Teacher's Book Yazoo Level 1

E V E L 1 L

s B o o k T e a c h e r ’ s

Rachel Finnie

E V E L 1 L

B o o k T e a c h e r ’ s

Rachel Finnie

E V E L 1 L

B o o k T e a c h e r ’ s

Rachel Finnie

Yazoo 1 Unit

Topic

Vocabular y

Contents

Language

Page

Introduction to the Teacher’s Book

i

List of Flashcards

viii

Classroom language

ix

Classroom games

xi

Hello

girl, boy, animals

Hello, I’m … . What ’s your name?

4

My name’s … . Goodbye.

1 2

The alphabet Aa–Zz

Let ter sounds and names

Numbers 1–10

one –ten

Colours

red, yellow, green, blue, orange, pink, purple, black, white, brown, grey

Scho Sc hool ol th thin ings gs

pencilil,, boo penc book, k, ru rule lerr, bag bag,, pen pen,, rubber, crayon, pencil case

What is it? It’s It ’s a (book).

mum, dad, sister, brother, friend, elephant, lion, parrot

This is my (mum).

pupil, school, teacher, secretary, cook

This is my (school).

Family

Social Science: My school

6 How many?

12 13

14

Is it a (pencil)? Yes./No. 18

Who’s he/she? He’s/She’s my (friend). (frien d). 22 24

Review 1 Phonics: 1 Phonics: /p/ /b/ 3

Pet s

pet s, hamster, guinea pig, rabbit, cat, dog, snake, bird

I’ve got /I haven’t got a (rabbit).

26

4

Parts of the body

body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears

He’s got (four legs). She hasn’t got (wings). His/Her (eyes are blue).

30

Social Science: People are different!

long, short, straight, curly

34 36

Review 2 Phonics: 2 Phonics: /k/ /g/ Story Time 1: Look at my pet. 5 6

Toys Having fu fun

Science: M Science: Ma aterials

small, big, scary toys, doll, robot, car, teddy, plane, train, ball, puzzle

38 What are they? They’re (brown teddies).

40

Are they your dolls? Yes./No.

draw, skip, dance, ride a bike, I can (draw). I can’t (ride a bike). sing, jump, climb, swim, fly Can you (jump)? Yes./No.

44

metal, plastic, rubber, wood

48

Review 3 Phonics: 3 Phonics: /t/ /d/

50

Unit

Topic

Vocabulary

Language

7

Home

bedroom, bathroom, kitchen, Where’s (Cabu)? He/She is/isn’t in the living room, garden, house, (bedroom). high, low Is he in the (garden)? Yes, he is./No, he isn’t.

52

8

Furniture

table, bed, chair, cupboard, floor, door, box, shelf

56

Where are my (books)? They’re in/on/under the (bed).

Page

Is this your (bag)? Are they your (books)? Put your (robot) (on the shelf). Maths: Numbers 11–20

eleven–twenty

60 62

Review 4 Phonics: /ɵ/ /ð/ Story Time 2: Where’s Molly? 9

10

Food and drink

Hobbies

Science: Food

messy

64

hungry, water, chicken, cheese, salad, biscuits, sandwich, crisps, apples, tomatoes

I like/don’t like (salad).

dancing, sport, football, karate, gymnastics, turn, shake, left, right

Do you like (dancing)? Yes, I do./No, I don’t.

rice, bread, milk, plant, sausages

It’s from animals/plants.

Do you like (sandwiches)? Yes, I do./No, I don’t.

12

Clothes

Going away

Social Science: Clothes and weather

74 76

T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes

I’m wearing/not wearing (a pink skirt).

78

photo, zoo, surprise, party, shout, home

Revision

82

hot, cold, rainy, sunglasses, boots, umbrella

It’s (hot).

86

Are you wearing (a coat)? Yes, I am./No, I’m not.

88

Review 6 Phonics: /ʃ/ Story Time 3: Animals at the zoo!

70

Stand up. Sit down.

