TB Level STARTER Poptropica English

TEACHER’S BOOK

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Linnette Erocak • Tessa Lochowski Series advisor: David Nunan

TEACHER’S BOOK

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C o n t ents Scope and sequence Introduction Cross -curricular teaching Literacy What is Assessment for Learning? Components Unit walkthrough How to use stories Classroom management tips Game bank Extension bank Unit worksheet teaching notes Lesson notes and worksheet s Festivals Festival cutouts Evaluation Evaluation teaching notes

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Evaluation sheets

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4 6 7 8 9 11 13 18 19 20 22 23 24 176 182 186

5 Pets Vocabulary: Pets:dog, cat, mouse, rabbit, parrot, tortoise, frog Adjectives:big, small

chick, kitten, puppy Baby animals:

Structures:

It’s a (small) (cat). He’s/She’s got a (mouse).

Phonics: /d/ and /t/ dog, doctor, drum tortoise, ten, two

Cross-curricular: Science:animals and their young

The (dog)’s got a (puppy).

6 My house bedroom, living room, door, dining room, Vocabulary: Places and things at home: bathroom, window, kitchen More places and things at home : bed, bath, garden, shed Places in the neighbourhood: shop, library, park, café

Structures:

Where’s my (dad)? (He’s) in the (bathroom). Where’s the (dog)? It’s in the (garden). This is the living room.

Phonics: /w/ and /v/ walrus, window, wave vulture, violin, vet

Cross-curricular: Social Science: places in the neighbourhood

7 Food Vocabulary: Food items:fruit, salad, cake, bread, yoghurt, milk, cheese, fish More food items: jelly, honey, apples, ice cream Healthy food: good, bad, chocolate

Structures:

I like (fruit). I don’t like (yoghurt). It’s (good) for me.

Phonics: /d  / and /t/ jellyfish, juice, jelly yak, yoghurt, yellow

Cross-curricular: Food Science: healthy food

8 I’m happy! Vocabulary: Adjectives:tired, hungry, thirsty, scared, happy Verbs:eat, drink, turn around

Structures:

I’m (scared). He’s/She’s (tired). It’s a (big) shadow.

Phonics: // and /t/ shark, shadow, shell cheetah, chair, chocolate, cheese

Cross-curricular: Science:light and shadow

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Introduction Dear Teachers, Welcome! It is my pleasure to introduce you toPoptropica English. This is the most exciting and important series forteaching English to young learners on the market today. It si designed to educate learners for the twenty-first century.This involves more than teaching learners to communicate in English. It alsoinvolves helping learners to socialise and work cooperatively, to have a sense of responsibility to others, to develop their ability to reflect on their learning processes and to begin learning and usingEnglish independently. The series is based on some key educational principles. The most important of these is that of catering to the whole learner. This means that you are not just responsible for developing the ability of learners to communicate through English, you arealso responsible for their emotional, social and moral development. This is a very challenging task, butPoptropica Englishwill provide you with resources to help you meetthat challenge. Through these materials, learners engage with English by using it in a wide range of interesting and fun situations that relate to their everyday lives. Yes,they have to learn vocabulary and master the pronunciation and grammar of the language, but they do so through engaging tasks that keep them motivated and show them the relevance of English to theirlives beyond the language classroom. The journey from infancy to adulthood is an amazingadventure, of which language learning is a part. Ihope that you enjoy taking your pupils on the adventure withPoptropica English.

is a six-level course for children learning English at primary level. It offers best practice methodology in the classroom, while also offering teachers and pupils an innovative digital environment in the shape of the unique Poptropica English Island Adventure Game. Poptropica Englishis designed to provide teachers and pupils with a truly blended English language learning environment. It takes into account the current movement towards using an increased amount of technology in the classroom and also at home, as more and more families use computers and want safe, effective, educational material for their children. Poptropica Englishmotivates children by introducing them to an online area which extends and enhances their learning. Children follow the characters through their book, while listening to stories, singing songs, communicating and playing games along the way. Most importantly, pupils will enjoy themselves and make their own discoveries in English.

David Nunan Series Advisor Poptropica English

Methodology Poptropica Englishassumes no previous knowledge of English and takes a ‘5Ps’ approach to communication in order to provide support and encourage production from an early stage. The PPP (Presentation, Practice and Production) method is a tried and tested approach which isfavoured by many teachers in the primaryclassroom. The lesson sequence is clear and easy to follow and works in a structured way. ThePoptropica English‘5Ps’ approach adds also Personalisation and Pronunciation. Presentation is the first stage. The teacher demonstrates the key language while providing a model on audio for pupils to hearthe correct pronunciation.

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Practice is provided in the form of controlled and more open activities using the presented language. Production activities encourage pupils to use the language either to speak or writesomething. These activities encourage pupils to become more autonomous and to manipulate the language in order to communicate. Personalisation activities are also included in the lesson structure to engage pupils further with theunit language and to help them with language recall. Pronunciation is a key area in language teaching and it is addressed in all units. Pupils practise it through fun and engaging songs and chants that help them acquire the stress, rhythm and intonation of English.

Literacy In Starter level, reading isintroduced in the Pupil’s Book and Activity Book. In thePupil’s Book, it is used for consolidation purposes and pre-readers can use the book easily without needing to read. In the Activity Book, pupils trace and copy single words topractise the new language. The Sounds fun notebook is something pupils prepare in class to be used at the end of Lesson 4 of each unit. Pupils record the sounds learnt in eachunit in theirSounds fun notebook and find or draw pictures of words with these sounds. More confident pupils could also writethe words below their drawings. With the introduction of target vocabulary at the beginning of everyunit, teachers should encourage pupils to add these new words to the appropriate page intheirSounds fun notebook. In this way, pupils are consistently recycling the sounds introduced in this level. Pupils could usean exercise book as theirSounds fun notebook and then carry it through into next year. Alternatively, you could help them to maketheir own mini book using the instructions below and three sheetsof A4 paper.

Making a Sounds fun notebook

• Take one A4 sheet for every 8 pages needed in the book, i.e. three A4 sheets for a 24-page book. • Put the sheets neatly one on top of the other. Fold the pile in half so that the short sides touch, then in half again in the other direction. You should now have a small book sha pe.

• Cut along the folds at the top/bottom of the book so that the pages can turn, then staple at the top and bottom of the spine.

Pronunciation table Consonants

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Vowels

Symbol

Keyword

p b t d k g f v  ð s z   h x   m n  w l r j

pen

short

back ten day key get fat view thing then

long

soon zero ship

pleasure hot

loch cheer jump

sum sun sung wet let red yet

diphthongs

Symbol

Keyword

 e      i u i   u  e a   a  e  u i

bit bed cat dog cut put about

happy actuality sheep father four boot bird make lie boy note now real hair sure actual peculiar

What is Assessm ent f or Learn ing? Poptropica Englishincludes elements ofAssessment for Learning methodology, which help to enhance learning by supporting pupils inunderstanding what they know and what they need todo next, empowering them to move themselves forward and making them active in their own learning, as well as helping teachers understand where their pupils are.Assessment for Learning is looking for ways to understand how pupils are doing and using this information to help them improve, as well as helping teachers makedecisions about how to help pupils improve.

Assessment: isn’t this testing? It can be, but when we talk aboutAssessment for Learning, we’re really talking about assessingpupils formatively, watching and listening to our pupils to see how much they understand and using this tohelp decide what we need to do next. This can be during any activity in class – the kind of assessment you already do every day!

Why is Assessment for Learning important in Poptropica English? Poptropica Englishprovides fun and engaging material to help your pupils have an exciting and motivating early experience with English. A handful of Assessment for Learningtechniques and activities have been integrated into each lesson, to buildon this positive experience. These activitiesgive pupils an awareness of what and how theyare learning, while giving you, the teacher, lots ofopportunities to assess how each pupil isdoing. Introducing the learning adventurein your lessons to talk about pupils’ learning, makes each step along their English language adventure visible and interactive,engaging and motivating pupils while also developing selfassessment skills.

Where is the learning adventure used? The learning adventureis used in Vocabulary, Cross-curricularand I can do it! lessons.

How do I introduce the learning adventure to my pupils? It’s a good idea to model with pupils how to use the learning adventureposter. Thelearning adventure poster can be put up in the classroom and the image used in a sequence of activities in conjunction with both the Pupil’s Book and accompanying teaching notes. There are four steps on thelearning adventure: 1 Let’s go! – This means that pupils have started a new learning objective and are at the beginning of their learning; maybe they know oneor two words. 2 I’m on my way! – This means that pupils are moving along their journey with increasing understanding or knowledge; maybe they know five or sixwords. 3 I’m almost there!– This means that pupils are feeling increasingly confident about what they have learnt; they have agood (though not necessarily 100%) knowledge or understanding. 4 I’ve arrived! – This means that pupils are very confident about what they have learnt; theyhave a good (though not necessarily 100%) knowledge or understanding.

How do I use the poster with my class? It’s really useful if you can have the poster on the wall for every class. The poster is used in two different ways.

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What is the learning adventure? The learning adventure, based on each of the Poptropica English Islands, is a path which represents how confident the pupil feels about a particular learning objective. Using this poster in class enables pupils to develop self-assessment skills by reflecting on how well they canremember vocabulary, for example, from the lesson or unit.It can also help gather evidence for the teacher on who si confident about the lesson and who needs more practice.

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For Vocabulary lessons The poster works in the same sequence each time and the lesson plans show you exactly when and how. Every lesson begins withpupil-friendly objectives – these will appear in the teaching notes for each lesson. You can write these on the board. The first activity in these lessons is What do you know?– this is a Pupil’s Book activity asking pupils which words they know on this topic before the main class presentation. This will find out what pupils already knowabout a topic, engage them and give pupils confidence that they know something already. Now, using the poster, ask the pupils, Where are you on your learning adventure? Ask pupils to think about how manywords they know

Provides opportunities to see where pupils are in their learning, enabling you to provide useful feedback and adjust your teaching in line with individual needs.

Extension questions– Asks pupils a question to help extend their thinking and learning. Requires more than only remembering what theyhave learnt; illustrates that they have understood it.

I can do it! – Self-assessment lessons develop pupils’ skills to assess where they are in their learning and what they need to do next to achieve their learning goals,

and to say which stage on the poster they think they are at, e.g. if they know two or three words they might say, Let’s go! as they are at the beginning of their learning. You should respond positively, as they are already moving along their learning adventure! At the end of the lesson, ask the pupils again,Where are you on your learning adventure?Pupils think how many words they know now and choose another stage on the poster, e.g. if they know eight words they might say,I know teddy bear, car, kite, doll, boat, bike, ball, train . It’s a good idea to remind pupils of where they were at the beginning of the lesson and where they arenow, to really emphasise the progress they aremaking.

motivating them to continue learning. Developing the skills to identify what you know and what you don’t forms a huge part of learning. With practice, this should facilitate learning and produce confident pupils, not afraid to ask for help from their teachers and classmates.

I can do it!

What if my pupils do not use the learning adventure accurately?

The poster is used to help pupils develop the skills needed to identify what they know and what they don’t know, to help them focus and move themselves forward. With practice, this should make learning more efficient, produce confident pupils not afraid to ask for help from teachers and classmates and underline that everyone can make progress. As with every lesson, we begin with Pupil-friendly objectives . We ask pupils,What can you remember?This requires pupils to recall what topics/ language they learnt in the unit. Ask pupils, Where are you on your learning adventure? For each topic/language area, ask pupils to say where they are on their learning adventure. The pupils then complete a set of activities to help them review and consolidate the unit topic/language.

What other Assessment for Learning activities are there? Why should I use them? What do you know?– Asks pupils if they know any words associated with the unit topic before the main vocabulary presentation. Pupils will feel confident that they already know some words from the topic so they aren’t at the beginning of their learning.

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Pop quiz – Gives you a quick end-of-lesson activity to help you check who has ‘got it’and who needs more help.

Assessment for Learning

When can I use the learning adventure? You can use thelearning adventurein any lesson with learning objectives. For pupils new tothis concept, it’s good to begin with vocabulary, where it’s easy to identify what you know and have learnt.

It doesn’t matter too much about accuracy.They aren’t giving themselves grades, they’re simply increasing their awareness about their own learning. What matters is helping your pupils to increase their awareness by modelling how to use the poster, using examples to show how many words you might know for eachstage on the poster. Also, by encouraging pupils to think more positively about their progress if they underestimate on the learning adventure. Or, if pupils indicate too confidently where they are, askpupils to think a little more carefully about how manywords they can remember, for example. For strong pupils, keep them motivated by asking them to find outmore about the topic or new words on the topic.Also, using the poster regularly in class will help pupils integrate this into their learning more easily.

What if my pupils are very shy? If pupils don’t want to say where they are, you can make cards that pupils can hold up inclass. Each pupil can make a card for each stage, e.g.Let’s go!

Components For the pupil The Pupil’s Book presents materials to effectively present and practise the target language and theActivity Book provides reinforcement, consolidation and freer practice. Additional features include:

• • • •

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The Poptropica English Island Adventure Game provides a safe, engaging, highlymotivating environment where pupils meet the characters from the Pupil’s Book plus a host of other exciting characters and follow them on an adventure. Pupils will engage in safe ‘closed-chat’ dialogues with the characters they meet, practising target language from the units. They will also follow instructions to help them solve puzzles, learning supplementary language along the way. ThePoptropica English Island Adventure Gameis a great tool to make learning happen in an interactive way and it further consolidates and extends the language learning process. Most of all, pupils will enjoy learning through play and will absorb English without realising it! _

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Goodbye unit to consolidate and wrap up; Festival pages and cutout activities; Activity stickers for further consolidation of language; Picture dictionary at the back of the Activity Book.

AC T I V I T Y B OOK

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For the parent Parents may wish to encourage their children todo additional practice at home. The Activity Book provides reinforcement and consolidation of the language presented in the Pupil’s Book. It contains controlled and freer practice plus personalisation and further listening and reading texts.

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The flashcards present main target vocabulary in each unit. The teaching notes in theTeacher’s Book clearly explain how the flashcards can be usedto present, practise and consolidate language through gamesand activities.

For the teacher The Teacher’s Book provides step-by-step lesson plans covering all the course material. Each lesson plan is clearly structured nto i stages: • Starting the lesson • Presentation • Practice • Ending the lesson.

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The lesson notes are designed to provide flexible support for all teachers, including those who may lack time for planning or who have limitedaccess to resources. The Introduction includes recommended procedures for using games and stories effectively.

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The posters accompanying the course are of two types. Learning adventureposters help pupils and teachers gain awareness of what and howthe pupils are learning. Vocabulary posters serve as another tool for teaching and consolidating vocabulary.

For maximum flexibility and variety, thefollowing photocopiable materialscan be found in the Teacher’s Book:

• Unit worksheets • Festival cutout activities • Unit and End-of-year evaluations

The video stories are available on the Active Teach. They give pupils a new context in which to recycle the language of the Pupil’s Book.

The Class Audio CDs contain all the songs (including karaoke versions), chants, stories and listening activities which appear in thePupil’s Book. They also contain audio for the evaluations which are atthe back of the Teacher’s Book.

The evaluations (unit and End-of-year) can be found at the back of the Teacher’s Book. The audio for these evaluations is on the Audio CD.

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Presentation and practice of vocabulary with audio support

Listen and find. Then sing.

Pupils learn a new set of vocabulary in the unit song, which is linked to the unit topic. This may be additional words or a separate vocabulary set. Thenew language is then practised in a speaking activity. Karaoke versions of the songs are included in theclass audio. HOME

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Skills practice and pronunciation A skills activity helps to consolidate the grammar and vocabulary of the unit. The Sounds fun pronunciation feature with audio presents English sounds with humorous characters.

Now make and play (page 75).

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Lesson 5 Listen to the story. Read.

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Story

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The story is provided with speech bubblesand audio support. It consolidates vocabulary and structures from previous lessons and introduces newfunctional language. 3

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Blue!

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Act out the story.

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Cross-curricular content and mini-project Target language is practised and extended through a cross-curricular topic in English. The material in Starter level is related to Science, Social Science and Music. A teacher-led mini-project encourages production of the unit language.

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How to use stories Stories are an essential partof language learning because they allow pupils to absorbinformation in a fun and stimulating way. Learning outside the normal boundaries of a teacher-based classroom environment creates the opportunity for pupils to develop their creative and communicative skills. Using stories inthe classroom greatly enhances pupils’ ability to listen and to actively respond to target language and structures in a fun and relaxed atmosphere. Storiesincrease motivation and encourage less confident pupils to contribute with their ideas and opinions becausethey are not confined to the limits of a certain structure. They provide larger chunks of language in a context and provide an opportunity for pupils to produce language. There’s a story in Lesson 5 of each unit, featuring the characters. These stories serve to review and reinforce the target language and structures of the unit. The artwork is visually stimulating and the audio effects ensure pupils listen avidly from start to finish. Below is a four-step method for using stories in the classroom that starts with anticipation and ends with (assisted) performance.

Stage 4 – Role playing the story After listening to the story several times, pupils are ready to role play it in groups, providing them with the opportunity to reproduce larger chunks oflanguage. Props can be brought to class and usedto make the experience even more stimulating. Teachers may play the audio or read the audioscript from theTeacher’s Book, while pupils role play or pupils mayrecite the story from memory. Try to ensure that, as far as possible, every pupil gets an opportunity to beinvolved in the role play. Below are some suggestions for extra work withthe stories:

• While pupils listen to the story, they perform a

• • • • •

Stage 1 – Anticipating the story

specific action for target vocabulary(e.g. pupils clap when they hear the wordpurple or stamp their feet when they hear the wordblue). Pupils draw a new picture forany frame of the story. Pupils create a new ending for the story. Pupils draw or describe their favourite character. Pupils discuss real-life situations that are related to the story. Pupils comment on how they would feel orhow they would behave if they were in a similar situation to one of the story characters. You might like to give pupils feedback.You could give pupils two stars and one wish, e.g.Fantastic actions!, Great teamwork!, Speak a bit louder next time.This could be given in L1.

Before listening to the audio, ask pupilsquestions or carry out a simple discussion in English or L1 to get them thinking about the story. This will enable pupils to begin forming an idea of the theme of the story and how it might develop. Italso provides an

•

opportunity to introduce any new vocabulary or to to review previously learnt language, allowing teachers assess how thoroughly pupils have absorbed the target language of the unit. Teachers should not provide any answers at this stage but rather allow pupils to think for themselves.

Story card activities

The story cards are greatly versatile and can be used in conjunction with a number of activities:

• Stick the story cards in random order on the board and pupils put them in the correct order.

• Stick the story cards on the board in order. Ask pupils Stage 2 – Hearing and seeing the story At this stage, pupils listen to the story and work through it to find answers to your questions. If access to technology is limited or if it fails during the lesson, teachers can simply read from thebook.

Stage 3 – Checking the story Some suggested questions to be asked afterlistening to the story are provided in the teaching notes. This gives teachers the possibility to further assess the depth of pupils’ comprehension of the story and of the language used. It also sparks pupils’ creativityand imagination by encouraging them to visualise how the story develops.

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• • • •

to close their eyes while you remove one card. Pupils guess which card is missing. Hide the story cards around the classroom. Pupils find the cards and stick them on the board in the correct order. Pupils invent a new dialogue for one or all of the cards. Read the audioscript printed on the back of the story cards, making deliberate mistakes(e.g. sayred instead of yellow). Pupils correct your mistakes. Hand each story card to a different pupil. When you read the audioscript, the pupil with the appropriate story card stands up and shows itto the class.

any story card and pupils remember and recite • Show the audioscript.

Classroom management tips Poptropica Englishpresents different classroom dynamics. It goes from individual work to pairwork, group work and whole-class activities. When working in pairs, groups or in a whole-class setting, pupils foster cooperative learning; learning with and from each other. The following suggestions focus on different ways of grouping or pairing pupils. All the activities presented here are suited to any group size, age or interest.

Ideas on how to divide pupils into pairs and groups Grouping by order:Organise pupils in a specific order and then divide them up. Ask pupils to get in line in alphabetical order (according to their first name, last name or the number of letters in their name), order of birthdays (grouped either by month or by theirdate of birth), months of the year, days ofthe week or height. Animal sounds: This is a loud but fun way to divide pupils up. Write names of animals on slipsof paper. Distribute them and ask pupils not to show their slips to each other. When they are ready, ask them to start making the sound of the animal that is written on their slip of paper. They have to find the other members of their animal family. Pick and mix: Pupils can be divided into groups or pairs by having them pick objects from a bag. Then you can ask them to find their teammates. Some examples of objects you can use are:

Strategic grouping:Depending on the activity, you may want to group pupils using oneof these combinations: stronger and weaker pupils together, stronger pupils together, weaker pupils together, talkers and listeners together. Whatever you choose, do not let pupils know what yourstrategy is.

Signalling that the activity has finished When assigning speaking activities and playing games in large classes, it can often be hard to grab pupils’ attention. With this in mind, hereare some suggestions to help you deal with this situation. Can you hear me? Start talking to them in a very low voice and say,If you can hear me, raise your hand. Pupils who hear you raise their hand, which will get the attention of other pupils, who will do thesame. Clapping: Clap your hands in different patterns and speed. Pupils have to join you inclapping. Say,Clap once if you can hear me.Some pupils join you. Then say, Clap twice if you can hear me.And finally, Clap three times if you can hear me.At this point, pupils will notice that the activity has finished. Eyes on me: Count to three saying,One, two, three… eyes on me!Pupils stop the activity and say,One, two, three… eyes on you!This way, if the other pupils have not heard you, they will hearthe pupils and then notice that the activity is finished. Give me five: Put your hand up and say,Give me five. Pupils put their hands up and say,five. Then they

Coloured counters: different (e.g. ask colours pupils totogether; team with same colours together; two same colour counters and two different ones, etc.).

start to count fromone to five. If that does not grab everyone’s attention, say,Give me five again.Pupils repeat the count.

Coloured pencils: (e.g. pupils who pick the same colours from the bag are in the same group/pair; light and dark of the same colour makes a pair; four different colours makes a group, etc.)

Putting hands up: Put your hands. Wait until pupils notice your hands up and gradually stop talking.

Numbered lolly sticks:Prepare lolly sticks by writing a number on the end of each stick and placing them number down in a small can orcontainer. Each pupil picks one and finds their group/pair (e.g, same numbers, sequential numbers, odd numbers, etc). Word jumble:Write vocabulary words from a topic on slips of paper and put them ina bag or box. Ask pupils to pick one and find the restof their group or pair. Pupils should look for others who have similarwords or things (e.g. animals – all dogs together, allbirds together, all cats together), others who group together (e.g. jungle animals, farm animals, sea animals)or others whose word starts with the same letter (e.g. roses, rainbow, red, rock).

Ring a bell: Set a timer for the amount of time you would like the activity to last or ring a bell. When pupils hear the sound, they stop theactivity. Silent request: Create a signal for silence. Then practise the signal with your pupils until they know that every time you make that signal it’s time to stop the activity. Singing: Play or sing a Poptropica Englishsong or chant. Have pupils join you. Traffic light: Make a traffic light with removable coloured circles. When green, pupils can talk inpairs or inconversation. groups. When orange, musttobe ready to end the When red,they it’s time stop talking. If they’re too loud, you canquickly go from green to red. If they’re quieter again, go back to green.

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Game bank Flashcard games Guess the card: Cut out a small square in the centre of a sheet of A4 paper. Hold the sheet in front of a flashcard, allowing pupils to see only a smallpart of the picture through the hole. Pupils guess theitem. Memory game: Stick flashcards on the board. After pupils memorise the cards, remove them and pupils list the items. To make the game more challenging, ask pupils to say the cards inthe order they appeared on the board. Flashcard mime: Invite a pupil to the front. Show him/her a card or a written word while hiding it from the rest of the class. He/She mimes the word silently. The pupil who correctly guesses the word is the next one to come forward. Alternatively,split the class into two teams and ask a member of each team to mime the same word for their teams. Sort the cards: Divide the class into small groups. Mix flashcards from different units, then divide them into piles according to the number ofgroups. Pupils sort them back into categories. The first group to finish wins. Noughts and crosses:Divide the class into two teams. One is noughts and the other is crosses. Draw a large grid on the board with ninespaces. Stick one flashcard in each space, facing toward theboard. Pupils select a card, turn it over and say the word on the flashcard. If it’s correct,remove the flashcard and write a nought or a cross accordingly. Hot seat: A pupil sits with his/her back to the class. The teacher shows the class a flashcard, e.g. lion. Pupils make sentences about the animal, e.g.They live in Africa. They can run fast. They eat meat.The pupil in the hot seat has to guess the animal as quickly as possible. Set a limit for the number of sentences/ guesses pupils can make.

TPR games Aye, aye, Captain!You are the captain. Give orders to the class. This is a useful activity for reviewing actions, parts of the body, colours, numbers and classroom objects. For example, you say,Jump three times. Touch your head. Turn around.Pupils say, Aye, aye, Captain!and carry out the action. Model a few times and then invite pupils to be the captain.

20

Pass the ball: Pupils stand in a large circle. Make a paper ball (or use a soft ball), then call out a category, e.g. family, and throw the ball to a pupil. He/She must say a word in the category, then throw the ball to another pupil, who says another word in the same category. If a pupil drops the ball, he/she must sit down. Continue until one pupil remains. This game can also be used to have pupils askand answer questions or practise vocabulary that follows a sequence, e.g. days of the week, months of the year, etc. Teacher says: Give the pupils instructions but tell them to follow the instructions only if they are preceded by ‘Teacher says’. PTick up a says pencil, pupils should do nothing, butIfifyou yousay, say, eacher pick up a pencil, pupils must pick up a pencil. They are out of the game if they do an action when they shouldn’t.

Team games Category writing: Divide the class into groups. Each group chooses their ‘captain’. Write the name of a vocabulary category on the board, e.g. sports, food or animals. Each group helps their captain to write as many words as they can whichbelong to that category in two minutes. Drawing race: Divide the class into two teams and invite a pupil from each team to the front. Whisper a word to the two pupils. Each pupil drawsthe item on the board. The first team to identify the item correctly wins a point. Parachute: Play a guessing game in teams. Draw a large parachute on the board with some strings leading to a stick figure hanging from the parachute. Think of a word pupils have learnt and draw a dash inside the parachute for each letter in the word. Pupils from one team try to guess the word. For each incorrect guess, rub out one of the parachute’s strings. Award points to the team when they guess the word correctly. If all the parachute’s strings are rubbed out before pupils guess the word, the other team can try.

Basketball: Ask a question to a pupil. If he/she answers correctly, he/she has a shot at the ‘basket’

Reading race: Write sets of sentences on strips of paper describing flashcards, e.g.It’s big. It’s black and white. It’s got four legs. Divide the class into teams and ask each team to stand in a line. Place a set of sentences face down at the front of each line. Stick the flashcards on the board. When you say,Go! one pupil from each team picks up a sentence, sticks it below the

(the bin or a small box). If the pupil gets the ‘ball’ (of paper) in the basket, he/she wins two points. If the ball hits the basket without going in,he/she wins one point.

appropriate theto board goes back to his/her team.flashcard The first on team stickand all its sentences under the correct cards wins.

Literacy and spelling games

Miscellaneous games

Spelling bee: Divide the class into two teams. The first player in Team A is given a word to spell. If correct, the team gets a point. This can also be done as a class competition by having pupils line up to begiven words one by one. When they make a mistake, they sit down. The last pupil standing is thewinner.

Bingo: Play bingo with any topic. Askpupils to draw the bingo grids. Then they write or draw in the boxes the vocabulary items you wish to review. Call out the words in random order. The winner is the first pupil to tick off all the items in his/her grid.

Little books labelling:Do an activity to practise spelling words with the target sounds/graphemes. Give each pupil a sheet of paper and have them fold and tear it in half lengthways, then join the ends of the two strips with tape. Now fold the paper like a fan and stick some tape along the spine to make an eight-page book. Pupils write their name on thecover and then draw four simple illustrations on alternate pages. Next they swap books with apartner and label the illustrations in each other’s books. Then checkthe books together. Letter mess: Write a selection of letters on the board. Explain to the class that they have to make as many words as possible from the given letters.Model one or two examples on the board for them. Thengive pupils a time limit to do the activity in pairs or small groups. Speedy sounds: Make letter cards to review the key sounds from a unit. Show the cards inrandom order and have pupils chorus the letter sounds. Gradually increase the speed. Then show a card and elicit a word containing that sound. Repeat with the other cards. Rhyming tennis: Play a game to practise spelling words with target sounds that rhyme, (e.g.ou, ow, all, aw, ew or y graphemes). Put the class in two teams with a different set of letter cards. The first team must make a word using their first letter card, e.g.y and write it on the board, e.g.try. The second team must make a word that rhymes withtry and write it on the board, e.g.my. The first team must hit back with another rhyming word, e.g.fly. The teams go back and forth until one team can’t make a word. The game is over when all the cards aregone.

Drawing game: Pupils draw pictures of target vocabulary on the board. They must do thisslowly, line by line. The class tries to guess what each pupil is drawing before he/she finishes the picture. The first pupil to guess draws the next item. I spy: Choose something you can see and say,I spy with my little eye, something beginning with (g) . Pupils guess the object. The pupil who guesses correctly has a turn at choosing an item. Pass the secret: Have pupils sit in a circle. Start the secret by whispering a simple sentence to the pupil next to you, e.g.I’ve got a yellow hat. The pupils whisper the secret around the circle. The last pupil says the secret out loud. Compare how close it is to your srcinal secret sentence. If necessary, write the srcinal secret sentence on the board. Picture dictation:Divide the class into pairs. Pupil A describes a picture for Pupil B to draw. Then they switch roles. This game can be played with any lexical set. Stop the bus: Write a letter on the board and shout, Start the bus! Pupils write as many words beginning with this letter as they can think of. When you shout, Stop the bus!, everyone stops writing. Pupils get one point for each correctly spelt word. Song or chant extension:Have pupils work in pairs or small groups. Prompt them to write a new verse for the song, using the lyrics onthe Pupil’s Book pages. You can change just some words or all the lyrics depending on their level.

Spin the pencil: Play a game to practise spelling words with target sounds/graphemes. Put the pupils in pairs. Have them draw a large circle on a sheet of paper with graphemes around the edge of the circle (like a clock face). They take it in turns to spin a pencil in the circle and spell a word from the letter sound that the pencil is pointing to. Spell check: Do an activity to practisespelling words with target sounds and to focus on punctuation. Write five sentences on the board, each with two errors, e.g. the sentence does not begin with a capital letter, the final punctuation is missingor wrong, sample words are misspelt. In pairs, pupilscorrect the mistakes.

Game bank

21

Extension b an k Welcome

Unit 5

Numbers game:Divide the class into two teams. Draw a line down the middle of the board. Call a pupil from each team to stand near the board. Now call out a number from 1–5 and the first pupil to write the correct number wins a point for his or her team.

My pet shop: Tell pupils they are going to pretend to have their own pet shop. Pupils draw theanimals they would like to have in their own shop. Pupils should label the animals in their shop and write the number of those animals next to it. When they are finished, pupils share their drawings with their partner and tell them about their shop (e.g.I’ve got four cats. I haven’t got a parrot ).

Unit 1 Balloon game:Divide the pupils into small teams. Each team forms a circle and the pupils hold hands. Give each team a balloon. As a team pupils have to keep their balloon in the air inside the circle. Tell the pupils that if the balloon touches a specific body part (e.g. arm or face) that pupil must shout out a colour. If it falls to the floor each member of the team must shout out a number.

Unit 2 Be the teacher: Pupils work in groups of three,one acting out the role of the teacher, the other two acting the role of pupils. The ‘teacher’ usesthe Pupil’s Book (Unit 2) to identify objects, e.g.What’s this?and the ‘pupils’ answer, e.g.It’s a pencil.Remind pupils playing teacher that they must only ask questions they know the answer to. Repeat until all pupils in each team have had a turn at being the teacher.

Unit 3 My family show and tell:Give pupils a piece of drawing paper and ask them to draw andcolour their family. Once pupils have finished their pictures, they can take turns to stand at the front and tell the other pupils about their family, talking about their family member’s names, ages and occupations.

Unit 4 Pass the drawing: Tell pupils they are going to draw a monster. Give each pupil a piece of paper and ask them to write their name on one side. On the other side ask them to draw the head and neck at the top of the page. Give them 2 minutes. When all the pupils are finished, show them how to fold the top ofthe paper over so that the head and neck can’t be seen. Ask pupils to pass the paper to the pupil next tothem. Then ask pupils to draw the monster’s body, arms and fingers. Foldti over and pass it along. Repeat with legs,feet and toes. When all the body parts are finished return pupils’ srcinal drawings back to them. Pupils then describe their monster to their partner. Body call out: Put the body part flashcards (28–35) in a bag small box. Have pupils sit in aThe circle and as they passorthe box/bag around shoutStop! pupil holding it takes out a flashcard andsays the body part on the card. Then choose another pupil to give theman action to do related to that body part (e.g. if the body part is hands another pupil might sayClap your hands!). Repeat until all pupils have had aturn.

22

Unit 6 Where are they?: Stick the rooms flashcards (43–47) on the walls in different parts of the classroom. Write the rooms on the board. Write thewords of family members on sticky notes and stick each one on a pupil. Ask the pupils to choose and go tothe room in the house where they think family member should be. Once pupils are all in the rooms, ask a pupil, e.g.Where is mum? and they answer, e.g.She’s in the living room. Repeat until all pupils have had a turn being a family member and answering a question.

Unit 7 Which food don’t I like?: Ask pupils to draw a secret picture of a food they don’t like(chosen from the unit words). When they are finished, ask themto work with a partner. Pupil A asks,Do you like ______?and tries to guess their picture. Pupil B answers yes or no. If Pupil A guesses correctly the picture Pupil B drew, then he/she wins a point.

Unit 8 People puppets: Give each pupil paper, coloured pencils and a lolly stick. Ask them to draw a person’s face showing an emotion (e.g. happy, sad, scared, tired, etc…). They can add hair and anything else they want to. When pupils are finished, have themtake turns to stand at the frontwhile the other pupils guess how their puppet feels (e.g.Is she sad?). Repeat until all pupils have had a turn.

Goodbye Same or different: For this game, pupils look at three flashcards and decide which one is theodd one out. Call three pupils to the front of the class. Then select three flashcards, e.g.granny, teacherand pilot and give one to each pupil. As you sayeach word, ask the pupils to hold up their flashcard. Then point toteacher and pilot and say Same! Point to granny, shake your head and say Different. Teacher and pilot are occupations. Granny isn’t.Repeat with another set, e.g.mum, sister and pencil. Prompt pupils to saySame! or Different. Repeat with new flashcards and new groups of pupils each time.

Unit worksheet teaching notes Consolidation and extension worksheet 1

2 Read. Then find and write.

1 Trace. Then count and or .

• Pupils read the sentences below the monsters.

• Pupils read the sentences below each birthday cake. They then count the number of candles on top of the cake and put a tick in the box if the sentence corresponds with the number of candles anda cross if it doesn’t.

They find the monster that the sentence describes and write the correct number in the box. In pairs, pupils take turns to make sentences about amonster, e.g. I’ve got one headand guess which monster their partner’s sentence refers to(monster 1).

2 Find and colour.

Answer key: 1 a

• Point to each of the items and ask pupilsWhat’s

Consolidation and extension worksheet 5

this? Pupils follow the path from each colour word to the pictures and colour them accordingly. Pupils check their answers in pairs by saying, e.g.It’s a fish. It’s orange.

Consolidation and extension worksheet 2 1 Look. Then draw and colour.

• Pupils read the classroom object words and draw them in the boxes. Then say, e.g.It’s a (red) (pencil). Pupils colour the pencil red. Thecolouring instructions could also be done in pairsor small groups.

2b

3b

4a

5b

1 Draw. Then write.

• Pupils draw an animal next to the child in each box. They then complete the sentence by writing the name of the animal they’ve drawn. 2 Read and find. Then write.

• Pupils read the sentences below the picture. They find the animal the sentence describes and writebig or small in the gap. Answer key: 2 big 7 big

3 big

4 small 5 big

6 small

2 Find and count. Then write.

• Pupils find the classroom objects in the picture and count them. They then write the number of objects next to the appropriate word. AskHow many (pencils)? (Eight pencils). Answer key: 2 8 pencils 3 4 rubbers 4 2 rulers 5 5 books 6 3 pens

Consolidation and extension worksheet 6 1 Read and draw.

• Pupils read the sentences and draw the people in the correct rooms of the house. Then pupils cover up the sentences at the bottom of the activity and ask a partner Where’s my (dad)? (He’s in the living room.)



1 Read and find. Then circle and write. • Pupils read the sentences and find the family member they describe. They then circleHe’s or She’s accordingly and complete the sentences by writing happy or sad.

1 Read and colour. • Pupils read the colour written on the sign being held by each child. They colour the food they like redand the food they don’t like blue. Pupils make sentences in pairs, e.g. I like jelly. I don’t like juice.

Answer key: 2 happy

2 Ask and answer. Then or .

3 sad

4 happy

• Pupils write the food words below eachfood in the

2 Read. Then writeYes or No.

• Pupils read the sentences and decidewhether they’re true or false according to the picture. Theythen write Yes if it’s true andNo if it’s false. Answer key: 1 No

2 No

3 Yes

4 No

5 Yes

Consolidation and extension worksheet 4 1 Draw and write.

• Pupils dictate a monster to a partner who draws it in

first column. Pupils first answer the questions for themselves by putting a or  in the boxes below ‘Me’. Pupils then choose two friends and write their names on the lines in the boxes next to the word ‘Me’ and ask Do you like (milk)? Pupils record their friends’ responses.

Consolidation and extension worksheet 8 1 Match. Then say.

the box. They can use the parts of the body written

• Pupils match the pictures of the children to the correct

on thethe right side ofofthe page as alegs, guide. Pupils count number e.g. heads, arms andthen write the correct number next to the corresponding word.

2 Read. Then find and write.

feelings and then say the words.

