Stage 1 Teacher`s Book Callan 2024

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<p>3rd METHOD Teacher's eBook Stage 1: Lessons 1 12 Stage 2: Lessons 13 - 27</p><p>STAGE 1</p><p>LESSON 1 PLAY This first section allows a new group of students to greet one another. Throughout the section, avoid saying the words "name", "your", "his" etc.; these are introduced later on. Gesticulate for the class to repeat the words below (get them to say the words again if necessary). Make sure that you mime to indicate the contracted forms clearly; the idea of contraction is dealt with later in Lesson 1. hello I am I'm Using your first name only, say Hello, I am Then, miming to indicate the contracted form, add I'm Next, going round the room, get the students in turn to say "Hello, I'm (first name)". Help and correct as necessary. you are you're yes Repeat again I'm Then point at a student and say You are ; you're Do the same for all the other students but using the contracted form only. Then, act out a question-and- answer exchange by asking an imaginary person Am I ...? Shift position as if you were now the other person, and answer the question confidently Yes, you're Similarly, ask Are you ...? and answer Yes, I'm With both exchanges, make sure that you point at yourself and at the imaginary person appropriately to reinforce the meanings of the pronouns "I" and "you". NB: From now on, this method of demonstrating new language by acting out a question- and-answer exchange will be referred to as 'Q&A to - see the Introduction for more information. Then ask Am Yes, you're Next, ask the question below to each student in turn, occasionally asking "Am (your own name)?" to vary the pattern. Are you ? Yes, I'm 1</p><p>See Chart 1 he is he's Jack she is she's Anna Repeat again I'm then, pointing to Jack and Anna on the chart, say He is Jack; he's Jack. She is Anna; she's Anna. Give more examples of "He's ..." and "She's using students in the class. Indicating the chart, ask Is he Jack? Yes, he's Jack. Is she Anna? Yes, she's Anna. Next, using the names of students and occasionally Jack and Anna from the chart, practise the questions below, getting only positive answers each time. Is he ? Yes, he's Is she ? Yes, she's If you are teaching a class of several students, at this point you can involve them in a simple memory chain game (see below) to create a familiar atmosphere and also practise the first three persons of the verb "be" in the singular. Tell the class your name, e.g. I'm Tim. Prompt the student nearest you to say, for example, You're Tim; I'm Diego (i.e. repeat your information, and then say who they are). Students should always address you, so that they practise the 2nd person "you're". Prompt the next student to say, for example, You're Tim; he's Diego; I'm Mara. Continue this process, with each student speaking to you and building the chain by adding their own name. Help and correct as necessary. 2</p><p>When finished, ask a quick round of questions (getting positive answers only): Is she Mara? Are you Diego? Am I Tim? NB: The memory chain game above should be used just once in the first lesson; it should not be repeated in later revision work or subsequent lessons. Pick up a pen, a pencil and a book one after the other, and, as you show each one in turn to the students, say pen pencil book a Repeat each word two or three times, ensuring that the students repeat after you. Then, get the class to repeat what is ? what's ? this it is it's Pick up the pen again and, using Q&A to self, say What's this? It's a pen. Use the same technique to introduce "pencil" and "book". For each item in turn, ask What's this? It's a pen, pencil, book etc. Repeat the above question for all three objects until the students answer without hesitation. Then introduce the remaining twelve objects below, three at a time. When introducing each item, pick it up, touch it or point to it clearly. At the exact same moment you do this, get the class to repeat the word. After introducing each group of three, practise the items with the question "What's this?", and also revise items introduced earlier. Make sure you follow this pattern of introducing three items, practising them with the students, and then revising earlier items. Throughout the following section, it's preferable (where possible) to pick up or touch each object as you ask the question rather than simply point to it; it's more physical and visual, and students will respond to this. For the sake of simplicity, you can, for the moment, refer to your desk or a student's desk as a table. The word "desk" is introduced later. 3</p><p>table chair light wall floor room ceiling window door clock box picture For each item in turn, ask What's this? It's a table, chair, light etc. is this? Using Q&A to self, pick up the pen and ask Is this a pen? Answer Yes, it's a pen. Use a clear questioning tone in the question and, when answering, nod your head very emphatically. Do the same with the pencil and the book before turning to an individual student and asking Is this a pen? Yes, it's a pen. Continue asking this question for all the other objects the students have just learnt. no it is not it isn't As before, using Q&A to self, pick up the pen and ask Is this a pen? Answer Yes, it's a pen. Then pick up a pencil, and, continuing with Q&A to self, ask Is this a pen? Then say No, it isn't a pen; it's a pencil. When saying "No, it isn't", shake your head emphatically. Repeat this Q&A to self with the book and the pen. Next, practise with the students, asking the question for all the objects they've learnt so far. Make sure that the last word of the student's answer is the object you refer to in your next question, e.g. "Is this a pen?" "No, it isn't a pen; it's a pencil". Then, picking up the book, ask "Is this a pencil?" etc. It is important that the student answers in the full-length form, i.e. "No, it isn't a pencil; it's a book". Is this a pen? No, it isn't a pen; it's a pencil. 