Review 5 Phonics: /ʧ/ 11

66

ice cream, carrot, gorilla, zebra

The Yazoo Music Show

90 92

Happy New Year!

dragon, lantern, present, money, fireworks

94

Book Day

story, brave, pirate

96

Wordlist

98

Introduction

Principles of the course

Yazoo is a motivating story-based course for young learners, with five levels (Starter, 1–4). At each level, an appealing cast of characters contextualise the language and make learning fun.

Yazoo 1 is for children learning English towards the start of the school system. At this early stage of learning, it is especially important that the English language classroom is enjoyable and unthreatening. A key aim of Yazoo 1 is to develop a positive attitude to English through the use of motivating exercises, including games, TPR activities, songs, stories and puzzles and plenty of personalisation.

The course combines a clear grammar syllabus with a strong focus on communication and progressive development of skills. Regular cross-curricular Content lessons introduce children to subjects across the school curriculum, such as Maths, Science and Social Science. Constant in-built recycling and regular Reviews help to ensure that no-one falls behind. The wide variety of practice activities throughout the course keep children interested and engaged and also cater for different learning styles: visual, auditory, kinaesthetic, musical and interpersonal. Yazoo is appropriate for children who have started learning English in pre-school or for children who have no previous knowledge of the language. Yazoo Starter includes prereading and writing tasks while Yazoo 1 reintroduces pupils to the English alphabet and gradually builds learners’ confidence and competence in reading and writing in English. On completion of Yazoo 4, children will have attained communication competencies up to level A1 of the Council of Europe’s Common European Framework for Modern Languages (CEF). A full range of support components is provided for the teacher, including full teaching notes, optional activities and games in this Teacher’s Book, as well as digital resources and printable worksheets. This ensures that lessons with Yazoo can proceed smoothly, with clear learning objectives, logically staged practice sequences and the option to vary procedures and pace with additional fully correlated materials.

Syllabus Yazoo 1 focuses initially on listening and speaking skills and on gently developing young learners’ reading and writing skills. The sounds and letters of the English alphabet are introduced in the first section along with a reminder of colours, numbers and greetings. In the first six units of the Pupils’ Book, practice tasks require learners to tick, cross or match items only to complete tasks. Similarly, the Activity Book provides exercises to practise motor skills, word and phrase recognition and tracing. After six units, the Pupils’ Book and Activity Book begin to include some simple copying and writing tasks.

Unit structure In addition to the first section, Yazoo 1 contains 12 four-page units, each focusing on a topic. Each unit is divided into a and b lessons, each with a clear communicative aim: the children learn words and structures and then put them to use in games and personalisation exercises. A cross-curricular Content lesson and Review lesson are included after each pair of units, providing an opportunity to consolidate and extend new language in different contexts.

Yazoo 1

organisation

Lesson 1a

Lesson 1b

Lesson 2a

Lesson 2b

Lesson 3a

Lesson 3b

Lesson 4a

Lesson 4b

CLIL Content Review lesson lesson

CLIL Content Review lesson lesson

Story Time

A Story Time lesson is provided after every four units. A Music show and two Festivals lessons are provided at the back of the Pupils’ Book. The recommended plan for teaching Yazoo 1 during the academic year is as follows: Term 1 – Starter, Units 1, 2, 3, 4, Story Time 1 and Festival lesson 1 Term 2 – Units 5, 6, 7, 8, Story Time 2 and Festival lesson 2 Term 3 – Units 9, 10, 11, 12 and the Music show

i

Language presentation

Practice

In Lesson a and b of each unit, four or five new words are presented through simple pictures. The new words are recorded so that the children can hear and repeat them. In Lesson a , the new words and the target structures are then contextualised in a humourous, self-contained cartoon story featuring the Yazoo 1 characters. In Lesson b , the language is presented in a song. The tunes are easy to learn and sing.

Yazoo 1 has been written to ensure that learners enjoy varied and stimulating practice sequences. The wide variety of practice exercises keep children interested and engaged and also cater for different learning styles (see below). Every unit ends with a game to activate the language.