• Pupils read each sentence then find the child in the picture that it describes and write the correct numbers in the box.

23

Welcome Lesson 1

PB page 2

CD1, Track 02, CD1, Track 03 Harry: Hello, I’m Harry. Beth, Cody, Waldo: Hello Harry. Beth: Hello, I’m Beth. Harry, Cody, Waldo: Hello Beth. Cody: Hello, I’m Cody. Beth, Harry, Waldo: Hello Cody. Waldo: Hello, I’m Waldo. Harry, Beth, Cody: Hello Waldo.

Learning objectives Can say some common colours Can say some common greetings Target language blue, green, red, yellow Hello, I’m (name). Receptive language flowers What’s your name?

• Play the audio again. Pupils listen again and join in. • If pupils feel confident, use thekaraoke version of the song. Pupils can use their own names.

Warm-up

• Say Hello, I’m (name).Ask pupils,What’s your name? Hello, I’m (name).

Presentation

• Teach the coloursred, yellow and blue by pointing to the flowers in the main scene. Point to Waldo and teach green. Reinforce the colours using objects in the classroom, e.g. coloured pens.

• Go around the class and ask pupils to introduce themselves. Create a rhythmic chant with clapping. Hello, I’m (name) (clap, clap, clap).

Learning adventure Look at the main scene. Ask, What are we learning today? Write the lesson objectives on the board or look at them on the screen:We’re learning to say colours and how to say hello. 1

•

24

•

Listen and find. Then point and say. Play the audio. Ask pupils to listento the audio and point to the flowers in the pictures. CD1, Track 04 Look at the flowers! Blue… green… red… yellow!

Listen and sing. Then point and say.

• Ask questions (in L1) about the main illustration and

•

2

encourage pupils to talk about who they think the characters are, where they are and what they are doing. Explain that the characters all live together on a special island called Family Island and that they are out exploring. Tell pupils the five characters are called (from left to right) Harry, Beth, Waldo (the dragon), Cody and Aunt Fifi. Point to the characters, say the names and pupils repeat. Explain that Harry and Beth are brother and sister and the other two are their friends. There is also Aunt Fifi. Play the audio. Pupils listen and point toeach character.

• Ask pupils to work in pairs. One says the name of a character e.g.Beth and their partner says the colour of the flowers the character is holding, e.g.blue. AB page 2 1

• •

Match and trace. Pupils match the characters with their silhouettes. They then trace over the names and say them to a partner. ANSWER KEY 2 a Beth 3 d Harry 4 c Waldo

m W el co 1

Listen and sing. Then point and say.

1: 02 / 1: 03

Listen and find. Then point and say.

2 1:04

a

2

2

b

Lesson 1

T

1

e

c

d

Can say some common colours / Can say some common greetings

.

11

:

Trace. Then colour.

• Pupils trace over the colour words and colour each egg appropriately.

Pop quiz As pupils are leaving the class, say, Hello, I’m (your name). Encourage each pupil to say,Hello, I’m (their name). Answer, Hello, (their name).

25

Lesson 2

PB page 3

Quest Q ue

s

Learning objective Can say numbers 1–5 Target language one, two, three, four, five Recycled language blue, green, red, yellow Receptive language Come with us. Look for (a balloon).

4

•

• •

• Remind pupils of the characters’ names and play the song from Lesson 1 (CD1:02).

• Divide pupils into two teams. Say,Red. One member from each team finds something red in the classroom. Repeat with other colours.

Open books and ask pupils to look at the activities. Ask,What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re learning numbers.

Presentation

• Teach numbers 1–5 using your fingers. Count to five. •

3

Pupils join in when ready and count on their own fingers. Write the numbers in order on the board. Point to each, say the number and pupils repeat. Now point to the numbers in mixed order and pupils say the number.

Listen and chant.

• Ask pupils to look at the numbers. • Play the audio. Pupils listen and point to the numbers as they hear them.

Listen and sing. Then find and stick.

Draw pupils’ attention to the package on thestation platform. Ask them (in L1) what they think it is and what might be inside it. Tell them that the characters are on a Quest to find the items on the package. They will find an item in each unit of the Pupils’ Book. Explain that Harry and his friends are singing a song about their quest. Play the audio and ask pupils to listen for the Quest item of the Welcome Unit (a balloon). CD1, Track 06 Come with us, come on a quest, Come on a quest today. Come with us, come on a quest, Look for a balloon today. A balloon, a balloon, Look for a balloon today.

Warm-up

Learning adventure

t

• Pupils then look at the Welcome spread to find the Quest item (the balloon on page2).

• They find the sticker at the back of their books and stick it into the correct place.

• Play the audio again and ask pupils to sing the Quest song. AB page 3 3

Trace. Then count andmatch.

• Pupils trace each number and then match with the correct number of eggs in each nest. 4

Colour and say. Then trace and match.

• Pupils colour the shapes containing a dot to findthe numbers in the picture.

• They then point to the numbers in turn and say them to a partner.

• Pupils then trace the number words and match the numbers with the correct written words.

CD1, Track 05 One. Two. Three. Four. Five. One, two, three, four, five!

• Play the chant again and ask pupils to chant along.

26

Literacy Listen and chant.

3 1: 05

In Starter level, reading isintroduced in the Pupil’s Book and Activity Book in the form of short sentences. In the Activity Book, pupils trace and copy single words to practise the new language. The Sounds fun notebook is something pupils prepare in class to be used at the end of Lesson 4 of each unit. Pupils record the sounds learnt in each unit in their Sounds fun notebook and find or draw pictures of words with these sounds. More confident pupils could also write the words below their drawings. With the introduction of target vocabulary at the beginning of every unit, teachers should encourage pupils to add these new words to the appropriate page in their Sounds fun notebook. In this way, pupils are consistently recycling the sounds introduced in this level. Pupils could use an exercise book as their Sounds fun notebook and then carry it through into next year. Alternatively, you could help them to make their own mini book using the instructions below and three sheets of A4 paper.


4 1: 06

Q ue

s

t

Lesson 2

T

1

3

Can say numbers 1–5

.

11

:

Pop quiz Write the numbers 1–5 on the board. Read the numbers and pupils repeat. Then rub out oneof the numbers and ask pupils to say which number is missing.

Making a Sounds fun notebook

• Take one A4 sheet for every 8 pages •

•

needed in the book, i.e. three A4 sheets for a 24-page book. Put the sheets neatly one on top of the other. Fold the pile in half so that the short sides touch, and then in half again in the other direction. You should now have a small book shape. Cut along the folds at the top/bottom of the book so that the pages can turn, and staple at the top and bottom of the spine.

27

1

My birthday Worksheet 1 Name:

Class:

1 1

I’m

2

four .



4

I’m

2 7 1 0 2 d e ti im L n io t a c u d E n o s r a e P © le b ia p o c o t o h P

 or .

Trace. Then count and

I’m

3

six

.

I’m

5

three .

Find and colour.

red pink green purple orange


I’m

nine

.

five .

1 My birthday Unit overview Unit objective • I can talk about colours and numbers

Language Target vocabulary

Target structures

Colours: black, brown, grey, orange, pink, purple, white Numbers: six, seven, eight, nine, ten Actions: clap, jump, stamp (Six) (pink) (cakes). I’m (six). It’s (blue). Phonics: /b/ and /p/

Features

Values: Sharing Cross-curricular: Science: colours in nature

Skills Reading

• Can understand a simple story • Can understand details of a story

Writing

• Can make a poster about animals and plants • Can trace simple words (Activity Book)

Listening

• Can name more colours • Can follow a simple song • Can listen to and understand a story • Can identify words for animals and plants

Speaking

• Can count up to 10 • Can ask and answer usingHow old are you? • Can use the sounds/b/ and /p/ • Can act out a story • Can talk about sharing • Can describe colours, common animals and plants

29

1 Lesson 1

PB page 4

• Indicate the flashcards on the board andsay,Colours.

Learning objective Can name more colours

•

Target language black, brown, grey, orange, pink, purple, white

•

Recycled language blue, green, red, yellow Receptive language What colour is it? Is it (pink)?

•

Have a short discussion (in L1) about the colours pupils like. Write the colour words on the board and invite pupils to stick the flashcards next to the correct word. Focus on the title of the unit,My birthday. Explain (in L1) the meaning of the word birthday. Focus on the scene. Ask pupilsto guess whose birthday it might be. Introduce Harry and Beth’s aunt, Aunt Fifi.

Listen and find.

2

• Play the audio and ask pupils to listen first. Warm-up

CD1, Track 07 Beth:

• Play the song from the Welcome unit (CD1:02). Pupils •

•

listen and sing. Divide pupils into four groups and give each group a character’s name:Harry, Beth, Codyor Waldo. Alternatively, ask pupils to choose a character they wish to be. Play the audio again and pupils stand up and sing their chosen character’s lines when appropriate. Revise red, green, yellowand blue by pointing to various objects and asking,What colour is it?

Hello, my name’s Beth. It’s my birthday! Look at the flags! Pink, purple, orange, brown, black, white and grey! Harry and Cody: Happy Birthday, Beth! Waldo: Mmmm! Happy Birthday, Beth. Beth: Thank you!

• Ask pupils (in L1) whose birthday it is. (It’s Beth’s.) • Play the audio again. Pupils listen and point to the

Learning adventure 1

What do you know?

•

• Look at the main scene. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen:We’re learning words for colours. usingthey books, close Ask pupilsblue what English • If words know for them. colours, e.g.red, . Write them on the board.

• Introduce pupils to the learning adventure poster.

•

Listen and say.

3

• Play the audio. Pupils listen and point to the flags. CD1, Track 08 orange pink brown grey

black

white

purple

• Play the audio again. Pupils listen, point to the flags and repeat the words.

Presentation

Game

• Present the new vocabulary with Flashcards 01–11.

• Pupils play a game in pairs. One pupil turns away

•

30

Use this poster with pupils to helpthem indicate how confident they feel about the lesson objectives to show you who may need more help. See page 7 in the Introduction for how you use this with your classes. Refer to the learning adventure and say,Great! You are already moving along your learningadventure!

flags in the main illustration when they hear the new colour words. Check the activity by pointing to each flag and asking, What colour is it? Is it (pink)?Teach the words yes and no so that pupils can answer.

Show the cards in turn, say the words and pupils repeat. Stick the flashcards on the board as you say each word. Now say the words again and pupils find the colours in the classroom.

while his/her partner covers up one colour with a coin or a small piece of paper. His/Her partner has to say which colour is covered up. Pupils taketurns to cover up more colours each time to make it more difficult.

1 Pop quiz

1 My birthday

Call on a pupil to choose a colour. Now show them Flashcards 01–11 one by one. Pupils stand up and clap when you show the correct colour.

What do you know?

1

Show homework

• Invite students to play thePoptropica English Island Adventure Game. Show them various activities they could do as homework.

Listen and find.

2 1:07

Listen and say.

3 1:08

4

1

Lesson 1

T

11

Can name more colours

.

11

:

AB page 4 1

• • •

Trace and colour. Pupils trace the colour words. They then colour each flag appropriately. Pupils check their answers in pairs.

Learning adventure Ask pupils, How many colour words do you know now? Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your learningadventure? Ask pupils which words they find easiest or most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

Materials Poster, a coin or a small piece of paper for each pupil Flashcards 01–11

31

1 Lesson 2

PB page 5

CD1, Track 09 How many cakes? One, two, three, four, five, six, seven, eight, nine, ten. Now count again.

Learning objective Can say numbers 6–10 Target language six, seven, eight, nine, ten (Five) (pink) cakes.

One, two, three, four, five, six, seven, eight, nine, ten. Now count again.

Recycled language Numbers 1–5

One, two, three, four, five, six, seven, eight, nine, ten.

Receptive language How many cakes?

• Ask pupils how many cakes they found (ten). If Warm-up

• Use Flashcards 01–11 to revise the colours. Show the red flashcard and say,Red. Now show the blue flashcard and say,Green. Pupils clap when you say the correct colour and stamp their feet when you make a mistake.

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning to say numbers 6 to 10.

• Revise numbers 1–5 by showing different numbers •

•

4

of fingers or objects in the classroom, e.g. pencils or books. Ask, How many? Teach numbers 6–10 with homemade number flashcards. Stick the cards on the board ni a row. Point to each in turn, say the number and clap the appropriate number of beats. Pupils repeat. Hold up five fingers and ask,How many? Now say,Six. Pupils show the correct number of fingers. Repeat with other numbers.

Listen and chant.

• Draw a cupcake on the boardand say,It’s a cake. •

Draw several more and ask,How many cakes? Continue until you have drawn ten cakes. Play the audio. Pupils find and count the cakes in the main illustration as they listen.

• •

necessary, explain that there are eight cakes onthe plate and that Waldo is holding two cakes. Play the audio again. Pause after each line to give pupils time to repeat the words. Play the chant again and ask pupils to chant along.

Practice

• Pupils use two pencils as drumsticks. Explain that their desks (or books) are drums. Call out a number and pupils tap their ‘drums’ the correct number of beats. Call on individual pupils to come up withinteresting rhythmic patterns. Pupils might continue in pairs. 5

• •

Count. Then listen and say. Focus on the pictures. Point to the cake in Waldo’s hand. Ask, How many? (One.) Pupils write the correct number in the box below Waldo. They continue counting the cakes and writing the correct number under each plate.

• Play the audio. Pupils listen and repeat to check their answers. CD1, Track 10 1 One. One purple cake. 2 One, two, three, four, five, six. Six pink cakes. 3 One, two, three, four, five, six, seven, eight. Eight yellow cakes. 4 One, two, three, four, five, six, seven, eight, nine, ten. Ten orange cakes.

ANSWER KEY 1 1 2 6 3 8 4 10

32

1 • Pupils then look at the main scene to find the Quest item (the cake).

• Ask pupils to find the stickers at the back of

Listen and chant.

4 1: 09

• •

their books. They find the sticker of the cake and stick it into the correct place on page 5, over the grey cake on the table. Ask, What colour is the cake?(pink) Play the audio again and ask pupils to sing the Quest song.

AB page 5 2

Trace. Then count, write and match.

• Pupils trace the number words. • They count the items in eachgroup and •

ANSWER KEY seven stones eight flags nine flowers ten eggs

Count. Then listen and say.

5 1: 10

1

2

3

4

Q ue

s

t

1:11

Lesson 2

1

T

11

5

Can say numbers 6–10

.

11

:

Q ue

t

Listen and sing. Then stick.

• Ask pupils (in L1) to remember the Quest items from the •

3

Join the dots.

• Pupils join the dots to reveal the image of the dragon, saying the numbers 1–10 as

Quest s

write the number in the box next to the pictures. They then match each number word to the corresponding group of objects.

Welcome Unit, which the characters have to find. Ask them to guess which item could be found here. Play the Quest song. Pupils listen for the Quest item. CD1, Track 11 Come with us, come on a quest. Come on a quest today! Come with us, come on a quest. Look for a cake today. A balloon and…a cake! Look for a cake today.

Materials Homemade flashcards with numbers 6–10, stickers Flashcards 01–11

they do so.

• Pupils then colour the dragon if they wish. Pop quiz Write the numbers 1–10 on the board. Read the numbers and pupils repeat. Then rub out one of the numbers and ask pupils to say which number is missing.

Show homework

• Direct pupils’ attention to the butterfly card on page 5 of the Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Gameand find the item. Once pupils click on it, they are taken to a supplementary language task.

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1 Lesson 3

PB page 6

Learning objectives Can say how old I am Can follow a simple song Target language clap, jump, stamp It’s my birthday. I’m (six) today! Recycled language Numbers 1–10

• Pupils play a game in pairs. One pupil calls out an action, then a number from 1 to 10, e.g.Jump. Ten. His/Her partner does the action that specific number of times. 6

•

•

Receptive language

How old are you?

CD1, Track 12 , CD1, Track 13 It’s my birthday. Hip hip hurray! Happy Birthday! Clap, clap, clap. I’m six today!

Warm-up

• Play the chant from Lesson 2 (CD1:09). Pupils listen and chant along.

• Write numbers 1–10 in random order on the board.

•

•

Divide pupils into two teams. Ask a pupil from each team to come to the front and explain that when they hear you call out a number, they should touch that card as quickly as they can. The pupil who touches the card first scores a point for his/her team. Draw a cake outline on the board next to a simple drawing of a child. Draw five candles on the cake. Point to the child and say,It’s my birthday. Count the candles and say,I’m five. Write these sentences in the speech bubble if you wish. Ask several pupils,How old are you? Elicit, e.g. I’m (six).

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning action words and saying how old we are.

It’s my birthday. Hip hip hurray! Happy Birthday! Stamp, stamp, stamp. I’m seven today! It’s my birthday. Hip hip hurray! Happy Birthday! Jump, jump, jump. I’m eight today! Happy Birthday! Happy Birthday!

• Play the audio again and ask pupils to join in with words. If pupils feel confident, use thekaraoke version of the • the song on the Audio CD. Pupils can sing new verses with the ages and actions of their choice.

Home–school link

• Encourage pupils to sing the song at homefor their families.

• Close books. Ask pupils whatEnglish words they can •

remember for numbers, e.g.one, two. Write them on the board. Refer to the learning adventure poster and say,Great! You are moving along yourlearning adventure!

7

hands in the air.

Find and draw.Then say.

• Pupils find the children in the main illustration and find

Presentation

• Teach clap, jump and stamp by miming the actions. • Also teach a mime toHip, Hip, Hurray, e.g. waving

Listen and find. Then sing. Explain (in L1) that the children in the pictureare all having a birthday party. Ask questions about the picture. Point to the candles on thecake and ask,How many?(Seven.) Point to a balloon and ask,What colour is it? Pupils answer, e.g.It’s (blue). Play the audio. Pupils listen and point toeach child as they hear him/her mentioned in the song.

• •

the clues to how old they are. Pupils then draw the appropriate number of candles on their birthday cake and say, e.g. for picture 1, I’m (six.) Check the activity by pointing to the various pictures and asking, How old are you?Pupils answer,I’m (six). Invite several pupils to the board and ask,How old are you? (I’m seven.) ANSWER KEY 1 six candles 2 eight candles 3 seven candles

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1 • Pupils then trace the numbers in the balloons. 6


1: 12 / 1: 13

ANSWER KEY 2 4 3 10 4 7

5

Trace and say.

• Pupils trace the number in each picture which reveals the child’s age.

• They then say,I’m (nine)., to describe the age of each child.

Learning adventure Ask pupils, How many numbers and actions words do you know now?Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your learning adventure now?Ask pupils which words they find easiest or most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

HOME

SCHOOL

Find and draw. Then say.

7

1

2

LINK

3

Pop quiz

• Divide pupils into three groups. Assign each 6

1

Lesson 3

T

11

Can say how old I am / Can follow a simple song

.

11

:

AB page 6 4

•

group a number: 6, 7, 8. Give each pupil a sheet of paper and ask them to write the number their group has been assigned. Play the song (CD1:12). Pupils hold up their number when they hear it.

Listen and match. Then trace. Play the audio. Pupils match each child withtheir balloon. Pause the audio each time to allow pupils time to do this. CD1, Track 14 1 How old are you? I’m two. 2 How old are you? I’m four. 3 How old are you? I’m ten. 4 How old are you? I’m seven.

• Play the audio again, pausing after each question. Ask pupils to answer the questions to check the answers .

Materials Poster, a sheet of paper for each pupil

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1 Lesson 4

PB page 7

Learning objectives Can describe colours and talk about how old Iam Can say the sounds/b/ and /p/ Target language balloon, bee, panda Recycled language It’s (blue). I’m (six). Numbers, Colours, Actions

9

Listen and say.

• Play the audio. Pause after the first three lines. Ask • •

• •

pupils which sounds they can hear /b/ ( and /p/). Play the first three lines again and pupils repeat. Introduce the two mascots by pointing and saying, This is Buzzy Bee. This is Polly Panda. Ask pupils which colours they can see beginning with the /b/ sound (black, blue and brown). Then ask which colours they can see beginning with the/p/ sound (purple and pink). Focus on the letter next to each character. Say the sound and ask pupils to trace eachletter. Now play the audio from the beginning to the end. Pupils point to the pictures as they hear the words.

Warm-up

• Start the lesson by singing the song from Lesson 3 •

(CD1:12) and doing the actions to revise clap, stamp and jump. Point to objects in the classroom, e.g. chair, table. Ask, What colour is it? Say, It’s (red). Point to other items and repeat. Then have pupils point to items in the classroom and tell theirpartner,It’s (red), etc.

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re describing colours, talking about how old we are and saying the sounds/b/ and /p/. 8

Colour and say.

• Focus on the picture. Ask,How many balloons?(Four.)

•

Tell pupils to colour the balloonswhichever colour they like and to write a number on the girl’s party badge to indicate how old she is. Pupils then compare with a partner, pointing to the balloons and saying,It’s (yellow) and I’m (six) about the girl’s age.

Presentation

• Remind pupils of the wordspurple and pink by pointing

•

36

to the colours in the book or finding objects of these colours in the classroom. Ask pupils which sound they hear in both words. Say the/p/ sound and ask pupils to repeat after you. Now do the same for the/b/ sound usingblue and black.

CD1, Track 15 b b p p b, b, b p, p, p b, p, b, p, b, p Buzzy Bee, Buzzy Bee, black, blue, brown, Buzzy Bee! Polly Panda, Polly Panda, purple, pink, Polly Panda!

• Play the audio again. Pupils listen and repeat after each line.

• Ask pupils which other words they know withthe /b/ and /p/ sounds. Remind them ofbirthday and balloon. Ask if there are any pupils in the classroom with names beginning with these sounds.

Practice

• Pupils create aSounds fun notebook. Pupils write the letter ‘b’ on one page and p’ ‘ on a separate page. Pupils draw pictures of things beginning with the /b/ and /p/ sounds on the appropriate pages, e.g. blue, black, brown, bee, balloon, pink, purple, panda. Encourage stronger pupils to write the words nextto each picture.

1 7

1 Colour and say.

8

1

Trace and colour.Then write and colour.

• Pupils trace the words. • Pupils read the words and colour thecircles.

2

They can write and colour the final square in any of the five colours.

Pop quiz 3

4

Ask pupils to stand up if you say a word with the /b/ sound and sit down for a word with the/p/ sound. Say the words from the audio. If pupils arestanding when they should be sitting or vice versa, they continue the game with their hands ontheir heads. The winner is the last pupil without hands on his/her head.

Listen and say.

9 1: 15

p

b Lesson 4

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11

7

Can describe colours and talk about how old I am / Can say the sounds /b/ and /p/

.

11

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AB page 7 6

• •

Trace. Then listen and colour. Pupils trace the letters b’ ‘ and ‘p’. Play the audio. Pupils listen and colour the spaces on Buzzy Bee’s and Polly Panda’s paint palettes as instructed. CD1, Track 16 Buzzy Bee. Blue. Polly Panda. Pink. Buzzy Bee. Black. Polly Panda. Purple. Buzzy Bee. Brown.

ANSWER KEY b = blue, black, brown p = pink, purple

Materials Two sheets of paper for each pupil, stapler (to make aSounds fun notebook)

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1 Lesson 5

PB page 8

CD1, Track 17 Man 1: Good! One blue ball for you! Harry: Thank you! Woman: One, two, three. Three yellow ducks for you. Beth: Thank you. Man 2: One, two. Two purple balloons for you. Cody: Thank you. Harry: Brown for me. Beth: White for me. Cody: And black for me. Whee! All: Waldo? Waldo: One, two, three, four, five! Five cakes for me! Yum! Beth: Oh, Waldo!

Learning objectives Can understand a simple story Can act out a story Functional language (Three yellow ducks) for you. Thank you. Whee! Yum! Values Sharing Recycled language

Colours, Numbers 1–10

Warm-up

• Play the song from the Welcome Unit (CD1:02). Look back at pages 2 and 3 to remind pupils of the characters and their names.

• Check pupils’ understanding of the story by asking questions and pointing to the pictures.

• After pupils have a clear understanding of the story, play the audio again. Pause after each frame and encourage pupils to repeat the words and phrases aloud.

Learning adventure Look at the story. Ask,What are we learning today? Write the lesson objectives on the board or look at them on the screen:We’re listening to a story and acting it out.

Presentation

• Stick some photos or pictures of colourful cakes on the board and ask the class,Cake? Ask several pupils to come to the front and write their name under the cake or cakes they want. Then say, e.g.Two pink cakes for Susie. One brown cake for Max., as you mime giving the cakes to the pupils. 10

Listen to the story. Read

• Direct pupils’ attention to the story and ask questions • •

38

about the characters and the scene:Who’s this? What’s this? What colour is it? Howmany cakes?, etc. Ask pupils to predict what will happen in the story. Play the audio. Ask pupils to listen to the story and follow along in their books.

11

Act out the story.

• See the ‘How to use stories’ section on page 18 of • • • •

the Introduction for more ideason how to build your pupils’ confidence with roleplays. Invite a group of pupil volunteers to act out theroles. Play the audio while pupils act out the story or say the lines and pupils repeat. Encourage pupils to say the lines from memory. You may wish to use props for the roleplay. Divide pupils into groups of seven. Give groups time to practise their roleplay. Play the audio again and ask pupils to speak along. Ask other groups of pupils to come to thefront to act out the story. You might like to give the pupils feedback on their roleplay.

Values

• Have a discussion (in L1) about sharing. Explain the meaning of the word and ask if Waldo is sharing in the story. Talk about the importance of sharing in our everyday lives.

1 9 Listen to the story. Read.

10 1:17

1

Count and write. Then say.

• Pupils count the number of cakes oneach plate and write the number in the box.

• They then say how many cakes there are in

2

each picture, e.g.(Eight) cakes for Waldo.

• Pupils then colour the cakes if they wish. ANSWER KEY b5 c6 d1 3

4

Pop quiz

5

Waldo?

Say some statements from the story but change some of them so you say both true and false sentences. Pupils stand up if they think a statement is true and put up their hands if they think a statement is false. For example, when you say,Two red balloons for you.,pupils should put up their hands because this sentence is false.

6

Five cakes for me! Yum!

Show homework

• Invite students to play thePoptropica

8

1

Lesson 5

T

English Island Adventure Game. Show them various activities they could do as homework.

Act out the story.

11

11


.

11

AB page 8 8

•

Listen and circle. Then colour. Play the audio. Pupils listen and circle thecorrect pictures.

For the next lesson :

• Explain (in L1) that in the next lesson pupils are going to talk about animals and plants. Ask pupils to bring various photos of birds, butterflies, fish, frogs, flowers and leaves of different colours (cut from magazines) to make a poster.

CD1, Track 18 1 Mmm, two green balloons for Cody. 2 Three yellow ducks for Beth. 3 One brown ball for Harry.

• They then colour the pictures according to the audio. ANSWER KEY 1 b, green balloons 2 b, yellow ducks 3 a, brown ball

Materials Photos of colourful cakes (cut from magazines)

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1 Lesson 6

PB page 9

Learning objective Can describe the colours of common animals and plants Cross-curricular Science: colours in nature

12

Listen and point. Then say.

• Point to the photos and ask pupils to identify the

•

Target language bird, butterfly, fish, flower, leaf It’s a (bird). It’s (brown). It’s a (brown) (bird).

animals and plants, then their colours. Ask,What is it? What colour is it?Say, It’s a (fish). It’s (orange) . Ask pupils to point to the correct photo. Play the audio. Pupils listen and point tothe photos as they hear them being described. CD1, Track 19 1 It’s a bird. It’s brown. A brown bird. 2 It’s a fish. It’s orange. An orange fish. 3 It’s a flower. It’s pink. A pink flower. 4 It’s a leaf. It’s green. A green leaf.

Recycled Colours language

5 It’s a butterfly. It’s blue. A blue butterfly.

• Pupils work in pairs. One pupil says,It’s (blue). His/Her partner points to and says the word, e.g.A (butterfly).

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning about the colours of animals and plants.

13

• Close books. Ask pupils whatEnglish words they know •

Complete the pictures. Then say.

• Pupils finish each picture following the dotted lines. • They then colour the pictures. • In pairs, pupils talk about their pictures. ANSWER KEY 1 It’s a flower. It’s yellow. A yellow flower. 2 It’s a fish. It’s orange. An orange fish. 3 It’s a butterfly. It’s brown. A brown butterfly. 4 It’s a flamingo. It’s pink. Apink flamingo. 5 It’s a leaf. It’s green. A green leaf.

for animals and plants, e.g.flowers, dragon. Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure!

Warm-up

• Ask pupils (in L1) to close their eyes and imagine they are in: a desert, a coral reef, a beautiful garden, a forest, etc. Ask,What colours do you see?Show pupils photos of these environments for support.

Project

• Tell pupils they are going to make a poster about

Presentation

• Teach the new words:bird, butterfly, fishand leaf.

•

40

Draw these objects on the board or use homemade flashcards. Ask which words begin with the same sound as blue. Ask, What colour is a (leaf)?Then have a short discussion (in L1) about the change in colours of autumn leaves.

•

•

animals and plants. They can use the photos they brought to class or they can draw theirown pictures. Give pupils some drawing timeif necessary. Give each pupil a large sheetof paper. Pupils stick their photos or drawings onto the paper tomake a poster. They can write word labelsand stick them onto their poster if they wish. Ask pupils to describe their posters to the class, e.g. It’s a (butterfly). It’s (purple). The posters can then be displayed in the classroom.

1 1 Listen and point. Then say.

12 1:19

1

2

Colour. Then circle.

reveal the pictures.

• They then read the words under each

3

picture and circle the word that corresponds with the picture. ANSWER KEY 1 fish 2 butterfly

5

4

11

• Pupils colour the spaces containing a dot to

Learning adventure Ask pupils, How many animal and plant words do you know now?Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your learning adventure?Ask pupils which words they find easiest or most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

Complete the pictures. Then say.

13

2

1

4

3

5

Pop quiz As pupils are leaving the class, show them a picture of a plant or animal from the lesson and ask them to tell you what it is/what colour it is.

Lesson 6

1

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11

9

Can describe the colours of common animals and plants

.

11

:

Optional home–school link

• Alternatively, ask pupils to take their work home and share their work with their families. They may wish to describe their posters to their parents or siblings as well, for extra practice. AB page 9 10

Match. Then trace.

• Pupils match the halves of the animals and objects together to make complete pictures.

• They then match each of these with the correct word on the right hand side.

• Pupils trace each word and read it. ANSWER KEY 2 fish 3 bird 4 butterfly 5 leaf

Materials Poster, photos of natural environments (e.g. a desert, coral reef, garden, forest), homemade cards of bird, butterfly, fish and leaf (optional), a large sheet of paper for each pupil, pupils’ photos of animals and plants

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1 Lesson 7

PB page 10

Learning objective Can assess what I have learnt in Unit 1 Recycled language Colours, Numbers It’s a (bird). It’s (blue). (Three) (purple) (fish). Receptive language What’s this? What colour is it? How many?

15

Listen and

. Then say.

• Point to the pictures and ask,What’s this? What colour •

is it? How many?Encourage pupils to answer in full sentences, e.g.It’s a (leaf). It’s (green). (One). Play the audio. Pupils listen and point tothe pictures. CD1, Track 20 1 It’s a green leaf. 2 It’s a white bird. 3 One, two. Two yellow butterflies. 4 One, two, three. Three purple fish.

• Play the audio again and ask pupils to tick the correct picture.

Warm-up

• To check the answers, ask pupils to describe the

• Play the chant from Lesson 2 (CD1:09). Remind pupils

• Pupils stick the star sticker in place if they feel they

of all the numbers and colours they have learnt in the unit. Point to various objects and ask,What colour is it?

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re thinking about our learning adventure .

• Close books. Ask pupils if they can remember the

•

things they have been learning in this unit, e.g.How many colour words can you remember?Put their ideas on the board. For each example, ask pupils,Where are you on your learning adventure? Reassure pupils who are less

pictures they have ticked, e.g. One green leaf. have done this activity successfully. ANSWER KEY 1a 2b 3a 4b

Practice

• Stick Flashcards 01–11 on the board. Point to each flashcard and call individualpupils to say the colour. Encourage pupils to use full sentences, e.g.It’s (blue). You may wish to ask stronger pupils to writethe colour words/sentences below each flashcard. AB page 10

confident that they will have opportunities for more practice. 12 14

Trace and stick. Then say.

• Indicate the balloons and ask,How many? (seven) • • • •

Ask pupils (in L1) what colour they think the balloons might be. Pupils trace the colour words next to eachballoon and read them. Ask pupils to find the stickers of the balloons at the back of their books. They stick the stickers in place. They then work in pairs, pointing and saying, e.g. It’s (pink). Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully.

Read and colour.

• Look at the colour words and help pupils toread the words.

• Pupils colour the objects inthe picture according to the key.

• Point to the butterfly and ask,What colour is it? (pink). 13

Draw and write. Then say.

• Ask pupils around the class,How old are you? They reply, e.g.I’m (six).

• Ask pupils to draw themselves in the frame with a balloon and to write their age on the balloon.

• Encourage them to show their picture to a partner and say, e.g.I’m (six).

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1 I C AN DO IT!


14

1

3

pink 4

purple

2

General poster activities

• Before displaying the poster for the first

brown 5

white

black

• •

6

7

orange

grey

time, pupils can anticipate and predict who and what they will see within a topic area and then see how many items they guessed correctly once the poster is visible. Pupils can create their own posters, based on a similar topic. Using a large piece of paper placed over the top of the poster (with a 5 cm hole cut out), pupils can be asked to identify what they can see through the hole.

description, pupils can identify • Through objects that are being described orally, Listen and. Then say.

15 1:20

1

3

a

b

a

b

2

4

a

b

a

b

•

•

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Lesson 7

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1

Can assess what I have learnt in Unit 1

1.

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1

1

•

e.g. It’s small. It’s green. It’s an animal. What is it? It’s Waldo. With a time limit, pupils can look at the posters and try to remember as much language and content as possible and then in pairs or led by the teacher, they can try to recall the content through questions and answers, e.g.Is there a balloon? What colour is it? By pointing to an object and making a statement, pupils can replyYes or No if the information is correct or incorrect, e.g. This is a cake. In teams or pairs, pupils can write down as many words as possible for the items in each poster.

Learning adventure Ask pupils how they feel about their learning in this unit. Ask pupils to tell you what they found the easiest or the most difficult to learn in the unit. Ask them,Where are you on your learning adventure? Pupils indicate where they think they are on the learning adventure poster. Tell pupils,Well done! to reinforce the progress they are making.

Pop quiz Tell pupils to look back through the unitand find a word they found difficult. Ask them to try to remember it.

Materials Poster, stickers Flashcards 01–11

43

1 Lesson 8

17

PB page 11

Learning objective Can use what I have learnt in Unit 1

Colour and say.

• Pupils colour each group of objects whichever colour they like.

• They then work in pairs comparing their pictures as they describe them, e.g.Two (yellow) balloons. Five (pink) cakes. Three (grey) balls.

Recycled language Colours, Numbers 1–10

Practice Warm-up

• Help pupils to make an 8-page booklet as an end of

• Write numbers from 1–10 on small pieces of paper

•

and hand them out to the class. Explain (in L1) that these represent an age. Ask various pupils,How old are you? (I’m five.) Tell pupils to use the same numbersas in the previous activity. Call out numbers and say an action, e.g. Number 2, clap! Pupils holding that number should do the correct action. Say two or three numbers at once to make the game more interesting.

• •

unit project. They write the titleMy Unit 1 Project Book on the cover and draw pictures on each page of different objects, numbers and colours. Encourage stronger pupils to write sentences below each drawing, e.g.It’s a (bird). It’s (white). or (Ten) (pink) (flowers). Pupils decorate the book with stickers and drawings of the characters, etc.

AB page 60

Learning adventure

• Pupils colour the colours and numbers inthe

Open books and ask pupils, Look at the activities. What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re talking about a birthday party.

• They can then play a game in pairs. Each pupil takes

Picture dictionary.

16

Find and count. Then write.

• Ask pupils to look at the objects under the main •

picture and say what they can see, e.g.a cake, a yellow flower. Ask pupils to find and count them in the scene. They write the number next to each object.

• They then check their answers in pairs. ANSWER KEY 1 10 2 9 3 6

46

58

65

turns to say a word and his/her partner points to the correct picture. Stronger pupils may wishto cover the written words below each picture. Consolidation and extension worksheet 1

• Pupils complete the consolidation and extension activities on Worksheet 1 (page 28). See also the teaching notes on page 23.

Learning adventure Ask pupils, What do you think you have learnt in Unit 1? Give pupils a minute to tell their partner the new language they know. Ask them,Where do you think you are on your learning adventure?Ask pupils if they are ready to move onto the next unit. Tell them that it is fine if they do not remember everything as they will continue to practise throughout the level.

• Encourage pupils to ask if they have any questions about what they have learnt in the unit. Tell pupils, Well done! to reinforce the progress they are making.

44

1 1 Find and count. Then write.

16

123456

Colour and say.

17

Now go to Poptropica English World

Lesson 8

1

T

11

1

Can use what I have learnt in Unit 1

1.

:

1

11

1

Pop quiz Hand out Flashcards 01–11 and homemade word cards with colours. Tell pupils to keep their cards secret. Say, Go! Pupils have to find their partner byshowing their cards to each other without speaking. When they find their partners, they should say the name of the colour. Youcould also do this with number words and digits.

Evaluation

• You can check your pupils’ progress using Evaluation sheet 1 (page 192). See also teaching notes on page 188.

Materials Homemade word cards with colours, small pieces of paper with numbers 1–10 (one for each pupil), eight sheets of paper for each pupil, consolidation and extension worksheet 1 Flashcards 01–11

45

2

At sch ool

Worksheet 2 Name:

1

Class:

Look. Then draw and colour.

chair

ruler

2

pencil

book

rubber

Find and count. Then write.