4</p><p>Is this a pencil? No, it isn't a pencil; it's a book. See Chart 1 long short the contraction For the words "long" and "short", point to the long pen and short pencil on Chart 1 and, as Q&A to self, say What's this? It's a pen. The pen is long. What's this? It's a pencil. The pencil is short. Be sure to stress "the" slightly when doing so, as it is a new word here. To mime the word "long", make a sweeping action with your hand away from your body. For the word "short", bring your hand to within a few inches of your body. Next, introduce the concept of contractions by miming the idea clearly while you say The pen is long - contraction? The pen's long. The pencil is short - contraction? The pencil's short. It is important to mime the idea of contraction very clearly, as if the words are being squashed together. Pointing to the long pen, ask Is the pen long? Yes, the pen's long. Pointing to the short pencil, ask Is the pencil short? Yes, the pencil's short. NB: At low levels, always ask questions that require positive answers when first introducing a new word, as such questions are less demanding. It is important to do this in revision work as well. If, after a number of revisions, you feel the class is coping well, you can go straight to questions that require negative answers. These force students to speak as much as possible and also recall the opposite of the word used in the question. Pointing to the long pen, ask Is the pen short? No, the pen isn't short; it's long. Pointing to the short pencil, ask Is the pencil long? No, the pencil isn't long; it's short. 5</p><p>Is the room short? No, the room isn't short; it's long. NB: From now on in Stage 1, you should, where possible, create extra questions to ensure that the class gets enough practice. The exact number of questions you add will depend on the size of the class, how well you think they are coping, and the vocabulary and structures available to you. You must never introduce any language not already taught just in order to create a new question. After some revision, your students will find sections easier, and you can then dispense with these extra questions and progress more quickly from section to section. large small Point to your table, and then to a box on Chart 1, and say The table's large. The box is small. Make sure you mime the ideas of "large" and "small" very clearly. For the word "large", spread your arms out in a large circle. For the word "small", put your hands tightly together into a little ball. Then ask Is the table large? Yes, the table's large. Is the box small? Yes, the box is small. Is the table small? No, the table isn't small; it's large. Is the box large? No, the box isn't large; it's small. Is the room small? No, the room isn't small; it's large. city town village Choosing a few cities, towns and villages familiar to your class, and using gestures to indicate relative size, explain, for example, (London) is a city. (Windsor) is a town. (Grantchester) is a village. Then ask 6</p><p>Is (London) a city? Yes, (London)'s a city. Is (Windsor) a town? Yes, (Windsor)'s a town. Is (Grantchester) a village? Yes, (Grantchester)'s a village. Is (London) a village? No, (London) isn't a village; it's a city. Is (Windsor) a city? No, (Windsor) isn't a city; it's a town. Is (Grantchester) a town? No, (Grantchester) isn't a town; it's a village. or Using items in the room, use Q&A to self a few times to get across the meaning of "or", stressing the word "or" each time you do Then ask Is this a ceiling or a floor? It's a Is this a picture or a light? It's a Is the table long or short? The table's Is a city large or small? A city's large. 7</p><p>See Chart 1 man woman boy girl Pointing to the family on the chart, say He is a man. She is a woman. He is a boy. She is a girl. Then, to isolate the new words from the others in the sentence, point again and say man; woman; boy; girl. Is he a man? Yes, he's a man. Is she a woman? Yes, she's a woman. Is he a boy? Yes, he's a boy. Is she a girl? Yes, she's a girl. Am a man (or woman)? Yes, you're a man (or woman). Are you a man (or woman)? Yes, I'm a man (or woman). See Chart 2 number one two three four five 1 2 3 4 5 Holding your hand up for the class to see, count the numbers from one to five on your fingers. Then, pointing to the chart, explain This is a number. It's the number "one". This is the number "two". This is the number "three". This is the number "four". This is the number "five". 8</p><p>Pointing to a number, ask What's this? It's a number. Pointing to each number in turn, ask What number's this? It's the number "one" ("two", "three", "four", "five"). Then, go round the class getting each student in turn to say a number as you hold up your fingers. To make this more challenging, you can choose students at random to say numbers instead of going round the class. In later revision work, or if a class is strong, you can use your fingers to prompt the numbers out of sequence (e.g. 1, 4, 5, 3, 1, 2 etc.). Students will enjoy this additional challenge. 9</p><p>LESSON 2 PLAY on under in Performing appropriate actions, say The pen's on the book. The pen's under the book. The pen's in the book. Then, repeating the actions again, isolate the new words by repeating just on; under; in. Then ask Is the book on the table? Yes, the book's on the table. Is the table in the room? Yes, the table's in the room. Put the pen under the book, and ask Is the pen in the book? No, the pen isn't in the book; it's under the book. Put the pen on the book, and ask Is the pen under the book? No, the pen isn't under the book; it's on the book. See Chart 1 family Mr Mrs Point to the figures on the chart and say This is the Brown family. He's Mr Brown. She's Mrs Brown. He's Jack Brown. She's Anna Brown. Pointing to the family as a whole, ask Is this the Brown family? Yes, it's the Brown family. Pointing to each of the family in turn, ask Is he/she ...? Yes, he's/she's 10</p><p>See Chart 1 black white green brown colour Pointing in turn to the black, white, green and brown pencils on Chart 1, say This pencil's black. This pencil's white. This pencil's green. This pencil's brown. Then explain Black is a colour. White is a colour. Green is a colour. Brown is a colour. What colour's this pencil? This pencil's black, white etc. Is this pencil green? No, this pencil isn't green; it's black. Is this pencil brown? No, this pencil isn't brown; it's white. See Chart 2 six seven eight nine ten 6 7 8 9 10 Introduce these numbers in the same way as before, counting from 6 to 10 while showing the numbers with your fingers. Then, pointing to the chart, say This is the number "six". This is "seven". This is "eight". This is "nine". This is "ten". Pointing to each number in turn, ask What number's this? It's the number "six" ("seven", "eight", "nine", "ten"). Then, go round the class practising all the numbers from 1 to 10, getting each student in turn to say a number as you hold up your fingers. 