, sunny, snowing, It's raining.
wet, hot, cold I'm wet. chicken, soup, noodles. Hove some chicken. 3 Nap Time That's my pillow.
pillow, blanket, bear No! It's my pillow. No! It's my (pillow). Shh! Be quiet! 4 In Town Red light. police officer, farmer, doctor Green light.
‘She's a police officer. 5 Shopping I wont candy. I wont (candy), candy, chips, ice cream No, Benny. 6 Play Time Play with me.
Play with me. swing, slide, run OK. 7 AtHome Hey! Daddy's home. daddy, mommy, brother, sister 1m home.
He's my daddy. 8 Dinnerlime Dinner's ready! 1 like (fish). fish, rice, meat, bread Yum! I ike fish. Yuck! I don't lke fish.
9 Bath Time 'Where's the soop? Where's the (soap)? ‘soap, shampoo, towel Here it is. Here itis, 10 Bedtime Look at the moon! —_ Look at the (moon)! moon, stars, sky Good night, Mommy. Introduction Cassette ‘The cossette contains all the dialogues, vocabulary items, practice patterns, and songs by Carolyn Graham for the ten COURSE DESCRIPTION regular units, os well as listening practice for the two review Tiny Talkis a three-level course designed for preschool units. Each song is presented in three forms: a model ‘ond kindergarten children, The goal of this series is to help version, a sing-along version, and a music-only version.
‘young children build strong listening and speaking skills in ‘Teacher's Book English by having them interact with warm, lovable ‘The Teacher's Book offers step-by-step instructions for characters in everyday reat ife situations. teaching eoch unit, Each lesson plan contains detailed ‘The three levels are each divided into A and B sections, suggestions for presenting new language, group and Each section includes a Student Book, o Workbook, Picture individual practice, reinforcement activities and games, and Cards, Wall Charts, and a cassette, The Teacher’s Book how and when to use the other components. This book also that accompanies each level combines instructions for both includes a syllabus and a complete list of Picture Cards for the A and the B sections. Puppets of the series’ four main this level.
characters are also available. By coordinating the use of all Songbook these components, the teacher con enable students to Understand and practice a wide variety of basic English ‘The Tiny Talk Songbook features the words and music 10 patterns. «ll 60 songs written especially for this series by Carolyn Grohom. Student Book Each Student Book contains ten units and two review units.
ABC Workbook Eoch regular unit is four pages long and is divided into 1wo The Tiny Talk ABC Workbook introduces the letters of the parts. Part | is a two-page storybook scene featuring the ‘iphabet and their basic sounds, and provides simple ‘main characters in a situation pertinent to young learners. practice exercises for reading and writing these letters. Patterns, structures, and conversational language are Both the Songbook and the ABC Workbook can be usec introduced through beautiful illustrations with a special seporately or 0s supplements to the Tiny Talk course ‘appeal for young students, Part 2 focuses on individual vocabulary items and a simple PHILOSOPHY AND PRINCIPLES practice pattern using these items.
A sticker activity Tiny Talk helps young beginners learn basic communicative concludes each of the ten units. Students are eager to learn language that is Workbook both interesting ond understandable to them. Material is thus “The Workbook provides a variety of fun cotivties that Presented through themes that young children experience in reinforce the language tought in the Student Book. their own daily lives, The language throughout the series is Designed especially with the young learner in mind, the ‘age-appropriate and allows children to communicate at their Workbook may be used in the classroom and/or at home.
‘own level of ability in a fun and relaxed classroom ‘atmosphere, Puppets New language is presented in context with the use of puppets The puppets are plush replicas of the series’ four main ‘ond the beautiful full-color ilustrations appearing in the characters — Benny and Sue (the toy bears), and Mike and ‘Student Books, on the Picture Cards, and on the Wall Chons. The Teacher's Book clearly Listening comprehension is developed by presenting ond, explains how to use the puppets and make them a fun and modeling new language and by playing the cassette in integral part of each lesson plan. conjunction with the other components. Picture Cards Students are given meaningful ond memorable practice in ‘The Picture Cards are 7" by 10° in size (18 cm by 26 cm) Using new language through communicative activities, ‘and are full-color replicas of the vocabulary items gomes, dialogue practice, and songs — all of which are presented in the Student Book.
The Teacher's Book Outlined in the Teacher's Book. provides many suggestions for using these cards in a wide variety of drills and activites. TOUR OF A UNIT ‘Wall Charts Part | of each Student Book unit consists of a two-page The Wall Charts are enlargementsof the Student Book ‘storybook scene featuring the series characters in a daily ages. They are especially helpful for presentation and situation similar to one a young child would experience.