7 1 0 2 d e ti im L n io t a c u d E n o s r a e P © le b ia p o c o t o h P

1 4

two

tables

2

pencils

3

rubbers

rulers

5

books

6

pens


2 At school Unit overview Unit objective • I can talk about classroom objects

Language Target vocabulary Target structures

Classroom objects: book, chair, pen, pencil, rubber, ruler , school, table Actions: climb, jump, play It’s a (red) (pencil). (Four) (rubbers) . Let’s (jump)! Phonics: /r/ and /l/

Features

Values: The importance of helping each other Cross-curricular: Music: musical instruments

Skills Reading


Writing

• Can trace simple words • Can write how many there are (Activity Book)

Listening

• Can identify classroom objects and musical instruments • Can follow a simple song • Can listen to and understand a simple story

Speaking

What’s this? • Can ask and answer about classroom objects using • Can describe classroom objects and musical instruments • Can talk about plurals • Can say the sounds/r/ and /l/ • Can act out a story • Can talk about the importance of helping each other

47

2 Lesson 1

PB page 12

• Now say the words again. Pupils find the

Learning objectives Can talk about classroom objects

•

Target language book, chair, pen, pencil, rubber, ruler, school, table

•

Recycled language Colours It’s a (pencil). It’s (red). Receptive language What’s this?

This is a (pen).

•

2

•

Warm-up listen and sing.

• Write the number words on the board or use the number word cards. Pupils write the numbers below each card.

Learning adventure

•

•

Listen and circle. Play the audio and ask pupils to listen first. CD1, Track 21 Cody: Look, Waldo! This is our school. This isa table. And this is my chair. Harry: And look! This is a pen. And this is a ruler. And a rubber. Waldo: Hmm. What’s this? Mmmm! Harry: It’s a book! Oh no! Waldo: And what’s this? Mmmm! Cody: It’s a pencil! No, Waldo!

• Play the song from the Welcome Unit (CD1:12 ). Pupils

1

corresponding classroom objects, hold them up and repeat the words. Focus on the scene. Have a short discussion (in L1) about the characters in the illustration and where they are. Teach the wordschool in English. Pupils identify the target vocabulary in the picture. Point to the classroom objects and ask,What’s this? (It’s a pencil.) Ask, What colour is it?(It’s yellow.) Write the classroom object words on the board and invite pupils to stick the flashcards next to the correct word.

What do you know? Look at the main scene. Ask,What are we learning today? Write the lesson objective on the board or look at it on the board:We’re learning words for classroom objects. If using books, close them. Ask pupils what English words they know classroom objects, e.g.book, pen. Write them on thefor board.

• Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure!

Presentation

• Present the new vocabulary with Flashcards 12–19. Show the flashcards in turn, saythe words and pupils repeat. Stick the flashcards on the board as you say each word.

• Have a short discussion (in L1) about what’s

• • 3

•

happening. (Harry and his friends have taken Waldo to school. Waldo is exploring and finding strange uses for some of the classroom objects.) Play the audio again. Pupils listen and point to each item in the illustration as it is mentioned. They listen again and circle each item.

Listen and say. Play the audio. Pupils listen and point to theclassroom objects. CD1, Track 22 table chair pen book

ruler

rubber

pencil

• Play the audio again. Pupils listen, point to the objects and repeat the words.

48

2 Learning adventure

2 At sc h o o l

Ask pupils, How many classroom object words do you know now?Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your learning adventure?Ask pupils which words they find easiest or most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

What do you know?

1

Pop quiz Stick Flashcards 12–19 on the board. Point to each in turn and make a true or false statement. For example, point to the rubber and say,It’s a pen. Pupils jump when the statement is true and stamp their feet when it’s false. Invite pupils to take over and lead the class.

Show homework

• Invite students to play thePoptropica 1:21

Listen and circle.

1:22

Listen and say.

2

3

12

Lesson 1

1T

1


Can name classroom objects

.

:

1

1

Game

• Pupils play a game in pairs. One pupil turns away while his/her partner covers up one object in the main picture with a coin or a small piece of paper. His/Her partner has to say which object is covered up. Pupils take turns to cover up more objects each time to make it more difficult. AB page 11 1

Draw. Then trace.

• Pupils trace the dotted lines to find out what each object is. • They then read the words. • Pupils colour the objects if they wish. They then check their answers in pairs. One pupil says a colour and his/her partner says the object.


49

2 Lesson 2

PB page 13

Learning objectives Can describe common classroom objects

• Play the audio again. Pause after each line to give pupils time to repeat the words.

• Play the chant and ask pupils to chant along. • Pupils can replicate the chant substituting objects of different colours which they’ve got in their own school bags or on their tables.

Target language It’s a (pink) (pen). Recycled language Classroom objects, Colours Receptive language What is it? What colour is it? Look! Can you find a (blue) (pen)?

Practice

• Pupils play a game in pairs using the main illustration from this lesson. One pupil says, e.g.a red… and his/ her partner says, e.g.pencil.

Listen and circle. Then say.

5

on the pictures. Play theaudio. Pupils listen and • Focus circle the appropriate item in each pair.

Warm-up

• Put a selection of classroom objects in various colours

CD1, Track 24 1 It’s a red pencil. 2 It’s a pink pen. 3 It’s a white ruler. 4 It’s a green rubber.

on your table. Invite a few pupils to pick h t em up one by one and say,It’s a (rubber). Then ask pupils to close their eyes, while you remove one or two. Pupils open their eyes and say what’s missing.

Learning adventure

• Pupils then point to each inturn and say, e.g.It’s a (red) (pencil).

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning to describe classroom objects.

ANSWER KEY 1 red pencil 2 pink pen 3 white ruler 4 green rubber

Presentation

• Hold up an object and say, e.g. It’s a (pencil). Then ask, • 4

What colour is it? Pupils answer, e.g.Blue. Say, It’s a (pencil). It’s (blue). It’s a (blue) (pencil) . Pupils repeat. Continue with other objects,encouraging pupils to answer in full sentences.

Listen and chant. Then find.

Practice

• Point out the numbers written at the top of the illustration on page 13. In pairs, one pupil points to a number and his/her partner says the word, e.g.Two.

Quest

• Say, Look! Look! Make a gesture to emphasise the

•

meaning of the word. Then ask,Can you find a (blue) (pen)?Pupils point to the blue pen in the main illustration. Play the audio. Pupils listen and point to the objects in the main illustration as they hear them. CD1, Track 23 A yellow pencil and a blue pen. A brown table and an orange chair. A green ruler and a white rubber. A purple book, look, look, look!

50

Q ue

s

t


• Ask pupils (in L1) to remember the Quest items from •

the Welcome Unit, which the characters have tofind. Ask them to guess which item could be found here. Play the Quest song. Pupils listen for the Quest item. CD1, Track 25 Come with us, come on a quest. Come on a quest today! Come with us, come on a quest. Look for a tablet today. A balloon, a cake and… a tablet! Look for a tablet today.

2 3 Listen and chant.

4 1:23

Listen and read. Then colour.

• Play the audio. Pupils listen and read the words in their books.

Then find.

CD1, Track 26 A yellow rubber. A red ruler. A black chair. A brown table. A purple pen. A pink pencil. A green book.

• They then colour the objects accordingly. Pop quiz Hold up various classroom objects as pupils are leaving the class. Askpupils to tell you what it is and what colour it is, e.g. It’s a (yellow) (pencil).


5 1:24

2

4

1

3

Show homework

• Direct pupils’ attention to the bell card

Q ue

s

t

What’s this?

It’s a pink pen.

Lesson 2

1T

1

1:25

Can describe common classroom objects

.

:

1

13

on page 12 of the Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Gameand find the item. Once pupils click on it, they are taken to a supplementary language task.

1

• Pupils then look at the main scene to find the Quest item (the tablet).

• Ask pupils to turn to the stickers at the back of their books.

•

They find the sticker of the tablet and stick it into the correct place on page 13, over the grey tablet in the bookcase on the right. Play the audio again and ask pupils to sing the Quest song.

AB page 12 2

Find and circle.Then say.

• Pupils find the object each character is hiding. They then find the matching item in the row and circle it.

• Ask, What is it? Pupils say, It’s a pencil/table. ANSWER KEY 1 pencil 2 table

Materials Classroom objects, stickers

51

2 Lesson 3

PB page 14

Learning objectives Can say some action words Can talk about plurals Can follow a simple song Target language climb, jump, play Plurals Receptive language Let’s (jump). What’s this? What colour is it? How many (books)? mice

the( • Ask pupils (in L1) what’s happening in the picture

•

6

this? What colour is it? Howmany (books)?

• Play the audio. Pupils listen and point to the objects in the picture as they hear them mentioned. CD1, Track 27, CD1, Track 28 Rulers, rulers How many rulers? How many rulers can you see? Hurray! Let’s play! Let’s jump and climb.

Warm-up

• Play the chant from Lesson 2 (CD1:23). Pupils listen

Books, books How many books? How many books can you see? Hurray! Let’s play! Let’s jump and climb.

and join in. Ask pupils to point to the items on pages 12 and 13 in their books as they are mentioned.

Learning adventure

Pencils, pencils How many pencils? How many pencils can you see? Hurray! Let’s play! Let’s jump and climb.

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning some action words and plurals.

Pens, pens How many pens? How many pens can you see? Hurray! Let’s play! Let’s jump and climb.

• Close books. Ask pupils whatEnglish words for classroom objects they can remember, e.g. table, pen. Write them on the board. Refer to the learning adventure poster and say,Great! You are moving along yourlearning adventure!

Rubbers, rubbers, How many rubbers? How many rubbers can you see? Hurray! Let’s play! Let’s jump and climb.

Presentation

• Hold up a book and ask,What’s this?(It’s a book.) Then

•

pick up another book and ask,How many books? Count with the pupils. Say,one book, two books, stressing the plural /s/ sound. Then do the same with various numbers of pencils and pens. Each time, hold up one and elicit the plural, e.g. one pencil, five pencils, one pen, three pens. Do the same for rubber, ruler, table, chair. Stress the plural/z/ sound each time.


• Point to various objects in the picture and ask,What’s

Recycled language Classroom objects, Numbers

•

mice are using the classroom objects asa playground). Indicate the mice and say,Look at the mice! Ask, How many mice? Teach the wordmice if necessary. Revise jump and teach the wordsclimb and play using the picture, mime or L1 translation. Point to the mouse doing the action or mime the action and say the word several times.

• Play the audio again and ask pupils to mime jumping •

and climbing when they hear the words. They join in with the song as well as they can. If pupils feel confident, use thekaraoke version of the song on the Audio CD. Pupils can singalong and substitute other classroom objects of theirchoice.

Home–school link

• Encourage pupils to sing the song at homefor their families.

52

2 AB page 13 6

4


1: 27 / 1: 28

Listen and draw.

• Play the audio. Pupils listen and draw the appropriate numbers of classroom objects. Pause the audio after each sentence. CD1, Track 29 1 One ruler. 2 Five pencils. 3 Four rubbers. 4 Three pens.

5

Find and count. Then write and trace.

• Pupils find how many different objects are in the grid and write the numbers in the boxes.

• They then trace the words. HOME

SCHOOL

LINK

Count and write. Then say.

7

ANSWER KEY 7 pencils 3 rulers 2 books


Lesson 3

1T

7

• • •

1

Can say some action words / Can talk about plurals / Can follow a simple song

.

:

1

1

Count and write. Then say. Pupils name the items at the bottom of the page, e.g.It’s a (pencil). They count the number of items in the main picture and write the numbers in the boxes. Pupils check their answers with a partner by saying the answers, e.g. (ten) (pencils). ANSWER KEY 10 pencils 4 rubbers 3 rulers 5 books 6 pens

Materials Poster

Ask pupils, How many classroom words and action words do you know now?Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your learning adventure now?Ask pupils which words they find easiest or most difficult to remember. Tell pupils,Well done! to reinforce the progress they aremaking.

Pop quiz Play a counting game. Say, Hold up a book. Pupils hold up one book. Say,Hold up two pencils.Pupils hold up the correct number of objects each time. You could also do this as a team game.

53

2 Lesson 4

PB page 15


• Ask pupils to turn to the Unit 2 Cutouts on page 73 of the Pupil’s Book.

Learning objectives Can describe classroom objects Can say the sounds/r/ and /l/

• Pupils cut out the classroom objectcards. • Say, It’s a blue book. Pupils hold up the correct picture.

Target language lamb, look, rabbit

• Pupils now play a game ofSnap! in pairs. Play with a

Recycled language Classroom objects It’s a (pink) (ruler). leaf

Presentation

Repeat with other pictures. pupil to demonstrate. Each time theplayers lay down their cards, they must also describe them as in the audio, e.g. It’s a pink ruler.

• Remind pupils of the wordsrubber and ruler. Ask pupils which and sound hear both words. Say the /r/ sound askthey pupils toinrepeat after you.

Warm-up

• Start the lesson by singing the song from Lesson 3 (CD1:27) and doing the actions to revise jump, climb and play.

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning to describe classroom objects and to say the sounds/r/ and /l/. 8

Listen and say.

• Ask pupils questions about the photos, e.g. What’s •

this? (It’s a ruler.) What colour is it? (It’s pink.) Say, It’s a pink ruler. Tell pupils (in L1) that the children in the photos are playing andofteach them the word in English. Explain Snap! the aim the game.

• Play the audio. Pupils listen and sayin which photo the players saySnap! CD1, Track 30 1 Boy A: It’s a pink ruler. Boy B: It’s a pink ruler. Snap! Two rulers. 2 Boy A: It’s a brown table. Boy B: It’s a red pen. Boy A: Try again.

9

Listen and say.

• Play the audio. Pause after the first three lines. • • • •

Ask pupils which sounds they can hear(/r/ and /l/). Play the first three lines again and pupils repeat. Introduce the two mascots by pointing and saying, This is Ricky Rabbit. This is Lucy Lamb. Point to Ricky’s ruler and rubber and Lucy’s leaf and pointing finger (to indicate she’s looking) and say the words. Focus on the letter next to each character. Say the sound and ask pupils to trace eachletter. Now play the audio from the beginning to the end. Pupils point to the pictures as they hear the words.

CD1, Track 31 r r l l r, r, r l, l, l r, l, r, l, r, l Ricky Rabbit, Ricky Rabbit, ruler, rubber, red, Ricky Rabbit! Lucy Lamb, Lucy Lamb, look, leaf, Lucy Lamb!

• Play the audio again for pupils to learn some useful

• Play the audio again. Pupils listen and repeat after

expressions they may need while playing the game. Explain (in L1) the meaning of Try again.

• Ask pupils which other words they know withthe /r/

ANSWER KEY They say Snap! in picture 1.

54

• Now do the same for the/l/ sound using leaf.

each line. and /l/ sounds. Remind them ofred. Ask if there are any pupils in the classroom with names beginning with these sounds.

2 2

• Play the audio. Pupils listen and draw a line to connect together all the‘r’ words and colour them red. Pupils then draw a line to connect the ‘l’ words and colour them yellow.

Listen and say.

8 1: 30

2 1

CD1, Track 32 Ricky Rabbit r rubber rabbit Lucy Lamb l leaf lamb Now make and play (page 73).

ANSWER KEY red = rabbit, rubber yellow = leaf, lamb

Listen and say.

9 1: 31

7

r

l

Lesson 4

1T

1

Can describe classroom objects / Can say the sounds /r/ and /l /

.

:

1

Join the dots. Then trace and say.

• Pupils join the dots and find the images. • They then trace the words below each of the animals and read them. 15

1

ANSWER KEY 1 rabbit 2 lamb

Practice

• Pupils add the letters r‘ ’ and ‘l’ on separate pages to their

•

Sounds fun notebooks. They then draw pictures of things beginning with these sounds on theappropriate pages (leaf, lamb, ruler, red, rabbit). Stronger pupils write thewords next to each picture. Ask pupils to add any new words from this unitto the previously learnt sounds, e.g./b/ book and /p/ pen, pencil.

Pop quiz Divide pupils into four groups. Assign one of the sounds/b/, /p/, /r/ and /l/ to each group. Ask each group to make a list of words beginning with their allocated sound. Make this a race to see which group can write the most words within a set time.

AB page 14 6

• •

Trace. Then listen, match and colour. Pupils trace the letters r‘’ and ‘l’. Pupils look at the various objects scattered across the field. Some of these belong to Ricky Rabbit. Others belong to Lucy Lamb.

Materials Unit 2 Cutouts, two sheets of paper for each pupil, stapler

55

2 Lesson 5

PB page 16

Learning objectives Can understand a simple story Can act out a story Functional language Oh, dear! Can I help you? Yes, please. Values The importance of helping each other Receptive language

• Check pupils’ understanding of the story by asking

•

11

•

Warm-up

•

• Ask pupils (in L1) to remember what happenedin the

• •

Learning adventure Look at the story. Ask, What are we learning today? Write the lesson objectives on the board or look at them on the screen:We’re listening to a story and acting it out. 10

• •

about the characters and the scene:Who’s this? What’s this? What colour is it?Say, Find (Harry)., Find a ruler. , etc. Ask pupils to predict what will happen in the story. Play the audio. Ask pupils to listen to the story and follow along in their books. CD1, Track 33 Miss Campbell: Harry: Miss Campbell: Harry: Cody: Cody: Miss Campbell: Harry: Cody: Miss Campbell: Miss Campbell: Harry:

56

Oh, dear! Can I help you? Yes, please. A green ruler. Hmm. What’s this? Oh! It’s a yellow chair. Oh, dear. A drum. A red pencil. What’s this? Argh! It’s a green dragon! It’s Waldo!

the Introduction for more ideason how to build your pupils’ confidence with roleplays. Invite a group of pupil volunteers to act out theroles. Play the audio while pupils act out the story or say the lines and pupils repeat. Encourage pupils to say the lines from memory. You may wish to use props for the roleplay. Divide pupils into groups of three. Give groups time to practise their roleplay. Play the audio again and ask pupils to speak along. Ask other groups of pupils to come to thefront to act out the story. You might like to give the pupils feedback on their roleplay.

Values

• Have a discussion (in L1) about the importance of helping each other. Talk about how we can dodifficult things more easily/quickly if other people help us.

Listen to the story. Read.

• Direct pupils’ attention to the story and ask questions

Act out the story.

• See the ‘How to use stories’ section on page 18 of

What’s this? It’s a (guitar).

story from Unit 1. Possible questions:Who is it about? Where are the characters? What does Waldo do at the end of the story?

questions and pointing to the pictures. Ifnecessary, explain that the woman in the story Miss ( Campbell) is a teacher. After pupils have a clear understanding of the story, play the audio again. Pause after each frame and encourage pupils to repeat the words and phrases aloud to the audio.

AB page 15 8

Listen and number.

• Play the audio. Pupils listen and number the pictures accordingly. CD1, Track 34 1 What’s this? It’s a yellow chair. 2 What’s this? It’s a red pencil. 3 What’s this? It’s a green ruler. 4 Arrgh! What’s this? It’s a dragon.

2 Show homework



10 1: 33

1

2

Oh, dear!

English Island Adventure Game. Show them various activities theycould do as homework.

For the next lesson

• Explain (in L1) that in the next lesson pupils 3

4

are going to talk about musical instruments. Ask pupils to bring various materials to make a musical instrument, e.g. empty boxes, tins, elastic bands.

Role playing the story Below are some suggestions for extra work with the stories: 5

6

• While pupils listen to the story, they

What’s this?

• • •

It’s Waldo!

• Act out the story.

11

16

Lesson 5

1T

1

• Can understand a simple story / Can act out a story

.

:

1

1

• ANSWER KEY 2c 3a 4d

9

Draw. Then trace and colour.

• Pupils draw over the dotted lines to reveal thepicture (Waldo) • •

perform a specific action for target vocabulary. Pupils draw a new picture for any frame of the story. Pupils create a new ending for the story. Pupils draw or describe their favourite character. Pupils discuss real-life situations that are related to the story. Pupils comment on how they would feel or how they would behave if they were in a similar situation to one of the story characters. You might like to give pupils feedback. You could give pupils two stars and one wish, e.g.,Fantastic actions!, Great teamwork!, Speak a bit louder next time. This could be given in L1.

and trace the wordgreen. Ask the class if they can sound out the word they have traced, and help them to read the sentence. They then colour the picture green.

Story activities For suggestions on how to use the story activities, please see page 18.

Pop quiz Say some sentences from the story and ask pupils to tell you which character says them,It’s a green dragon. (Miss Campbell) Repeat with other sentences from thestory.

57

2 Lesson 6

PB page 17

Pairwork

• In pairs, pupils mime and guess the instruments, saying, e.g. It’s a (drum).

Learning objective Can name some common musical instruments Cross-curricular Music: musical instruments Target language drum, guitar, piano, violin Recycled language It’s (orange).

13

Listen and number.

• Direct pupils’ attention to the photos. Ask ht em to •

identify the instruments in the pictures. Say, e.g. What’s this?(It’s a violin.) Play the audio of music from the various instruments. Say, Listen to the music. Stop the audio after each instrument and ask,What is it? CD1, Track 36

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning about musical instruments.

• Close books. Ask pupils whatEnglish words they know •

for music, e.g.song, piano. Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure.

Warm-up

1 [Excerpt of guitar music] 2 [Excerpt of piano music] 3 [Excerpt of drum music] 4 [Excerpt of violin music]

• Play the audio again and pupils number the photos according to each excerpt of music.

• Ask pupils, Which music do you like best? ANSWER KEY violin 4 drums 3

guitar 1

piano 2

• Ask pupils (in L1) to look at the story in Lesson 5 and find the musical instrument which was featured (a drum). Ask if anyone in the class plays a musical instrument.

Presentation the musical instruments by pointing to the • Teach piano, guitar, violin and drum in Activity 12 and saying the words several times, e.g.It’s a (piano).

• Mime playing the piano and ask,What’s this?(It’s a piano.) Continue with the other instruments. 12

Listen and point. Then say.

• Play the audio. Ask pupils to listen as they look at the photos and point to the instruments onthe audio.

Game

• Write the musical instrument words on the board. Point to them in turn and read them aloud. Ask pupils to repeat. pupils into two teams. Choose two pupils from • Divide each team to stand a few metres from the board. Play the audio (CD1:36) again and pause after theguitar music. Pupils race to the board to touch theword guitar. The first pupil to touch the word wins a point for his/her team. Play the music in random order to make the game more challenging.

Project

• Pupils make their own musical instruments, e.g. a CD1, Track 35 1 It’s a violin. 2 It’s a drum. 3 It’s a guitar. 4 It’s a piano.

58

guitar made from an empty tissue box/shoe box (coloured or covered with tissue paper to make itlook attractive) with some elastic bands strung around it and an ‘arm’ made of a piece of cardboard; or a drum made from an empty metal tin with the top of the drum made of several sheets of greaseproof paper stuck together and attached over the top of the drum with an elastic band and a couple of chopsticks to use as drumsticks. Find other creative ideas by searching on the internet.

2 2 Listen and point. Then say.

12 1:35

3

2

1

11

Read and circle.

• Pupils look at the close-up pictures of the •

instruments and guess what each one is. They circle the correct word below it. Ask which instrument is notshown (a violin). ANSWER KEY 2 piano 3 drum

4

Learning adventure Ask pupils, How many names of musical instruments do you know now?Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your learning adventure?Ask pupils which words they find easiest or most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

Listen and number.

13 1:36

Pop quiz Write the musical instrument words on the board and pupils draw the correct instrument next to each word.

Lesson 6

1T

1

Can name some common musical instruments

.

:

1

17

1


• Ask pupils to take their work home and share their work with their families. They may wish to describe their instruments to their parents or siblings as well, for extra practice. AB page 16 10

Match and trace. Then say.

• Pupils match each of the characterswith their missing musical instruments.

• They then trace the words. • Say, (One). Pupils say,It’s a (guitar). ANSWER KEY 2 piano 3 violin 4 drum

Materials Poster, materials to make musical instruments

59

2 Lesson 7

PB page 18

• Play the audio again and ask pupils to stick the stickers in place.

Learning objective Can assess what I have learnt in Unit 2

• They then trace the words under the stickers. • Pupils stick the star sticker in place if they feel they

Recycled language Classroom objects, Actions It’s a (blue) (pen).

Game

Receptive language What’s this? What colour is it? How many?

have learnt the unit vocabulary successfully.

• Stick Flashcards 12–19 on the board. Then divide pupils into two teams and handout classroom object word cards to several pupils in each team. Call out a classroom object and the team which has the corresponding word card sticks it on the board. Award points for correct answers.

Warm-up theto song 3 (CD1:2 • Play actions go from alongLesson with the song. 7). Pupils create • Display Flashcards 12–19 or real items in the

•

classroom to revise classroom object vocabulary. Hold up a pencil and say,What’s this? Is this a yellow ruler? Play a drawing game on the board, in teams. Two pupils draw the item you tellthem and whoever’s team guesses first, scores a point.

15

• Pupils work individually and colour the classroom objects.

• They then compare their pictures in pairs. One pupil

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re thinking about our learning adventure.

• Close books. Ask pupils if they can remember the things they have been learning in this unit, e.g. How many words for the classroom objectscan you remember?Put their ideas on the board. each example, ask pupils,Where are you on your • For learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice. 14

Listen and stick. Then trace.

Colour. Then listen and ask and answer.

• •

points to one of his/her partner’s pictures. His/Her partner describes the picture, saying, e.g.It’s a (red) (guitar).Invite pupils to the front to sharetheir drawings with the class. Play the audio (CD1:38) to give pupils an idea of the language they will need. Pupils stick the star sticker in place if they feel they have learnt the unit structures successfully.

AB page 17 12

Read and match.

match the words with the corresponding • Pupils pictures by drawing matching lines. ANSWER KEY 2 chair 3 rulers 4 rubber 5 pencils 6 pens 7 book

• Ask pupils to turn to the stickers of the classroom •

objects at the back of their books and name the objects. Play the audio. Ask pupils to listenand point to the stickers. CD1, Track 37 1 It’s a purple pen. 2 It’s a yellow ruler. 3 It’s a blue pencil. 4 It’s a white rubber. 5 It’s a red book. 6 It’s an orange chair. 7 It’s a brown table.

60

13

Read and colour.

• Pupils read the words in Waldo’s thought bubbles and colour the pictures accordingly.

2 I C AN DO IT!

Listen and stick. Then trace.

14 1:37

1

2

pen

3

ruler

4

pencil

rubber



• •

5

6

boo

description, pupils can identify • Through objects that are being described orally,

7

chair

table

Colour. Then listen and ask and answer.

15

•

1:38

1

2

3

4

It’s a red guitar.

What’s this?

18

Lesson 7

1T

1

•


.

:


1

1

•


Learning adventure Ask pupils (in L1) how they feel about their learning in this unit. Ask pupils to tell you what they found the easiest or the most difficult to learn in the unit. Ask them,Where are you on your learning adventure? Pupils indicate where they think they are on the learning adventure poster. Tell pupils,Well done! to reinforce the progress they are making.

Pop quiz Tell pupils to look back through the unitand find a word they found difficult. Ask them to try to remember it.


61

2 Lesson 8

17

PB page 19

Learning objective Can use what I have learnt in Unit 2 Recycled language Classroom objects, Colours, Numbers 1–10 Plurals

Warm-up

• Show pupils Flashcards 12–19 in turn and stick them on the board. Number them 1–7. Tell pupils (in L1) to try to remember the position of each flashcard. After a while, take off two flashcards and ask pupils to say all seven words in the correct order. Repeat until there aren’t any flashcards on the board and pupilscan repeat them in the correct order.

Learning adventure Open books and ask pupils, Look at the activities. What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re talking about the classroom. 16

Find and circle five differences.

• Pupils find five differences between the pictures, •

Look at Activity 16. Listen. Then say and play.

• Ask pupils to say in which picture the yellow rubber can be found (Picture 1).

• Ask pupils to play a game in pairs. One pupil says an •

item from one of the pictures and his/her partner says the number of the picture. Play the audio (CD1:39) to give pupils an idea of the language they will need.

Practice

• Help pupils to make an 8-page booklet as an end of unit project. They write the titleMy Unit 2 Project

• •

Book on the cover and draw pictures on each page of different classroom objects and musical instruments. Encourage stronger pupils to write sentences below each drawing, e.g.It’s a (pen). It’s (blue). It’s a (blue) (pencil). Pupils decorate the book with stickers, drawings ofthe characters, etc.

AB page 60

• Pupils colour the classroom pictures in the Picture dictionary.

• They can then play a game in pairs. Each pupil takes turns to say a word and his/her partner points to the correct picture. Stronger pupils may wishto cover the written words below each picture.

circling the differences on picture 2. Give pupils a time limit. They can work either individually or in pairs. Check answers as a class. Pupils say, e.g.Picture 1, (two red pens). Picture 2, (two blue pens).

• Pupils complete the consolidation and extension

ANSWER KEY

Learning adventure


activities on Worksheet 2 (page 46). See also the teaching notes on page 23.

Picture 1

Picture 2

four yellow pencils

four orange pencils

three black books

three brown books

yellow ruler

pink ruler

yellow rubber

green rubber

brown chair

grey chair

Ask pupils, What do you think you have learnt in Unit 2? Give pupils a minute to tell their partner the new language they know. Ask them,Where do you think you are on your learning adventure? Ask pupils if they are ready to move onto the next unit. Tell them that it is fine if they do not remember everything as they will continue to practise throughout the level.

• Encourage pupils to ask if they have any questions about what they have learnt in the unit. Tell pupils, Well done! to reinforce the progress they are making.

62

2 2 Find and circle five differences.

16

Practice

• Watch the video storyColours. Ask pupils what happened in the story. The video stories give the language of Poptropica a new context and each episode is designed for use after every two units of the Pupil’s Book. Sally, Jack and Albert provide a song and there is an animated story from Family Island. Each episode contains a Last Word – a short focus on one language point.

1

• SONG The pupils watch, listen and follow the actions. As they grow more confident, they

2

can join in with the song.

• STORY

Look at Activity 16. Listen. Then say and play.

17 1:39

A yellow rubber.

• Now go to Poptropica English World

One. Lesson 8

1T

1


.

:

1

19

1

Watch the story. Ask the pupils (in L1) what happened in the story. Watch again, stopping at key points, and ask them about the language, the images or the story. Ask pupils to act out the story. Assign the roles of Joe and Lindy to confident speakers and let other pupils play the other parts. Encourage them to say as much of the dialogue as they can and prompt them where necessary. THE LAST WORD These reinforce a common language point with short, humorous animation. Some Last Words are interactive, and pupils can use the video player controls to answer questions.

Pop quiz Hand out Flashcards 12–19 and homemade word cards to different pupils. Call out aword, e.g. pencil. The pupils with the corresponding flashcard or word card stand up and hold up their cards. Repeat with other classroom objects.

Evaluation


Materials Homemade word cards with classroom objects, eight sheets of paper for each pupil , consolidation and extension worksheet 2 Flashcards 12–19

63

3

My f am ily

Worksheet 3 Name:

Class:

1

Read and find. Then circle and write. This is my family.

2

Read. Then write 1


happy

He’s / She’s

2 This is my mum.

He’s / She’s

.

3 This is my sister.

He’s / She’s

.

4 This is my brother. He’s / She’s

.

Yes

or No. 3

This is my granny.

4

This is my mum.


sad

1 This is my dad.

2

This is my dad.

sad

This is my brother.

5

This is my friend.

.

3 My family Unit overview Unit objective • I can talk about family members


Family members: aunt, brother, dad, friend, grandad, granny, mum, sister Feelings: happy, sad This is my (brother).

Target structures

He’s/She’s (four). /sad. He’s/She’s happy He’s/She’s a (doctor). Phonics: /s/ and /z/

Features

Values: The importance of family and friends Cross-curricular: Social Science: occupations

Skills Reading


Writing

• Can make a poster about a person I know and his/her occupation • Can trace some common family words • Can trace simple words about feelings and occupations (Activity Book)

Listening

• Can identify family members and occupations • Can follow a simple song • Can listen to and understand a simple story

Speaking

• Can ask and answer about age using(He/She)’s (seven). • Can ask and answer about family and occupations • Can say the sounds/s/ and /z/ • Can act out a story • Can talk about feelings

65

3 Lesson 1

PB page 20

Learning objective Can name some common family words

2

characters in the main illustration. CD1, Track 40 Harry: Waldo, this is my family. This is my mum. And this is my dad. This is my granny and this is my grandad. And this is Aunt Fifi. Oh, and this is my sister, Beth! Beth: And Harry is my brother! Harry: Yes.

Target language aunt, brother, dad, friend, grandad, granny, mum, sister Receptive language This is my (mum). Who’s this?

Warm-up

Harry: Mum, Dad… this is my friend, Waldo. He’s a dragon! Mum and Dad: Hello. Granny and Grandad: Hello, Waldo. Waldo: Roarrrr.

• Play the song from the Welcome Unit (CD1:02). Pupils •

listen and sing. Ask pupils to remember the new words they learnt in Unit 2. Write the words on the board as they are said.


What do you know?

• Ask pupils (in L1) whose family it is. (It’s Harry’s.) • Talk about the characters (in L1) and what’s happening

• Look at the main scene. Ask,What are we learning • •

today? Write the lesson objective on the board or look at it on the screen:We’re learning family words. If using books, close them. Ask pupils what English words they know for family members, e.g. mum, aunt. Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure!

Presentation

• •

• • •

in the main illustration. (Harry is introducing Waldo to his family for the first time.) Ask questions about the picture, e.g.What’s this? What colour isit? Play the audio again, pausing after each sentence and ask pupils to find each character in the picture. Point to Harry’s mum and dad and ask,Who’s this? (Mum, Dad). Repeat for the other characters.

Practice

• Stick Flashcards 20–27 on the board. Point to each in turn and make a true or false statement. For example, point to grandad and say,This is my (mum). Pupils jump when the statement is true and stamp their feet when it’s false. Invite pupils to take over leading the class.

• Present the new vocabulary with Flashcards 20–27. Show the flashcards in turn, saythe words and pupils repeat. Stick the flashcards on the board as you say each word. Indicate the flashcards on the board andsay,Family. Say a family member, e.g. Mum and flip through the flashcards one by one. Pupils shoutFamily! or clap when they see the flashcard ofMum. Write the family words on the board andinvite pupils to stick the flashcards next to the correct word.

Listen and find.

• Play the audio. Ask pupils to listen and look at the

3

Listen and say.

• Focus on the pictures. Play theaudio. Pupils listen and point to the family members. CD1, Track 41 mum dad brother sister grandad friend aunt

granny

• Play the audio again. Pupils listen, point to the family members and repeat the words.

• Point to one of the small pictures and ask,Who’s this? Pupils find the same character in the main illustration and say who it is, e.g. grandad.

66


3 My family

Ask pupils, How many family words do you know now? Give pupils a minute to tell their partner the new words they know. Ask them, Where are you on your learning adventure? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

What do you know?

1

Pop quiz Choose a pupil to hold a flashcard over his/her head so that he/she can’t see it. He/she tries to guess the card mum? ( dad?). Pupils wave their hands, stand up or clap when he/she guesses correctly.

Listen and find.

2 1:40

3 1:41

Show homework

Listen and say.

• Invite students to play thePoptropica English Island AdventureGame. Show them various activities they could do as homework.

For the next lesson

• Pupils could bring photos of their families to class. 20

Lesson 1

T

1

Can name some common family words

.

1 :1

Game

• Pupils play a game in pairs. One pupil turns away while his/her partner covers up one of the small pictures in Activity 3 with a coin or a small piece of paper. His/Her partner has to say which family member is covered up. Pupils take turns, covering up more pictures each time to make it more difficult. AB page 18 1

Trace. Then match and say.

• Pupils trace the matching lines to match thefamily words with the numbered characters.

• Pupils then read and trace the family words.


67

3 Lesson 2

PB page 21

• Play the audio. Pupils listen and point tothe characters in the main illustration as they are mentioned.

Learning objective Can talk about age usingHe’s/She’s (seven).

CD1, Track 42 This is my sister. This is my sister. She’s six. She’s six.

Target language photo He’s/She’s (four). Recycled language Family members, Numbers This is my (brother). How old are you?

This is my brother. This is my brother. He’s seven. He’s seven.

Receptive language

How old is he/she?

Warm-up

• Play the chant from Unit 1 (CD1:09). Revise numbers •

by pointing to different numbers of objects in the classroom. Pupils count from 1–10 in pairs. Walk around the classroom and ask various pupils, How old are you?

• Play the audio again. Pause after each line to give pupils time to repeat the words.

• Play the chant and ask pupils to chant along.

brothers and sisters. Play the audio. Askpupils to listen first.

Learning adventure

CD1, Track 43 1 This is my brother. He’s ten. 2 This is my sister. She’s two. 3 This is my brother. He’s four. 4 This is my sister. She’s eight.

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning to talk about how old people are.

Presentation familytheir words using Flashcards or say, photos. • Revise Pupils show family photos to the20–27 class and This is my (mum).

• Play the audio again. Pupils listen and match the •

• Teach photo by holding up a photo and saying,This is •

a photo. Then hold up various photos and illustrations and say each time,This is a photo. Pupils say yes or no. Invite two girls and two boys to the board. Ask each, How old are you? Elicit, e.g.I’m (six). Then say, He’s/ She’s (six).Now point to the pupils in turn and ask, How old is he/she?(He’s/She’s six.) Emphasise the words he and she each time you say the sentences.

Listen and match. Then write and say.

5

• Focus on the pictures. Explainthat they show Waldo’s

characters with their ages. They then write the dragons’ ages on their badges. Pupils point to the pictures andsay,He’s (ten). Stronger pupils can sayThis is my (brother)… , as well. ANSWER KEY 22 34 48

Quest Q ue

4

• Ask questions about the picture:Who’s this? What’s this?

• Point to Harry and ask, How old is he? Repeat the question for Beth,How old is she? Ask pupils if they can guess how old Harry and Beth are. Point to Harry and say,He’s seven. Point to Beth and say,She’s six.

68

s


t



the Welcome Unit, which the characters have tofind. Ask them to guess which item could be found here. Play the Quest song. Pupils listen for the Quest item.

3 AB page 19 2

Listen and chant.