11</p><p>where Put your pen on the table, and then, acting as if you've lost it, use Q&A to self by asking Where is the pen? Pretend briefly to look for it unsuccessfully, and then, suddenly finding it, say The pen's on the table! Do this with a few other objects in the room. Where's the pen? The pen's on the book. Where's the book? The book's on the table. Where's the pen? The pen's under the table. Where's the picture? The picture's on the wall. Where's the light? The light's on the ceiling. I am not I'm not you are not you aren't Using your name, ask Am ? Yes, you're Am Mrs Brown? No, you aren't Mrs Brown; you're Pointing to a student, ask Are you Mr Brown? No, I'm not Mr Brown; I'm 12</p><p>See Chart 1 he is not he isn't she is not she isn't Pointing to Mr Brown, ask Is he Mr Brown? Yes, he's Mr Brown. Is he Mr Smith? No, he isn't Mr Smith; he's Mr Brown. Pointing to Mrs Brown, ask Is she Anna Brown? No, she isn't Anna Brown; she's Mrs Brown. Pointing to Jack Brown, ask Is he a girl? No, he isn't a girl; he's a boy. NB: Do not teach the alternative negative forms for the verb "be" ("you're not", "he's not" etc.), as they could cause confusion. It is difficult enough for students to learn one thing at a time, and so these alternative forms are introduced later. in front of behind me you Put your chair in front of you, then behind you, and say The chair's in front of me. The chair's behind me. Accompany this with appropriate hand actions to indicate "in front of", "behind", and "me". Actions are very important at this stage of learning. Next, addressing one particular student, say The table's in front of you. Then, speaking to another, say The wall's behind you. Finally ask Where's the table? The table's in front of me. NB: When asking the above question, gesticulate clearly to indicate that the table is in front of the student, so that they know what to reply; otherwise, they might look 13</p><p>puzzled, or say "The table is on the floor". This use of gesticulation is essential for any question that may appear ambiguous. As you are asking the question, you must make it clear with your gestures what you want the student to reply. Is the wall in front of you? No, the wall isn't in front of me; it's behind me. Shake your head when asking the above question, and point to the wall behind the student, so that they know they should answer "no". Is the table behind me? No, the table isn't behind you; it's in front of you. See Chart 1 him her house Pointing first to yourself and then a student, say The wall's behind me. The wall's behind you. Then, pointing to Mr and Mrs Brown and the house, gesticulate clearly as you say The house is behind him. The house is behind her. Then ask What's this? It's a house. Point to the house and Mr Brown, and, gesticulating clearly for the idea of "behind", ask Where's the house? The house is behind him. Where's the house? The house is behind her. In these answers, the student might say "Mr Brown" or "Mrs Brown" instead of "him" or "her". If so, nod and say "or: 'behind ensuring that the student then repeats "behind him/her". 14</p><p>Next, hold up Chart 1 in front of you and, pointing in turn to Mrs Brown and then Mr Brown, ask Are you behind her? No, I'm not behind her; I'm in front of her. Is the house in front of him? No, the house isn't in front of him; it's behind him. stand standing sit sitting NB: Introduce these actions exactly as below, using only the "-ing" forms of the verbs. The infinitives are here only for reference. While standing still, say I'm standing. I'm standing on the floor. Then sit down and, once sitting, say I'm sitting. I'm sitting on the chair. Stand up and then ask Are you sitting on the chair? Yes, I'm sitting on the chair. Am standing on the floor? Yes, you're standing on the floor. Are you standing on the floor? No, I'm not standing on the floor; I'm sitting on the chair. Am sitting on the chair? No, you aren't sitting on the chair; you're standing on the floor. Are you standing in front of me? No, I'm not standing in front of you; I'm sitting in front of you. NB: Don't forget to point at the appropriate person every time you say "you", "me" etc., and remember that, during the answers, you're speaking from the point of view of the student and need to adjust your gestures accordingly. For example, when gesticulating for "in front of you" in an answer, you need to point at yourself. 15</p><p>take taking from put putting NB: Introduce these actions exactly as below, using only the "-ing" forms of the verbs. The infinitives are here only for reference. Performing appropriate actions, explain I'm taking the book from the table. I'm putting the book on the table. I'm putting the pen on the floor. I'm taking the pen from the floor. Then ask Am taking the book from the table? Yes, you're taking the book from the table. Am I putting the book on the table? Yes, you're putting the book on the table. Taking the book from the table, ask Am putting the book on the floor? No, you aren't putting the book on the floor; you're taking the book from the table. Putting the book on the table, ask Am I taking the pen from the table? No, you aren't taking the pen from the table; you're putting the book on the table. 