The main characters are three friends – Trumpet, a young elephant, Cabu, a lion cub and Paco, a parrot. Additionally, there are two child characters who feature throughout – Rob and Vicky. The stories are all set in the jungle, but in contexts that reflect the children’s own world. Trumpet, Cabu and Paco make friends with Rob and Vicky, meet their family and pets, play with them and their toys and in general lead the kind of life that young children can easily relate to. Through the stories, the children get to know the characters, identify with them and share their adventures. The children can act out the stories before moving on to practice exercises. This helps to reinforce the new language in a fun and non-threatening way.

Grammar Grammatical structures are logically sequenced throughout the Yazoo 1 syllabus, with each new item introduced building on a learner’s previous knowledge. Grammar items are always introduced in a motivating context – either through the stories or songs. A comprehensive practice sequence follows the introduction of each new structure, including practice in the Activity Book. Once introduced, new language is regularly recycled in subsequent units, using different contexts. For each area of grammar, extra photocopiable resources are provided on Yazoo 1 Active Teach. For faster learners these resources provide extension exercises based on a particular structure. Where learners are finding some difficulties with the structure, consolidation worksheets provide extra practice.

Vocabulary As appropriate for the age group, vocabulary is presented visually throughout Yazoo 1. Each language presentation begins by introducing the key vocabulary in pictures. Learners then encounter the key vocabulary in the context of the story or song. Comprehensive and varied practice sequences in the Pupils’ Book and Activity Book, including sticker exercises, help learners to reinforce and retain new vocabulary. A Picture Dictionary is provided at the end of the Pupils’ Book for reinforcement and review exercises. Yazoo 1 Active Teach provides vocabulary worksheets for each area of vocabulary which allow children to ‘collect and colour’ new words they have encountered in class.

The Activity Book provides pencil-to-paper practice exercises to consolidate the new language. These may be allocated for homework, but can often also provide the opportunity for quiet time in the classroom. The teacher’s notes offer suggestions for when an exercise may be used in class. Yazoo 1 provides teachers and learners with plenty of options to vary classroom or home activities. The Active Teach disk provides a range of photocopiable worksheets to vary or extend classroom procedures. Additionally, the CD-ROM provides learners with fun digital interactive games and exercises.

Skills development Yazoo 1 provides a range of different reading text types. CLIL (Content) lessons recycle key vocabulary and structures by examining topics from other areas of the primary school curriculum, such as Social Science. Story Time lessons provide learners with an opportunity to begin to read for pleasure. A Writing development syllabus is integrated into Yazoo 1 Activity Book. Exercises are designed to practise motor skills, handwriting and word and phrase recognition in the first six units of the book. After six units, both the Pupils’ Book and Activity Book begin to include some simple copying and writing tasks. Learners are encouraged to practise speaking either in games or through personalisation exercises. A Listen and chant. exercise in each Review lesson practises key phonics and will aid learners with differentiating sounds and pronunciation. Listening exercises are integrated throughout practice sequences. Learners can practise listening further at home with parents/carers by using the Pupils’ CD.

Songs Songs are one of the best ways for children to learn and remember language. Yazoo 1 uses songs to present new language in each lesson b of a unit. Singing songs helps young learners to build confidence in the language through repetition, and promotes musical skills and development of rhythm. Many songs in Yazoo 1 have accompanying actions, which also supports kinaesthetic learners. The Yazoo 1 songs are available on both the Class CDs and on the Pupils’ CD for learners to listen again and sing at home. All the songs have a ‘karaoke’ version with the music only.

ii

Games, fun and motivation

Recycling and Review

Having fun and keeping children motivated to learn English is a core objective of the materials provided in Yazoo 1. All units include two games, which come at the end of each lesson.

The Yazoo 1 syllabus is structured to ensure that new language can be recycled in subsequent lessons in different contexts. This maximises the number of times learners encounter new language and aids with language retention.

Games provide motivating and meaningful ways of practising the new language in a genuinely communicative context, and are very popular with children. Photos are provided to allow teachers to set up games quickly and keep pupils on task. Additionally each Review lesson concludes with a fun quiz or board game. There is a further list of games on page xi of this Teacher’s Book.