4 1:42

Then find.

Find and colour. Then circle.

• Pupils find the hidden numbers in the puzzles and colour them.

• Pupils then choose the correct word under each picture and circle it. ANSWER KEY 1 nine 2 eight

3

• • Listen and match. Then write and say.

5 1:43

1

ANSWER KEY 2 seven 3 five

234

10 4

10

Lesson 2

1

As pupils are leaving the class, ask them how old their brother/sister/ friend is. They answer,He’s/She’s (ten).

s

t

2

8

1

4 eight

Pop quiz Q ue

T

Look and match. Then say. Pupils look at the numbers on the children’s T-shirts and match each one with one of the number words below. Pupils check their answers in pairs.

1:44

Can talk about age using (He/She)’s (seven).

.

1 :1

21

1

Show homework

• Direct pupils’ attention to theoven card CD1, Track 44 Come with us, come on a quest. Come on a quest today! Come with us, come on a quest. Look for a photo today. A balloon, a cake, a tablet and… a photo! Look for a photo today.

on page 20 of the Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Gameand find the item. Once pupils click on it, they are taken to a supplementary language task.

• Pupils then look at the main scene to find the Quest item (the photo).

• Ask pupils to find the stickers at the back of their books. They •

find the sticker of the photo and stick it in the correct place on page 21, over the grey photo on the right. Play the audio again and ask pupils to sing the Quest song.

Materials A photo, pupils’ family photos, stickers Flashcards 20–27

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3 Lesson 3

PB page 22

Learning objectives Can talk about feeling happy and sad Can follow a simple song

6

picture is singing a song.

• Play the audio. Pupils listen and point tothe family members as they are mentioned.

Target language zoo happy, sad He/She’s (happy).

CD1, Track 45, CD1, Track 46 I’m at the zoo with my family, Brother, sister, Dad and Mum. It’s fun, fun, fun. This is my mum. She’s happy. My dad is happy, too.

Receptive language boo-hoo It’s fun! Is he/she happy?

This my sister. She’sishappy, But my brother is sad. Boo hoo!

Recycled language Family members

I’m at the zoo with my family, Brother, sister, Dad and Mum. It’s fun, fun, fun. It’s fun, fun, fun, fun, fun,fun, It’s fun, fun, fun.

Warm-up

• Revise family words. Stick Flashcards 20–27 on the

•

board to form a simple family tree. Ask pupils,Who is Dad? Who is Mum?Ask them to identify grandad, granny, brother, sister and aunt. Play the chant from Lesson 2 (CD1:42). Pupils hold up the correct number of fingers as they hear the numbers. Ask,How old is (Beth)? (She’s six).

• At the end of the song ask,Is Mum sad? (No, she’s •

Learning adventure

happy.) Is Dad sad? (No, he’s happy.) Point to the brother and say, Is he happy? (No, he’s sad.) Play the audio again. Pupils put up their hands when they hear a family word and mime being happy or sad as they hear the words. Teach the meaning ofIt’s fun! and boo-hoo! Pupils clap their hands when they hear fun and mime crying when they hearboo-hoo. Play the song again. Pupils join in with the song as

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on

•

the screen: We’re learning to describe feelings and we are singing a song.

as they If pupils feel can. confident, use thekaraoke version of • well the song on the Audio CD.


remember for family members, e.g.Mum, Dad. Write them on the board. Refer to the learning adventure poster and say,Great! You are moving along yourlearning adventure!

Home–school link

• Encourage pupils to sing the song at home for their families.

Presentation

Pairwork

•

• In pairs, pupils find the family members who are

•

Teach the wordshappy and sad by miming the facial expressions. Say,I’m happy/sad. Then say happy/sad and ask the class to mime the facial expressions. Choose a girl to mime being happy and say,She’s happy. Do the same with a boy and say,He’s happy. Ask various pupils to mime and ask,Is he/she happy/sad? Teach the word zoo. Use L1 if necessary or point to the illustration of the zoo in the book.

happy or sad in the picture. One pupil says the name of the family member and his/her partner says,He’s/ She’s happy/sad. 7

• • •

70


• Explain (in L1) that the boy on the left in the main

Find. Then draw and say. Pupils find the children in the main illustration. They draw a happy or sad mouth on each face based on how the character looks. Pupils check their answers with a partner by saying, He’s/She’s happy/sad .

3 6

ANSWER KEY 2 3 4


1: 45 / 1: 46

5

Trace. Then match and say.

• Pupils read the words at the top of the activity and trace them.

• They then draw matching lines from the •

happy and sad icons to the people in the picture who are happy or sad. They say,He’s/She’s happy/sad. ANSWER KEY

happy: man with kite, girl doing handstand, dog sad: boy with juggling balls, girl on bench

Learning adventure Ask pupils, How many family words and feelings words do you know now? Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your adventure now?Ask pupils which words they find easiest or most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

HOME

1

22

2

3

Lesson 3

T

SCHOOL

Find. Then draw and say.

7

1

LINK

4

Can talk about feeling happy and sad / Can follow a simple song

.

1 :1

ANSWER KEY 1 happy 2 happy 3 sad

4 sad

Pop quiz Pupils look through their books and find pictures of characters that arehappy or sad. They show the pictures to the class and say, He’s/She’s happy/sad.

AB page 20 4

Listen and

 or .

• Ask pupils to describe how thechildren feel by saying,He’s/She’s happy/sad.

• Play the audio. Pupils write atick or cross in the box depending on whether the description of each child is correct or incorrect. CD1, Track 47 1 She’s sad. 2 He’s happy. 3 He’s sad. 4 She’s happy.

Materials Poster Flashcards 20–27

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3 Lesson 4

PB page 23

Practice

• Invite one boy and one girl to the front of the class. Stick a number badge representing an age on each. Secretly ask one pupil to pretend to be happy and the other one to pretend to be sad. Ask pupils to find the differences between thesetwo pupils. Accept single word answers forcolours of clothes, hair, etc. and for girl/boy.

Learning objectives Can talk about family members, age and feelings Can say the sounds/s/ and /z/ Target language seal, zebra Recycled language zoo Colours, Family members She’s (sad).

Warm-up

• Ask a few pupils,How old are you?Pupils answer, •

e.g. I’m (six). Pupils write their age on a piece of paper and hold the paper up. Ask around the class,How old is he/she? Elicit answer, e.g.He’s/She’s (six).

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re talking about family members, age and feelings and learning to say the sounds /s/ and /z/. 8

Point and say.

• Ask pupils questions about the photos, e.g.Who’s this?

•

•

Is he/she (happy)?Focus on the number badges worn by the children and ask,How old is he/she? Discuss (in L1) why the children are happy/sad. Divide pupils into pairs. Pairs findand point to differences in Photo 2. Pupils take turnsto make sentences about each difference, e.g.She’s seven/eight. He’s happy/sad. It’s red/blue. It’s a guitar/book. Pupils then play a game in which their partner guesses which photo they are talking about. One pupil says, e.g. This is my (sister). She’s (seven) . His/Her partner points to Photo (1).

Presentation

• Remind pupils of the wordsix. Ask pupils which sound they hear in the word. Say the/s/ sound and ask pupils to repeat after you.

• Now do the same for the/z/ sound using zoo. 9

Listen and say.

• Play the audio. Pause after the first three lines. • • • •

Ask pupils which sounds they can hear(/s/ and /z/). Play the first three lines again and pupils repeat. Introduce the two mascots by pointing and saying, This is Sally Seal. This is Zippy Zebra. Say alternatelyseal and zebra several times emphasising the sounds/s/ and /z/. Focus on the letter next to each character. Say the sound and ask pupils to trace eachletter. Now play the audio from the beginning to the end. Pupils point to the pictures as they hear the words. CD1, Track 48 s s z z s, s, s

z, z, z s, z, s, z, s, z Sally Seal, Sally Seal sad, six Sally Seal Zippy Zebra, Zippy Zebra zoo Zippy Zebra


• Ask pupils which other words they know withthe /s/ and /z/ sounds. Remind them ofsister and school. Ask if there are any pupils in the classroom with names beginning with these sounds.

72

3 AB page 21

3 Point and say.

8

Trace. Then listen and match.

6

• Pupils trace the letters s’‘ and ‘z’. • Point to the number 7 and sayseven. Follow

2 1

•

the line with your finger from the 7 to the seal mascot and say the/s/ sound. Play the audio. Pupils listen and match the pictures in the circle with the mascots of the same sound. CD1, Track 49 s, z

seven zoo six sad sister zebra

Listen and say.

9 1: 48

s

ANSWER KEY s: sister, six, seven, sad z: zebra, zoo

z 7

Lesson 4

T

1

Can talk about family, age and feelings / Can say the sounds /s/ and /z/

.

23

1 :1

Practice

• Pupils add the letters s‘ ’ and ‘z’ on separate pages of their

•

Sounds fun notebook. Pupils draw pictures of things beginning with these sounds on the appropriate pages (seven, zoo, six, sad, sister, zebra). Stronger pupils writethe words next to each picture. Ask pupils to add any new words from this unitto previously learnt sounds, e.g./b/ brother.

Materials A piece of paper for each pupil, two sheets of paper for each pupil, stapler

Count. Then write and trace.

• Pupils count the number of seals and zebras and write the number in the box

• They then trace the wordszebras and seals. ANSWER KEY 1 6 seals 2 7 zebras

Pop quiz Say the word zebra. Alternate saying words beginning with the/s/ and /z/ sounds. Pupils shoutzebra when they hear a word with the /z/ sound. Do the same with the /s/ sound and the wordseal.

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3 Lesson 5

PB page 24

CD1, Track 50 Photographer: Harry: Harry: Photographer: Harry: Photographer: Harry: Photographer: Photographer: Harry:

Learning objectives Can understand a simple story Can act out a story Target language This is my (dad). Functional language Oh, dear! Can I help you? He’s a pilot. She’s a teacher/doctor.

Harry: Waldo:

Values

Oh, dear! Can I help you? This is my dad. He’s a pilot. Oh! This is my mum. She’s a teacher. Mmm! This is my aunt. She’s a doctor. Ooh! OK. And who’s this? This is my sister. She’s six…. Oh, and this is my friend, Waldo! This is my family. Mmm. Nice family.

The importance of family and friends

Warm-up

• Ask pupils (in L1) to remember the story from Unit 2. Possible questions:Which characters are in thestory? What happens? Where are Harry andCody? (At school.) Who else is there? (Waldo) What classroom objects can you remember from the story? (pencil, pen, ruler, rubber, table, chair)

Learning adventure Look at the story. Ask,What are we learning today? Write the lesson objectives on the board or look at them on the screen:We’re listening to a story and acting it out. 10



• •

about the characters and thescene:Who’s this? (Harry). Ask pupils (in L1) what occupations Harry’s dad, mum and aunt havedoctor, ( teacher, pilot ). Teach these words in English. Ask, How old is Beth? (six) Ask pupils to predict what will happen in the story. Play the audio. Ask pupils to listen to the story and follow along in their books.

• Check pupil’s understanding of the story by asking •

questions and pointing to the pictures, e.g. Who’s this? How old is she? Is he a (teacher)? After pupils have a clear understanding of the story, play the audio again. Pause after each frame and encourage pupils to repeat thewords and phrases aloud.

11

Act out the story.


the Introduction for more ideason how to build your pupils’ confidence with roleplays. Invite a group of pupil volunteers to act out theroles. Play the audio while pupils act out the story or say the lines and pupils repeat. Encourage pupils to say the lines from memory. You may wish to use props for the roleplay. Divide pupils into groups of three. Give groups time to practise their roleplay. Play the audio again and ask pupils to speak along. Ask other groups of pupils to come to thefront to act out the story. You might like to give the pupils feedback on their roleplay.

Values

• Have a discussion (in L1) about the importance of family and friends. Talk about the things people e njoy doing with their family and their friends and what they can do to be a good brother/sister. Ask pupils what they find important in a friend.

74

3 Pop quiz Create actions for the key words in the story, e.g. clap your hands forsister. Play the story again or readit aloud and pupils do the actions as they listen.


10 1: 50

1

2

Show homework

• Invite students to play thePoptropica 3

English Island Adventure Game. Show them various activities theycould do as homework.

4

For the next lesson

• Explain (in L1) that in the next lesson pupils

5

are going to talk about occupations. Ask pupils to bring various photos of teachers, doctors, vets or pilots (cut from magazines) to make a poster.

6

This is my family.

Role playing the story Below are some suggestions for extra work with the stories:

• While pupils listen to the story, they Act out the story.

11

24

Lesson 5

T

1


.

1 :1

AB page 22 8

•

Read. Then circle. Pupils read the words and circle the correctpicture accordingly. ANSWER KEY 1a 2b 3b

• • • • •

• 9

Trace and colour.

• Pupils trace the words in Harry’s speech bubble. • They then colour the corresponding age badgebelow. ANSWER KEY 6

perform a specific action for target vocabulary (e.g. pupils clap when they hear the word purple or stamp their feet when they hear the word blue). Pupils draw a new picture for any frame of the story. Pupils create a new ending for the story. Pupils draw or describe their favourite character. Pupils discuss real-life situations that are related to the story. Pupils comment on how they would feel or how they would behave if they were in a similar situation to one of the story characters. You might like to give pupils feedback. You could give pupils two stars and one wish, e.g.,Fantastic actions!, Great teamwork!, Speak a bit louder next time. This could be given in L1.


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3 Lesson 6

PB page 25

CD1, Track 51 This is my dad. He’s a doctor. This is my mum. She’s a pilot. This is my mum. She’s a vet. This is my dad. He’s a teacher.

Learning objective Can name some common occupations Cross-curricular Social Science: occupations Target language doctor, teacher, pilot, vet He’s/She’s a (doctor). Recycled language Family members Receptive language Is he/she a (vet)?

ANSWER KEY 2 4 1 3

13

Draw and say.

draw and match the items(on the left) with • Pupils each of the pictures of occupations (on the right). They then talk about the pictures, e.g.She’s a (teacher).

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re learning about occupations.

Project


• Close books. Ask pupils whatEnglish words they •

know for occupations, e.g.teacher, singer . Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure.

•

Warm-up

• Ask pupils (in L1) to look at the story in Lesson 5 and find three occupations (pilot, teacher, doctor).

Presentation

• Teach the wordvet by miming or drawing some key • • •

equipment on the board. If you made flashcards, show them one by one, say the word and ask pupils to repeat. Hide one of the flashcards behind your back and pupils guess which one it is(teacher? doctor?). Ask pupils (in L1) to imagine the world with no doctors. How would life be different? Whatproblems would there be? Do the same with other jobs. Which job do pupils think is the most important?

12

Listen and tick.

• Point to the pictures of theprofessions in turn and ask, Is he/she a (vet)?Pupils answer yes or no.

• Play the audio. Pupils listen and tickthe photos as they hear them.

76

•

someone they know or someone on TV or in a book who is a teacher, doctor, vet or pilot. Theperson should be dressed in uniform and doing his/herjob. Pupils draw their own pictures oruse the photos cut from magazines they brought. Give pupils some drawing time if necessary. Give each pupil a large sheetof paper. Pupils stick their drawings or photos onto the paper tomake a poster. They can write word labelsand stick them onto their poster if they wish. Ask pupils to describe their posters to the class, e.g. This is (name). He’s a doctor, or This is my mum. She’s a teacher. The posters can then be displayed in the classroom.


• Alternatively, ask pupils to take their work home and share their work with their families. They may wish to describe their posters to their parents or siblings as well, for extra practice. AB page 23 10

Listen and number. Then trace.

• Point to the people in turn and ask,Is he/she a (doctor)?

• Play the audio. Pupils listen and number the people in the picture.

• They then trace the words under the pictures.

3 3 Listen and.

12 1: 51

1

2

3

4

Learning adventure Ask pupils, How many words for occupations do you know now?Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your learning adventure?Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils,Well done! to reinforce the progress they aremaking.

Pop quiz

Draw and say.

13

Lesson 6

T

Mime one of the occupations from the lesson and ask pupils to guess what the occupation is by saying, e.g.teacher. Then ask pupils around the class to mime other occupations for the class to guess.

1

25

Can name some common occupations

.

11 :

CD1, Track 52 1 She’s a pilot. 2 He’s a doctor. 3 She’s a teacher. 4 He’s a vet.

ANSWER KEY 2a 3b 4c

11

•

Read and match.

Pupils match the two halves of the pictures with the occupation words by drawing lines. ANSWER KEY 2 vet 3 pilot 4 teacher

Materials Poster, homemade flashcards with occupations (teacher, pilot, vet, doctor), a large sheet of paper for each pupil, pupils’ photos of occupations

77

3 Lesson 7

PB page 26

Game

• Pupils stand in a large circle. Hand out Flashcards 20–27 to pupils standing in different places. Play he t song from Lesson 3 (CD1:45). Pupils pass the cards around the circle. Stop the music and say one of the family words, e.g.dad. The pupil holding the dad flashcard sits down. Continue until there isone pupil remaining.

Learning objective Can assess what I have learnt in Unit 3 Recycled language Family members This is (my dad). He’s/She’s a (doctor). He’s/She’s (happy). He’s/She’s (ten). Receptive language How old is he/she? Is he/she (sad)? Who’s this?

Warm-up

• Draw a stick-figure family on theboard. Invite pupils to describe the family, e.g.This is my sister. She’s eight. Alternatively, pupils draw an imaginary family or their real family on the board and describe.

15

• •

Listen and number. Then say.

Ask pupils to look at the picture. Ask questions, e.g. Who’s this? Is he/she happy? How old is he/she? Play the audio. Pupils listen and point tothe family members in the picture. CD1, Track 53 1 This is me. I’m with my family. 2 This is my dad. He’s a pilot. 3 This is my brother. He’s three. He’s sad. 4 This is my mum. She’s a pilot, too. 5 This is my sister. She’s five. She’s happy.

Learning adventure

• Play the audio again, pausing after each sentence so

Open books and ask pupils to look at the activities. Ask,What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re thinking about our learning adventure.


• Close books. Ask pupils if they can remember the things they have been learning in this unit, e.g.How many words for family members can you remember?Put their ideas on the board.

• For each idea, ask pupils,Where are you on your learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice. 14


that pupils can number the people in the picture. have learnt the unit structures successfully. ANSWER KEY boy on the left 1 dad 2 brother 3

mum 4 sister 5

AB page 24 12

Read and number.

• Pupils read the word labels on the page and trace them. Pupils read the family words and identify the matching • • Ask pupils to find the stickers of the family members family members in the picture. They number the at the back of their books and name the people.

• Pupils stick the stickers in the right place. • Pupils then make a sentence about each item in pairs, e.g. This is (Mum).

• Check the activity by asking,Who’s this?Is this Harry’s (grandad)?

• Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully.

78

pictures accordingly.

3 Pop quiz Trace and stick. Then say.

14 1

I C AN DO IT!

2

mum

3

dad

Tell pupils to look back through the unit and find a word they found difficult. Ask them to try to remember it.

aunt



4

5

sister

time, pupils can anticipate and predict who and what they will see within a topic area and then see how many items they guessed correctly once the poster is visible.

6

granny

grandad

own posters, • Pupils based can on acreate similartheir topic. • Using a large piece of paper placed over


15 1:53

•

•

26

Lesson 7

T

13

1


.

11 :

•

Trace and circle.

• Pupils trace the words in Waldo’s speech bubble. • They then circle the expression which describes the picture. ANSWER KEY my sister

•

the top of the poster (with a 5 cm hole cut out), pupils can be asked to identify what they can see through the hole. Through description, pupils can identify objects that are being described orally, e.g. It’s small. It’s green. It’s an animal. What is it? It’s Waldo. With a time limit, pupils can look at the posters and try to remember as much language and content as possible and then in pairs or led by the teacher, they can try to recall the content through questions and answers, e.g.Is there a balloon? What colour is it? By pointing to an object and making a statement, pupils can replyYes or No if the information is correct or incorrect, e.g. This is a cake. In teams or pairs, pupils can write down as many words as possible for the items in each poster.



79

3 Lesson 8

PB page 27

Learning objective Can use what I have learnt in Unit 3 Recycled language Family members, Occupations He’s/She’s a (teacher). Receptive language Who’s this? Is he/she a (teacher)?

Warm-up

• Show the homemade occupations flashcards one by one. Ask, Is he/she a (vet)? (Yes./No.)

Learning adventure Open books and ask pupils,What are we learning today? Write the lesson objective on the board or look at it on the screen:We’re playing a game about occupations.

• Play the audio to give pupils an idea of the language they will need. CD1, Track 54 Girl: This is my mum. She’s a doctor. Boy: One.

Practice

• Help pupils to make an 8-page booklet as an end of unit project. They write the titleMy Unit 3 Project Book on the cover and draw pictures on each page of different family members,occupations, feelings. stronger pupils to write sentences below • Encourage each drawing, e.g.This is my (dad). He’s happy. This is my (brother). He’s (seven).

• Pupils decorate the book with stickers anddrawings of the characters, etc. AB page 60

• Pupils colour the family pictures in the Picture dictionary.

• They can then play a game in pairs. Each pupil takes 16

Find and circle.

• Ask questions about the pictures at the top and • • •

bottom of the maze, e.g.Who’s this?(Mum, Dad, Granny, Grandad) Ask pupils to trace paths through the maze to find out which occupation each of the family members does. Pupils then circle the correct occupation for each family member. Check the answers in pairs, then around the whole class. Ask, Is (Mum) a (vet)? Elicit answers, e.g.No, she’s a (doctor). ANSWER KEY 1a 2b 3b 4a

17

•

80

Listen. Then say and play.

Ask pupils to look at the photos of the boy and girl. Tell them they are playing a guessing game. Ask them which family member the girl is thinking aboutMum ( ). Say, This is my mum. Ask pupils to tell you which occupation mum does,She’s a doctor.Ask pupils to continue in pairs.




• Encourage pupils to ask if they have any questions about what they have learnt in the unit. Tell pupils, Well done!to reinforce the progress they are making.

3 3 Find and circle.

16

1

2 a

b

a

b

3

a

b

a

b

4

Listen. Then say and play.

17 1:54


Lesson 8

T

1

27


.

11 :

Pop quiz Hand out Flashcards 20–27 and word cards with family words to different pupils. Call out aword, e.g.Mum. The pupils with the corresponding word card and flashcard stand up and raise their cards. Repeat with other family words.

Evaluation


Materials Poster, homemade flashcards with occupations, eight sheets of paper for each pupil, homemade word cards with family members , consolidation and extension worksheet 3 Flashcards 20–27

81

4 My body Worksheet 4 Name:

Class:

1

Write then draw.

I’ve got… body

1

heads arms legs hands feet wings tails

2

Read. Then find and write.

a


b

1

I’ve got four arms.

2

I’ve got eight toes.

3

I’ve got two heads.

4

I’ve got eight fingers.

5

I’ve got six hands.


4 My body Unit overview Unit objective • I can talk about parts of the body


Parts of the body: arms, body, feet, fingers, hands, head, legs, tail, toes, wings

Target structures

I’ve got a (green) (head). I’ve got (eight) (fingers). Phonics: /h/ and /g/

Features

Values: The importance of cleanliness to good health Cross-curricular: Social Science: keeping clean

Skills Reading


Writing

• Can trace some common body words • Can make a poster about being clean • Can write how many there are (Activity Book)

Listening

• Can identify parts of the body • Can follow a simple song • Can listen to and understand a simple story • Can understandclean and dirty and instructions to wash parts ofmy body

Speaking

• Can describe and recognize parts of the body • Can use the sounds/h/ and /g/ • Can act out a story • Can talk about keeping clean

83

4 Lesson 1

PB page 28

Learning objective Can name some common body parts

Listen and find.

2

• Play the audio and ask pupils to listen first. CD2, Track 01 Beth’s doll:

Look at me! Yellow legs. And purple feet. Harry’s robot: Look at me! Six red arms. And grey hands. Cody’s monster: Look at me! A red body. And a yellow head!

Target language arms, body, feet, hands, head, legs Recycled language Colours Receptive language Look at me! Look at my (head)! What colour is it / are they?

Waldo:

Oh, no! Look at my head. It’s red.

Warm-up

• Play the song from Unit 3 (CD1:45). Ask various •


• Have a short discussion (in L1) about the characters

pupils, How old are you? I’m (six). Ask pupils to remember the new words they learnt in Unit 3. Write the words on the board as they are said.

What do you know?

• •

• Look at the main picture. Ask,What are we learning • •

today? Write the lesson objective on the board or look at it on the screen:We’re learning body words. If using books, close them. Ask pupils what English words they know for body parts, e.g.hands, feet. Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure!

Presentation

• Indicate your body and say,This is my body. Point to • •

your head and say,my head. Then show your hands and say,my hands. Continue with arms, legs and feet. Now say the words and ask pupils to point to the appropriate part of their own body. Write the body part words on the board and invite pupils to draw the matching body parts next to the words.

and what’s happening in the mainillustration. (Harry and his friends are at the toy factory.) Ask pupils (in L1) what Harry and his friends are doing. (They’re designing theirown toys.) Ask questions about the picture e.g.Who’s this? What’s this? What colour is it? Play the audio. Pupils listen and point toeach item in the main illustration as it is mentioned.

Listen and say.

3

• Focus on the small pictures. If pupils are using books, •

ask them to find the body parts in the main picture and to say which toy they belongto (Harry’s robot). Play the audio. Pupils listen and point tothe body parts. CD2, Track 02 body head hands

arms

feet

legs

• Play the audio again. Pupils listen, point to the body parts and repeat the words.

Game

• Pupils play a game in pairs. One pupil turns away while his/her partner covers up one of the small pictures in Activity 3 with a coin or a small piece of paper. His/Her partner has to say which body part is covered up. Pupils take turns to cover upmore pictures each time to make it more difficult.

84


4 My body

Ask pupils, What body words do you know now? Give pupils a minute to tell their partner the new words they know. Ask them, Where are you on your learning adventure? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

What do you know?

1

Pop quiz Say some true or false statements. Pupils clap when you make correct statements. For example, touch your arms and say, My arms! Pupils clap. Now touch your legs and say,My feet! Pupils remain silent. Invite pupils to take overand lead the class. Listen and find.

2 2:01

Show homework


Listen and say.

3 2:02


28

Lesson 1

T

1

Can name some common body words

.

1

1 :

Practice

• Write the names of body parts as a column on the board. Draw the outline of a body next to them.

• Ask pupils to name the body parts as you point to them. Invite pupil volunteers to come to the front and match thewords with the corresponding parts of the body with a line. AB page 25 1

Trace. Then number.

• Pupils read the text labels and say the body parts, then trace the words.

• Pupils then write the correct number next to each silhouette that corresponds with each part of the body.

• Check pupils’ answers by calling out a numberand have pupils say the part of the body that corresponds with it. ANSWER KEY 2f

3b

4d

5c

6a

Materials Poster, a coin or a small piece of paper for each pupil

85

4 Lesson 2

PB page 29

CD2, Track 03 I’ve got green arms. I’ve got green hands. I’ve got green legs. I’ve got green feet. I’ve got green wings. I’ve got a green tail. I’ve got a green head But now it’s red!

Learning objective Can talk about parts of the body Target language tail, wings I’ve got (green) (arms). Recycled language Body parts, Colours, Numbers Receptive language What colour is it? What colour are they?

Warm-up

• Play a game to remind pupils of the parts of the body. Say, Touch your (feet). Pupils touch the correct part of their bodies as you say the words. Pupils can also do this in pairs. Do this slowly at first and then quickly to make it more fun.

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning to talk about parts of the body .

Presentation

• Show pupils your hands and say,I’ve got hands. Use of your body and pupils repeat. Draw parts a make-believe creature on the board. You will • other

•

4

• •

86

need to do this in colour, so you may wish to stick a large sheet of paper (A3) on the board and use coloured markers to do this. Give your creature a zany name, e.g. Zazaboo. Say,I’m a Zazaboo. Start by drawing a (blue) head and say,I’ve got a (blue) head. Continue with various parts of the body. Describe each part in first person as you draw it, saying,I’ve got (yellow) (arms). Now add wings and a tail and label. Point to the words and say them each several times. Ask pupils which Family Island character has got wings and a tail (Waldo).

Listen and chant. Th en find. Tell pupils (in L1) that they are going to listen to a chant said by one of the characters. Play the audio. Pupils listen and find the character who is saying the chant (Waldo).

• Play the audio again. Pupilspretend they are Waldo and touch the parts of their bodies, point to an imaginary tail and flap their imaginary wings as listen. Play the chant and ask pupils to chant along. • they

Practice

• Say, Look at the robot’s body. Ask, What colour is it? (blue) Say, Blue body. Then say, Look at the robot’s feet. What colour are they?Elicit, Black feet. Repeat with other body words. 5

Listen and circle. Then say and play.

• Focus on the pictures. Play the audio and ask pupils to listen first. CD2, Track 04 I’ve got a yellow head. I’ve got a red body. I’ve got a red tail. I’ve got blue legs. I’ve got yellow arms. I’ve got purple feet.

• Play the audio again and ask pupils to circle the correct monster.

• Then ask pupils to repeat the sentences after you. • They can play the game in pairs. ANSWER KEY 3

4 AB page 26 2

Listen and chant.

4 2: 03

Then find.

Trace. Then find andcircle.

• Pupils trace the words in their books. • They then circle the correct drawing in each line. ANSWER KEY 1 feet 2 wings 3 tail

3

• • Listen and circle. Then say and play.

5 2: 04

1

2

Pop quiz

3

Q ue

s

t

2:05

Lesson 2

T

1

29

Can talk about parts of the body

.

1

1 :

Quest Q ue

s

t


• Ask pupils (L1) to remember the Quest items from the Welcome •

Read and colour. Pupils read the descriptions in the speech bubbles and colour the body parts accordingly. You could also add a few other instructions for pupils to colour, e.g.I’ve got yellow feet. I’ve got a pink head.

Unit, which the characters have to find. Ask them to guess which item could be found here. Play the Quest song. Pupils listen for the Quest item.

Say several parts of the body in succession, e.g.head, feet, hands and arms. Then ask pupils to point to/touch those parts of their body in the correct order. Make the game more difficult byadding more body parts in the list and asking the pupils to point to the various parts oftheir bodies more quickly. Give pupils around the class the opportunity to call out the instructions.

Show homework

• Direct pupils’ attention to thebird-sink card on page 29 of the Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Gameand find the item. Once pupils click on it, they are taken to a supplementary language task.

CD2, Track 05 Come with us, come on a quest. Come on a quest today! Come with us, come on a quest. Look for a teddy today. A balloon, a cake, a tablet, a photo and… a teddy! Look for a teddy today.

• Pupils then look at the main scene to find the Quest item (the teddy bear). Ask pupils to turn to of thethe stickers theand back of their books. • They find the sticker teddy at bear stick it into the correct place on page 29, over the grey teddy bearon the right.

• Play the audio again and ask pupils to sing the Quest song.

Materials Stickers, a large sheet of paper (A3), coloured markers

87

4 Lesson 3

PB page 30

Learning objectives Can say more body words Can follow a simple song Target language click, wiggle fingers, toes

6

monsters? (Four.)

• Point to individual monsters and ask,How many hands/ •

CD2, Track 06, CD2, Track 07 I’ve got two hands. Clap, clap, clap. Clap your hands,

Recycled language Body parts, Colours, Numbers 1–10 clap, stamp I’ve got (eight) hands.

Clap your hands. I’ve got two feet. Stamp, stamp, stamp. Stamp your feet, Stamp your feet. Clap, stamp, clap, stamp. Clap your hands and stamp your feet. Clap, stamp, clap, stamp. Clap your hands and stamp your feet.

• Play the chant from Lesson 2 (CD2:03). Pupils point to their bodies as they say the words.

• Draw an outline of (a) monster(s) on the board. Pupils

I’ve got eight fingers. Click, click, click. Click your fingers, Click your fingers.

say sentences about the monsters, e.g. I’ve got (two) (hands).

Learning adventure

I’ve got eight toes. Wiggle, wiggle, wiggle. Wiggle your toes, Wiggle your toes.

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning more body words and singing a song.

Click, wiggle, click, wiggle. Click your fingers and wiggle your toes. Click, wiggle, click, wiggle. Click your fingers and wiggle your toes.

• Close books. Ask pupils whatEnglish words for body parts they can remember, e.g.feet, hands. Write them on the board. Refer to the learning adventure poster and say,Great! You are moving along yourlearning adventure!

Presentation

• Introduce the wordsfinger(s) and toe(s). Show or

•

88

fingers/toes/feet has it got? What colour is it? Has it got (blue) (hands)? Play the audio. Pupils listen to eachverse and find each monster in the picture that it describes.

Receptive language How many (feet)? What colour is it? What colour are they? Has it got (blue) (hands)?

Warm-up

•


• Focus on the pictures of the monsters. Ask,How many

move one of your fingers andsay,I’ve got one finger. Now show or move all ten fingers and say,I’ve got ten fingers., emphasising the /z/ sound at the end of the word. Now indicate your toes and say,I’ve got ten toes. Continue with other parts of the body. Say,I’ve got (two) (legs).Pupils repeat and show or move their (legs).

• Play the audio again. Stop after each verse and ask, Who is it?Pupils point to the correct monster.

• Play the song again. Pupils sing along and do the •

actions: holding up the right parts of the body and clapping, stamping, clicking and wiggling. If pupils feel confident, use thekaraoke version of the song on the Audio CD. Pupils can sing along and make up their own verses with the numbers and body parts of their choice.

Home–school link


4 AB page 27 6

4


2: 06 / 2: 07

Count and trace. Then write and say.

• In pairs, pupils count up the number of body •

parts and write the numbers in the boxes at the side of the page. Pupils then trace the words and describe the monster saying,I’ve got (three) (legs). ANSWER KEY 8 fingers, 2 arms, 3 legs, 6 toes, 3 feet

5 HOME

SCHOOL Match and count. Then say.

7

No if the sentence is true or false. 4

3 2

CD2, Track 08 I’ve got eight fingers. I’ve got four arms. I’ve got three legs. I’ve got seven toes. I’ve got three feet.

1

a

30

b

T

7

• •

c

Lesson 3

1

d

ANSWER KEY 1 Yes 2 No 3 Yes

Can say more body words / Can follow a simple song

.

Listen and say Yes or No.

• Play the audio. Pupils listen and sayYes or

LINK

1

4 No

5 Yes

1 :

Match and count. Then say. Pupils match the two halves of the monsters. They then count the number of different body parts each monster has and make sentences, e.g.I’ve got (three) (feet). ANSWER KEY 1b 2d 3a 4c

Game

• Pupils play a game in pairs. One pupil makes a sentence and the other pupil points to the correct monster. They can include colour as well as number of body parts, e.g.I’ve got (orange) (toes).

Materials Poster

Learning adventure Ask pupils, How many words for body parts do you know now? Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your adventure now?Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz Play Teacher says. Give instructions, e.g. Click your fingers/Clap your hands. If your instruction is preceded with the words, Teacher says, the pupils do the action. If not, they don’t do the action.

89

4 Lesson 4

PB page 31


• Ask pupils to turn to the Unit 4 Cutouts on page 75 of Learning objectives Can describe bodies Can say the sounds/h/ and /g/ Target language hippo, game, gorilla Recycled language guitar Body parts, Numbers I’ve got (one) (head).

the Pupil’s Book.

• Pupils cut the page into ninepieces as indicated by the dotted lines.

• They then say,I’ve got one head, five arms and six •

Receptive language

How many hands has it got?

Warm-up

• Do a drawing dictation on the board. Say,I’ve got (two) heads. Invite pupils to draw the body parts.

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning to describe bodies and to say the sounds /h/ and /g/. 8

Listen and number.

• Ask pupils questions about the monsters in the photo. • Play the audio to give pupils an idea of the language

legs. Ask pupils to put together the correct monster. Do this again with a different description. Pupils continue in pairs. Each pupil combines three of their cutout pieces to make amonster, without letting their partner see it. Pupils then describe their monsters to their partner, usingI’ve got… . Their partner has to make the same monster.

Presentation

• Remind pupils of the wordshead and hand. Ask pupils • 9

• • • • •

which sound they hear in both words. Say the/h/ sound and ask pupils to repeat after you. Now do the same for the/g/ sound using green.

Listen and say. Play the audio. Pause after the first three lines. Ask pupils which sounds they can hear(/h/ and /g/). Play the first three lines again and pupils repeat. Introduce the two mascots by pointing and saying, This is Harry Hippo. This is Gaby Gorilla. Point to Harry’s head and handsand Gabby’s guitar and game and say the words. Focus on the letter next to each character. Say the sound and ask pupils to trace over each letter. Now play the audio from the beginning to the end. Pupils point to the pictures as they hear the words.

will need to play the game. Pupils number which creature they hear being • they described. CD2, Track 09 1 I’ve got one head, two arms andsix fingers. I’ve got wings. I’ve got four legs, fourfeet and eight toes. 2 I’ve got two heads, four arms and eight fingers. I’ve got three legs, three feet and nine toes.

ANSWER KEY monster on left 2 monster on right 1

CD2, Track 10 h h g g h, h, h g, g, g h, g, h, g, h, g Harry Hippo, Harry Hippo, head, hands Harry Hippo! Gaby Gorilla, Gaby Gorilla, guitar, game, Gaby Gorilla!


• Ask pupils which other words they know withthe /h/ and /g/ sounds. Remind them ofgrey and happy. Ask if there are any pupils in the classroom with names beginning with these sounds.

90

4 CD2, Track 11 Circle the ‘h’ words. /h/ head fingers hands arms Circle the ‘g’ words. /g/ legs guitar feet game

4 Listen and nu mber.

8 2: 09


ANSWER KEY h hands g guitar, game, legs

Listen and say.

9 2: 10

7

Draw. Then trace and say.

• Pupils draw over the items to complete the

h

g

Lesson 4

T1

pictures.

1

Can describe bodies / Can say the sounds /h/ and /g/

.