16</p><p>LESSON 3 PLAY open opening close closing NB: Introduce these actions exactly as below, using only the "-ing" forms of the verbs. The infinitives are here only for reference. While opening and closing your book, say I'm opening the book. I'm closing the book. Demonstrate in the same way with the window and/or door. Performing appropriate actions, ask Am I closing the book? Yes, you're closing the book. Am opening the book? Yes, you're opening the book. Opening the door, ask Am I closing the book? No, you aren't closing the book; you're opening the door. Closing the door, ask Am I opening the window? No, you aren't opening the window; you're closing the door. do doing what am I doing? NB: Introduce this verb exactly as below, using only the "-ing" form. The infinitive "do" is here only for reference. To get across the meaning of "What am doing?", pick up your book, close it, open it, and put it back on the table, using Q&A to self for each action. What am doing? You're taking the book from the table. 17</p><p>What am doing? You're opening the book. What am doing? You're closing the book. What am doing? You're putting the book on the table. See Chart 1 red blue yellow grey Pointing to the pencils on the chart, say This pencil's red etc. Then, for each colour, ask What colour's this pencil? This pencil's red, blue etc. See Chart 1 which Indicating the pencils on Chart 1 and using Q&A to self, say Which pencil's (green)? Pause as if deciding, and then answer This pencil's (green). Put one book on a chair and one on the table, and again with Q&A to self, ask Which book's on the chair? Then answer This book's on the chair. As the students have to point at a pencil while answering the following questions, hold the chart near to them in order to avoid any need for the word Indicating the pencils on the chart, ask Which pencil's yellow? This pencil's yellow. Which pencil's white? This pencil's white. 18</p><p>Which pencil's green? This pencil's green. Which pencil's grey? This pencil's grey. See Chart 1 open closed Holding up an open book and a closed book, or using the books shown on the chart, say This book's open. This book's closed. Then, moving the books close to the student in order to avoid any need for the word "that", ask Which book's open? This book's open. Which book's closed? This book's closed. Is the window open or closed? The window's See Chart 1 this that chart Walk over to the students with Chart 1 and, pointing to the black pencil, say This pencil's Then throw your own pencil (dramatically but carefully) across the room onto the floor, away from you and the students, and, while pointing at the pencil, say That pencil's white (the precise colours are not important here, but your own pencil and the pencil from the chart should be different colours). Next, pointing again to the pencils, explain This pencil's on the chart. That pencil's on the floor. Then, again pointing, repeat the key words this; that. Before continuing, pick up your pencil from the floor. NB: The questions below are examples. You can ask many different questions to practise "this" and "that". To start with, make sure that you are standing close to the student you are asking. In this way, the words "this" and "that" will not change between the 19</p><p>question and the answer (as in the first four questions below). Later, when the students are coping well, or you are doing revision work, you should add questions where you are standing further away, so that the words "this" and "that" change between the question and the answer (as in the final two questions below). Move close to the students and, pointing to the black pencil on the chart, ask What colour's this pencil? This pencil's black. Throw your pencil across the floor to the other side of the room and, remaining close to the students, ask What colour's that pencil? That pencil's (white). Where's this pencil? This pencil's on the chart. Where's that pencil? That pencil's on the floor. Walk to a chair far away from a student and ask Is this chair (red)? Yes, that chair's (red). Asking the same student about their own chair, say Is that chair (red)? Yes, this chair's (red). NB: It is possible to ask more complex questions such as "Are you sitting on that chair?" "No, I'm not sitting on that chair; I'm sitting on this chair" or "Is this pencil behind me on the floor?" "No, that pencil isn't behind you on the floor; it's in front of you on the chart". However, such questions should only be used if those above prove too easy for the class. 20</p><p>See Chart 2 eleven twelve thirteen fourteen fifteen 11 12 13 14 15 Pointing to the chart, say This is the number "eleven". This is "twelve". This is "thirteen". This is "fourteen". This is "fifteen". Pointing to each number in turn, ask What number's this? It's the number "eleven" ("twelve", "thirteen", "fourteen", "fifteen"). Then, go round the class practising all the numbers from 1 to 15, getting each student in turn to say a number as you point to them on the chart. plural of etc. The plural of "book" is "books" - one book, two books; one pen, two pens etc. What's the plural of "book"? The plural of "book" is "books". What's the plural of "clock"? The plural of "clock" is "clocks". What's the plural of "wall"? The plural of "wall" is "walls". we are we're and Sit down among the class and, indicating yourself and then individual students in turn, explain I'm sitting, and you're sitting, and you're sitting etc. Then indicate everyone including yourself, and say We're sitting. Then ask Are we sitting? Yes, we're sitting. 21</p><p>Where are we sitting? We're sitting on the chairs. you are you're Indicating individual students in turn, explain You're sitting, and you're sitting, and you're sitting etc. Then point to all the students (but not yourself), and say You're sitting. Get one of the students to stand up and then, indicating both yourself and the student, ask a different student Are we (Luca and I) standing? Yes, you're standing. Are we (Luca and I) standing on the floor? Yes, you're standing on the floor. Indicating the class as a whole, ask one student Are you in front of me? Yes, we're in front of you. See Chart 1 they are they're Point to Mr and Mrs Brown, and say He's standing and she's standing. They're standing. Then ask Are they standing? Yes, they're standing. Where are they standing? They're standing in front of the house. With the above question, gesticulate to make it clear that you want the student to answer "in front of the house", otherwise they might try to say something like "in front of us". 