CLIL (Content and Language Integrated Learning) The regular CLIL lessons in each unit of Yazoo 1 provide learners with an opportunity to learn about other areas of the primary school curriculum such as Social Science or Science in English. The lessons follow a guiding principle of CLIL that English in these lessons is used to learn content, in addition to language. New language is kept to a minimum to ensure that learners can focus on the topic in hand. CLIL lessons can help to promote critical thinking in language learners and provide opportunities for children, even at young ages, to encounter and use newly acquired language in a meaningful way. CLIL lessons can also help children who are weaker at language-learning, where they know and understand the content which is being dealt with. The children are then able to apply this knowledge in their first language to the CLIL lesson in English. Typically, CLIL lessons in Yazoo 1 include work on the four skills – reading, writing, listening and speaking. Each CLIL lesson in Yazoo 1 includes a Your Project! task, which allows learners to personalise language and content in a meaningful way and to create a piece of work for the classroom wall or to show parents as a measure of their progress in English.

Multiple intelligences No two people absorb and retain information, new skills and knowledge in the same way, which means that English language teaching classrooms are full of children who learn more effectively in different ways! Yazoo 1 has been designed to ensure that a broad range of children’s learning styles are catered for, by providing a wide variety of materials and practice activities. Similarly, interaction patterns are also varied, allowing for individual work, pair work, group work and whole-class modes of learning. The broad range of presentation types and practice activities give opportunities for children to experiment with different modes of learning and different intelligences – musical, logical/mathematical, verbal/linguistic, kinaesthetic, visual/ special, interpersonal and intrapersonal.

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A Review lesson at the end of each unit allows teachers and learners to revise new language and will highlight any weaknesses which may need reviewing. The recorded Picture Dictionary at the end of the Pupils’ Book can be used at this point. The Activity Book also includes a Review page and concludes with a My English exercise for learners to complete and evaluate their progress.

Home-school connections Components and exercises are provided throughout Yazoo 1 which will allow parents to review the progress their child is making in English lessons and provide relevant support. The My English exercises in the Activity Book Review lessons and self-evaluation worksheets provided on Yazoo 1 Active Teach encourage learners to reflect on their learning as they progress through the course. Both the Pupils’ CD and the Pupils’ CD-ROM provide fun exercises and extra practice for learners to use at home.

Evaluation Yazoo 1 provides a comprehensive range of photocopiable resources designed to measure progress and attainment throughout the school year, which are easily downloadable from Yazoo 1 Active Teach. After each unit, a quick photocopiable quiz is provided to check a learner’s progress with new language. More extensive attainment tests are provided for use at the end of every four units or at the end of each school term. Self-evaluation worksheets are also provided on the Yazoo 1 Active Teach.

Course components For pupils Pupils’ Book The 104-page Pupils’ Book presents, practises and revises the target language of the course. It comprises: • a two-page Hello lesson introducing the characters to the children • an eight-page Starter section to review the alphabet, numbers and colours • 12 four-page topic-based units, each organised into a lesson a and a lesson b • 6 two-page CLIL Content lessons after every two units • 6 two-page Review lessons after every two units • 3 two-page Story Time lessons after every four units • a Music show to be performed by the children • two Festival lessons: Happy New Year and Book Day • a Picture Dictionary illustrating all the key words from the Pupils’ Book • full-colour stickers for use with the sticker listening exercises.

Pupils’ CD The Pupils’ CD is packaged with the Pupils’ Book and includes all of the cartoon presentations and songs for children to listen to at home with their parents.

Activity Book The 80-page Activity Book provides further practice and consolidation of the language presented in the Pupils’ Book. It comprises: • a six-page Starter section with practice exercises for the alphabet, numbers and colours • 12 four-page units with practice exercises for all of the key language introduced in the Pupils’ Book • six pages of activities to practice language used in the CLIL Content lessons • six pages of revision exercises including a My English self-evaluation exercise • full-colour cutouts for use in a number of games. Suggestions on how to use the cutouts are given in the relevant lessons. The lesson notes in this Teacher’s Book give guidance on how to use the Activity Book exercises.