:

1

• They then trace the words and say them. Pop quiz 31

1

Practice

• Pupils add the letters h‘ ’ and ‘g’ on separate pages to their

•

Divide pupils into two groups. Give each group a sound from this lesson/h/ or /g/. Say words, some with and some without the new sounds. Pupils stand when they hear their sound.

Sounds fun notebooks. They then draw pictures of things beginning with these sounds on theappropriate pages (head, hands, happy, hippo, guitar, gorilla, green, game). Stronger pupils write the words next to each picture. Ask pupils to add any new words from this unitto the previously learnt sounds, e.g./l/ legs and /b/ body.

AB page 28 6

• •

Trace. Then listen and circle. Pupils trace the letters h‘ ’ and ‘g’. They then look at the pictures on each character’s card and listen to the words. They circle the words that start with the same initial sound as the mascot /h/ ( hippo, /g/ gorilla).

Materials Unit 4 Cutouts, stapler

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4 Lesson 5

PB page 32

CD2, Track 12 Harry: What’s this? Beth: It’s a head. Cody: I’ve got one head. Waldo: I’ve got two heads. Beth: I’ve got two legs. Waldo: I’ve got four legs. Cody: A teddy bear for you, Beth. Beth: Ooh! Thank you! Waldo: Blue! Waldo: Uh-oh! Harry: Help! Waldo: I’ve got two brothers! Harry: Oh, Waldo!

Learning objectives Can understand a simple story Can act out a story Functional language What’s this? A teddy bear for you. Thank you. Uh-oh! Help! Values The importance of cleanliness to good health Target I’ve gotlanguage (two) legs.

• Check pupils’ understanding of the story by asking Warm-up


•

story from Unit 3. Possible questions:Which characters are in the story? What happens? Which of Harry’s family members are in the story? (mum, dad, sister, aunt) Revise body parts vocabularyby pointing to various parts of your body and asking pupils to say the word.



• Direct pupils’ attention to the story and ask questions • • •

about the characters and the scene:Who’s this? What colour is it? How many (heads)? What’s this? Remind pupils of the wordteddy bear or teach it. Ask pupils if they have a favourite teddy bear and to describe it (in L1 if necessary). Ask pupils to predict what will happen in the story. Play the audio. Ask pupils to listen to the story and follow along in their books.

•

questions: How many heads has Waldo got? (two) How many legs has Beth got? (two) After pupils have a clear understanding of the story, play the audio again. Pause after each frame and encourage pupils to repeat thewords and phrases aloud.

11

Act out the story.


the Introduction for more ideason how to build your pupils’ confidence with roleplays. Invite a group of pupil volunteers to act out theroles. Play the audio while pupils act out the story or say the lines and pupils repeat. Encourage pupils to say the lines from memory. You may wish to use props for the roleplay. Divide pupils into groups offour. Give groups time to practise their roleplay. Play the audio again and ask pupils to speak along. Ask other groups of pupils to come to thefront to act out the story. You might like to give the pupils feedback on their roleplay.

Values

• Have a discussion (in L1) about the importance of cleanliness to good health. Think about when we get dirty (playing sports, painting, cooking) and why it’s important to get clean.

92

4 CD2, Track 13 I’ve got two heads. I’ve got three arms. I’ve got three hands. I’ve got four legs. I’ve got four feet.


10 2: 12

1

2

What’s this?

3

ANSWER KEY two heads, three arms, three hands, four legs, four feet

4

Blue!

Pop quiz

5

Say a line from the story and ask pupils to tell you which character says the words in the story, e.g.It’s a head. (Cody) Repeat with other lines from the story.

6

Oh, Waldo! Uh-oh!

Show homework

• Invite students to play thePoptropica English Island Adventure Game. Show them various activities they could do as homework. Act out the story.

11

32

Lesson 5

T

1

For the next lesson

• Explain (in L1) that the next lesson willbe


.

1

1 :

AB page 29 8

• •

Draw and  or . Pupils trace the dotted lines to reveal theteddy bear. They then read the sentences alongside the teddy bear. They put a tick next to the sentences which are correct and a cross next to the sentences which are incorrect.

about personal hygiene. Ask pupils to bring some photos (cut from magazines) related to personal hygiene, e.g. of dirty hands or a bar of soap, to make a poster.


• Pupils draw a new picture for any frame ANSWER KEY 1 2 3

of the story.

• Pupils create a new ending for the story. • Pupils draw or describe their favourite character.

9

Listen and draw. Then say.

• Play the audio. Pupils complete the picture of the teddy bear •

by drawing the missing parts of the body as described on the audio. Pupils check their answers witha partner.

• Pupils discuss real-life situations that are related to the story.


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4 Lesson 6

PB page 33

Learning objective Can talk about keeping clean

12

picture as they hear it on the audio. CD2, Track 14 1 Clean feet! 2 Dirty legs! 3 Clean hands! 4 Dirty face! 5 Wash your face!

Cross-curricular Social Science: keeping clean Target language clean, dirty, face Wash your (hands). Recycled language Parts of the body I’ve got (dirty hands).

• Play the audio again, pausing after each phrase so that pupils can number the pictures and repeat

Receptive language Has he got (clean) (hands)?

the words. ANSWER KEY 3, 5, 1, 4, 2

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning about keeping clean.

• Close books. Ask pupils whatEnglish words they • •

Listen and number.

• Play the audio. Ask pupils to listenand point to each

13

Listen and say.

• Play the audio. Pupils listen and lookat the photos. • Then play the audio again. Pupils listen and act out what they hear.

know for body parts, e.g.hands, feet. Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure. Play the chant from Lesson 2 (CD2:03). Encourage pupils to join in.

CD2, Track 15 1 I’ve got dirty hands. 2 And I’ve got a dirty face! 3 Wash your hands! Wash your face! 4 I’ve got clean hands. And I’ve got aclean face!

Warm-up

• Then say,I’ve got (eight hands). I’ve got (two feet). Pupils stand up and wiggle that body part when a sentence is incorrect and sit down whenit’s correct.

Project


Presentation

• Ask pupils if they have brought in any pictures or

•

94

objects related to personal hygiene. Use them to have a discussion (in L1) about the topic. Discuss the importance of brushing teeth, keeping clean, etc. Ask when it’s necessary to wash their hands/feet, e.g. hands: before/after dinner, after playing outside, going to the toilet; feet: before going to bed, etc. Teach the wordsclean and dirty. Show pupils photos you brought, e.g. of dirty/clean hands. Say,I’ve got dirty hands. Mime washing your hands and say,Wash your hands. Say, I’ve got clean hands now.

•

•

keeping clean. Discuss things we use on a dailybasis for keeping clean, e.g. toothbrush, soap, sink, shower, etc. Pupils draw their own picturesor use the photos from magazines they brought. Give pupils some drawing time if necessary. Give each pupil a large sheetof paper. Pupils stick their drawings onto the paperto make a poster. They can write word labels and stick them onto their poster if they wish. Ask pupils to describe their posters to the class, e.g. I’ve got clean hands.or Wash your hands. The posters can then be displayed in the classroom.

4 4 Listen and nu mber.

12 2: 14

Learning adventure Ask pupils, How many words about keeping clean do you know now?Give them a minute to tell their partner the new words they know. Then ask them,Where are you on your learning adventure? Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

Pop quiz Do a miming activity using the words clean and dirty. Say, I’ve got dirty hands or Wash your (hands). Ask pupils to mime your description. Ask pupils around the class to mime being clean/dirty/washing and ask the class to guess what they are miming, e.g. dirty feet.

Listen and say.

13 2: 15

2 1

4 3

Lesson 6

T

1

33

Can talk about keeping clean

.

1

1 :


• Alternatively, ask pupils to take their work home and share their pictures with their families. They may wish to discuss their pictures with parents or siblings as well, for extra practice. AB page 30 10

Read and match.

• Pupils read the sentences in the speech bubbles. • They then match them with the pictures and write numbers in the boxes.

• Encourage them to check their answers in pairs. ANSWER KEY 2a 3c 4b

Materials Poster, a large sheet of paper for each pupil, pupils’ photos or pictures related to personal hygiene

95

4 Lesson 7

PB page 34

• Now say some true or false sentences about the monster, e.g.I’ve got (three) legs. I’ve got(dirty) feet. Pupils say yes or no according to whether the sentence is true or false.

Learning objective Can assess what I have learnt in Unit 4 Recycled language Parts of the body, Numbers I’ve got (ten) (fingers).

15

yellow monster and the last two are about the purple monster. Play the audio. Ask pupils to listen and look at the pictures.

• Hand out Flashcards 28–35 to several pupils in

CD2, Track 16 1 I’ve got two heads.

different parts of the classroom. Write the body parts on the board. Ask the pupils holding flashcards to come to the front and stick them next to the corresponding word.

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re thinking about our learning adventure.


•

things they have been learning in the unit, e.g.How many words for the parts of the body can you remember? Put their ideas on the board. For each example, ask pupils,Where are you on your learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice.

14

• • •

Trace and match. Then say.

Ask pupils to trace the body words. Pupils then match the words with the picture. Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully.

Pairwork

• Pupils make a sentence about each item in pairs, e.g. I’ve got two hands.

Practice

 or . Then say.

• Explain that the first two sentences are about the

Warm-up

Learning adventure

Listen and

2 I’ve got blue arms. 3 I’ve got four toes. 4 I’ve got purple legs.

• Play the audio again. Pupils listen and put a tick or • •

cross in each box according to whether the sentence is correct or incorrect. In pairs, pupils take turns to saya sentence about one of the monsters. Their partner says whether the sentence is true or false. Pupils stick the star sticker in place if they feel they have learnt the unit structures successfully. ANSWER KEY 1 2 3

4

AB page 31 11

• • •

Draw. Then read and circle.

Remind pupils of the written form of the body words. Write them on the board and,pointing to each word, ask pupils to touch that part of their body. Pupils draw the remaining half of the creature. They then circle the correct number in each sentence. ANSWER KEY 4 arms, 8 fingers, 3 legs, 6 toes

• Pupils draw a monster thatyou dictate. Say,I’ve got three legs. I’ve got a tail, etc. Add colours, e.g.I’ve got blue hands. Also add clean/dirty hands/feetif you wish. Ask pupils to name their monster and write the name above it.

96

12

Read and colour.

• Pupils read the sentence and colour thecharacter’s body and legs.

4 1

2

head

3

4

legs

5

6

feet


I C AN DO IT!

Trace and match. Then say.

14


hands arms

• •

body


description, pupils can identify • Through objects that are being described orally, Listen and or . Then say.

15 2:16

a

•

b

• 1

34

2

Lesson 7

T

1

3

4

•


.

1

1 :



Pop quiz Tell pupils to look back through the unit and find a word they found difficult. Ask them to try and remember it.


97

4 Lesson 8

PB page 35

Learning objective Can use what I have learnt in Unit 4 Recycled language Parts of the body I’ve got (two) (hands). Receptive language Has it got (green legs)? How many (hands) have you got? Have you got (a tail)?

17

Colour. Then play.

• Pupils work in pairs. They each choose one of the two

•

•

monsters to colour (they must each choose a different monster). Each partner colours their monster without showing their partner how they have coloured it. Pupils then give each other instructions to colour the monster they have coloured, e.g.I’ve got green legs. I’ve got four arms. I’ve got pink arms.The pupils follow each other’s instructions andcolour the monster. Pupils check their work in pairs.

Game

• Give each pupil a sheet of A4 paper. Explain that the aim of the game is for pupils to draw a monster by using Flashcards 1–11 and 28–35 and homemade word cards. Put the word cards (numbers) and flashcards (body parts andcolours) in three separate piles. Invite pupils to the front to choose one card from each pile, e.g. four, legs and blue. Pupils draw four blue legs on their monster and describe their monsters to a partner.

Warm-up

• Play the song from Lesson 3 (CD2:06). Encourage pupils to sing along and do the actions.

• Recycle parts of the body by saying, e.g.Touch your (arms), Wiggle your (toes).

• Ask, How many (hands) have you got?Ask, Have you got a (tail)?Play a game in teams. Ask these questions quickly and pupils answer immediately to get a point for his/her team.

Learning adventure Open books and ask pupils, Look at the activities. What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re talking about our bodies. 16

• •

•

Find and circle two the same. Then say.

Ask questions about the pictures, e.g.What’s this? What colour is it/are they? How many (legs)?etc. Pupils look carefully at the pictures and find two toys in each row that are identical. They circle the two that are the same. Give them a time limit. They can work either individually or in pairs. Pupils compare their answers in pairs or in small groups, using the target language, e.g.I’ve got two legs. I’ve got (green) legs., etc.

Practice


• •

unit project. They write the titleMy Unit 4 Project Book on the cover and draw pictures on each page of different parts of the body. Encourage stronger pupils to write sentences below each drawing, e.g.I’ve got two hands and two legs. This is my dog. He’s got a black tail. Pupils decorate the book with stickers, drawings of the characters, etc.

AB page 60

• Pupils colour the body pictures in the Picture dictionary.

• They can then play a game in pairs. Each pupil takes turns to say a word and his/her partner points to the correct picture. Stronger pupils may wishto cover the written words below each picture. Consolidation and extension worksheet 4

ANSWER KEY 1 a and c 2 b and d 3 c and d

Game Pointsay,I to various parts of the body, e.g. fingers , . • and have ten fingers . Pupils say,true or false Continue with other true and false statements around the class.

98


4 4 Find and circle two the same.

16

abcd

2

abcd

• Watch the video storyIs he happy?. The video stories give the language of Poptropica a new context and each episode is designed for use after every two units of the Pupil’s Book. Sally, Jack and Albert provide a song and there is an animated story from Family Island. Each episode contains a Last Word – a short focus on one language point.

Then say. 1

Practice

• SONG 3

The pupils watch, listen and follow the actions. As they grow more confident, they can join in with the song.

abcd

• STORY Watch the story. Ask the pupils (in L1) Colour. Then play.

17

I’ve got green legs.

• Now go to Poptropica English World

Lesson 8

T

1

35


.

1

what happened in the story. Watch again, stopping at key points, and ask them about the language, the images or the story. Ask pupils to act out the story. Assign the roles of Joe and Lindy to confident speakers and let other pupils play the other parts. Encourage them to say as much of the dialogue as they can and prompt them where necessary. THE LAST WORD These reinforce a common language point with short, humorous animation. Some Last Words are interactive, and pupils can use the video player controls to answer questions.

1:

Learning adventure Ask pupils, What do you think you have learnt in Unit 4? Give pupils a minute to tell their partner the new language they know. Ask them,Where do you think you are on your learning adventure? Ask pupils if they are ready to move onto the next unit. Tell them that it is fine if they do not remember everything as they will continue to practise throughout the level.

Evaluation


• Encourage pupils to ask if they have any questions about what they have learnt in the unit. Tell pupils,Well done! to reinforce the progress they are making.

Pop quiz Hand out Flashcards 28–35 and homemade word cards with body parts to different pupils. Call out a word, e.g. feet. The pupils with the corresponding flashcard or word card stand up and hold up their cards. Repeat withother body words.

Materials Homemade word cards with numbers 1–5 and with body parts, a sheet of paper for each pupil, eight sheets of paper for each pupil, consolidation and extension worksheet 4 Flashcards 1–11, 28–35

99

5

Pets

Worksheet 5 Name:

1

Class:

Draw. Then write.

1 This is a boy. He’s got a .

2

2 This is a girl. She’s got a .

Read and find. Then write. big

small

1 She’s got a mouse. It’s 7 1 0 2 d e ti im L n io t a c u d E n o s r a e P © le b a i p o c o t o h P


small

.

2 She’s got a tortoise. It’s

.

3 She’s got a dog.

It’s

.

4 She’s got a frog.

It’s

.

5 She’s got a parrot. It’s

.

6 She’s got a rabbit.

It’s

.

7 She’s got a cat.

It’s

.

5 Pets Unit overview Unit objective • I can talk about pets


Pets: cat, dog, frog, mouse, parrot, rabbit, tortoise

Target structures

It’s a big/small (cat).

Adjectives: big, small

He’s/She’s got a big/small (cat). Phonics: /d/ and /t/

Features

Values: Caring for pets Cross-curricular: Science: animals and their young

Skills Reading


Writing

• Can make a poster about pets • Can trace simple words • Can copy simple words (Activity Book)

Listening

• Can identify common pets • Can follow a simple song • Can listen to and understand a simple story • Can identify animals and their young

Speaking

• Can name common pets • Can ask and answer about what pets people have got • Can say the sounds/d/ and /t/ • Can act out a story • Can talk about caring for pets • Can match animals and their young

101

5 Lesson 1

PB page 36

Learning objective Can name some common pets

CD2, Track 17 Harry: Look at the pets! A dog… Aunt Fifi: …a cat… Harry: …a rabbit… aah! Aunt Fifi: …a parrot… Harry: …a tortoise and a frog! Aunt Fifi: Have you got a pet, Waldo?… Waldo? Waldo: Yes, I have! Mmm! Beth: Oh, no! …a mouse… No, Waldo!

Target language cat, dog, frog, mouse, parrot, pet, rabbit, tortoise Recycled language I’ve got (two) (legs). Colours Receptive language How many (legs) have you got?

Warm-up

• Play the song from Unit 4 (CD2:06). Pupils listen •

and sing. Ask individual pupils,How many (legs) have you got? (I’ve got two legs.) Repeat for other parts of the body.


pupils, What pet has Waldo got?(a mouse) • Ask • Play the audio again. Pupils listen and point to the animals in the illustration.

• Pupils listen again and circle each animal.

• •

What do you know?

CD2, Track 18 dog cat rabbit tortoise frog

• •

102

parrot

and repeat the words.

Game

• Pupils play a game in pairs. One pupil turns away while his/her partner covers up one of the pets in the illustration with a coin or asmall piece of paper. His/Her partner has to say which pet is covered up. Pupils take turns to cover up more pictures each time to make it more difficult.

• Present the new vocabulary with Flashcards 36–42.

• •

mouse

• Play the audio again. Pupils listen, point to the pets

Presentation Show the flashcards in turn, saythe words and pupils repeat. Stick the flashcards on the board as you say each word. Indicate the flashcards on the board andsay,Pets. Point to various flashcards and ask,Is it a (dog?) (Yes./ No.) Continue with other animals. Focus on the scene. Have a discussion (in L1) about the characters and ask where they are At ( a pet show.). Ask pupils which animals they can see. Write the pet words on the board and invite pupils to stick the flashcards next to the correct word.

Listen and say.

3

• Play the audio. Pupils listen and point to the pets.

• Look at the scene. Ask,What are we learning today? Write the lesson objective on the board or look at it on the screen:We’re learning pet words. If using books, close them. Ask pupils what English words they know for pets, e.g.dog, cat. Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure!

Listen and circle.

2

• Play the audio and ask pupils to listen first.

AB page 32 1

Find. Then trace.

• Pupils guess which animal is in each picture. They then trace the words and read them.

• Pupils take turns in pairs to point and say,It’s a (parrot).

5

5 Pets What do you know?

1

Listen and circle.

2 2:17

Listen and say.

3 2:18

36

Lesson 1

T

1

Can name some common pets

.

1

1 :

Learning adventure Ask pupils, How many pet words do you know now?Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your learning adventure?Ask pupils which words they find easiest or most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

Pop quiz Choose a specific animal from the scene and describe it for pupils to guess. Say,I’ve got four legs. I’ve got a tail. I’m orange. I’m a… . Pupils answer (cat). Repeat with other animals.

Show homework



103

5 Lesson 2

PB page 37

Learning objective Can describe pets Target language big, small. It’s a (big) (tortoise). Recycled language Pets Receptive language What’s this? What colour is it?

Is it (big)?

• Play the audio again. Mimebig and small as they

•

Game

• Pupils play a guessing game in pairs using the main scene. One pupil describes an animal, e.g.It’s small. It’s brown. His/Her partner says which animal it is, e.g. It’s a (dog).


5

on the pictures. Play theaudio. Pupils listen and • Focus circle the correct animal ineach pair.

Warm-up

CD2, Track 20 1 It’s a big cat. 2 It’s a big tortoise. 3 It’s a small dog. 4 It’s a small rabbit.

• Stick Flashcards 36–42 around the classroom. Say them in turn and pupils find them and point to them. Vary your speed and tone to make it more challenging. Then ask for each,What colour is it?

Learning adventure

listen. Alternatively, you can pause after each line to give pupils time to repeat the words and make the animal noises. Play the chant and ask pupils to chant along.

• Pupils then point and say sentences about each animal, e.g.It’s a (small) (dog).

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning to describe pets.

ANSWER KEY 1a 2b 3a 4b

Presentation

• Teach big and small. Use gestures to establish the • • 4

meaning of the adjectives and repeat the words. Say, It’s big/small and pupils either stand up with arms spread out to be big or curl up into a small ball. Draw different animals on the board and ask,Is it big/ small? Each time pupils answer,Yes/No, it’s big/small.


• Play the audio. Pupils listen and point to the animals in the main scene. CD2, Track 19 Pets, pets, Big and small. Come and listen to them all.

A big cat. Miaow! Miaow! A small mouse. Squeak! Squeak! A big parrot. Squawk! Squawk! A small rabbit. Munch! Munch! A big tortoise. Chomp! Chomp! A small frog. Ribbit! Ribbit! A big dog. Woof! Woof!

104

Quest Q ues

t



the Welcome Unit, which the characters have tofind. Ask them to guess which item could be found here. Play the Quest song. Pupils listen for the Quest item. CD2, Track 21 Come with us, come on a quest. Come on a quest today! Come with us, come on a quest. Look for a bird today. A balloon, a cake, a tablet, a photo, a teddy and a… bird! Look for a bird today.

• Pupils look at the scene to find the Quest item (bird). Ask pupils to turn to the stickers at the back of their

• books. They find the sticker of the bird and stick it into the correct place on page 37, over the grey bird.

• Play the audio again and pupils sing the Quest song.

5 Pop quiz As pupils are leaving the class, ask, Have you got a pet?Ask them to tell you what pet they’ve got, e.g.I’ve got a (dog). If they haven’t got a pet, ask them what their favourite pet would be.

Listen and chant.

4 2: 19

Then find.

Show homework

• Direct pupils’ attention to thecat card on page 37 of the Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Gameand find the item. Once pupils click on it, they are taken to a supplementary language task.

For the next lesson 2: 20

1

3

• Pupils could bring in a photo of their pets.


5

a

b

a

b

2

4

a

b

a

b

For pupils that haven’t got pets,they could bring in photos or pictures from magazines of any other animal.

Q ue

s

t

2:21

Lesson 2

T

1

37

Can describe pets

.

1

1 :

AB page 33 2

• •

Read and match. Then say. Pupils read the sentences. They thendraw matching lines from each animal to the word labels depending on whether the animal is big or small. Pupils then say,It’s a (big) (mouse). ANSWER KEY Big: frog, parrot Small: parrot, mouse, frog

3

Find and circle the odd one out.

• Pupils find the odd animal out in each row, i.e. the animal which is a different size to the other animals and circle it.

• Pupils then say, e.g.It’s a (small) (rabbit). ANSWER KEY 2 big tortoise 3 big cat

Materials Stickers Flashcards 36–42

105

5 Lesson 3

PB page 38

Learning objectives Can describe pets Can follow a simple song Target language boy, girl, hat He’s/She’s got a (cat). Recycled language big, bird, butterfly, flower, small Pets, Colours

• Then ask questions about the picture. e.g.How •

6

the picture as they hear them mentioned in the song. CD2, Track 22, CD2, Track 23 The boy’s got a dog,

What has he/she Has he/she got (agot? dog)? Have you got (a dog)? Is it big/small?

A very dog. Woof, woof! He’s gotbig a dog. The dog’s got a frog, A very small frog. The dog’s got a frog. Ribbit! Ribbit!

Warm-up

• •

•

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning to describe people’s pets and singing a song.

The girl’s got a cat, A very big cat. She’s got a cat. Miaow! The cat’s got a hat, A very big hat. The cat’s got a hat. Miaow! He’s got a dog. The dog’s got a frog. She’s got a cat And the cat’s got a hat.

• Play the audio again and ask pupils to sing along and join in with the animal noises.

• If pupils feel confident, use thekaraoke version of the song on the Audio CD.

Home–school link



remember for pets, e.g.dog, cat. Write them on the board. Refer to the learning adventure poster and say,Great! You are moving along yourlearning adventure!

106

7

Find and match. Then colour and say.

• Pupils look at the illustration and find the children in

Presentation

•

• Ask (in L1) what is happening in the picture (the

•

children are taking their pets for a walk in the park ). Point to each animal in turn and ask,What’s this?


• Play the audio. Pupils listen and point to the animals in

Receptive language

Play the chant from Lesson 2 (CD2:19) to recycle pet words. Show a photo of your pet (or a photo from a magazine) and say,I’ve got a (cat). Invite several pupils who have brought a photo of their pets to the front. Be sure to have a combination of boys and girls. Ask pupils who have got photos,Have you got a (dog)? (Yes, I’ve got a dog.) Now indicate the same pupil and say,He’s/She’s got a (dog) . Alternatively, give Flashcards 36–42 to an equal number of boys and girls and point to each and say,He’s/She’s got a (cat) .

many (flowers)? Teach boy and girl by pointing to the pictures. Also teachhat by indicating the hat. Point to the dog and ask,Is it (big)? (Yes)Say, It’s very big. Stress very and show the meaning by gesture. Do the same for the other animals.

it. They draw lines to match each child with his/her animal. Pupils then colour the animals to match the illustration. Alternatively, they can choose their own colours. They describe the pictures, saying, e.g.He’s/She’s got a (brown) (dog).

5 6

ANSWER KEY 1 rabbit, frog 2 mouse, parrot


2: 22 / 2: 23

5

Read and write.

• Pupils read the sentences. • They identify the animals in silhouette in the pictures and write the correct number next to each picture. ANSWER KEY a3 b4 c2

Learning adventure

HOME

SCHOOL

Find and match. Then colour and say.LINK

7

1

2

3

Ask pupils, How many pet words do you know now? Give pupils a minute to tell their partner the new words theyknow. Ask them, Where are you on your learning adventure now? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

4

b a

d c

Pop quiz 38

Lesson 3

T

1

Can describe pets / Can follow a simple song

.

1

1 :

ANSWER KEY 1 cat (orange) c 2 rabbit (light brown) b 3 mouse (white) d 4 dog (dark brown) a

Mime one of the animals from the lesson and ask pupils to guess what ti is. Then give pupils around the classthe opportunity to mime an animal, whilst their classmates guess what it is.

AB page 34 4

•

Listen and circle. Play the audio. Pupils circle the animals as they are mentioned in the audio. CD2, Track 24 He’s got a dog. She’s got a mouse. He’s got a rabbit. She’s got a parrot. He’s got a frog.

Materials Poster, a photo of your pet, photos of pets (cut from magazines) Flashcards 36–42

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5 Lesson 4

PB page 39

Presentation

• Remind pupils of the wordsdrum and dragon. Learning objectives Can talk about pets Can say the sounds/d/ and /t/ Recycled language Pets He’s got a (cat). It’s (small). It’s(brown). doctor, drum, ten, two Receptive language Point to a (girl). What pet has (he) got? Is it (big)?

• 9

Ask pupils which sound they hearin both words. Say the /d/ sound and ask pupils to repeat after you. Now do the same for the/t/ sound using ten and table.

Listen and say.

• Play the audio. Pause after the first three lines. • •

Ask pupils which sounds they can hear(/d/ and /t/). Play the first three lines again and pupils repeat. Introduce the two mascots by pointing and saying, This is Danny Dog. This is Tina Tortoise. Point to Danny’s drum and Tina’s rosettes with

ten andtosay thecharacter. words. Say the Focus on two the and letter next each • numbers

Warm-up

• Sing the song from Lesson 3 (CD2:22). Then ask

sound and ask pupils to trace eachletter.

• Play the audio from the beginning to the end. Pupils point to the pictures as they hear the words.

questions about the picture on page 38, e.g.What has (the boy) got? Is it big/small? Say, (He)’s got a (big) (dog). (She)’s got a (small) (cat) .

CD2, Track 26 d d t t d, d, d t, t, t d, t, d, t, d, t

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning to talk about pets and learning to say the sounds/d/ and /t/. 8

Danny Dog, Danny Dog, Doctor, drum Danny Dog! Tina Tortoise, Tina Tortoise, ten, two, Tina Tortoise!

Listen and point. Then play.

• Pupils take turns to choose a pet for the boy and the

•

girl and their partner has to guess which it is. Pupil A says, e.g. It’s small. It’s blue and yellow. Pupil B says, He’s got a parrot. Play the audio to give pupils an idea of the language they will need. Pupils listen and point to the animal. CD2, Track 25 Woman: What pet has he got? It’s small. It’s brown. Girl: He’s got a tortoise. Boy: Yes. Woman: What pet has she got? It’s big. It’s black and white. Boy: She’s got a dog! Girl: Yes.

• Pupils then play the same game in pairs, choosing a pet each time and describing it using,It’s big/small and It’s (black and white). His/Her partner guesses and says, e.g. He’s/She’s got a (rabbit).

108


• Ask pupils which other words they know withthe /d/ and /t/ sounds. Remind them ofdirty and tail. Ask if there are any pupils in the classroom with names beginning with these sounds.

Practice

• Pupils add the letters d‘ ’ and ‘t’ on separate pages

•

to their Sounds fun notebooks. They then draw pictures of things beginning with these sounds on the appropriate pages (doctor, dog, drum, tortoise, two, ten). Stronger pupils write the words nextto each picture. Ask pupils to add any new words from this unitto the previously learnt sounds, e.g./p/ parrot, /r/ rabbit and /b/ big.

5 7

5 Listen and point. Then play.

8 2:25

Trace. Then circle and say.

• Pupils read the words and trace them. • They then find the objects in the picture and

•

circle all the words beginning with/d/ sound in green and all the words beginning with the /t/ sound in blue. Point to objects in the picture and pupils say the words. ANSWER KEY green = drum, dad blue = two, ten, tortoise

Pop quiz Write ‘d’ and ‘t’ in two circles on the board. Stick a flashcard in each, e.g. a dog and a tortoise. Pupils stick other flashcards of words beginning with the same sounds. Alternatively, pupils draw pictures or write the words.

Listen and say.

9 2:26

d

t

Lesson 4

T

1

39

Can talk about pets / Can say the sounds /d/ and /t/

.

1

1 :

AB page 35 6

• • •

Trace. Then listen and . Pupils trace the letters d‘ ’ and ‘t’. Point to each of the pictures in turn and ask for each, What’s this? Play the audio. Pupils tick the items that start with the same sound as the letter on the left. CD2, Track 27 Danny Dog d dog tortoise doctor drum

Tina Tortoise t teacher ten

ANSWER KEY d =  dog  tortoise  doctor t =  teacher  ten  drum

Materials Various flashcards of pictures/words beginning with ‘d’ and ‘t’ sounds, two sheets of paper for each pupil, stapler

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5 Lesson 5

PB page 40

Learning objectives Can understand a simple story Can act out a story


•

Target language He’s (green). He’s got (two wings). Functional language Have you got my dragon? I’m sorry. This is for you.

• See the ‘How to use stories’ section on page 18 of • •

• Ask pupils (in L1) to remember what happenedin the story from Unit 4. Possible questions:Which characters are in the story? What happens? What doesWaldo make in the story? How many (heads) has his teddy beargot?

• •

10

Values

• Ask (in L1) how many pupils have got pets at home. Ask them to share with the class how they care for their pets, e.g. feeding them, playing with them, brushing them. Ask pupils how different pets need to be cared for in different ways. Discuss (in L1) any unusual things that their pets eat. Pupils who haven’t got pets may talk about their friend’s or other family member’s pets.


pupils’ attention tothe thescene: storyW and • Direct about the characters and hatask canquestions you see

• •

in the pictures? Where is Waldo? Who is Harry asking about? Ask pupils to predict what will happen in the story. Play the audio. Ask pupils to listen to the story and follow along in their books. CD2, Track 28 Harry: Waldo! Aunt Fifi: Waldo? Harry: Have you got a small, green dragon? Cashier: No, sorry. Harry: Have you got my dragon? He’s green and he’s got two wings. Pat Poodle: No, I’m sorry. Harry: Have you got my dragon? Lost Pet Man: No, I’m sorry. Harry: What!?! Harry: Waldo! Hurray! Waldo: Hello, Harry. This is for you.

110

the Introduction for more ideason how to build your pupils’ confidence with roleplays. Invite a group of pupil volunteers to act out theroles. Play the audio while pupils act out the story or say the lines and pupils repeat. Encourage pupils to say the lines from memory. You may wish to use props for the roleplay. Divide pupils into groups of six. Give groups time to practise their roleplay. Play the audio again and ask pupils to join in. Ask other groups of pupils to come to thefront to act out the story. You might like to give the pupils feedback on their roleplay.

Learning adventure Look at the story. Ask,What are we learning today? Write the lesson objectives on the board or look at them on the screen:We’re listening to a story and acting it out.

Act out the story.

11

Values Caring for pets

Warm-up

questions and pointing to the pictures, e.g. Picture 2. Has he got a small, green dragon? (No) How many wings has Waldo got? (two) What colour is he? (green) After pupils have a clear understanding of the story, play the audio again. Pause after each frame and encourage pupils to repeat thewords and phrases aloud.

AB page 36 8

•

Listen and number. Play the audio. Pupils listen and number the pictures. CD2, Track 29 1 No, sorry. 2 This is for you! 3 He’s got two wings. 4 Have you got a small green dragon?

ANSWER KEY a4 b3 d2

5 For the next lesson



10 2: 28

1

are going to talk about animals. Ask pupils to bring various photos of animals and their babies, e.g. dogs, cats, birds (cut from magazines) to make a poster.

2

Waldo!


Waldo? 3

4

• While pupils listen to the story, they • • • 5

What?

Hello, Harry. This is for you.

6

• •


11

40

Lesson 5

T

9

1


.

1


1: 1

Draw and .

• Pupils trace the dotted lines to reveal thepictures. • They then put a tick next to the animals shown in the picture.

Story card activities For suggestions on how to use the story activities, please see page 18.

ANSWER KEY dog, rabbit

Pop quiz Say some of the lines from the story but leave out the last word. Pupils finish the sentence, e.g.Have you got my… (dragon)? He’s green and he’s got two… (wings) . Repeat with other lines from the story.

Show homework


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5 Lesson 6

PB page 41

Learning objective Can match animals with theiryoung

12

point to each animal and its young.

• Pupils listen to Part B and match each animal with its young.

Cross-curricular Science: animals and their young

CD2, Track 30 cat dog bird chick 1 The cat’s got a kitten. 2 The dog’s got a puppy. 3 The bird’s got a chick.

Target language chick, kitten, puppy The (dog)’s got a (puppy). Recycled language bird, cat, dog, egg It’s (an egg).

Listen and point. Then match and say.

• Play the audio. Pupils listen to Part A of the audio and

kitten

puppy

• Check answers. Point to the cat andask, What has

Receptive language What has the (cat) got? Is it (big)? goose

the cat got?Prompt pupils to answer,a kitten. Do the same with bird and dog. ANSWER KEY 1b 2c 3a

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning about animals and their young.

13

• Close books. Ask pupils whatEnglish words they know for animals, e.g.dog, mouse. Write them on the board.

• Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure.

Warm-up pupils (in L1) to look at the story in Lesson 5. • Ask Ask pupils (in L1) about the pictures, e.g.How many wings has Waldo got? What colour isWaldo?

Presentation

• Tell pupils they are going to find out aboutanimals

•

112

and their babies. Have a discussion (in L1) about this topic, asking pupils if they know what the babies for cat, dog and bird are called and elicit any information they know. Stick the dog, cat and bird flashcards on the board. Use the homemade flashcards to teach the new vocabulary. Show a picture ofa puppy and say,It’s a puppy. Stick the picture below the dog flashcard and say, The dog’s got a puppy. Continue withkitten and chick. For each baby animal ask,Is it big/small?


• Ask pupils (in L1) what they know about the life cycle

•

of a bird. Ask questions about the pictures,What’s this? (It’s an egg, a bird, a chick.) What colour is it? Is it big or small? Play the audio. Pupils listen and lookat the photos. CD2, Track 31 1 It’s an egg. 2 It’s a chick. It’s small. 3 It’s a goose. It’s big.

• Play the audio again. Ask pupils to number the photos in the order they hear them.

• Check the answers with the class. • Then ask pupils to describe the photos in pairs, e.g. It’s a chick. ANSWER KEY a3 b1 c2

5 AB page 37

5 10

Listen and point. Then match

12 2: 30

and say. 2

1

Trace. Then match.

• Pupils match the baby animals with the correct outline in the picture. Pupils thenread the labels, trace the words and say them.

3

ANSWER KEY from the left of the picture: chick, puppy, kitten c

a b

11

•

Listen and nu mber. Then say.c

13 2: 31

Join the dots. Then circle and say.

Pupils complete the dot to dot drawing to reveal a chick and a puppy. Pupils then read the sentences and circleYes or No depending on whether the sentence is correct or not. They then describe the pictures correctly,It’s a chick. It’s a puppy.

b a

ANSWER KEY 1 Yes 2 No

Learning adventure Lesson 6

T

1

1

Can match animals with their young

.

: 1

1

41

1

Project

• Tell pupils they are going to make a poster aboutanimals and • •

their young. Pupils draw theirown pictures or use the photos from magazines. Give each pupil a large sheetof paper. Pupils stick their drawings onto the paper to make aposter. They can write word labels and stick them onto their poster if they wish. Ask pupils to describe theirposters to the class, e.g.The (cat)’s got a (kitten). It’s (small). The posters can then be displayed in the classroom.

Ask pupils, How many animal words do you know now? Give pupils a minute to tell their partner the new words they know. Ask them, Where are you on your learning adventure?Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz As pupils are leaving the class, show them a flashcard of a baby animal and ask them to tell you the name of the adult.


• Alternatively, ask pupils to take their work home and share their work with their families. They may wish to describe their posters to their parents or siblings as well, for extra practice.