22</p><p>we are not we aren't Sitting down among the class, point to yourself and everybody else, and explain We aren't standing; we're sitting. Are we standing? No, we aren't standing; we're sitting. Are we sitting on the floor? No, we aren't sitting on the floor; we're sitting on the chairs. you are not you aren't Indicating all the students, explain You aren't standing; you're sitting. Again, get one student to stand up. Indicating both yourself and the student, ask a different student Are we (Luca and I) sitting? No, you aren't sitting; you're standing. Indicating the whole class, ask one student Are you behind me? No, we aren't behind you; we're in front of you. they are not they aren't Pointing to Mr and Mrs Brown, explain They aren't sitting; they're standing. Are they sitting? No, they aren't sitting; they're standing. Are they standing behind the house? No, they aren't standing behind the house; they're standing in front of the house. 23</p><p>LESSON 4 PLAY See Chart 1 these those Walk over to the students with Chart 1 and, pointing to the red pencil, say This pencil's red. Then throw a pencil onto the floor, away from you and the students, and, while pointing at the pencil, say That pencil's (yellow). For clarity, repeat again the words this and that. Next, indicating both the red and blue pencils on the chart, say These pencils are red and blue. Quickly throwing another pencil over to join the one already on the floor, add Those pencils are (yellow) and (grey). Next, pointing at the appropriate pencils, say These pencils are on the chart. Those pencils are on the floor. Finally, for clarity, repeat again the key words these and those. (For now, do not retrieve the two pencils from the floor; leave them where they are.) Approaching a student and indicating their chair, ask What colour's this chair? This chair's (red). Indicating a chair on the other side of the room, ask the same student What colour's that chair? That chair's (red). Pointing to the red and blue pencils on the chart, ask What colour are these pencils? These pencils are red and blue. Pointing to the two pencils on the floor, ask What colour are those pencils? Those pencils are (yellow) and (grey). Where are these pencils? These pencils are on the chart. 24</p><p>Where are those pencils? Those pencils are on the floor. What colour are these chairs? These chairs are (red). What colour are those chairs? Those chairs are (red). Remember to pick your pencils up from the floor before continuing. men women say The plural of "man" is "men". We say one "man", and two "men". The plural of "woman" is "women". We say one "woman", and two "women". What's the plural of "man"? The plural of "man" is "men". What's the plural of "woman"? The plural of "woman" is "women". See Chart 2 sixteen seventeen eighteen nineteen twenty 16 17 18 19 20 Pointing to the chart, say This is the number "sixteen", this is "seventeen", this is "eighteen", this is "nineteen", and this is "twenty". Pointing to each number in turn, ask What number's this? It's the number "sixteen" ("seventeen", "eighteen", "nineteen", "twenty"). Then, go round the class practising all the numbers from 1 to 20, getting each student in turn to say a number as you point to them on the chart. 25</p><p>clothes Touch all your clothes, and say These are clothes. Then ask What are these? These are clothes. shoe boot sock trousers jacket suit shirt tie hat bag As with any long list of vocabulary, introduce the items three or four at a time and practise them with the students before moving on to the next few. What's this? It's a shoe, boot etc. What are these? They're trousers. The message below tells you that Lesson 1 is now available for your students to read in class. The reading of past lessons acts as valuable revision of language already covered. Please refer to the Callan Method Teacher's Guide for details on how this section of the lesson should be conducted. Remember to share the questions and answers equally among the students, the rule of thumb being to allow each student about three average-length questions before you move on to someone else. Make sure that you call out students' names apparently at random, as this will ensure that everyone pays constant attention and does not lose their place in the book. Students can now read Lesson 1 on page 1 26</p><p>See Chart 3 alphabet letter Read out the alphabet once or twice at normal speed. Then, beginning at the letter A and going systematically round the class, get each student to pronounce a letter. Pointing to the chart, ask What's this? It's the alphabet. What are these? These are the letters of the alphabet. What letter's this? A, B, C etc. For the answer above, go round the class getting students to say a letter each. vowel consonant Pointing to each vowel in turn, say The five vowels are A, E, I, 0, U. Then add The letters B, C, D, F, G etc. are consonants. Finally, ask What are these? These are the five vowels. What are the five vowels? The five vowels are A, E, I, and U. Is the letter B a vowel? No, the letter B isn't a vowel; it's a consonant. 27</p><p>before after Using clear gestures, explain The letter A's before the letter B, and the letter C's after the letter B. Repeat the words before and after. Then ask Which letter's before E? D's before E. Which letter's after I? J's after Which letter's before Z? Y's before Z. Which letter's after V? W's after V. between Pointing to the letters on the chart, explain The letter B's between the letter A and the letter C. Which letter's between D and F? E's between D and F. Which letter's between H and J? I's between H and J. Which letter's between Q and S? R's between Q and S. us Explain The table's in front of me. The table's in front of you. The table's in front of us. 28</p><p>Is the table in front of us? Yes, the table's in front of us. For the above question, point to the table, make an action meaning "in front of" and then keep pointing to yourself and the student, so that they know what to answer. Are the walls in front of us? No, the walls aren't in front of us; they're behind us. Is the table behind us? No, the table isn't behind us; it's in front of us. See Chart 1 them Point to Mr and Mrs Brown, and say The house is behind him. The house is behind her. The house is behind them. For clarity, you