Pupils’ CD-ROM The Yazoo 1 Pupils’ CD-ROM is packaged with the Activity Book and comprises: • interactive practice exercises of the alphabet, colours and numbers • interactive grammar and vocabulary lessons for every unit of the Pupils’ Book • extra listening practice exercises

• song-based exercises in every unit including a karaokestyle exercise in every second unit • interactive practice of CLIL lessons • interactive practice exercises of Review lessons • interactive exercises on phonics • animated versions of the three Story Time stories in the Pupils’ Book for extra reading and listening practice.

For teachers Teacher’s Book The 112-page Teacher’s Book comprises: • this Introduction, which includes a list of additional ideas for games (see page xi) • detailed lesson-by-lesson teaching notes for the Pupils’ Book and Activity Book • wordlist The lesson-by-lesson notes are presented together with a reduced black and white facsimile of the Pupils’ Book spread, for easy reference. Lesson objectives, target language, recycled language and a list of materials required for the lesson are given at the beginning of each lesson spread. The teaching notes provide a standard lesson plan, consisting of these stages: Lesson a Warm-up Presentation of vocabulary Presentation of language through a cartoon story Exploitation of the story (acting out) Practice Production – a game Activity Book – set ting homework / quiet class time Ending the lesson Lesson b Warm-up Presentation of vocabulary Presentation of language through a song Exploitation of the song (TPR, singing) Practice Production – a game Activity Book – set ting homework / quiet class time Ending the lesson

Class CDs The Class CDs contain all of the audio material in the Pupils’ Book, including the cartoon stories, listening tasks, songs and Picture Dictionary words. Complete audioscripts for the recordings which are not included on the pages of the Pupils’ Book can be found in the lesson notes.

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Flashcards There are 47 flashcards for the Starter section (alphabet, numbers and colours). There are 97 vocabulary flashcards for the key items presented in the Pupils’ Book. The flashcards reproduce the vocabulary pictures from each unit of the Pupils’ Book. See the list of flashcards on page viii.

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Active Teach for interactive whiteboards Yazoo 1 Active Teach is designed for use with any interactive whiteboard (IWB). It can also be used with a computer and projector. It contains all the Pupils’ Book lesson pages in digital form, together with the class audio material. In addition, it provides: • an additional interactive exercise for each Unit • interactive ashcards for all the vocabulary in the Pupils’ Book, accessible by topic or in alphabetical order Yazoo 1 Active Teach also contains the following printable/ photocopiable Teacher’s Resources: Additional activities: • 12 Language Check worksheets – one for each unit of the course • 12 Grammar Consolidation worksheet s designed to provide extra practice for children finding difficulties with a particular grammar point • 12 Grammar Extension worksheet s designed to provide more challenging practice for children on a particular grammar point • 12 Vocabulary worksheet s which group together the key vocabulary areas of the course Evaluation resources: • 12 Quiz worksheet s for use after each unit • 12 I can do it! self-evaluation worksheets for use after each unit • six Progress Reviews for use after each pair of units • three Attainment Tests for use after every four units

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Teaching with Yazoo 1 Unit and lesson structure Each of the 12 units of the course consist of two lessons – lesson a and lesson b . However, in teaching situations with fewer hours available, it is possible to extend the unit over four teaching periods. The Activity Book provides additional material that can be used in class for quiet time or alternatively for homework. Lesson a presents new language through the cartoon story. The children act out the story and then furt her listening and speaking practice is provided. Lesson b presents new language through a song. As the book progresses, more of the language taught in earlier lessons is recycled. Each lesson ends with a game allowing the children to activate the language and relate it to themselves.

Warm-up – getting started It is a good idea to signal the beginning of the lesson clearly and start with a warm-up activity that is enjoyable and involves the whole class. The step-by-step teaching notes suggest a variety of warm-up activities.