The basic practice activities. Their use is explained in the scene introduces speech patterns and some vocabulary in Teacher's Book. © conversational setting that is expanded in Part 2. It so introduces useful phrases and expressions.
4 Tiny Talk Teacher's Book 1 Fs" 2 consists of a two-page spread that introduces new Present the Wall Chart '#e€cbulory reloled to Ihe unit theme. The Pattern Practice. ‘Panel, on the right-hand side of the spread, enables Wall Charts are to be used after all new language has been ‘Scents fo combine the vocabulary with appropriate Presented, modeled, and drilled. The Teacher's Book ‘Sentence structures to produce short dialogues.
At the shows how and when to use the charts along with the ‘Sefom of the Pattern Practice panel is a dotted-iine outline Cassette, and outlines group activities that allow the teacher 'Sf©sfcker. Students are expected to find the matching to gauge students’ progress. The Wall Charts help students ‘Stoker on a sheet at the back of the Student Book, then — particularly very young children — focus their attention; ‘ploce the sticker aver the outline. By working with the the charts also offera smooth transition into the Student ‘Stckers, students get not only enjoyment but also a strong Book.
'#s of ochievemenl after completing each unit. Open Student Books ‘The Workbook pages correspond directly with the Student This section details how to use the Student Books in class, ‘Book pages. There are two pages of Workbook exercises It also offers suggestions on using the cassette with the ‘Ge every two Student Book pages. There are no active Student Books, ond provides listening /speaking activities ##c#ng or writing exercises in any of the Workbooks in this {for dialogues ond pattern practice.
Song LESSON PLANNING ‘This section allows students to practice the language they ===—- have been learning in an interactive song. The ‘The Teacher's Books offer detailed plans for each lesson in Corresponding cassette section contains a model version of ‘Re course, including the review lessons. Teachers ore the song, followed by an interactive “sing-along” version, '#couroged 10 develop their own lesson plans, using the ‘and concludes with a music-only version that gives students ‘Teacher's Books as a guide, to meet the special needs of the chance to sing the song completely on their own. 11 is important to plan many short activities ‘SS the attention span of very young learners is considerably Games and Activities ‘Shorter than that of older children, ‘Games and activities help motivate students to use the ‘Very young students generally prefer the familiarity and language and allow them to enjoy doing so.
This section, Provides Predictability of several favorite activities, whereas students recycle, a wide variety of teaching tips for helping students ‘= the higher levels of the series prefer new and more absorb, and retain the new language, £#ollenging activities, Workbook As students need to understand new language before Teachers may refer to this section to note corresponding ‘attempting 10 use it, listening comprehension activities Workbook exercises they can assign either for quiet ‘should aiways be conducted prior to speaking or driling Classroom activity or for home study. TIME GUIDELINES e USING THE TEACHER'S BOOK es As Tiny Talk's a communicative series for young children ‘This Teacher's Book covers both the A and B sections of with no reading or writing skills, each lesson emphasizes Level One. Units are numbered | to 10 (and review units Presentation, modeling, interactive activities, ‘songs, and ©e numbered | and 2) in each section. Each unit is divided games, The majority of the time will therefore be ‘spent on.
into Parts | and 2. these lesson parts. Opening While class times and ability levels vary according to the Eoch lesson begins with one or two. quick activities ‘age group being tought, the following is an approximate ‘designed both to bring students back into anEnglish Guideline for teaching either Part | or Port 2 of a unit: environment and to review language previously tought.
Opening 5 minutes Introduce New Language Pattern Practice Introduce New Language/Pattern Practice 20 minutes In Part |, the Introduce New Language section suggests Present the Wall Chart 10 minutes: how to present and model new vocabulary, patterns, and Open Student Books conversational expressions through the use of the puppets, 10 minutes Picture Cards, objects, and body language. It also offers Songs, Games, and Activities 15 minutes listening comprehension activities and drils. 60 minutes In Part 2, the Pattern Practice section provides ideas on how to reinforce the patterns introduced in Port |, plus@ wide variety of role plays, exercises, and activities, lntroduction Tiny Tok Teacher's Book 1/ 5 ‘Teachers with 0 shorter time span may teach a unit part Modeling over two class meetings. Consider the following example: ‘The puppets, Picture Cords, objects, and gestures allow First class meeting: English to be tought in a meaningful context.