should now take a moment to run through all the object pronouns. Pointing to yourself, students, an object in the room and the Brown family on Chart 1, say me, you, him, her, it, us, you, them. Finally ask Where's the house? The house is behind them. While asking the above question, point to the house, make a movement meaning "behind", and point with two fingers at the same time to Mr and Mrs Brown, so that the student is in no doubt as to what to answer. Then, holding the chart in front of you, ask Are you behind them? No, I'm not behind them; I'm in front of them. Am I in front of them? No, you aren't in front of them; you're behind them. 29</p><p>LESSON 5 PLAY student teacher Look at a student and explain I'm the teacher. You're a student. Then ask Am I the teacher? Yes, you're the teacher. Are you a student? Yes, I'm a student. Am a student? No, you aren't a student; you're the teacher. Pointing to the whole class, ask Are you teachers? No, we aren't teachers, we're students. See Chart 2 thirty forty fifty sixty seventy eighty 30 40 50 60 70 80 ninety a hundred a thousand a million 90 100 1,000 1,000,000 Pointing to the chart, count the numbers from 30 to 1,000,000 once or twice, then go round the class asking What number's this? 30, 40 etc. 30</p><p>Next, count the numbers from 30 to 90, and then from 13 to 19, stressing the "teen" sound as you do Then read out 30-13; 40-14 etc. to show the difference in pronunciation. Next get the students to run down both columns including 100, 1,000 and 1,000,000, and then get them in turn to count across "30-13" etc. Also get the students to pronounce the other numbers on the chart, "313" etc., stressing the word "and" where it appears in each number. What numbers are these? 30-13;40-14 etc. What number's this? 313 1,815 1,950,630 plus minus equals 6-2=4 + - = Point to the chart and explain What's this? It's 8 + 2 = 10. What's this? It's 6 - how much? Using Q&A to self, say How much is 4 + 3? 4 + 3 = 7. How much is 9 - Then, while indicating the numbers on the chart, ask How much is 18 plus 12? 18 plus 12 equals 30. How much is 20 minus 7? 20 minus 7 equals 13. 31</p><p>For variety in revision work, you can use other numbers, but the calculations must be easy so that the students remain focused on their English and do not get distracted by maths. Always point to the numbers on the chart as you ask the questions, as this will simplify matters for your students. there is there's there is not there isn't but now Standing near an occupied chair, explain There's a student on this chair. Then move to another occupied chair and say And there's a student on this chair, stressing the word "this". Then indicate an empty chair and say But there isn't a student on this chair. Then add There's a picture on the wall. There's a table in this room. There's a pen on the book. Placing a pen on your book, ask Is there a pen on the book? Yes, there's a pen on the book. Is there a light on the ceiling? Yes, there's a light on the ceiling. Without a pen on your book, ask Is there a pen on the book now? No, there isn't a pen on the book now. Is there a book on the floor? No, there isn't a book on the floor. Is there a teacher in this room? Yes, there's a teacher in this room. Is there a clock on the table? No, there isn't a clock on the table. 32</p><p>there are there are not there aren't Put a pen on a book and say There's one pen on the book. Add another pen and say There are two pens on the book now. With one pen on your book, ask Is there a pen on the book? Yes, there's a pen on the book. Adding a second pen, ask Are there two pens on the book now? Yes, there are two pens on the book now. Are there (twelve) chairs in this room? Yes, there are (twelve) chairs in this room. Are there (two) pictures on these walls? Yes, there are (two) pictures on these walls. Are there three clocks on that wall? No, there aren't three clocks on that wall; there's one clock on that wall. Are there five teachers in this room? No, there aren't five teachers in this room; there's one teacher in this room. Are there a thousand chairs in this room? No, there aren't a thousand chairs in this room; there are chairs in this room. Students can now read Lesson 2 on page 10 33</p><p>high low The wall's high, but the chair's low. Is the wall low? No, the wall isn't low; it's high. Indicating the seat of one of the chairs, ask Is the chair high? No, the chair isn't high; it's low. Is the table high or low? The table's here there Walk over to the students with your pen (or pencil), and, pointing to it, say The pen's here in front of me. Then throw the pen across the floor, away from you and the students. Pointing to it, say Now, the pen's there on the floor. Pointing at the floor near you, repeat here. Pointing to where the pen is on the other side of the room, repeat Finally, retrieve your pen from the floor. Holding your pen in front of a student, ask Where's the pen? The pen's here in front of me. Throw the same pen across the floor to the other side of the room and, remaining close to the student, ask them Where's the pen now? The pen's there on the floor. Walk to another student and, pointing to the pen on the floor, ask Is the pen here in front of you? No, the pen isn't here in front of me; it's there on the floor. Walk to a chair far away from a student, and ask Are you sitting here? No, I'm not sitting there; I'm sitting here. 34</p><p>Pointing to a student far from you, ask Am sitting there? No, you aren't sitting here; you're standing there. NB: You can ask many different questions to practise "here" and "there". To start with, make sure the words "here" and "there" mean the same for both you and the students (i.e. you are in the same part of the room, as in the first three questions above). When the class is coping well, or you are doing revision work, include questions where the words "here" and "there" differ (in terms of the location they refer to) for you and the student, as in the final two questions above. See Chart 4 capital England Russia Greece China London Moscow Athens Beijing Pointing to the chart, explain London's the capital of England. Moscow's the capital of Russia. Athens is the capital of Greece. Beijing's the capital of China. What's the capital of England? London's the capital of England. What's the capital of Russia? Moscow's the capital of Russia. What's the capital of Greece? Athens is the capital of Greece. What's the capital of China? Beijing's the capital of China. 