Materials Poster, homemade flashcards of puppy, chick and kitten, pupils’ photos of animals, a large sheet of paper for each pupil Flashcards 36–42

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5 Lesson 7

PB page 42


15

animals. CD2, Track 32 He’s got a small dog. She’s got a big cat. It’s grey. He’s got a big frog. She’s got a kitten. It’s small. He’s got a parrot. It’s blueand orange. She’s got a white rabbit.

Recycled language Pets, Colours I’ve got a (dog). He’s/She’s got a (rabbit).

Warm-up

• Hand out Flashcards 36–42 to several pupils in different parts of the classroom. Write the pet words on the board. Ask the pupils holding flashcards to come to the front and stick them next to the corresponding word.



•

things they have been learning in the unit, e.g.How many pet words can you remember?Put their ideas on the board. For each example, ask pupils,Where are you on your learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice.

14


• Ask pupils to trace the pet words on the page. • Ask pupils to turn to the stickers of the pets at the • •

back of their books and name the animals. Pupils stick the stickers in place, next to the corresponding words. Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully.

Practice

• Draw an outline of a pet shop on a sheet of paper and photocopy one for each pupil.Alternatively, draw the outline on the board. Do a drawing dictation, dictating what animals are in the pet shop. Say, e.g. It’s a big cat. It’s brown. It’s got a kitten.Recycle as many words and structures as possible.

114

Listen and match. Then say.

• Play the audio. Ask pupils to listenand point to the

• Play the audio again. Pupilsdraw matching lines from the boy and girl to each animal.

• Check answers as a class. • Then pupils practise saying sentences about the boy •

and girl in pairs, e.g.He’s got a (mouse). She’s got a (kitten). Pupils stick the star sticker in place if they feel they have learnt the unit structures successfully. ANSWER KEY boy: dog, frog, parrot girl: cat, kitten, rabbit

AB page 38 12

Read and write.

• Pupils read the words in the word bank. They then use the words complete the sentences about the pictures. (Note:tothe word cat is used twice.) ANSWER KEY He’s got a tortoise/cat/frog. She’s got a rabbit/parrot/mouse.

13

Read and circle.

• Pupils read the sentence in the speech bubble. • They then look at the picture and circle the word that represents the pet that Waldo has got. ANSWER KEY mouse

5

1

mouse

2

3

tortoise


I C AN DO IT!


14

4

dog


cat

• •

5

parrot

6

rabbit

7

frog



15 2:32

abcd

•

e

f

•

42

Lesson 7

T

1

•


.


1

1: 1



Pop quiz Tell pupils to look back through the unit and find a word they found difficult and try to remember it.


115

5 Lesson 8

PB page 43


CD2, Track 33 She’s got a tortoise. It’s green.

• Pupils play the game individually or in pairs. Check

Recycled language Pets, Colours I’ve got a (mouse). She’s got a (tortoise). It’s (green).

the answers by asking questions, e.g.Has (Beth) got a (tortoise)?Elicit answers (Yes./No.) ANSWER KEY Beth: rabbit, parrot Harry: mouse, frog, dog, cat

Warm-up

• Use Flashcards 36–42 to revise the pet words. Invite several pupils to the front and ask them to stand in a row. As you hold up the firstcard, the first pupil in the row says,I’ve got a (mouse). As you hold up the second card, the second pupil says,He’s/She’s got a (mouse). I’ve got a (parrot) . As you hold up the third card, the third pupil says,He’s/She’s got a (mouse). He’s/ She’s got a (parrot). I’ve got a (tortoise). Continue until you reach the end of the row. Repeat with a different group of pupils.

17

•

CD2, Track 34 Miaow! Woof! Woof! Munch! Munch! Ribbit! Ribbit! Squeak! Squeak! Chomp! Chomp! Squawk! Squawk!

Learning adventure Open books and ask pupils,Look at the activities. What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re playing a game about pets. 16

Listen. Then play.

pupils (in L1) they have to help Beth and Harry • Tell find their way out of the maze and ‘collect’ animals along the way. They may play individually or inpairs.

• Explain (in L1) that they have to trace each character’s

•

route through the maze and say the name of any animals they find. Pupils may wish to draw their route with a pencil or follow it withtheir finger. Pupils then tick the appropriate boxes in the grid under the game and make sentences about each character, e.g.She’s got a rabbit. It’s brown. Play the audio to give pupils an idea of the language they will need to play the game.

Listen and do.

Pupils listen to the animal sound effects, say the name of the animal and mime it.

Practice


• •

unit project. They write the titleMy Unit 5 Project Book on the cover and draw pictures on each page of different pets. Encourage stronger pupils to write sentences below each drawing, e.g.This is my (dog). It’s (big). It’s (black). Pupils decorate the book with stickers and drawings of the characters, etc.

AB page 61

• Pupils colour the pet pictures in the Picture dictionary. • They can then play a game in pairs. Each pupil takes turns to say a word and his/her partner points to the correct picture. Stronger pupils may wishto cover the written words below each picture. Consolidation and extension worksheet 5


116

5 5 Listen. Then play.

16 2:33

Evaluation




Listen and do.

17 2:34


Lesson 8

T

1

43


.

1

1: 1

Learning adventure Ask pupils, What do you think you have learnt in Unit 5?Give pupils a minute to tell their partner the new language they know. Ask them,Where do you think you are on your learning adventure?Ask pupils if they are ready to move onto the next unit. Tell them that it is fine if they do not remember everything as they will continue to practise throughout the level.

• Encourage pupils to ask if they’ve got any questions about what they have learnt in the unit. Tell pupils,Well done! to reinforce the progress they are making.

Pop quiz Invite a pupil to the front. Give him/her a word card in secret. He/She then mimes the animal and pupils guess the name of the animal. You could play this as a team game.

Materials Consolidation and extension worksheet 5 Flashcards 36–42

117

6

My house

Worksheet 6 Name:

1


Class:

Read and draw.

1

My dad’s in the living room.

2

My mum’s in the bathroom.

3

My brother’s in the kitchen. My friend’s in the garden.

4

My sister’s in the bedroom.

5


6 M y hou se Unit overview Unit objective • I can talk about places at home


Rooms: bathroom, bedroom, dining room, kitchen, living room Places and things at home: bath, bed, door, garden, path, shed, window Where’s my (mum)?

Target structures

He’s/She’s in the (kitchen). Where’s the (mouse)? It’s in the (garden). Phonics: /w/ and /v/

Features

Values: Caring for our environment Cross-curricular: Social Science: places in the neighbourhood

Skills Reading


Writing

• Can make a poster about favourite places • Can trace simple words • Can copy simple words (Activity Book)

Listening

• Can identify places and things at home • Can follow a simple song • Can listen to and understand a simple story

Speaking

• Can name common house words • Can ask and answer about where somebody is • Can talk about location • Can say the sounds/w/ and /v/ • Can act out a story • Can talk about places in the neighbourhood

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6 Lesson 1

PB page 44

• Focus on the scene. Ask pupils to name the characters

Learning objective Can name some common house words

•

Target language door, bathroom, bedroom, dining room, house, kitchen, living room, window

•

Receptive language This is the (kitchen).

in the illustration and briefly revise the family relationships, e.g.mum, dad, brother, sister, aunt . Then consolidate the new vocabulary by pointing at the relevant parts of the picture and saying the words. Ask, How many doors/windows? Write the new words on the board andinvite pupils to stick the flashcards next to the correct word.

Listen and find.

2

• Play the audio and ask pupils to listen first. Warm-up

• •

CD2, Track 35

Play listenthe andsong sing.from the Welcome Unit (CD1:02). Pupils Go around the classroom and ask pupils general questions from the previous units, e.g.What’s your name? How old are you?Pick up a pencil and ask What’s this? What colour is it?How many (hands) have you got?, etc.

This This is is my the house. living room. This is the dining room. And the kitchen. This is the bathroom. This is a window. This is a door. And this is the bedroom! Shh!


What do you know?


today?Write the lesson objective on the board or look at it on the screen:We’re learning house words. If using books, close them. Ask pupils what English words they know for things in the house,e.g.chair, desk. Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure!

Presentation

• Present the new vocabulary withFlashcards 43–49.

•

Show the flashcards in turn, saythe words and pupils repeat. Stick the flashcards on the board as you say each word. Draw a simple outline of a house on the board and say, This is my house.

( is talking • Ask pupils (in L1) what’s happening.Beth about her house.)

• Play the audio again, pausing after each sentence. Ask pupils to find each room or item in the picture.

Listen and say.

3

• Focus on the small pictures. Play the audio. Pupils should listen and point to the correctpicture. CD2, Track 36 house living room kitchen bedroom bathroom dining room window door

• Play the audio again. Pupils listen, point to the pictures and repeat the words.

Game

• Pupils play a game in pairs. One pupil turns away while his/her partner covers up one of the small pictures in Activity 3 with a coin or a small piece of paper. His/Her partner has to say which room or object is covered up. Pupils take turns to cover up more pictures each time to make it more difficult .

120

6 Pop quiz

6 My house

As pupils are leaving the class, show them a flashcard from the lesson, e.g. kitchen and ask, What’s this?Ask them to tell you the word.

What do you know?

1

Show homework

4:00

• Invite students to play thePoptropica English Island Adventure Game. Show them various activities theycould do as homework.

Listen and find.

2 2: 35

Listen and say.

3 2: 36

44

Lesson 1

T

1

Can name some common house words

.

1

1 :

AB page 39 1

• •

Draw. Then trace. Pupils look at the house in the picture and trace the dotted lines to find out what each object is. They then trace the words and read them.

Learning adventure Ask pupils, How many house words do you know now? Give pupils a minute to tell their partner the new words they know. Ask them,Where are you on your learningadventure? Ask pupils which words they find easiest or most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

Materials Poster, a coin or a small piece of paper for each pupils Flashcards 43–49

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6 Lesson 2

PB page 45

Where’s my brother? He’s in the bathroom. He’s in the bathroom.

Learning objective Can say where somebody is

Where’s Waldo? He’s in the bedroom. He’s in the bedroom.

Target language Where’s my (dad)? He’s/She’s in the (bathroom). Recycled language Rooms

( ). • Ask (in L1) who is talking in the audioBeth • Play the audio again. Pause after each line to give

Receptive language Is he/she in the (bedroom)?


pupils time to repeat the words.

Listen and

5

Warm-up

• Revise the house words from Lesson 1 by drawing a house outline on the board. Slowly drawone piece of furniture in each room and pupils guesswhich room you are drawing.

 or . Then say.

• Focus on the pictures. Point to the first image and ask, •

Where’s Waldo?(He’s in the bathroom.) Repeat with the other pictures. Play the audio. Pupils listen and writea tick or a cross in the box below each pictureaccording to whether the answer on the audio is true or not.

Learning adventure CD2, Track 38 1 Where’s Waldo? He’s in the kitchen. 2 Where’s Waldo? He’s in the living room. 3 Where’s Waldo? He’s in the bathroom. 4 Where’s Waldo? He’s in the bedroom.

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning to say where somebody is.

Presentation

• Point to the various rooms in the main scene and ask pupils to name them. Then ask pupils to point to each of Beth’s family members. Say, Point to (Dad). Mime the activities that the family members are doing.

• Then say,Where’s (Dad)? Is (he) in the (bathroom)?

audio again, pausing it after each item to checkthe answers. • Play

(Yes./No.)Then say, (He)’s in the (kitchen).Do the same for the other family members, including Waldo, saying the answer each time. Encourage pupils to point to the people and rooms as you say the question and answer. 4


ANSWER KEY 1 2 3

4

Quest Q ue

• Play the audio. Pupils listen and point to the people in

s

t

the house.


• Ask pupils (in L1) to remember the Quest items from CD2, Track 37 Where’s my mum? She’s in the living room. She’s in the living room.

Where’s my dad? He’s in in the the kitchen. kitchen. He’s

122

•

the Welcome Unit, which the characters have tofind. Ask them to guess which item could be found here. Play the Quest song. Pupils listen for the Quest item.

6 AB page 40 Listen and chant.

4 2: 37

2

Then find.

Read and match.

• Ask pupils to identify the rooms shown in each picture.

• They then read the sentences and match each sentence with one of the pictures. ANSWER KEY 1 He’s in the dining room. 2 She’s in the living room. 3 He’s in the kitchen.

3

• • •

Listen and or . Then say.

5 2: 38

Join the dots. Then circle and say. Pupils join the dots to reveal Waldo watching TV in the living room. They read the sentence above the picture and circle the correct word. Ask, Where’s Waldo?(He’s in the living room.)

4 2 1

ANSWER KEY living room

3

Q ue

s

t

Pop quiz

2:39

Lesson 2

T

1

45

Can say where somebody is

.

1

1 :

CD2, Track 39 Come with us, come on a quest. Come on a quest today! Come with us, come on a quest. Look for a door today. A balloon, a cake, a tablet, a photo, a teddy, a bird and… a door! Look for a door today.

• Pupils then look at the main scene to find the Quest item • •

(the door). Ask pupils to turm to the stickers at the back of their books. They find the sticker of the door and stick it into the correct place on page 44, over the grey door. Play the audio again and pupils sing the Quest song.

Materials Stickers

Show one pupil a picture of a room in the house (or whisper the word/show a piece of paper with the word written on it). Tell them to mime an activity you would do in that room, e.g. washing in thebathroom, sleeping in the bedroom. Ask the rest of the class to guess where he/she is. Ask,Where’s (John)? Pupils answer, e.g.He’s/She’s in the (bathroom). Continue with other rooms and mimes.

Show homework

• Direct pupils’ attention to thebag card on page 45 of the Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Gameand find the item. Once pupils click on it, they are taken to a supplementary language task.

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6 Lesson 3

PB page 46

• Point to the mouse in the garden. Ask,Where’s the mouse? (It’s in the garden.)Now point to the mouse in the bed and ask,Where’s the mouse? (It’s in the bed.) Do the same forin the bath. Continue until pupils are confident with these new sentences.

Learning objectives Can ask and answer about location Can follow a simple song Target language bed, bath, garden, path, shed Where’s the (mouse)? It’s in the (garden). Recycled language mouse Rooms

6

•

•

Receptive language Is it in the (garden)? running, hiding

CD2, Track 40, CD2, Track 41 Where’s the mouse? Where’s the mouse? Is it in the garden? Or is it in the house?

Warm-up

• Play the chant from Lesson 2 (CD2:37). Create actions to go with the rooms, e.g. cooking for the kitchen or reading a book for the living room. Play the chant again and pupils do the actions when they hear the rooms.

Look! It’s in the garden, Running up the path. Now it’s in the bathroom. Oh, no! It’s in the bath! Where’s the mouse? Where’s the mouse? Is it in the garden? Or is it in the house?

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning to say where things are and singing a song.

Look! It’s in the garden, Hiding in the shed. Now it’s in the bedroom. Oh, no! It’s in my bed!


remember for rooms, e.g.bathroom, bedroom. Write them on the board. Refer to the learning adventure poster and say,Great! You are moving along yourlearning adventure!

• Point to each of the hippo’s thought bubble pictures

Presentation

• Before the lesson, draw a house on the board with a

•

124

garden and a path leading to a small shed. Draw a bath in the bathroom and a bed in the bedroom. Draw a mouse in the garden, one in the bath and one in the bed. Teach the wordsbed, garden, shed, pathand bath by pointing to the words, saying them several timeswhile pupils repeat.

Listen and find. Then sing. Point and ask questions about the picture.What’s this? (It’s a hippo.)Have a short discussion (in L1) about why pupils think the hippo is standingon the chair (It’s scared of a mouse which is running around the garden and house.). Play the audio. Pupils listen and find the mouse in each picture.

• • •

and ask, Where’s the mouse?Elicit answers, e.g.It’s in the (bedroom). Ask further questions, e.g.Is it in the bed? (Yes.) What colour is the bed?(yellow, green, purple and red). Has it got a flower?(Yes.) How many flowers are in the garden? (eight). Play the audio again. Pupils listen and point to the various thought bubbles as they are mentioned. Play the song. Pupils listen and join in with the song. If pupils feel confident, use thekaraoke version of the song on the Audio CD.

6 AB page 41 6

4


2: 40 / 2: 41

Find and count.

• Pupils read the captions in the box and find the number of mice in each position in the main picture. They find the mice and write the number in the correct box. ANSWER KEY in the garden 4 in the bedroom 3 in the bathroom 2

5 HOME

SCHOOL

•

LINK

Match and say.

7

2

a

• 1

b

3

46

Lesson 3

T

1

Learning adventure

c

Can ask and answer about location / Can follow a simple song

.

1

1 :

Home–school link

• Encourage pupils to sing the song at home for theirfamilies. 7

Match and say.

• Pupils look at the jigsaw pieces. Check if they can guess from •

Trace. Then read and draw. Pupils read the captions and complete the pictures by drawing a flower to ni dicate a garden, a bed or a bath according to each caption. They then trace the words ineach sentence.

each one where the mouse is. Ask,Where’s the mouse? (It’s in the shed.) Pupils then match together the pairs and make a sentence about each one, e.g.It’s in the shed.

Ask pupils, How many house words do you know now? Give pupils a minute to tell their partner the new words they know. Ask them, Where are you on your learning adventure now? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz Hold up homemade word cards of the new words and ask pupils to readthem aloud. Invite pupils to the front to stickthem next to the corresponding pictures.

ANSWER KEY 1 c bedroom 2 b bathroom 3 a shed

Materials Poster, homemade word cards with the new wordsgarden, ( shed, bath, bed, path) Flashcards 43–49

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6 Lesson 4

PB page 47


• Ask pupils to find the Unit 6 Cutouts on page 77 of Learning objectives Can talk about location Can say the sounds/w/ and /v/

their Pupil’s Book.

• Pupils cut out the cards. • Pupils now play a game in pairs. Pupil A positions his/her animals/objects in various places in the house without Pupil B seeing, e.g. in the garden, in the kitchen. Pupil B then asks questions,Where’s the (dog)?Pupil A answers,It’s in the (garden). Pupil B then positions his/her dog in the gardenin his/her own book. At the end of the activity pupils compare pictures to see that all the animals/objects are in the correct places. Then pupils switch roles.

Target language vulture, walrus, wave Recycled language Pets, Rooms Where’s the (cat)? It’s in the (kitchen).

Warm-up

Presentation

• Play the song from Lesson 3 (CD2:40). Pupils sing

• Remind pupils of the wordwindow and wave.

along, miming looking for the mouse and acting scared for theOh, no! It’s in the bath/in my bedlines.

Learning adventure

• 9

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning to say where things are and to say the sounds /w/ and /v/. 8

Listen and say.

• • •

• Pupils look at the girl’s house in thephoto and identify the rooms and the garden.

• Explain (in L1) that the children in the photo are •

playing a game with cutouts. Play the audio to give pupils an idea of the language they will need. CD2, Track 42 1 Where’s the cat? It’s in the kitchen. 2 Where’s the dog? It’s in the garden.

• •

Ask pupils which sound they hearin both words. Say the /w/ sound and ask pupils to repeat after you. Now do the same for the/v/ sound using very.

Listen and say. Play the audio. Pause after the first three lines. Ask pupils which sounds they can hear(/w/ and /v/). Play the first three lines again and pupils repeat. Introduce the two mascots by pointing and saying, This is Wendy Walrus. Thisis Victor Vulture. Point to Wendy Walrus and saywave. Make a waving motion to emphasise the meaning of the word. Then point to Victor Vulture and say,He’s a vet. Look at the violin. Focus on the letter next to each character. Say the sound and ask pupils to trace eachletter. Play the audio from the beginning to the end. Pupils point to the pictures as they hear the words. CD2, Track 43 w w v v w, w, w v, v, v w, v, w, v, w, v

Wendy Walrus, Wendy Walrus window, wave, Wendy Walrus! Victor Vulture, Victor Vulture violin, vet, Victor Vulture!

• Play the audio again. Pupils listen and repeat after each line. Ask /v/ pupils which other words they know withthe /w/if • and sounds. Remind them ofwhite and wash . Ask there are any pupils in the classroom with names beginning with these sounds.

126

6 CD2, Track 44 1 Victor Vulture v drum garden violin 2 Wendy Walrus w guitar window door

6 Listen and say.

8 2:42

ANSWER KEY 1 violin 2 window Now make and play (page 77).

7 Listen and say.

9 2:43

Find and colour in green or blue.

• Pupils find the objects beginning with the/v/ sound and colour them green.

• They then find the objects beginning with the /w/ sound and colour them blue.

w

v

Lesson 4

T

1

ANSWER KEY v violin, vet w window, wings 47

Can say the sounds /w/ and /v/

.

1

1 :

Pop quiz

Practice

• Pupils add the letters w‘ ’ and ‘v’ on separate pages to their

•

Sounds fun notebooks. They then draw pictures of things beginning with these sounds onthe appropriate pages w ( alrus, wave, window, vet, vulture, violin ). Stronger pupils write the words next to each picture. Ask pupils to add any new words from this unitto the previously learnt sounds, e.g./b/ bedroom, /t/ table, /d/ door.

Divide into two teams. Give team apupils sound from this lesson, /w/each or /v/. Say words, some with and some without the new sounds. Pupils stand when they hear their sound.

AB page 42 6

• •

Trace. Then listen and circle. Pupils trace the letters v‘ ’ and ‘w’. Play the audio. Pupils listen and circle the pictures with the same sounds as the letters on the left.


127

6 Lesson 5

PB page 48


Learning objectives Can understand a simple story Can act out a story Target language Where’s (Aunt Fifi)? This is the (bedroom). Receptive language Waldo’s got a cake for you.


•

11

story from Unit 5. Possible questions:Who is it about? What happens? Who is lookingfor Waldo? Revise house vocabulary by showing Flashcards 43–49 and asking pupils to say the words. Draw the outline of a house on the board and draw a cat in one of the rooms. Ask,Where’s the cat? It’s in the (kitchen).

• • • •


Act out the story.


Warm-up

•

•

questions and pointing to the pictures, e.g. Is Aunt Fifi in the (bathroom)? (No.) Where’s Waldo? (In the kitchen.) What has Waldo got? (A cake.)If necessary, explain that Beth, Cody and Waldo are visiting Aunt Fifi’s house. After pupils have a clear understanding of the story, play the audio again. Pause after each frame and encourage pupils to repeat the words and phrases aloud.


the Introduction for more ideason how to build your pupils’ confidence with roleplays. Invite a group of pupil volunteers to act out theroles. Play the audio while pupils act out the story or say the lines and pupils repeat. Encourage pupils to say the lines from memory. You may wish to use props for the roleplay. Divide pupils into groups offour. Give groups time to practise their roleplay. Play the audio again and ask pupils to join in. Ask other groups of pupils to come to thefront to act out the story. You might like to give the pupils feedback on their roleplay.

AB page 43 8

Listen and number. Then match.


• •

about the characters and the scene:What can you see in the pictures? Where isWaldo? (In the kitchen.) What room is this? (the living room). Ask pupils to predict what will happen in the story. Play the audio. Ask pupils to listen to the story and follow along in their books. CD2, Track 45 Beth: Beth: Beth: Waldo: Cody: Beth: Beth: Cody: Beth: Aunt Fifi:

Where’s the house? This is it. Number 10. Where’s Aunt Fifi? Where’s the kitchen? This is the living room. Aunt Fifi? Where’s Aunt Fifi? And where’s Waldo? He’s in the kitchen! Hello, Cody. Hello, Beth!

Waldo’s got a cake for you! Beth and Cody: Thank you, Waldo!

128

audio. Pupils listen and number Theythe then match the picture of Aunt Fifi the withpictures. the • Play rooms she’s in. CD2, Track 46 1 This is the bathroom. Aunt Fifi? 2 This is the bedroom. Aunt Fifi? 3 This is the kitchen. 4 This is the living room. Where’s Aunt Fifi? She’s in the kitchen!

ANSWER KEY a2 b4 d3 Aunt Fifi – kitchen

6 For the next lesson



10 2: 45

1

are going to talk about their favourite places. Ask pupils to bring somephotos of their favourite places (cut from magazines) to make a poster.

2

Role playing the story

3

Below are some suggestions for extra work with the stories:

4


Where’s Aunt Fifi?

• • • 5

6

He’s in the kitchen!

•

4:00

• And where’s Waldo?


11

48

Lesson 5

T

9

1


.

1


1 :

Read and  or .

• Pupils look at the picturesof Waldo and say which room he’s in. • They then read the sentence under each picture and put a tick if

Story card activities For suggestions on how to use the story activities, please see page 18.

the sentence is correct and across if it’s incorrect. ANSWER KEY 1 2 3

Pop quiz Say some of the lines from the story. Ask pupils to tell you which character says the line. Repeat with other lines from the story.

Show homework

• Invite students to play thePoptropica English Island Adventure Game. Show them various activities they could do

as homework.

Materials Flashcards 43–49

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6 Lesson 6

PB page 49

Learning objective Can talk about places in theneighbourhood


• Play the audio, pausing it after each line for pupils to repeat.

Cross-curricular focus Social Science: places in theneighbourhood

ANSWER KEY 2314

Target language café, park, library, shop Recycled language Where’s Dad? He’s in the (library). Receptive language Is he in the (shop)?

13

Find and say.

• Pupils follow the lines to lead eachchild to one of the places and make sentences about the photos, e.g. He’s in a (café). questions to check theactivity, e.g.Where is he/ • Ask she? Is he/she in a (café)? (Yes, he/she’s in a café.)

Learning adventure

ANSWER KEY 1 She’s in the park. 2 He’s in a café. 3 He’s in the library. 4 She’s in a shop.

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning about places in the neighbourhood.

• Close books. Ask pupils whatEnglish words they know for places, e.g.house, school. Write them on the board.


Project

• Tell pupils they are going to make a poster abouttheir favourite places.

Warm-up

• Give each pupil a large sheetof paper. Pupils draw

• Ask pupils (in L1) to look at the story in Lesson 5. Ask how many pupils like visitingtheir relatives. Ask (in L1) what their favourite places are, e.g.a park.

Presentation

• Teach park, shop, library, café, using the photos pupils

•

brought to class or miming what you can doin each place, e.g. mime drinking a cup of tea, reading a book, paying for something, feeding the ducks. Show the photos in turn and ask,Where am I? Elicit, e.g. In the park.

12

Listen. Then number.

• Play the audio. Pupils listen and lookat the photos. CD2, Track 47 1 It’s a park. 2 It’s a shop. 3 It’s a library. 4 It’s a café.

130

• •

a map of their own local area on a piece of paper, e.g. a few streets around their house. Pupils draw key buildings and streets on it, e.g. their house, school, a shop, a café, etc. or use photos brought from home. They can write word labels and stick them onto their map if they wish. Ask pupils to describe their posters to the class, e.g. This is my house. This is the (shop). The maps can then be displayed in the classroom. Alternatively, if you have permission from parents, take the pupils around the local area near the school with another responsible adult. Have thepupils look and take in what’s around them. They should name and describe in English thebuildings/places they can see. Then come back to class and draw the local area.


• Ask pupils to take their work home and share their work with their families. They may wish to describe their maps to their parents or siblings as well, for extra practice.

6 6 Listen. Then number.

12 2:47

11

Read and number.Then say.

• Pupils find the girl, the cat and the boy in the pictures.

• They read the sentences below each picture and decide which picture each sentence describes. They number the sentences accordingly. ANSWER KEY He’s in the library. 3 She’s in the café. 1 It’s in the park. 2

Find and say.

13

Learning adventure Ask pupils, How many words for places do you know now? Give them a minute to tell their partner the new words they know. Ask them,Where are you on your learning adventure?Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

1

2

3

Pop quiz

4

Lesson 6

T

1

49

Can talk about places in the neighbourhood

.

1

1 :

AB page 44

Think of a place in the neighbourhood, e.g. library. Mime what you do in that place and ask pupils,Where am I? Encourage them to guess,You’re in the (library).Repeat with different places. Ask several pupils to mime the places.

10

Read. Then listen and draw.

• Play the audio. Pupils read the words on the map and draw a line from one place to another, starting at the house while listening. CD2, Track 48 This is my house. Go to the park. Go to the shop. Go to the library. Go to the café.

ANSWER KEY house – park – shop – library – café

Materials Poster, pupils’ photos of buildings/places in their town, a large sheet of paper for each pupil

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6 Lesson 7

PB page 50

Learning objective Can assess what I have learnt in Unit 6 Recycled language Rooms Where’s the (cat)? It’s in the (garden).

Warm-up

• Revise the house words by using the pictures from •

Lesson 3 on page 46. Point to various pictures and ask, Where’s the mouse? It’s in the (shed) . Revise other known animals from Unit 5using Flashcards 36–42.


15

• Point to the pictures. Pupils name the animals. • Play the audio. Ask pupils to listenand point to the animals and the rooms. CD2, Track 49 1 Where’s the frog? It’s in the living room. 2 Where’s the mouse? It’s in the kitchen. 3 Where’s the cat? It’s in the bedroom. 4 Where’s the parrot?

It’s in the garden.

• Then play the audio again. Pupils draw matching lines from each animal to a part of the house.

Learning adventure

• Then pupils practise saying sentences about the

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re thinking about our learning adventure.



•

things they have been learning in the unit, e.g.How many words for house words can you remember?Put their ideas on the board. For each example, ask pupils,Where are you on your learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice.

14


• Ask pupils to trace the house words on the page. • Ask pupils to turn to the stickers of the rooms and objects at the back of their books.

• Pupils stick the stickers in place, next to the corresponding words.

• In pairs, ask pupils to say the room words. •

One partner says a room word and the other points at the correct picture. Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully.

animals, e.g.Where’s the (frog)? It’s in the (living room). have learnt the unit structures successfully. ANSWER KEY 1c 2d 3b 4a

Game

• Invite half of the class to thefront. Give each pupil a flashcard of a room (bathroom, bedroom, kitchen, living room, house) or a homemade flashcard of a cafe, park, library or shop. Now hand out nine homemade words cards with names of family members or animals to the other half of the class. Say a sentence, e.g.The dog is in the bedroom.The pupil holding the dog word card finds the pupilholding the bedroom flashcard and stands infront of him/ her. Continue saying other sentences until allthe flashcards and word cards have been used. AB page 45 12

Read and write.

• Pupils read the words in the word bank. • They then identify where the characters are in each picture and complete each sentence with a word from the word bank. ANSWER KEY 2 bedroom 3 bathroom 4 living room

132

6

1

2

living room

3

itchen


I C AN DO IT!


14

4

door


dining room

• •

5

7

6

bedroom

bathroom

window



15 2:49

1

2

3

4

•

a

b

c

d

•

50

Lesson 7

T

13

• •

1


•


.

1

1 :


Read and circle.

Pupils read the words in the speech bubble. They then look at the picture and circle the word which describes where the character is. ANSWER KEY garden


Pop quiz Tell pupils to look back through the unit and pick out a word they found difficult and try to remember it.

Materials Poster, homemade flashcards with places (café, park, library and shop), homemade word cards with family members or animals, stickers Flashcards 43–49

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6 Lesson 8

PB page 51

CD2, Track 50 GIRL: Where’s Dad? BOY: He’s in the garden.

Learning objective Can use what I have learnt in Unit 6 Values Caring for our environment

• Pupils then do the questions and answers in pairs. One pupil points to a character at the bottom of the page and asks, Where’s (Mum)? She’s in the (living room).

Recycled language café, library, park, shop Animals, Rooms Where’s (Dad)? He/She’s in the (garden).

ANSWER KEY Dad – garden Mum – living room Aunt Fifi – shop Harry – park Beth – library Waldo – kitchen

Receptive language

You’re in the garden.

Warm-up

• Play the chant from Lesson 2 (CD2:37) and encourage

•

pupils to join in. Divide class in two. Half say the question part of the chant and the other half the answers. Play a miming game to revise the words pupils need to play the game in this lesson. Mime things you do in a shop, park, library, café and in thehouse or garden.

Values

• Discuss (in L1) ways that we can better care for our environment or our homes. Talk about things that we can do to keep our parks and public places clean, e.g. picking up rubbish. Ask pupils if they are familiar with recycling and if they recycle at home. Ask them to give examples of things they recycle. Talk about ways we can conserve water and electricityand give examples if necessary, e.g. turn off lights when we leave a room.

Learning adventure Open books and ask pupils,Look at the activities. What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re talking about our neighbourhood. 16

• • • • •

• Help pupils to make an 8-page booklet as an end of unit project. They write the titleMy Unit 6 Project

Listen. Then find and say.

Explain (in L1) that the picture represents Beth and Harry’s local neighbourhood. Point to and ask pupils to identify the buildings and rooms. Point out the characters and ask pupils to name them (from left to right:Dad, Mum, Aunt Fifi, Harry, Beth, Waldo). Explain that the members of the family are hiding in the scene and that the pupils are going to race against a partner to find the characters. Play the audio to give pupils an idea of the language they will use to play the game. Divide pupils into pairs. Ask pupils to close their books but keep a finger in at the right page. Say,Where’s Dad? Go! Pupils open their books and find him as quickly as possible. If they beat their partner, they get a point. Ask, Where’s Dad?and pupils say,He’s in the garden. Pupils close their books again. Do the same for the other characters, inrandom order.

134

Practice

• •

Book on the cover and draw pictures on each page of different rooms and places in theneighbourhood. Encourage stronger pupils to write sentences below each drawing, e.g.This is my (bedroom). My (Dad) is in the (kitchen). Pupils decorate the book with stickers anddrawings of the characters, etc.

AB page 61

• Pupils colour the house pictures in the Picture dictionary.

• They can then play a game in pairs. Each pupil takes turns to say a word and his/her partner points to the correct picture. Stronger pupils may wishto cover the written words below each picture. Consolidation and extension worksheet 6

• Pupils complete the consolidation and extension activities notes on Worksheet 6 (page 118). See also the teaching on page 23.

6 6 Listen. Then find and say.

16 2: 50

Practice

• Watch the video storyAnimals. The video stories give the language of Poptropica a new context and each episode is designed for use after every two units of the Pupil’s Book. Sally, Jack and Albert provide a song and there is ananimated story from Family Island. Each episode contains a Last Word – a short focus on one language point.

• SONG The pupils watch, listen and follow the actions. As they grow more confident, they can join in with the song.

• STORY

Where’s Dad?

•

He’s in the garden. Now go to Poptropica English World

Lesson 8

T1

1


.

:

1

51

1

Watch the story. Ask the pupils (in L1) what happened in the story. Watch again, stopping at key points, and ask them about the language, the images or the story. Ask pupils to act out the story. Assign the roles of Joe and Lindy to confident speakers and let other pupils play the other parts. Encourage them to say as much of the dialogue as they can and prompt them where necessary. THE LAST WORD These reinforce a common language point with short, humorous animation. Some Last Words are interactive, and pupils can use the video player controls to answer questions.


Evaluation


• Encourage pupils to ask if they’ve got any questions about what they have learnt in the unit. Tell pupils,Well done! to reinforce the progress they are making.

Pop quiz Invite a pupil to the front. Give him/her a word card with a room in secret. He/She then mimesdoing something in that room and pupils guess the name of theroom. You could play this as a team game.

Materials Homemade word cards with rooms and places from the unit , consolidation and extension worksheet 6 Flashcards 43–49

135

7

Food

Worksheet 7 Name:

1

2

Class:

Read and colour.

Ask and answer. Then Doyoulike…?

mil 7 1 0 2 d e ti im L n io t a c u d E n o s r a e P © le b ia p o c o t o h P


Me



 or .

7 Food Unit overview Unit objective • I can talk about food

Language Target vocabulary Target structures

Food: bread, cake, cheese, fish, fruit, honey, jelly, milk, salad, yoghurt I like (fish). I don’t like (fish). Do you like (fish)? Phonics: // and /j/

Features

Values: The importance of a healthy diet Cross-curricular: Food Science: healthy food

Skills Reading


Writing

• Can make a poster about healthy food • Can trace simple words • Can copy simple words (Activity Book)

Listening

• Can identify common food words • Can follow a simple song • Can listen to and understand a simple story

Speaking

• Can name common food words • Can talk about foods I like and don’t like • Can say the sounds// and /j/ • Can act out a story • Can talk about healthy food

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7 Lesson 1

PB page 52

• Indicate the flashcards on the board andsay,Food. • Focus on the scene. Point to each character in the

Learning objective Can say some common food words Target language bread, cake, cheese, fish, fruit, milk, salad, yoghurt Target language Colours Receptive language Welcome to the market. I like fish.

•

• Play the audio and ask pupils to listen first. CD3, Track 01 Woman: Hello. Welcome to the market! Harry: Cody: Beth:

• Play the song from the Welcome Unit (CD1:02). Pupils listen and sing.

Waldo:

• Revise numbers 1–10 by flashing different numbers of •

at the food market.)

• Play the audio again. Pupils listen and point to each item in the main illustration as it is mentioned.

• Pupils listen again and circle each item. • Ask pupils what food each character talks about. Say, Fruit and salad? (Harry) Milk and cheese? (Cody) Bread and cake?(Beth).

What do you know?

• Look at the scene. Ask,What are we learning today? Write the lesson objective on the board or look at it on the screen:We’re learning food words.

• •

If usingthey books, close Askpizza, pupils what English words know for them. food, e.g. apple . Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure!

Hello! Mmm…fruit and salad. Mmm…milk and cheese. And yoghurt! Mmm…bread and cake and…Oh, no! Waldo! Mmm. I like fish.

( characters are • Ask pupils (in L1) what’s happening.The


Listen and circle.

2

Warm-up

fingers. Pupils say how many fingers. Hold up a pencil and say,I’ve got a (blue) pencil. Make intentional mistakes and pupils stand up when you say correct sentences and clap whenyou say incorrect sentences. Call on pupils to hold up other items and say what they’ve got.

book and ask about their food. Also use the picture to revise any other vocabulary, such ascolours, etc. Ask, What colour is the cheese? What colour is the salad? Write the food words on the board and invite pupils to stick the flashcards next to the correct word.

Game

• Divide pupils into pairs or smallgroups. Pupils choose one of the food items from this lesson and mime eating it. His/Her partner guesses which food it is. 3

•

Listen and say. Play the audio. Pupils listen and point tothe food items.