35</p><p>LESSON 6 PLAY read reading write writing NB: Introduce these actions exactly as below, using only the "-ing" forms of the verbs. The infinitives are here only for reference. Miming appropriately, explain I'm reading the book. Now, I'm writing in the book. Am I reading the book? Yes, you're reading the book. Am I writing in the book? Yes, you're writing in the book. What am doing? You're reading the book. What am doing? You're writing in the book. Am I writing in the book? No, you aren't writing in the book; you're reading the book. Am reading the book? No, you aren't reading the book; you're writing in the book. See Chart 1 coat tights dress skirt scarf blouse pullover pocket 36</p><p>What's this? It's a coat, dress etc. What are these? They're tights. how many? Use Q&A to self to get across the meaning of "How many ?". Count clearly on your fingers as you do Then ask How many pictures are there on these walls? There are pictures on these walls. How many clocks are there in this room? There's one clock in this room. How many chairs are there in this room? There are chairs in this room. How many teachers are there in this room? There's one teacher in this room. go going to NB: Introduce this action exactly as below, using only the "-ing" form of the verb. The infinitive is here only for reference. Walk towards the window, then the door, then the wall, while saying I'm going to the window. I'm going to the door. I'm going to the wall. When saying the word "to", point forcefully to the object you are approaching. Am going to the window? Yes, you're going to the window. Am going to the door? Yes, you're going to the door. 37</p><p>What am doing? You're going to the wall. What am doing? You're going to the window. Where am I going? You're going to the wall. Am going to the door? No, you aren't going to the door; you're going to the table. See Chart 4 Europe Asia Italy France India Using the chart to help with your explanation, say Italy is in Europe. France is in Europe. China is in Asia. India is in Asia. Then ask Is Greece in Asia? No, Greece isn't in Asia; it's in Europe. Is India in Europe? No, India isn't in Europe; it's in Asia. Are France and Italy in Asia? No, France and Italy aren't in Asia; they're in Europe. Students can now read Lesson 3 on page 17 38</p><p>See Chart 3 first second third fourth 1st 2nd 3rd 4th fifth sixth twelfth twentieth 5th 6th 12th 20th cardinal ordinal Pointing to the letters A, B and C on the chart, say A's the first letter of the alphabet, B's the second letter of the alphabet, and C's the third letter of the alphabet. (Stress slightly the long "e" pronunciation in the word "the" before the word "alphabet", but do not comment on it.) Then, indicating the numbers clearly with your fingers, repeat first; second; third. Go on to explain "One, two, three etc." are the cardinal numbers. "First, second, third etc." are the ordinal numbers. What are the cardinal numbers? The cardinal numbers are 1, 2, 3 etc. What are the ordinal numbers? The ordinal numbers are 1st, 2nd, 3rd etc. Next, so that the class practises the full range of ordinal numbers, point to the letter A and get a student to repeat "A's the first letter of the alphabet". Then, pointing to letters apparently at random, go systematically round the class prompting each student to say, for their letter, a similar sentence with an ordinal number (e.g. "C's the third ..."). Correct any mistakes students make, and also make sure that you personally stress slightly the pronunciation of "twentieth" and the long "e" in "the" before "eighth", "eleventh", and "eighteenth". Then ask Which is the first letter of the alphabet? A's the first letter of the alphabet. 39</p><p>Which is the third letter of the alphabet? C's the third letter of the alphabet. Which is the fifth letter of the alphabet? E's the fifth letter of the alphabet. Which is the twelfth letter of the alphabet? L's the twelfth letter of the alphabet. Which is the thirteenth letter? M's the thirteenth letter. Which is the twentieth letter? T's the twentieth letter. Which is the twenty-first letter? U's the twenty-first letter. Which is the twenty-third letter? W's the twenty-third letter. Which is the twenty-fifth letter? Y's the twenty-fifth letter. last Pointing to the chart, say Z's the last letter of the alphabet. A's the first letter, and Z's the last letter. Then ask Which is the last letter of the alphabet? Z's the last letter of the alphabet. Is A the last letter of the alphabet? No, A isn't the last letter of the alphabet; it's the first letter of the alphabet. 40</p><p>French German Italian English Changing the nationalities used below if necessary, ask Are you (French) or (German)? No, I'm not (French) or (German); I'm Am (Italian) or (French)? No, you aren't (Italian) or (French); you're (English). Are the students English? No, the students aren't English; they're Dictations: In the Callan Method, the dictations are designed to allow students to listen to and write down a wide variety of words covered in earlier lessons. For this reason, they are composed mostly of unconnected sentences rather than sentences that form a story, for example. The English spelling system is less logical than many other languages, so do not be concerned if your students' spelling is initially poor; it will improve steadily with practice. Correct delivery of the dictation is essential. For detailed guidance on this, please read the "Doing the dictation" section of the Callan Method Teacher's Guide. dictation listen write Before you do Dictation 1 for the first time, get your students to repeat the new words above. While miming both actions very clearly, explain I'm listening. I'm writing. Then, again using very clear mime, explain Now, there is a dictation. You listen, and you write. Gesticulate clearly and encourage your students to get ready to write the dictation (take out their pen, paper, device etc.). While they are doing this, repeat once or twice again Dictation. You listen, and you write. Keep miming "listen" and "write" throughout, so that the students register the meanings of these new words. 41</p><p>PLAY Dictation 1 Hello./ What's this?/ It's a pen./ Is this/ a pencil/ or a book?/ Is the/ long table/ black?/ No, it isn't;/ it's white./ The short box/ is green./ A city is large/ but a village/ is small./ Is Mr Brown/ a man?/ Yes, he is./ Is Anna Brown/ a boy or a girl?/ She's a girl./ One, two, three,/ four, five. 42</p><p>LESSON 7 PLAY my your Pointing at various things, explain This is my book; that is your book. These are my shoes; those are your shoes. Then ask Is this my book? Yes, it's your book. Is that your book? Yes, it's my book. Is this your book? No, it isn't my book; it's your book. Pointing to something the student is wearing, ask Is that my dress (jacket etc.)? No, it isn't your dress; it's my dress. See Chart 1 his her umbrella Pointing at Mr Brown's umbrella and Mrs Brown's bag, say This is his umbrella. This is her bag. Then, pointing at Mr and Mrs Brown and their shoes, say These are his shoes, and these are her shoes. Finally, pointing again at Mr and Mrs Brown, add A man? - "his". A woman? - "her". Pointing to Mr Brown and his shoes, ask Are these his shoes? Yes, they're his shoes. Pointing to Mrs Brown and her shoes, ask Are these her shoes? Yes, they're her shoes. 43</p><p>Point to Anna Brown's boots, then to Mr Brown, and ask Are these his boots? No, they aren't his boots; they're her boots. Point to Mr Brown's umbrella, then to Mrs Brown, and ask Is this her umbrella? No, it isn't her umbrella; it's his umbrella. Is his umbrella open? No, his umbrella isn't open; it's closed. Point to Mrs Brown's bag, then to Mr Brown, and ask Is this his bag? No, it isn't his bag; it's her bag. Point to Mr Brown's suit, then to Mrs Brown, and ask Is this her suit? No, it isn't her suit; it's his suit. our your their First, while addressing one student, explain This is my book. That is your book. These are our books. Then, pointing to and addressing a few individual students in turn, say I am your teacher, I am your teacher etc. Then, indicating the class as a whole, say I am your teacher. Lastly, pointing to Mr and Mrs Brown, explain These are his shoes. These are her shoes. And, pointing at both Mr and Mrs Brown together, add These are their shoes. Pointing at one student's shoes and your own, ask Are these our shoes? Yes, they're our shoes. Indicating the whole class, ask Am your teacher? Yes, you're our teacher. 44</p><p>Pointing to the house behind the Brown family on the chart, ask Is that their house? Yes, that's their house. Point to Mr and Mrs Brown's shoes, then at a student and yourself, and ask Are these our shoes? No, they aren't our shoes; they're their shoes. In the above answer, stress the words "they're" and "their" to highlight the fact that they have similar or even identical pronunciation. What colour are their shoes? Their shoes are black. Point to the student's book and your book, then at Mr and Mrs Brown, and ask Are these their books? No, these aren't their books; they're our books. Where are our books? Our books are on the table(s). person people Explain I'm a person; you're a person; Mr Brown's a person; Mrs Brown's a person etc. The plural of "person" is "people". We say "one person", but "two people". Then ask What's the plural of "person"? The plural of "person" is "people". How many people are there in this room? There are people in this room. How many people are there in this town? There are people in this town. Students can now read Lesson 4 on page 24 45</p><p>come coming NB: Introduce this action exactly as below, using only the "-ing" form of the verb. The infinitive is here only for reference. Go to the window and return, while saying I'm going to the window. I'm coming from the window. Going to the door, ask What am I doing? You're going to the door. Coming from the door, ask What am doing? You're coming from the door. Going to the window, ask Am coming from the window? No, you aren't coming from the window; you're going to the window. Coming from the window, ask Am going to the window? No, you aren't going to the window; you're coming from the window. touch touching NB: Introduce this action exactly as below, using only the "-ing" form of the verb. The infinitive is here only for reference. While touching things lightly with only your fingertips, explain I'm touching the wall. I'm touching the book etc. While lightly touching the wall, ask Am I touching the wall? Yes, you're touching the wall. 46</p><p>Touching the picture, ask What am doing now? You're touching the picture now. With your fingers a few centimetres away from the window, ask Am touching the window? No, you aren't touching the window. Then, touching the window, ask Am touching it now? Yes, you're touching it now. Is your chair touching the wall? Yes, my chair's touching the wall. ~ No, my chair isn't touching the wall. See Chart 3 sentence Pointing to the chart, read out the sentence "Verbs are words we use for Then say This is a sentence. What's this? It's a sentence. word verb use for action Pointing to the sentence again, say This is a word; it's the word "verbs". This is a word; it's the word There are seven words in this sentence. Then, pointing to each in turn, count out the seven words: one, two, three, four, five, six, seven. NB: The focus here is on introducing "word". Although preferable, it is not essential at this point for students to understand all the words in the sentence. What's this? It's a word. 47</p><p>How many words are there in this sentence? There are seven words in that sentence. Which is the first word of the sentence? "Verbs" is the first word of the sentence. Which is the third word of the sentence? "Words" is the third word of the sentence. Which is the fifth word? "Use" is the fifth word. Which is the sixth word? "For" is the sixth word. And which is the last word of the sentence? "Actions" is the last word of the sentence. question mark ? full stop comma colon : semi-colon ; exclamation mark ! For each punctuation mark in turn, ask What's this? It's a question mark, full stop, comma etc. 48</p>