Presentation

• Present the new vocabulary withFlashcards 50–57. Show the flashcards in turn, saythe words and pupils repeat. Stick the flashcards on the board as you say each word.

CD3, Track 02 fruit cheese milk salad bread

yoghurt

cake

• Play the audio again. Pupilslisten, point to the food items and repeat the words.

138

fish


7 Food

Ask pupils, How many food words do you know now? Give pupils a minute to tell their partner the new words they know. Ask them, Where are you on your learning adventure?Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

What do you know?

1

Pop quiz Stick Flashcards 50–57 on the board. Ask pupils to close their eyes, then remove one of the cards. Ask,What’s missing? Pupils say which flashcard you have taken away. Repeat, removing a different flashcard each time.

Show homework

• Invite students to play thePoptropica English Island Adventure Game. Show them various activities they could do as homework. 3:01

Listen and circle.

3:02

Listen and say.

2

3

52

Lesson 1

T

1

Can say some common food words

.

1

1 :

Game

• Pupils play a game in pairs. One pupil turns away while his/her partner covers up one of the food items in the main scene with a coin or a small piece of paper. His/Her partner has to say which food item is covered up. Pupils take turns to cover up more pictures each time to make it more difficult. AB page 46 1

Draw. Then trace.

• Pupils trace the dotted lines to find out what each food item is. • They then trace the words and read them.


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PB page 53

CD3, Track 03 I like fruit and yoghurt. I like salad and cheese. I like bread and milk and cake. Can I have some, please?

Learning objective Can talk about food I like Target language I like (cheese).

I like fruit and yoghurt. I like salad and cheese. I like bread and milk and cake. Can I have some, please?

Recycled language Food I’ve got (milk). Receptive language Do you like (salad)? Can I have some, please?

• Explain (in L1) the meaning of the expression:Can I have some, please?

• Play the audio. Pause aftereach line to give pupils time to repeat the words.

Warm-up


• Hand out Flashcards 50–57 to several pupils but ask

Practice

them to keep the flashcard they have a secret. Explain (in L1) that each pupil is going to say a sentence about the card he/she is holding but it may or may not be true. Without showing the card, thepupil says,I’ve got (milk). Pupils stand up if they think it’s true and remain seated if they think it’s false. The pupil then shows the flashcard. Play this game in teams and award points to the team with the most pupils who guess correctly.

Learning adventure

• Divide pupils into pairs. Give out aflashcard to each group. Play the chant again. Pupils stand upwhen they hear the food on their group’s flashcard. 5


• Focus on the pictures. Play theaudio. Pupils point to the food items which they hear mentioned in the audio.

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the

CD3, Track 04 Cody: Mmm. I like bread and I like cheese. Waldo: I like milk. Cody: I like yoghurt and fruit.

screen: We’re learning to talk about food we like.

Waldo: And I like fish.

Presentation

• Play the audio again. Pupils draw lines to the foods

• Point to the food in the main scene one by one and

• Play the audio again and ask the class to say the

ask pupils to name the items, e.g.bread, milk, cheese.

• Show the cheese flashcard and say,Mmm, I like cheese, miming the idea of like by licking your lips, etc. Do the same with other food flashcards. Ask,Do you like (cheese)? (Yes./No.) 4

•

which Waldo and Cody like. food words. ANSWER KEY Cody: bread, cheese, yoghurt, fruit Waldo: milk, fish

Listen and chant. Then find. Play the audio. Pupils listen and point tothe food items in the picture.

Practice

• Pupils draw a picture of themselves with a plate of food full of things they like to eat. Pupils present their drawings to the class and say,I like (bread, cheese and milk).

140

7 • Pupils then look at the main scene to find the Quest item (the apple).

• Ask pupils to turn to the stickers at the back


4 3:03

•

of their books. They find the sticker of the apple and stick it into the correct place on page 52, over the grey apple on the left. Play the audio again and pupils sing the Quest song.

AB page 47 2

• •

Find and colour. Then read and . Pupils colour the shapes with dots to find food that Cody likes. They then read the words on the right and tick the ones they found. ANSWER KEY yoghurt, bread, cheese, cake


5 3:04

3

Read and draw.

• Pupils read the sentence in the speech bubble and draw the food on the plates.

Q ue

s

t

Pop quiz

3:05

Lesson 2

T

1

53

Can talk about foods I like

.

1

1 :

As pupils leave the class, show them Flashcards 50–57 one by one and ask, Do you like (salad)?Pupils answerYes or No.

Quest Show homework

Q ue

s

t


• Ask pupils (in L1) to remember the Quest items from the •

Welcome Unit, which the characters have to find.Ask them to guess which item could be found here. Play the Quest song. Pupils listen for the quest item.

• Direct pupils’ attention to the tomatoes card on page 53 of the Pupil’s Book. Tell pupils to go online to thePoptropica English Island Adventure Gameand find the item. Once pupils click on it, they are taken to a supplementary language task.

CD3, Track 05 Come with us, come on a quest. Come on a quest today! Come with us, come on a quest. Look for an apple today. A balloon, a cake, a tablet, a photo, a teddy, a bird, a door and… an apple! Look for an apple today.


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PB page 54

• Draw a happy and sad face at the top of the board.

Learning objectives Can talk about likes and dislikes Can follow a simple song Target language honey, jelly I don’t like (cheese).

•

Recycled language mouse Rooms I like (honey).

• Ask pupils which food they can see in the picture.

6

Listen and find. Then sing. Ask, Where’s the bear? (It’s in thegarden/park.)

• Play the audio. Pupils listen and put their hands up when they hear a food word.

Receptive language bee Does he like (milk)? Do you like (jelly)?

CD3, Track 06, CD3, Track 07 I like jelly. It’s nice and sweet! I like fruit. It’s good to eat!

Warm-up

I like yoghurt, But I don’t like cheese. I like honey, But I don’t like bees! Yes, I like honey, But I don’t like bees.

• Put Flashcards 50–57 in a pile. Choose a random card and say, e.g.I like (cheese). Pupils who like (cheese) clap their hands and repeat the sentence. Continue with the other foods.

Learning adventure

Yes, I like honey, But I don’t like bees. (x2)

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning to talk about things we like and things we don’t like and singing a song.

• Play the audio again. They join in with the song as

• Close books. Ask pupils whatEnglish words they can

•

•

remember for food objects, e.g.cheese, bread. Write them on the board. Refer to the learning adventure poster and say,Great! You are moving along yourlearning adventure!

Presentation

• Draw a picture of a bear on the board. Ask (in L1) what bears like to eat (elicit the fact that they like sweet things and like eating people’s food). Draw some bees on the board and a pot of honey/ honeycomb. Teach the wordhoney and remind pupils of the wordbees. Teach the wordjelly in the same way.

142

Say, Yum! I like (honey).Mime to show the meaning of like and draw a pot of honey below the happy face. Then make a horribleface and say,Ugh! I don’t like (cheese).Draw some cheese below the sad face. Alternatively, use Flashcards 50–57. Ask individual pupils,Do you like (honey)? (Yes./No.)

well as they can. If pupils feel confident, use thekaraoke version of the song on the Audio CD.

Home–school link

• Encourage pupils to sing the song at home for their families. 7

Draw and say.

• Play the audio again, pausing after each line. Pupils • •

draw a happy face or a sad face to record what the bear likes and doesn’t like. Pupils then do the same for themselves. Pupils tell each other which ofthe foods they like or don’t like in pairs, e.g.I like (honey). I don’t like (cheese).

7 6

ANSWER KEY 1 the second picture 2 the third picture


3: 06 / 3: 07

• Ask pupils, Do you like honey?Pupils put up their hands if they like honey. Do the same with jelly. 5

Read and number.

• Pupils read the sentences and number each bear in the picture accordingly.

ANSWER KEY 3, 4, 2 HOME

SCHOOL

Draw and say.

7

Learning adventure

LINK

Ask pupils, How many food words do you know now? Give pupils a minute to tell their partner the new words they know. Ask them, Where are you on your learning adventure now? Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

Me 54

Lesson 3

T

1

Pop quiz

Can talk about likes and dislikes / Can follow a simple song

.

1

1 :

AB page 48 4

Circle the odd one out. Then listen and check.

• Pupils circle the odd picture out ineach row and make a

Write the food and drink words on the board. Point to a food or drink word and ask, Do you like (honey)?Pupils stand if they like a food/drink item and stay seated if they don’t.

sentence about each picture, e.g.I like honey/I don’t like honey.

• Play the audio for pupils to check their answers. CD3, Track 08 1 I like jelly. I don’t like jelly I like jelly.

Yuk! I don’t like jelly. 2 I don’t like honey. I don’t like honey. I like honey.

Yum! I like honey.

Materials Poster Flashcards 50–57

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7 7

• Play the first two sentences of the

Listen and guess. Then play.

8 3: 09

•

CD3, Track 11 I like jelly. I like yoghurt. j juice y yak j jellyfish y yoghurt j jelly j jump

Listen and say.

9 3: 10

7

j

y

Lesson 4

T

• •

1

audio. Pupils listen and repeat, then trace the words jelly and yoghurt in the speech bubbles. Pupils cover up one square on theirgrid with a coin or a small piece of paper. Play the rest of the audio and pupils tick off the pictures as they hear them. The first pupil to tick their five uncovered squares is h te winner.

• • 55

Can talk about likes and dislikes / Can say the sounds / / and / j/

.

1

1 :

Play the audio again. Pupils listen and repeat after each line. Ask pupils which other words they know withthe // and /j/ sounds. Remind them ofyes. Ask if there are any pupils in the classroom with names beginning with these sounds.

Trace and colour. Pupils trace the words on each domino and read the word. They then colour the picture that matches the word.

Pop quiz Divide pupils into two teams. Give each team a sound from this lesson,// or

/j/. Say words, some with and some without the new sounds. Pupils stand when they hear their sound.

Practice

• Pupils add the letters j’‘ and ‘y’ on separate pages to their

•

Sounds fun notebooks. They then draw pictures of things beginning with these sounds on the appropriate pagesjellyfish, ( jelly, juice, jump, yellow, yoghurt, yak). Stronger pupils write the words next to each picture. Ask pupils to add any new words from this unitto the previously learnt sounds, e.g./b/ bread.

AB page 49 6

Trace. Then listen and play bingo.

• Pupils name all the items in the grid. Encourage them to think about trace the // andletter. /j/ sounds at the beginning of each word. Pupils each

Materials A coin or a small piece of paper, two sheets of paper for each pupil, stapler

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7 Lesson 5

PB page 56

Learning objectives Can understand a simple story Can act out a story Target language I like apples/ice cream. Functional language This is the market. Look at the bull. Look out! Stop! An (ice cream) for you.


•

questions and pointing to the pictures, e.g. Does (Waldo) like apples? Does he like ice cream?If necessary, explain that Aunt Fifi, Harry and Waldo visit the farmer’s market, where a bull knocks over the apples. After pupils have a clear understanding of the story, play the audio again. Pause after each frame and encourage pupils to repeat thewords and phrases aloud.

11

•

Act out the story.

See the ‘How to use stories’ section on page 18 of the Introduction for more ideason how to build your pupils’ confidence with roleplays.

a group of pupil volunteers to act out theroles. • Invite Play the audio while pupils act out the story or say

Warm-up

• Ask pupils (in L1) to remember what happenedin the story from Unit 6. Possible questions:Which characters are in the story? What happens? Who dothey visit? Where is Waldo? Why?

the lines and pupils repeat

• Encourage pupils to say the lines from memory. You may wish to use props for theroleplay.

• Divide pupils into groups of five. Give groups time to practise their roleplay.

• Play the audio again and ask pupils to join in. Ask other groups of pupils to come to the front toact out the story.



• Direct pupils’ attention to the story and ask questions • • •

You might like to give the pupils feedback on their roleplay. AB page 50 8

and match each one with the correct food in the thought bubble.

about the characters and the scene:What can you see in the pictures? Where isWaldo? (at the market) Pre-teach the new wordsapple, ice creamand bull by pointing to the pictures in thestory. Ask pupils to predict what will happen in the story. Play the audio. Ask pupils to listen to the story and follow along in their books.

ANSWER KEY 1b 2d

9

CD3, Track 12 Aunt Fifi: This is the market. Waldo: Yum. Apples! I like apples. Farmer: Oh, no! Look at the bull. Help! Aunt Fifi: Oh, no! Look out! Waldo: Argh! Look at the apples! Waldo: OK, bull. Stop! Bull: Oooh! Aunt Fifi: Oh, thank you, Waldo! Here, an ice cream for you. Waldo: Mmm. Thank you! I like ice cream.

146

Read and match.

• Pupils read the sentences in Waldo’s speech bubble

Read and draw.Then say.

• Pupils read the sentences in Waldo’s thought bubbles and draw either a sad or a happy face to indicate whether Waldo likes the food or not. ANSWER KEY – milk, fish, fruit, bread – cheese

7 Role playing the story Listen to the story. Read.

10 3: 12

1


2


• 3

4

• •

Oh, no!

• • 5

6

Stop!

•

Mmm! Thank you! I like ice cream!

perform a specific action for target vocabulary (e.g. pupils clap when they hear the word purple or stamp their feet when they hear the word blue). Pupils draw a new picture for any frame of the story. Pupils create a new ending for the story. Pupils draw or describe their favourite character. Pupils discuss real-life situations that are related to the story. Pupils comment on how they would feel or how they would behave if they were in a similar situation to one of the story characters. You might like to give pupils feedback. You could give pupils two stars and one wish, e.g.,Fantastic actions!, Great teamwork!, Speak a bit louder next time. This could be given in L1.

Story card activities Act out the story.

11

56

Lesson 5

T

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For suggestions on how to use the story activities, please see page 18.


.

1

1 :


Show homework


For the next lesson

• Explain to pupils (in L1) that in the next lesson they will be talking about healthy and unhealthy food. Askpupils to bring in various photos of healthy/unhealthy food items (cut from magazines) to make a poster.

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7 Lesson 6

PB page 57

Learning objective Can talk about healthy food

12

the children. CD3, Track 13 1 Mmm! I like salad. It’s good for me. 2 Mmm! I like cake. But it’s bad for me. 3 Mmm! I like chocolate. But it’s bad for me.

Cross-curricular focus Food Science: healthy food Values The importance of a healthy diet Target language bad, good chocolate It’s good/bad for me.


• Play the audio, pausing it after each line for pupils to repeat.

Recycled language Food I like (cake). Receptive language Is it (good) for me? Do you like (salad)?

ANSWER KEY 3, 1, 2

13

• Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning about healthy food.

•

• Close books. Ask pupils whatEnglish words they know for food, e.g.cheese, bread. Write them on the board.


Listen and number.

• Play the audio. Pupils listen and point tothe photos of

•

Tick () the healthy foods. Then say.

Pupils name the food items in the photos. Ask,Do you like (chocolate)?Then ask (in L1) whether the food is healthy or unhealthy. Repeat with the other photos. Pupils tick the foods they thinkare healthy. Then ask them to work with a partner, point to each photo and say whether they like it and whether it’s good for them, e.g. I like/don’t like (salad). It’s good/bad for me. Pupils can make a happy or a sad face as they say the words. Compare answers with the whole class, pointing to each picture and asking,Is (salad) good for me? (Yes./No.)

Warm-up

• Recycle food and other vocabulary from previous lessons by playing a game orby singing the song from Lesson 3 (CD3:06). Pupils listen and mime eating the food as they hear each food word.

Presentation

• Show pupils Flashcards50–57. They say,It’s good/

•

148

bad for me! Make a happy face or a sad face to indicate good or bad. Ask pupils to repeat the phrases several times. Use a photo to teachchocolate. Say the word and ask pupils to repeat it a few times. Ask pupils,Is chocolate good for me? (No.)

ANSWER KEY  1 salad 2 cheese 4 fish 5 yoghurt 7 honey 8 fruit

Values

• Discuss (in L1) the importance of healthy eating. Ask why we need to eat healthily, e.g. for energy, for strong bones, etc. Talk (in L1) about the fact that some foods, e.g. cheese or meat, are good for you but in small quantities.

7 AB page 51

7 10

Listen and nu mber.

12 3:13

Find and trace.

• Pupils identify the pictures and follow the lines to the words.

• Pupils then trace the words and read them. ANSWER KEY 1 salad 2 chocolate 3 cake

Tick () the healthy foods. Then say.

13

11

• • 1234

Read and . Then draw.

Explain (in L1) that pupils need to decide which foods are good for them. Pupilsread the words, then write a tick next to the healthy foods. They then draw the healthy food on the plate. Encourage pupils to make sentences, e.g. Salad is good for me.


Lesson 6

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57

Can talk about healthy food

.

1

1 :

Ask pupils, How many words for food do you know now? Give pupils a minute to tell their partner the new words they know. Ask them, Where are you on your learning adventure? Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Project

• Tell pupils they are going to make a poster showing healthy •

•

and unhealthy food. Pupils draw their own picturesor use the photos cut from magazines they brought. Give each pupil a large sheetof paper. Pupils divide the paper into two sections and draw a heart on one side for ‘healthy food’ and a crossed out hearton the other side for ‘unhealthy food’. They stick their food pictures in the appropriate section. They can write word labels for their poster if they wish. Ask pupils to describe theirposters to the class, e.g.I like (fruit). It’s (good) for me.Display posters in the classroom.

Pop quiz Call out food words. Write the words on the board or show word cards one by one. Pupils stand up if the food is healthy and stay seated if it’s unhealthy.


• Alternatively, ask pupils to take their work home and share their work with their families. They may wish to explain their posters to their parents or siblings as well, for extra practice.

Materials Poster, photo of chocolate, pupils’ photos of food, a large sheet of paper for each pupil, food word cards Flashcards 50–57

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7 Lesson 7

PB page 58

Learning objective Can assess what I have learnt in Unit 7 Recycled language Food I like/don’t like (bread).

• Play the audio again, pausing it after each sentence • •

to give pupils time to draw a happy or a sad face depending on whether the food is liked or disliked. Ask pupils to trace the food words on thepage. Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully. ANSWER KEY 1 2 3

4

5

6

7

8

Warm-up

• Start the lesson by playing a chain game ofI like (cheese). The first pupil says,I like (cheese). The next pupil repeats the first sentence and adds another food word, e.g. I like (cheese and fish). The chain continues until they have run out of food words.

Game

• Pupils act out shopping. Use Flashcards 50–57. Pupils make a list of things they like and don’t like. They go to the ‘shop’ and ask for the item on the list, e.g. (Bread), please. The cashier hands over thebread flashcard. Print out play money to add tothe fun.



•

things they have been learning in the unit, e.g.How many food words can you remember?Put their ideas on the board. For each example, ask pupils,Where are you on your learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice.

14

Listen and draw. Then trace.

• Play the audio. Ask pupils to listenand point to the pictures. CD3, Track 14 1 I like bread. 2 I don’t like fruit. 3 I like fish. 4 I like salad. 5 I don’t like cake. 6 I don’t like yoghurt. 7 I like milk. 8 I don’t like cheese.

15

Draw and say.

• Focus on the plates in Activity15. Pupils draw food they like and dislike on the plates.

• In pairs, pupils make sentences about the food they have drawn, e.g.I like (cheese), I don’t like (cake) .

• Pupils stick the star sticker in place if they feel they have learnt the unit structures successfully. AB page 52 12

• • •

Find. Then read and write.

Pupils look at the pictures in the activity and find the matching words in the word bank. They then write the words in the correct order, from 1 to 6, in the appropriate lists. Ask pupils, Do you like (bread)? (Yes./No.) ANSWER KEY I like: 2 milk 3 yoghurt I don’t like: 4 jelly 5 honey 6 cake

13

Read and .

• Pupils read the sentences in Waldo’s thought bubble. • They then look at the picture and they tick the sentence that is true.

• Draw a happy and sad face on the board and elicit I like (bread) and I don’t like (fruit)sentences.

150

ANSWER KEY I like cheese.

7 3:14

1

2

bread

3

fruit


I C AN DO IT!

Listen and draw. Then trace.

14


4

fish

salad

•

5678

•

cae

yoghurt

mil

cheese


description, pupils can identify • Through objects that are being described orally, Draw and say.

15

•

•

I like fish. I don’t like cake.

58

Lesson 7

T

1

•


.

1

1 :



Pop quiz Tell pupils to look back through the unit and pick out a word they found difficult and try to remember it.

Materials Poster, print outs of play money Flashcards 50–57

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7 Lesson 8

PB page 59

• Check the activity by saying,(He) likes (jelly). Pupils say Yes or No.


• Pupils then play a game in pairs. One pupil says, e.g. I like (chocolate) . Their partner guesses whether they are Beth or Harry.

Recycled language Food I like/don’t like (milk). He/She likes (jelly).

ANSWER KEY Harry: bread , chocolate , salad , fruit Beth: cake , fish , cheese , yoghurt

Receptive language Do you like (cheese)?

Practice


Warm-up

• Play the chant from Lesson 2 (CD3:03) and encourage

•

pupils to join in. Hand outthe relevant food flashcards to individual pupils and ask them to hold up the flashcards as they listen to the chant. Hold up a flashcard with food, e.g.cheese and smile. Elicit a sentence from the pupils,I like (cheese). Do the same with a different food but this time hold up the flashcard and frown. Elicit the sentence,I don’t like (milk).

• •

unit project. They write the titleMy Unit 7 Project Book on the cover and draw pictures on each page, of different food items. Encourage stronger pupils to write sentences below each drawing, e.g.I like (fish). I don’t like (cheese). Pupils decorate the book with stickers anddrawings of the characters, etc.

AB page 61

• Pupils colour the food pictures in thePicture dictionary.

Learning adventure

• They can then play a game in pairs. Each pupil takes

Open books and ask pupils,Look at the activities. What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re talking about food.


16

Findand draw

or . Then say.

• Ask questions about the food in the picture, e.g. •

• •

What’s this? Do you like (ice cream)? Pupils work in pairs. They start with Beth and follow her path through the maze, saying,I don’t like (cheese). I don’t like (fish)., etc. as they go, depending on whether there’s a happy or sad face nextto the food item. They repeat, following Harry’s path through the ma ze. They then complete the chart at the bottom of the page, drawing a happy/sad face under each food item accordingly and saying a sentence each time, e.g.I like (ice cream).



• Encourage pupils to ask if they’ve got any questions about what they have learnt in the unit. Tell pupils, Well done! to reinforce the progress they are making.

152

7 7 Find and draw

16

or

.

Then say.

I like chocolate.

Harry. Now go to Poptropica English World

Lesson 8

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59


.

1

1:

Pop quiz Draw a happy and sad face at the top of the board. Hand out the food flashcards to several pupils. Say,I like (yoghurt). The pupil with theyoghurt flashcard sticks it below the happy face. Now say,I don’t like (fish). The pupil with thefish flashcard sticks it below the sad face, etc.

Evaluation


Materials Consolidation and extension worksheet 7 Flashcards 50–57

153

8

I’m happy!

Worksheet 8 Name:

Class:

1

Match. Then say.

tired

2

scared

hungr y

thirsty

Read. Then find and write.

3


happy

1

5

4 2

6

She’s tired.

Clap!

He’s scared.

Stamp!

He’s thirsty.

Jump!


8 I ’m ha ppy ! Unit overview Unit objective • I can talk about feelings


Feelings: happy, hungry, sad, scared,hirsty, t tired

Target structures

I’m (happy).

Verbs: drink, eat

He’s/She’s (tired). Phonics: // and /t/

Features

Values: Being aware of others’ feelings Cross-curricular: Science: light and shadow

Skills Reading


Writing

• Can trace simple words • Can complete simple sentences about how I feel (Activity Book) • Can complete simple sentences about how other people feel (Activity Book) • Can copy simple words (Activity Book)

Listening

• Can identify common feelings words • Can follow a simple song • Can listen to and understand a simple story

Speaking

• Can talk about feelings • Can say the sounds// and /t/ • Can act out a story • Can talk about being aware of others’ feelings • Can talk about light and shadow

155

8 Lesson 1

PB page 60

Learning objective Can say some common feelings words

CD3, Track 15 Cody: Wow! I love funfairs. I’m happy! Harry: Oh, no! I don’t like funfairs. I’m scared. Beth: I’m thirsty. Mmm, I like juice. Aunt Fifi: I’m tired! Waldo: Mmm! Look at the ice cream! I’m hungry!

Target language happy, hungry, sad, scared, thirsty, tired I’m (happy). Receptive language Is he (scared)?

Warm-up adjectives pupils units • Revise by asking pupils tothat mime, e.g.know happy,from sad, previous dirty, clean, big or small. Ask, Is he/she (happy)?


What do you know?


today? Write the lesson objective on the board or look at it on the screen:We’re learning feelings words. If using books, close them. Ask pupils what English words they know for feelings, e.g.happy, sad. Write them on the board. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure!

• Ask, Who’s tired? Who’s hungry? Who’s happy? • Pupils listen and point to the characters in the main illustration.

• Pupils listen again and mime the feelings as they hear the feelings words.

(hungry)?

• Play the audio. Pupils listen and point to the small pictures. CD3, Track 16 1 hungry 2 tired 3 thirsty 4 scared 5 happy

• Present the new vocabulary to the pupils by miming

• • •

Listen and say.

3

• Focus on the small pictures. Ask questions, e.g.Is (she)

Presentation

the words, along showing themsay Flashcards 58–64. Show the with flashcards in turn, the words and pupils repeat. Place each flashcard on the board. Focus on the scene. Ask where the characters are and what they are doing. (At a funfair.) Ask, Who’s this? What’s this? What’s he/she got? Do you like (ice cream)? Ask, Is (Harry) (happy)? In this way identify what each character is feeling. Ask pupils (in L1) to guess why they think each character isfeeling that way. Write the feeling words on the board andinvite pupils to stick the flashcards next to the correct word.

Listen and find.

2

• Play the audio and ask pupils to listen first.

Play the audio again. Pupils listen, point to the small

• pictures and repeat the words. Game

• Pupils play a game in pairs. One pupil turns away while his/her partner covers up one of the small pictures in Activity 3 with a coin or a small piece of paper. His/Her partner has to saywhich feeling is covered up. Pupils take turnsto cover up more pictures each time to make it more difficult. AB page 53 1

Look and trace.

• Pupils trace the word under each character and read them.

156

8 Show homework

8 I’m happy!


What do you know?

1

Listen and find.

2 3: 15

Listen and say.

3 3: 16

a b c d e

60

Lesson 1

T

1

Can say some common feelings words

.

1

11:

Learning adventure Ask pupils, How many feelings words do you know now?Give pupils a minute to tell their partner the new words they know. As a whole class or in pairs, ask pupils,Where are you on your learning adventure? Ask pupils which words they find the easiest or the most difficult to remember. Tell pupilsWell done! to reinforce the progress they aremaking.

Pop quiz As pupils are leaving the class, say, e.g. I’m happy. Ask them to mime the feelings. Repeat for other feelings from the lesson.


157

8 Lesson 2

PB page 61

CD3, Track 17 He’s hungry. Waldo. She’s thirsty. Beth. She’s tired. Aunt Fifi. He’s scared. Harry. He’s happy! Cody.

Learning objective Can talk about feelings Target language He’s/She’s (happy). Recycled language Feelings I’m (happy). Receptive language Are you (happy)? Is he (happy)?

Warm-up

• Place Flashcards 58–64 in different spots around the class. Pupils stand in the middle. Call out a feeling and ask pupils to touch the correctcard.

Learning adventure

• Play the audio again. Pupils listen and mime the they hear. Play the chant and ask pupils to chant along. • adjectives

•

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re talking about feelings.

• Invite five pupils to the front. Mimebeing scared and

•

4

mime feelings and ask the class to make sentences, e.g. He’s/She’s (tired). Point to the characters in the main scene one by one and ask pupils to say how they are feeling. Ask,Is he/ she (tired)?

character. Then point to the pictures in the thought bubbles and ask, e.g.What’s this?Use L1 if necessary. Play the audio. Pupils listen and point tothe characters being described. CD3, Track 18 1 She’s happy. 2 He’s hungry. 3 He’s tired. 4 He’s scared. 5 She’s thirsty.

Presentation say, I’m scared. Then ask a pupil to mime being scared and say,He’s/She’s scared.Continue asking pupils to


5

• Focus on the pictures. Ask pupils to identify each

• Play the audio again and ask pupils to match the characters with the objects.

• Play the audio again and ask the class to say the adjectives. ANSWER KEY 1b 2a 3c 4e


5d

• Play the audio. Pupils listen and point tothe characters in the main scene.

Quest Q ue

s

t

• •

158


Ask pupils (in L1) to remember the Quest items from the Welcome Unit which the characters have to ind. f Ask them to guess which item could be found here. Play the Quest song. Pupils listen for the Quest item.

8 AB page 54 2


4 3:17

Listen and

 or .

• Play the audio. Pupils listen to theaudio to see if what they hear is correct or not and write a tick or a cross in each box. CD3, Track 20 1 He’s scared. 2 She’s thirsty. 3 He’s hungry. 4 He’s tired.

ANSWER KEY 2 3 4


5 3:18

a

bcde

3

• 12345

• Q ue

Find. Then read and circle. Pupils follow each character’s path to find the picture as a clue to how the character is feeling. They then read the sentences and circle the correct word that describes eachcharacter.

s

t

3:19

Lesson 2

T

1

1

Can talk about feelings

.

1 :

1

61

1

CD3, Track 19 Come with us, come on a quest. Come on a quest today! Come with us, come on a quest. Look for a hat today. A balloon, a cake, a tablet, a photo, a teddy, a bird, a door, an apple and a… hat. Look for a hat today.

• Pupils then look at the main scene to find the Quest item • •

(the hat). Ask pupils to turn to the stickers at the back of their books. They find the sticker of the hat and stick it into the correct place on page 61, over the hat. Play the audio again and pupils sing the Quest song.


ANSWER KEY 2 thirsty 3 happy 4 scared 5 hungry

Pop quiz Invite five to ten pupils to the front (a mix of boys and girls). Tell each pupil to mime a different feeling. Say,He’s (scared). Who is it? Pupils say the correct name.

Show homework

• Direct pupils’ attention to thebird card on page 61 of the Pupil’s Book. Tell pupils to go online to the Poptropica English Island Adventure Gameand find the item. Once pupils click on it, they are taken to a supplementary language task.

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8 Lesson 3

PB page 62

Learning objectives Can say more feelings words Can follow a simple song Target language drink, eat Let’s have fun.

6

•

Recycled language Actions, Feelings, Food, Numbers I’m (happy).

can you see? Which animals? Is he (happy)? Do you like (jelly)? What colour is it? Howmany boys/girls? Ask pupils to point to various members ofthe family. Say, Point to Dad.Ask, What’s he got? Elicit the food that each family member has got. Play the audio. Pupils join in with the actions if they can. CD3, Track 21, CD3, Track 22 5, 4, 3, 2, 1 I’m happy. I’m happy.

Receptive language

Turn around.

Let’s have fun! Clap your hands. Stamp your feet. Click your fingers. Drink and eat.

Warm-up

• Play the chant from Lesson 2 (CD3:17). Pupils say the chant and mime the feelings.

Learning adventure

5, 4, 3, 2, 1 I’m happy. I’m happy. Let’s have fun!

Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re learning more feelings words and singing a song.

Wiggle your toes. Jump up and down. Jump, jump, jump. Now turn around.

• Close books. Ask pupils whatEnglish words they can

5, 4, 3, 2, 1 Now, I’m tired. I’m tired. Good night!

•

remember for feelings, e.g.hungry, happy. Write them on the board. Refer to the learning adventure poster and say,Great! You are moving along yourlearning adventure!

Presentation

• Teach the new actionturn around by demonstrating

•

•

•

160


• Ask questions about the main picture, e.g.What food

and asking pupils to copy you. Now jump afew times and say, Jump up and down! Say the actions several times and pupils do the actions and say the words. Tell pupils (in L1) they are going to listen to a song about some people at a party. Discuss things you can do at a party (eat, drink, play games). Help pupils by miming if necessary. Say eat, mime eating and ask pupils to tell you foods that can be eaten, e.g.fish, fruit, bread, cheese. Say drink and ask pupils to tell you things that can be drunk, e.g. milk, juice. Ask pupils what feelings they feel at a party, e.g. happy.

• Say various actions, e.g. clap your hands and ask • • •

pupils to point to the children in the picture who are doing them. Do the same for hungry, thirsty, tired. Revise the numbers 1–5. Pupils count on their fingers with you. Then count backwards together with the pupils from 5–1. Play the audio again and ask pupils to join in with the song as well as they can. If pupils feel confident, use thekaraoke version of the song on the Audio CD.

Home–school link


8 AB page 55 6

4


3: 21 / 3: 22

Match.

• Pupils identify the actions the children are doing and say the words.

• They then match each child with the silhouette that shows the same action. ANSWER KEY 2 turn around 3 stamp 4 clap

5

•

ANSWER KEY green = milk, juice blue = bread, jelly, cheese, salad, chocolate, fruit, honey

HOME

SCHOOL

Match. Then say.

7

LINK

1

2

3

4

a

b

c

d

Read. Then circle in green or blue. Pupils read the words on thepage and circle the things you drink in green and the things you eat in blue.

Learning adventure

62

Lesson 3

T

7

1

Can say more feelings words / Can follow a simple song

.

1

11:

Match. Then say.

• Pupils name the family members. • They find them in the main picture and match them with the food/drink they are eating/drinking.

• They name the food each time. ANSWER KEY 1 d (chocolate) 2 b (juice) 3 a (cheese) 4 c (jelly)

Materials Poster

Ask pupils, How many words for feelings do you know now?Give pupils a minute to tell their partner the new words they know. Ask pupils,Where are you on your learning adventure now?Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils,Well done! to reinforce the progress they aremaking.

Pop quiz Play a miming game. Ask pupils to mime one of the actions from the lesson, e.g. turn around, jump, eator drink. The other pupils guess the action. Alternatively, say various actions and pupils do the action. This could be a team game.

161

8 Lesson 4

PB page 63


• Ask pupils to find the Unit 8 Cutouts on page 79 of Learning objectives Can talk about feelings Can say the sounds// and //

the Pupil’s Book.

• Pupils cut out the cards. • Pupils now play a game ofPelmanism in pairs. Pupils combine their two sets of cards. They arrange the cards on the table face down so that the pictures can’t be seen. Pupils take turns to turnover two cards. They make a sentence about each card (He’s dirty. She’s happy.or He’s dirty. He’s dirty). If the two upturned cards match, the player says,It’s a pair., and keeps the pair. If they don’t match, the player turns them back over, remembering where they are for his/ her next turn. The winner is the player with the most matching pairs.

Target language cheetah, shadow, shark, shell Recycled language chair, cheese, chocolate Feelings

Warm-up

• Mime adjectiveshappy, sad, dirty, clean,scared, thirsty, hungry, tiredfor pupils to guess. Invite pupils to the front to do the same.

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objectives on the board orlook at them on the screen: We’re talking about feelings and learning to say the sounds // and /t/. 8

Listen and number.

• Ask (in L1) what the children are doing in the photos (playing a game finding matching pairs –Pelmanism).

• Pupils look at the two photos and identify the

Presentation

• Remind pupils of the words shake and share. Ask pupils • 9

•

they will need to play the game. Ask them to listen to the audio and number the photos accordingly. CD3, Track 23 1 My turn! He’s scared. She’s happy. Your turn! 2 She’s hungry. She’s hungry. Yes, it’s a pair!

ANSWER KEY 2, 1

Listen and say.

• Play the audio. Pause after the first three lines. • •

upturned cards (She’s hungry. She’s happy. He’s scared ).

• Play the audio to give pupils an idea of the language

which sound they hear in both words. Say the// sound and ask pupils to repeat after you. Now do the same for the/t/ sound using chair.

•

Ask pupils which sounds they can hear(// and /t/). Play the first three lines again and pupils repeat. Introduce the two mascots by pointing and saying, This is Sharon Shark. Thisis Charlie Cheetah. Point to Charlie’s chair and Sharon’s shadow and say the words. Explain the meaning ofshadow. Point to Sharon’s necklace to teach the word shell. Play the audio from the beginning to the end. Pupils point to the pictures as they hear the words. CD3, Track 24 sh sh ch ch sh, sh, sh ch, ch, ch sh, ch, sh, ch, sh, ch Sharon Shark, Sharon Shark, shadow, shell Sharon Shark! Charlie Cheetah, Charlie Cheetah, chair, chocolate, cheese Charlie Cheetah!


• Ask pupils which other words they know withthe // and /t/sounds, e.g. cheese. Ask if there are any pupils in the classroom with names beginning with these sounds.

162

8 7

8 Listen and nu mber.

8 3:23

Circle the odd one out. Then listen and check.

• Pupils read the words below each image •

and circle the one that starts with a different sound. Play the audio so pupils can check their answers. CD3, Track 25 1 ch chocolate shadow chair Shadow! 2 sh cheese shell shark Cheese!


ANSWER KEY 1 shadow 2 cheese Listen and say.

9 3:24

Pop quiz

ch

sh Lesson 4

T

1

Divide pupils into two teams. Give each team a sound from this lesson,// or /t/. Say words, some with and some without the new sounds. Pupils stand when they hear their sound. 63

Can talk about feelings / Can say the sounds / / and / /

.

1

11:

Practice ‘ and ‘ch’ on separate pages to their • Pupils add the letters sh’

•

Sounds fun notebooks. They then draw pictures of things beginning with these sounds on the appropriate pages (shark, shell, shop, shed, chair, cheetah, chick, chocolate, cheese ). Stronger pupils write the words next to each picture. Ask pupils to add any new words from this unitto the previously learnt sounds, e.g./t/ tired.

AB page 56 6

• •

Trace and colour. Pupils trace the letters sh’ ‘ and ‘ch’. They then colour all the items next to each mascot or in their bags blue if the items begin with// or green if they begin with /t/. ANSWER KEY

blue = shark, shell green = chocolate, cheese, chair, cheetah, chick


163

8 Lesson 5

PB page 64

Learning objectives Can understand a simple story Can act out a story

• Check pupils’ understanding of the story. Point to each •

Target language angry Functional language Oh, wow! I’m (happy). Let’s go home. Values

11

Warm-up

•

•

Look at the story. Ask,What are we learning today? Write the lesson objectives on theboard or look at them on the screen:We’re listening to a story and acting it out. 10

words circus and angry. Ask questions about the characters and the scene:What have the children got? (all the stickers). Where are they? (at the circus) Is Waldo (happy)? (No, he’s hungry and thirsty.) Ask pupils to predict what will happen in the story. Play the audio. Ask pupils to listen to the story and follow along in their books. CD3, Track 26 Aunt Fifi: Well done! You’ve got all the stickers! Cody: Oh, wow! The circus! Beth: Ooh! I’m happy! Waldo: The circus? Harry: He’s angry. Waldo: And I’m hungry! Beth: Wow! Waldo: Now I’m thirsty. Beth: Thank you, Aunt Fifi. Aunt Fifi: Let’s go home. I’m tired. All: Oh, Waldo!

164

• •

the Introduction for more ideason how to build your pupils’ confidence with roleplays. Invite a group of pupil volunteers to act out theroles. Play the audio while pupils act out the story or say the lines and pupils repeat. Encourage pupils to say the lines from memory. You may wish to use props for the roleplay. Divide pupils into groups of five. Give groups time to practise their roleplay. Play the audio again and ask pupils to join in. Ask other groups of pupils to come to thefront to act out the story. You might like to give the pupils feedback on their roleplay.

Values

• Discuss (in L1) the importance of being aware of others’ feelings. Ask the pupils to listthe feelings they know in English,sad, happy, etc. Talk (in L1) about what we can do when our friends and family are experiencing these feelings, e.g.When your mum/dad is tired, help them around the house.


• Direct pupils’ attention to thestory. Teach the new

• •

•

Ask pupils (in L1) to remember what happenedin the story from Unit 7. Possible questions:Which characters are in the story? What happens? Which animal isthere? (a bull) What does Waldo get? (an ice cream)

Learning adventure

Act out the story.


Being aware of others’ feelings Receptive language circus

of the story frames one by one and ask pupils how Waldo is feeling in each. After pupils have a clear understanding of the story, play the audio again. Pause after each frame and encourage pupils to repeat the words and phrases aloud.

AB page 57 8

•

Listen and number. Play the audio. Pupils listen and number the pictures. CD3, Track 27 1 He’s angry. 2 Wow! The circus. Beth’s happy! 3 Waldo’s thirsty. 4 Oh, Waldo!

ANSWER KEY a2 b1 d4

8 Role playing the story Listen to the story. Read.

10 3: 26

1

Ooh! I’m happy!

Drinks

Hot Dogs


2

• While pupils listen to the story, they •

CIRCUS

S CIRCUUS

RC CI

And I’m hungry!

3

• •

4

• • Now I’m thirsty.

5

•

6

OH, WALDO!


Story card activities

64

Lesson 5

T

9

• •

For suggestions on how to use the story activities, please see page 18.

Act out the story.

11

1


.

1

11:

Draw and write. Pupils trace the pictures in Waldo’s thought bubbles to reveal the hot dog and drink. They then use one of the words from the word bank tocomplete Waldo’s sentences. ANSWER KEY 1 hungry 2 thirsty


Show homework


165

8 Lesson 6

PB page 65

12

Listen. Then point and say.

• Play the audio. Pupils listen and point tothe photo described.

Learning objective Can talk about light and shadow

CD3, Track 28 Look at my shadow. It’s asmall shadow. Look at my shadow. It’s abig shadow.

Cross-curricular Science: light and shadow Target language It’s a (big) shadow. Recycled language small, big Feelings, Colours

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning about light and shadow.

• Close books. Ask pupils whatwords they know for

• Play the audio again, pausing after each line for pupils to repeat. 13

• • •

Match. Then say.

Ask pupils to identify each of the pictures on the right side of the page (cheese, a book, a flower, a violin) . Pupils match each of the items with its shadow on the left side of the page. Ask, What’s this? Is it (big)? ANSWER KEY 1d 2c 3b 4a

feelings, e.g.happy, scared. Write them on the board.

Warm-up

Practice

• Revise other adjectives pupils know, e.g.big, small.

• Pupils draw around each other’s shadows or the

•

Mime or draw on the board, then make true/false sentences, e.g.It’s a big flower. She’s happy. I’m hungry. Pupils clap their hands for a true sentence and stamp their feet for a false one. Refer to the learning adventure poster and say,Great! You are already moving alongyour learning adventure.

Presentation

• Introduce the theme of ‘shadows’ by asking a pupilto

•

shadows of classroom objects and make shadows drawings. They will need a light source, e.g. a torch and a piece of paper. Pupils then position a pencil in front of the light source and draw around its shadow on a piece of paper. They can experiment with different positions and see what happens when the light source is moved nearer/further from the object (shadow gets bigger or smaller). Pupils practise saying, It’s big/small.

stand with the sun behind him/her (or another light Project source, e.g. a torch or a lamp), so that a shadow is formed. Remind pupils of the wordshadow and talk (in • Tell pupils they are going to make shadow puppets. L1) about how shadows are formed when an object Prepare a few templates of animals or people using blocks the light. If it’s not possible to see shadows cardboard. within the classroom, look at examples of shadows • Give each pupil a template anda piece of cardboard. in the Pupil’s Book. You could also ask pupils (in L1) Pupils trace around your template, cut out theirown if they can think of sources of lightthat would give puppets and attach a rod or straw to the back. shadows if you stand in front of them, e.g. lamp, candle. Pupils hold their puppets infront of a light source to • If possible, take the class to the playground to look cast a shadow on a wall or flat surface. Pupils can at shadows. Ask pupils,Is your shadow big? (Yes./No.) create simple dialogues to use with their puppets, Pupils play the playground game ofJump on my e.g. Hello, I’m (name). I’m a (mouse). Pupils show their shadow. One pupil tries to jump on the other’s shadow shadow puppets to the class. on the ground. His/Her partner tries to move away in time to avoid this. Optional home–school link

• Ask pupils to take their puppets home and share them with their families.

166

8 8 Listen. Then point and say.

12 3: 28

Learning adventure Ask pupils, How much do you know about light and shadow now?Give them a minute to tell their partner what they know. Ask pupils,Where are you on your learning adventure?Ask pupils which words they find the easiest or the most difficult to remember. Tell pupils,Well done! to reinforce the progress they are making.

Pop quiz Match. Then say.

13

Pupils make their own shadow pictures, experimenting with their hands and asking their partner to guess what the shadows are.

a 1

b 2

c

3

4 d

Lesson 6

T

1

65

Can talk about light and shadow

.

1

11:

AB page 58 10

• •

Read and  or . Then say.

Pupils read the sentences. If the sentence is true, pupils put a tick and if it is false, they put a cross. Pupils then point to each pictureand say, It’s a big/small shadow. ANSWER KEY 1 2  3 

11

Read and circle.

• Pupils read the sentences and circle theword that corresponds with the image to complete the sentences. ANSWER KEY 2 hand 3 butterfly 4 window

Materials Torches, sheets of paper, cardboard and straws

167

8 Lesson 7

PB page 66

15


• Play the audio. Ask pupils to listenand point to the pictures.


CD3, Track 29 1 Oh! I’m tired. 2 Ah! I’m thirsty. 3 Oh! I’m sad. 4 Mmm! I’m hungry. 5 Argh! I’m scared! 6 I’m happy!

Recycled language Feelings I’m (happy). Receptive language Is he (tired)? Are you (happy)?

Warm-up

• Play the audio again. Pupils listen and number the

• Divide pupils into teams. Invite a pupil from oneteam

• Check the activity by saying,I’m (happy). Pupils say

to the front and pin a word card with one feeling to his/her back without him/her seeing it. The pupil turns to show the class, then guessesthe word, e.g.Tired? Happy? When the pupil guesses correctly, he/she must mime the word. The pupil wins a point for his/her team if he/she mimes correctly.

pictures.

the number of the picture.

• Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully. ANSWER KEY a5 b1 c2 d4

e3

f6


Practice

• Give each pupil a piece of paper. Explain (in L1) that

• Close books. Ask pupils if they can remember the things they have been learning in the unit, e.g.How many words for feelingscan you remember?Put their ideas on the board.

• For each example, ask pupils,Where are you on your

learning adventure? Reassure pupils who are less confident that they will have opportunities for more practice.

14


• Ask pupils to trace the words for feelings. • Ask pupils to turn to the stickers of the feelings at the • • • •

168

back of their books and name the feelings. Pupils stick the stickers in place, next to the corresponding words. In pairs, pupils point to thepictures and say,He’s/She’s (hungry). Check the activity by pointing to individual pictures and asking questions, e.g.Is she (scared)? Pupils stick the star sticker in place if they feel they have learnt the unit vocabulary successfully.

•

pupils should draw a scene showing a frienddoing something that makes him/her have a certain feeling, e.g. a child is tired because he/she has justfinished swimming or he/she is happy because it ishis/her birthday. Pupils share their drawings witha friend and say,He’s/ She’s (tired).

AB page 59 12

Find. Then read and write.

• Pupils look at the pictures and identify how each character is feeling.

• They then read the words in the word bank and use each one to complete the sentences beside the pictures. ANSWER KEY 2 hungry 3 happy 4 scared 5 thirsty

8 Pop quiz I C AN DO IT!


14

1

2

hungry

Tell pupils to look back through the unit and find a word they found difficult and try to remember it.


3

thirsty

4

5

happy

tired

• Before displaying the poster for the first time, pupils can anticipate and predict who and what they will see within a topic area and then see how many items they guessed correctly once the poster is visible.

scared

own posters, • Pupils based can on acreate similartheir topic. • Using a large piece of paper placed over


15 3:29

a

b

c

d

•

e

66

Lesson 7

T

13

1

f

•


.

1

11:

•

Read and tick.

• Pupils read the sentences. • They then look at the picture and tick the sentence which describes how Waldo is feeling.

•

the top of the poster (with a 5 cm hole cut out), pupils can be asked to identify what they can see through the hole. Through description, pupils can identify objects that are being described orally, e.g. It’s small. It’s green. It’s an animal. What is it? It’s Waldo. With a time limit, pupils can look at the posters and try to remember as much language and content as possible and then in pairs or led by the teacher, they can try to recall the content through questions and answers, e.g.Is there a balloon? What colour is it? By pointing to an object and making a statement, pupils can replyYes or No if the information is correct or incorrect, e.g. This is a cake. In teams or pairs, pupils can write down as many words as possible for the items in each poster.

ANSWER KEY I’m hungry.

Learning adventure Ask pupils (in L1) how they feel about their learning in this unit. Ask them to tell you what they found the easiest or the most difficult to learn in the unit. Ask pupils,Where are you on your learning adventure?Pupils indicate where they think they are on the learning adventure poster. Tell pupils,Well done! to reinforce the progress they are making.

Materials Poster, stickers, homemade word cards with feelings, a sheet of paper for each pupil

169

8 Lesson 8

PB page 67

17

Now act and say.

• Pupils work in pairs. They each mime one of the pictures from the activity and say, I’m (scared).His/Her partner guesses which feeling they are acting out and says the number of the picture which shows that feeling.

Learning objective Can use what I have learnt in Unit 8 Recycled language Feelings

Practice

• Help pupils to make an 8-page booklet as an end of Warm-up

• Play the audio from Activity 15 in Lesson7 (CD3:29). Pause it after each sentence. Ask pupils to act out the feelings.

Learning adventure Open books and ask pupils,Look at the activities. What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re talking about feelings.

•

unit project. They write the titleMy Unit 8 Project Book on the cover and draw pictures on each page, of different feelings. Encourage stronger pupils to write sentences below each drawing, e.g.I’m (happy). He’s (tired) .

decorate the book with stickers anddrawings • Pupils of the characters, etc. AB page 61

• Pupils colour the feelings pictures in the Picture dictionary.

• They can then play a game in pairs. Each pupil takes 16

Find and match. Then say.

• Ask questions about the people in the picture, • •

e.g. Where are they? (At a funfair.) Is he (happy)? Is she (scared)? Talk (in L1) about the various funfair rides and ask pupils how they feel when they e.g. go on the ghost train or the rollercoaster, etc. Pupils then look at the pictures at the bottom of the page and find them in the main picture. They draw a matching line from each to the corresponding person in the main artwork.

then compare their answers in pairs or in small • Pupils groups and say,He’s/She’s (happy). ANSWER KEY 1 (boy in train) He’s scared. 2 (girl holding balloon) She’s happy. 3 (boy eating hot dog) He’s hungry. 4 (girl drinking) She’s thirsty. 5 (girl in pram) She’s tired. 6 (boy sitting down) He’s sad/angry. 7 (boy with dropped ice cream) He’s sad. 8 (Dad) He’s angry.

170


• Pupils complete the consolidation and extension activities on Worksheet 8 (page 154). See also ht e teaching notes on page 23.

Learning adventure Ask pupils, What do you think you have learnt in Unit 8? Give pupils a minute to tell their partner the new language they know. Ask pupils,Where do you think you are on your learning adventure?Ask pupils if they are ready to move onto theGoodbye Unit. Tell them that it is fine if they do not remember everything as they will continue to practise throughout the level.

• Encourage pupils to ask if they’ve got any questions about what they have learnt in the unit. Tell pupils, Well done! to reinforce the progress they are making.

8 8

• SONG

Find and match. Then say.

16

•

The pupils watch, listen and follow the actions. As they grow more confident, they can join in with the song. STORY Watch the story. Ask the pupils (in L1) what happened in the story. Watch again, stopping at key points, and ask them about the language, the images or the story. Ask pupils to act out the story. Assign the roles of Joe and Lindy to confident speakers and let other pupils play the other parts. Encourage them to say as much of the dialogue as they can and prompt them where necessary.

1234

• THE LAST WORD These reinforce a common language point with short, humorous animation. Some Last Words are interactive, and pupils can use the video player controls to answer questions.

5678

Evaluation

• You can check your pupils’ progress using

Now act and say.

17

Evaluation sheet 8 (page 199). See also teaching notes on page 190.

He’s scared.

One. Now go to Poptropica English World

Lesson 8

T

1

67


.

11

1 :

Pop quiz Hold up one of the Flashcards 58–64 but cover it with a sheet of paper, hiding the image.Ask, Is he (sad)?Slowly pull down the paper to reveal the flashcard. Thefirst pupil to answer correctly (Yes./No.) wins a point for their team. Continue with other flashcards and questions.

Practice

• Watch the video storyFood. The video stories give the language of Poptropica a newcontext and each episode is designed for use after every two units of the Pupil’s Book. Sally, Jack and Albert provide a song and thereis an animated story from Family Island. Each episode contains aLast Word – a short focus on one language point.

Materials A sheet of paper, consolidation and extension worksheet 8 Flashcards 58–64

171

Goodbye Lesson 1

PB page 68

CD3, Track 30 Come on! Where’s the balloon? Where’s the cake? Where’s the tablet? Where’s the photo? Where’s the teddy bear? Where’s the bird? Where’s the door?

Learning objectives Can name the Quest items Recycled language apple, balloon, bird, cake, door, hat, photo, tablet, teddy bear Receptive language Where’s the (balloon)? I’ve got the (balloon)!

Warm-up

Where’s Where’s the the apple? hat?

• Play the audio again. Pupils listen and circle the items in the main picture.

• Do a TPR activity to practise the actions learnt throughout the course. Say,Clap your hands, please. Pupils only perform the action when you say,please.

Learning adventure Look at the scene. Ask,What are we learning today? Write the lesson objective on the board or look at it on the screen:We’re naming the Quest items. 1

•

•

• •

172

Listen and find. Then circle. Have a discussion (in L1) about the scene. Elicit that the characters are having a picnic in Aunt Fifi’s garden. Ask questions about the picture, e.g.Who’s this? Is he happy/sad? What’s this? What colouris it? Remind pupils of the Questitems they have found in Units 1–8. Ask them to tell you what they are (balloon, cake, tablet, photo, teddy bear, bird, door, apple, hat). Use mime to help if necessary. Tell pupils that all the Quest items are hidden in the scene and the characters must find them all. Play the audio. Ask pupils to listenand point to the objects.

2

Listen and number. Then play.

• Play the audio. Ask pupils to number each item as they hear it. CD3, Track 31 1 I’ve got the balloon! 2 I’ve got the photo! 3 I’ve got the bird! 4 I’ve got the cake! 5 I’ve got the door! 6 I’ve got the tablet! 7 I’ve got the apple! 8 I’ve got the hat! 9 I’ve got the teddy bear!

• Ask pupils to play a miming game in pairs. One pupil mimes one of the items, e.g. taking a photo, flying like a bird, eating a cake andsays,I’ve got the… . His/Her partner has to guess the item, point to it in the activity and say the word to finish his/her partner’s sentence.

Lesson 2

PB page 69

Learning objectives Can sing a song about the Quest items Recycled language apple, balloon, bird, cake, door, hat, photo, tablet, teddy bear Goodbye.

Warm-up

• Ask pupils to choose a Quest item from Activity 2 and •

copy it, including the colour. Divide pupils in pairs and ask them to guess each other’s Quest item. Encourage them to use the language they have learnt, e.g.Is it yellow? (Yes./No.)

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re singing a song about the Quest items. 3

Listen and sing.

• Play the audio. Pupils listen and point tothe items in

Trace. Then say. with a partner.

• In pairs, one pupil reads a word and their partner points to the corresponding picture in Activity 2 or in the main scene. 5

Draw five of your favourite things. Then show and tell.

• Ask pupils to choose five of theirfavourite items from •

the book and draw them on a sheet of paper. Ask stronger pupils to label the items in their picture. Invite pupils to the front to show their drawings and talk about them, e.g.It’s a ball. It’s yellow!

End-of-year project

• To make a mini book take one A4 sheet for every 8 •

•

pages needed in the book, i.e. three A4 sheets for a 24-page book. Put the sheets neatly one on top of the other. Fold the pile in half so that the short sides touch, and then in half again in the other direction. You should now have a small book shape. Cut along the folds at the top/bottom of the book so that the pages can turn, and staple at the top and bottom of the spine. Pupils may use the book to show things they’ve learnt throughout the year. They write a unit number on each page and draw pictures of words they learnt in that unit. They could also write the words they learnt in that unit. Allow pupils to use their Pupil’s Book as

Activity 2 as they hear them mentioned.

•

CD3, Track 32 Come with us, come on a quest. Come on a quest today. Come with us, come on a quest. Come on a quest today. A balloon, a cake, a tablet, a photo, a teddy, a bird, a door, an apple and…a hat. We’ve got them all today. Goodbye, goodbye, goodbye, Goodbye, goodbye, goodbye.

Pop quiz

• Play the audio again. Pupils try to join in with the music.

174

4

• Pupils trace the Quest words and read them aloud

reference.

Ask pupils to choose their favourite song from the book. Play the audio and ask pupilsto sing it.

Evaluation

• You can check your pupils’ progress using theEnd-ofyear evaluation sheet (page 200). Seealso teaching notes on page 191.

3

Listen and sing.

3:32

Trace. Then say.

4

balloon

a

photo

d

g

b

door

e

h

cae

teddy bear

apple

Goodbye 1

T

1

tablet

c

i

f

bird

hat 69

Can sing a song about the Quest items

.

11

1 : 1

Assessment for Learning review Poptropica English includes elements of Assessment for Learning methodology, which help to enhance learningby supporting pupils in understanding what they have learnt and what theyneed to do next, empowering them to move themselves forward and making them active in their own learning. Encourage pupils to ask if they’ve got anyquestions about what they have learnt in the level.It’s a good idea to remind pupils of where they were at the beginning of the year and where they are now, to really emphasize the progress theyare making. Ask them to say where they are on their learning adventure now. Then say, Good job! Now you’re ready for Level 1! Tell pupils that it is fine if they do not remember everything as they will continue to practise ni the next level. For strong pupils, keep them motivated by asking them tofind out more about the topic or new words on the topic.Tell pupils,Well done! to reinforce the progress they have made.

175

Festivals Halloween

PB page 70

CD3, Track 33 It’s Halloween, it’s Halloween. Pass the pumpkin, 1, 2, 3. Pass the pumpkin to me! I’m a monster. I’m a bat. I’m a pumpkin. I’m a witch. Ha, ha, ha! And I’ve got a cat.

Learning objective Can chant a Halloween song and play a game Target language bat, cat, monster, pumpkin, witch Pass the pumpkin. Recycled language

I’m a (monster).

It’s it’s1, Halloween. PassHalloween, the pumpkin, 2, 3. Pass the pumpkin to me!

Warm-up

• Draw a pumpkin on the board and ask pupils (in L1) what it makes them think of H ( alloween). Talk about when the festival is (31st October), what it represents and how it is celebrated in their country.

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today?Write the lesson objective on the board or look at it on the screen: We’re learning about Halloween.

Presentation

• Play the audio again. Pupils say the words as they listen.

• If pupils feel confident, use thekaraoke version of the song. 2

Make and play.

• Photocopy the Halloween cutout (see page182). • Pupils cut out the pumpkin and decorate it. • Ask pupils to look at the photos. Elicit what the •

• Teach the wordsbat, witch and pumpkin. Draw them on the repeat. board and then point to the pictures and pupils

children are saying to each other inthe second photo. (Pass the pumpkin 1, 2, 3. Pass the pumpkin to me. ) Pupils now play a game of‘Pass the pumpkin’in class. When they finish chanting the chorus, the pupil who has the pumpkin in their hand has to say,I’m a (bat), naming one of the Halloween characters and miming.

AB page 62 1

•

•

176

Listen and chant. Then find. Ask pupils to identify the new vocabulary in the picture. Ask (in L1) what is happening in the picture. (Children are playing a game at a Halloween party. ) Ask other questions about the picture, e.g.What’s this? What colour is it? Play the audio. Pupils point to the characters as they hear them mentioned in the chant.

1

Match. Then trace.

• Pupils match the silhouettes with the pictures at the bottom of the activity and name them.

• They then trace the words and read them. ANSWER KEY 2 cat 3 bat 4 witch

5 pumpkin

Christmas

PB page 71

CD3, Track 34, CD3, Track 35 It’s Christmas Day. It’s Christmas Day. Here comes Santa in his sleigh! It’s Christmas Day. It’s Christmas Day. Santa’s on his way! Look at the reindeer, one, two, three. Look at the presents. Can you see? Red, yellow, green and blue, Orange, pink and purple, too! It’s Christmas Day. It’s Christmas Day. Here comes Santa in his sleigh! It’s Christmas Day. It’s Christmas Day. Santa’s on his way! Happy Christmas!

Learning objectives Can sing a song about Christmas Day and make a Christmas card Target language Christmas Day, Happy Christmas, present, reindeer, Santa, sleigh Recycled language Colours, Numbers

Warm-up

• Draw a picture of Santa’s face and hat on the board and ask, Who’s this?(Santa) Have a discussion (in L1) about what Santa does (brings presents), when he comes (Christmas Eve/Day) and how he travels (sleigh pulled by reindeer).

• Play the audio again. Pupils say the words as they listen.

• If pupils feel confident, use thekaraoke version of the song (CD 3, Track 35). 2

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re learning about Christmas.

• • •

Presentation

• Teach the words present, sleigh, reindeer and • 1

Christmas Day. Elicit what people say to each other on Christmas Day (Happy Christmas!).

Listen and sing. Then find.

• Ask pupils to identify the new vocabulary in the •

178

picture. Ask other questions about the picture, e.g. How many (presents)? What colour is it? Play the audio. Pupils put up their hands when they hear Santa mentioned.

Make and say. Ask pupils to make a Christmas card by folding a sheet of paper in half and drawing something on it or by using the photocopiable template onpages 184–185. Show pupils how to writeTo (name of recipient) and From (their name) inside the card. They then give their card to a friend and sayHappy Christmas!

AB page 63 1

Trace and match. Then listen and colour.

• Write the new words on the board, readthem aloud • •

and ask pupils to read them. Pupils then trace the words and match them with the picture. Play the audio. Pupils colour the picture. CD3, Track 36 The reindeer is brown. The sleigh is purple. Santa is red. Present 1 is blue. Present 2 is pink. Present 3 is yellow. Present 4 is orange.

Easter

PB page 72

CD3, Track 37, CD3, Track 38 It’s Easter time, time for fun. Can you see the chicks Go cheep, cheep, cheep? Can you see the bunny Go hop, hop, hop? Can you see the eggs for you and me, you and me? Find, find, find, find the chicks. Find, find, find, find the bunny. Find, find, find, find the eggs. It’s Easter time, time for fun.

Learning objectives Can sing a song about Easter andmake an Easter egg Target language bunny, hop Happy Easter. Recycled language Pets, Colours, Numbers

Warm-up

• Draw a rabbit, an Easter egg and a chick on the board and ask, What’s this?Ask what festival they associate with these pictures (Easter). Tell pupils that the special Easter rabbit is called anEaster bunny and he brings eggs. Have a discussion (in L1) about how Easter is celebrated in their country.

Learning adventure Open books and ask pupils to look at the activities. Ask,What are we learning today? Write the lesson objective on the board or look at it on the screen: We’re learning about Easter.

Presentation

• Teach or revise the wordsgarden, chick, flower, butterfly and leaf by drawing a simple outline of each on the board. Write the words below each drawing. 1

Find and circle. Then sing.

• Explain that the boy and girl are looking for eggs

•

180

in the garden. Pupils find and circle the eggs in the picture. Then ask,How many eggs? (ten). Point to each one and ask, What colour is it? Play the audio. Pupils listen and point tothe appropriate images.

the audio again. Pupils say the words as • Play they listen. • If pupils feel confident, use thekaraoke version of the song. 2

• • •

Make and play. Photocopy the Easter cutout (see page 183). Pupils cut out his/her egg andcolour it. Play a game of‘Hunt the egg’. Two pupils leave the room and the other pupils hide six paper eggs. The pupils come back in the room and look for the eggs.

AB page 64 1

Trace. Then colour andwrite.

• Pupils trace the words at thetop of the activity. • Pupils then colour the shapes which have dots in them to reveal the egg.

• Finally, they complete the sentence by writingegg. 2

Look and draw.

• Pupils complete each sequence of drawings by drawing the missing picture. ANSWER KEY 1 chick 2 bunny 3 egg

6 5

7 1 0 2 d e ti im L n io t a c u d E n o s r a e P © le b a i p o c o t o h P

1

4

2 3


Fold


Fold


Evaluation Evaluation can be described as an attempt to analyse the learning that a pupil has achieved over a period of time as a result of the classroom teaching/learning situation. It plays an integral part in the teaching and learning process.

Poptropica English provides eight photocopiable evaluations for use at the end of each unit and a further end-of-year evaluation. A photocopiable evaluation chart to record pupils’ progress can be found on p. 187.

The evaluation material included in Poptropica English has been designed to analyse pupils’ progress with the aim of reinforcing the positive aspects and identifying

Preparation for evaluation

areas for improvement. There are five main reasons for evaluation:

• Review unit content using games to give practice for

Formative – to increase motivation by making evaluation a part of the continuous learning process.

Procedure the day before the evaluation the coming evaluation.

• Ask pupils to predict what they think the content of the evaluation might be, using thechildren’s first language as needed.

Procedure on the day of evaluation Summative – to give pupils feedback on their progress or achievement at a particular point in time, often formally through tests.

• Copy the test for pupils, and directpupils to write their names at the top of the page.

• Play a game, and sing a song or chant to help pupils to move from L1 to English.

• Play the audio, and direct pupilsto complete the Informative – to give pupils and parents feedback on progress or achievements.

Diagnostic – to monitor individual pupils’ needs and help identify pupils who need special support.

listening activities.

• As with the audio throughout this course, you • • •

Evaluative – to identify pupils’ level of achievement and select or order pupils according to merit, to check effectiveness of teaching methods, teaching materials and teachers.

•

may wish to pause the audio to allow your class to complete each question. Pupils will need colouring pens or pencils for some of the activities. Set pupils a time limit within which to complete the test. Check the answers against theAnswer Key on pages 188–191. Write the total score in the space provided. When handing tests back to pupils, go through the answers and explain any errors.

Poptropica English also encourages self-evaluation at the end of each unit in the Activity Books, giving the pupils an important opportunity to express their own opinion of their progress.

186

EVALUATION CHART PUPIL’S NAME

MARKING CRITERIA

1

2

3

1–3 = Still developing

4

5

6

4–6 = Progressing well

7

8

EoY

7–10 = Excellent


187

Ev al uation teaching notes Evaluation sheet 1 1

Listen and colour.

2

(7 points)

• Play the audio. Pupils listen and colour the numbers accordingly. CD3, Track 39 1 Colour number 2 black. 2 Colour number 8 blue. 3 Colour number 5 orange. 4 Colour number 9 pink. 5 Colour number 3 red. 6 Colour number 6 brown. 7 Colour number 1 green. 8 Colour number 10 purple.

Listen and circle.

(4 points)

• Play the audio. Pupils circle the correctitem/items in each row. CD3, Track 42 and KEY 1 Two rulers 2 Three books 3 One table 4 Four pencils 5 Two rubbers

Evaluation sheet 3 1

Listen and number.

(4 points)

• Play the audio. Pupils find the correct person and write the number given in the audio in the box near the correct person.

1 = green 2 = black 3 = red 4 = no colour 5 = orange 6 = brown 7 = no colour 8 = blue 9 = pink 10 = purple

2

Listen and write.

(3 points)

CD3, Track 43 1 This is my friend. 2 This is my sister. 3 This is my mum. 4 This is my brother. 5 This is my dad.

• Play the audio. Pupils listen and write a number in each balloon that corresponds with thechild’s age.

2 Girl sitting on floor with teddy bear 3 Woman sitting on sofa 4 Boy sitting on sofa reading comic 5 Man sitting on sofa reading newspaper

CD3, Track 40 and KEY 1 Hello. I’m Mary. I’m 6. 2 Hello. I’m Tom. I’m 8. 3 Hello. I’m Tara. I’m 5. 4 Hello. I’m Michael. I’m 7.

Listen. Then find and number.

(6 points)

emotion described. Allow 2 points for each correct answer. (6 points)

• Play the audio. Pupils find the classroom object and write the number given in the audio in the boxes. CD3, Track 41 and KEY 1 It’s a pencil. 2 It’s a ruler. 3 It’s a book. 4 It’s a rubber. 5 It’s a chair. 6 It’s a pen. 7 It’s a table.

188

Listen and circle.

• Play the audio. Pupils circle the child showing the


2

CD3, Track 44 1 She’s happy. 2 He’s happy 3 She’s sad. 4 He’s sad.

2 happy boy’s face 3 sad girl’s face 4 sad boy’s face


Listen and draw.

2

(3 points)

Listen. Then find and colour.

(4 points)

• Play the audio. Pupils find the animals mentioned and colour them accordingly. Pupils will need colouring pens or pencils.

• Play the audio. Pupils draw the missing parts of the monsters accordingly.

CD3, Track 48 1 It’s a small mouse. Colour itblack. 2 It’s a big tortoise. Colour it green. 3 It’s a small frog. Colour it yellow. 4 It’s a big rabbit. Colour it pink.

CD3, Track 45 1 I’ve got three legs. 2 I’ve got five feet. 3 I’ve got two hands. 4 I’ve got six arms.

1 Small mouse coloured black 2 big tortoise coloured green 3 small frog coloured yellow 4 big rabbit coloured pink

2 Draw five feet 3 Draw two hands 4 Draw six arms

2

Listen and colour.

(7 points)

Evaluation sheet 6

• Play the audio. Pupils colour the monster’s body parts accordingly. Pupils will need colouring pens or pencils. CD3, Track 46 1 I’ve got black hands. 2 I’ve got red arms. 3 I’ve got a blue head. 4 I’ve got pink legs. 5 I’ve got green feet. 6 I’ve got orange wings. 7 I’ve got purple tails. 8 I’ve got a yellow body.

Pupils colour monster correctly: red arms, blue head, pink legs, green feet,orange wings, purple tails, yellow body

1

Listen and number.

(6 points)

• Play the audio. Pupils write the number given in the audio in the boxes. CD3, Track 49 and KEY 1 kitchen 2 living room 3 bedroom 4 bathroom 5 garden 6 a door 7 a window

2

Listen and match.

(4 points)

• Play the audio. Pupils draw linesmatching each person to the room he/she is in.

Evaluation sheet 5

on whether the animal is in the picture.

CD3, Track 50 1 Where’s my dad? He’s in thebathroom. 2 Where’s my sister? She’s inthe living room. 3 Where’s my dog? It’s in thegarden. 4 Where’s my mum? She’s in thebedroom. 5 Where’s my brother? He’s in thekitchen.

CD3, Track 47 1 She’s got a cat. 2 She’s got a tortoise. 3 She’s got a rabbit. 4 She’s got a parrot. 5 She’s got a mouse. 6 She’s got a dog. 7 She’s got a frog.

2 His sister is in the living room. 3 His dog is in the garden.

1

Listen and  or .

(6 points)

• Play the audio. Pupils write atick or a cross depending

4 His His brother mum is in bedroom. 5 is the in the kitchen.

Pupils tick 3, 4, 6 and cross 2, 5, 7

189

Ev al uation teaching notes Evaluation sheet 7 1

Listen and circle.

Evaluation sheet 8 (6 points)

• Play the audio. Pupils listen and circle thecorrect food in each row. Then they choose the correct food word. Show the pupils that each question needs two circles, and award one point for each correctpicture or word circled. CD3, Track 51 and KEY 1 bread 2 yoghurt 3 honey 4 jelly

2 yoghurt 3 honey

2

1

Listen and number.

(6 points)

• Play the audio. Pupils findthe children showing the emotions described and write the number given in the audio in the boxes. CD3, Track 53 1 She’s happy. 2 He’s scared. 3 She’s hungry. 4 She’s tired. 5 He’s thirsty. 6 She’s sad.

1 Happy girl with balloon 2 Scared boy next to spider 3 Hungry girl looking at sandwiches 4 Tired girl lying down 5 Thirsty boy holding bottle 6 Sad girl with flower

4 jelly


(4 points)

• Play the audio. Pupils write a tick for the food each person likes and a cross for thefood he/she doesn’t like.

2

Listen and match.

(4 points)

• Play the audio. Pupils match the sentences with the pictures, using the audio to help them.

CD3, Track 52 1 Hello. I’m John. I like fruit. I don’t like fish. I like milk. 2 Hello. I’m Alice. I don’t like fruit. I like fish.

I like milk. 3 Hello. I’m Bill. I like fruit. I like fish. I don’t like milk. 4 Hello. I’m Amy. I like fruit. I don’t like fish. I don’t like milk. 5 Hello. I’m Tom. I don’t like fruit. I like fish. I don’t like milk.

fruit Alice Bill Amy Tom

190

fish    

milk    

   

CD3, Track 54 and KEY 1 She’s thirsty. 2 He’s sad. 4 She’s scared.

3 He’s tired.

End-of-year evaluation sheet 1

Listen and circle.

(5 points)

• Play the audio. Pupils listen and circle thecorrect image. CD3, Track 55 1 Number 7 2 This is my sister. 3 It’s a pencil. 4 It’s a rabbit. 5 She’s scared. 6 I like cheese

2 Circle girl 3 Circle pencil 4 Circle rabbit 5 Circle scared girl 6 Circle cheese

2

Read, find and write.

(5 points)

• Pupils read the sentences and writeeach picture’s letter in the boxes. 2c

3a

4b

5c

6a

191

1

My birthday

Name: Class:

Evaluation sheet 1

1

Listen and colour.

3:39

2

Listen and write. 3:40

1

3 2

4


192

1

7 points

2 3 points

Total

2

At school

Name: Class:

Evaluation sheet 2

1

Listen. Then find and number.

3:41

1

2

3:42

Listen and circle.

1

2

3

4

5

1

6 points

2 4 points

Total


193

3

My f am ily

Name: Class:

Evaluation sheet 3

1

Listen and number.

3:43

1

2

Listen and circle.

3:44

1

2

3


194

1

4 points

2 6 points

Total

4

4

My body

Name: Class:

Evaluation sheet 4

1

Listen and draw.

3:45

1

3

2

2

4

Listen and colour. 3:46


1

3 points

2 7 points

Total

195

5

Pets

Name: Class:

Evaluation sheet 5

1

1

2


196


3:47



2

3

4

5

Listen. Then find and colour.

3:48

1

2

3

4

1

6 points

2 4 points

Total

6

7

6

My house

Name: Class:

Evaluation sheet 6

1

Listen and number.

3:49

1

2

Listen and match.

3:50


1

6 points

2 4 points

Total

197

7

Food

Name: Class:

Evaluation sheet 7

1

Listen and circle.

3:51

1

2

Bread

Fruit

Cheese

Yoghurt

3

2

4

Jelly

Yoghurt

Honey

Jelly


3:52

John

fruit

fish

milk







Alice 7 1 0 2 d e ti im L n io t a c u d E n o s r a e P © le b a i p o c o t o h P

198

Bill

Amy

Tom

1

6 points

2 4 points

Total

8

I’m happy

Name: Class:

Evaluation sheet 8

1

2

Listen and number.

3:53

Listen and match.

3:54

He’s tired.

She’s thirsty.

She’s scared

He’s sad

3

1 2

4 7 1 0 2 d e ti im L n io t a c u d E n o s r a e P © le b a i p o c o t o h P

1

6 points

2 4 points

Total

199

End of year

Name: Class:

End-of-year evaluation sheet

1

Listen and circle.

3:55

1 2 3 4 5 6

2

Read, find and wr ite. 1


200

2 3

a

b

She’s got a cat. b

He’s sad. He likes fruit.

c 8

4

She’s 8.

5

He’s in the kitchen.

6

He’s got a mouse.

1

5 points

2

5 points

Total

TB Level STARTER Poptropica English

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