Procedure for presenting vocabulary The new words for each lesson are always presented in Picture Dictionary style at the top of the Pupils’ Book page and are also on the CD. • Use the flashcards or classroom objects to present the new words and their meaning. (Relating the new words to tangible objects in the classroom also helps to make the words more memorable for the children.) • Tell the children to open their books and look at the pictures. Play the CD. The children point, listen and repeat. • Hold up the flashcards again in random order and elicit the words. • You can also present the vocabulary on an IWB, using the flashcards on Yazoo 1 Active Teach.

Procedure for cartoon stories • Invite the children to look at the pictures. Use L1 to ask questions about the pictures and prompt discussion. • Play the CD. The children listen and point to each character as they are speaking. Ask simple questions in L1/English to check understanding. • Play the CD again, pausing after each line for the children to repeat. • Divide the class into groups, and give each group the role of a character. Play the CD again. The children repeat their parts. Encourage them to copy the characters’ voice and intonation and to mime some of the actions. • Let the children practise in groups. Invite a group or groups to perform for the class.

Practice The practice stage of the lesson involves a variety of different activities, including further listening activities, speaking activities and games. Simple heads down, pencil-to-paper activities are also included, such as drawing and colouring. There is an additional interactive practice activity on Yazoo 1 Active Teach.

Procedure for games/role plays • Ask the children to look at the photo in their Pupils’ Book and describe in L1 what is happening. Elicit what they think the children are saying. • Demonstrate the game with a child or group, until everyone knows what to do. • Let the children play the game in groups or pairs, if they are able to do so. Make sure they understand turn taking and when the game finishes. • If you feel that they are not ready for pair work, play the game as a team game, or with pairs / groups in front of the class.

Procedure for teaching songs • Invite the children to look at the picture(s) and talk about what they can see, saying who the characters are and what they are doing. • Play the CD. The children listen and follow in their books. They can also clap the rhythm. • Recite the lines of the song rhythmically like a chant. Say each line and ask the children to repeat. Demonstrate the movements if the song lends itself to action. • Play the CD. Ask the children to sing along and make the movements. • For some of the songs, you can divide the class into groups and give them a part to sing. • Use the lesson flashcards and hold them up as the words are heard in the song. • Use the karaoke version (music only) when the children are confident with the words of the song.

Ending the lesson Always end the lesson on a positive and cheerful note. The step-by-step teaching notes suggest a variety of round-up exercises.

Procedure for alphabet lessons in the Starter section Each Alphabet lesson presents six letters in initial position in three words e.g. apple, ball, car . Before the children open their Pupils’ Books, you can follow these stages to present the alphabet words and letters for the lesson. • Word presentation. Use the Alphabet flashcards picture side up, to present the alphabet words for the lesson. • Letters and sounds presentation. Introduce the letters and their names and sounds using the board.

vi

• Word recognition. Use the Alphabet flashcards, word side up, to practice whole word recognition. Demonstrate each exercise in the Pupils’ Book using the board as necessary, until the children are used to the exercise types. At the end of each lesson, the children sing the alphabet chant until finally they can chant the entire alphabet. The corresponding pages in the Activity Book provide practice in forming lower case and capital letters and developing handwriting skills. Again, demonstrate each exercise first until children understand what they have to do.

Procedure for CLIL (Content) lessons in Yazoo 1 Yazoo 1 includes a CLIL lesson at the end of every second unit. The lessons are divided into two sections. Exercises on the left-hand page are usually receptive skills, requiring learners to listen, read and understand the information they are given about a content area (Science, Maths, Social Science, etc.) in English. Exercises on the right-hand page are productive, and require pupils to engage with the key vocabulary associated with the content of the lesson, then use the language in a fun activity or game and finally personalise the language in a Your Project! activity. Key vocabulary in the CLIL lessons is included in the recorded Picture Dictionary at the end of the Pupils’ Book. • Invite the children to look at the photos. Use L1 to ask questions about the pictures and prompt discussion. Use L1 to identify the topic of each lesson. • Play the CD. The children listen and point to each photo as they listen to the recording of the text. Play the CD again, pausing after each section, and ask simple questions in L1/ English to check understanding. • For the listening exercise (Exercise 2), play the CD twice, pausing the second time to allow children to complete the exercise. • For the games, ask the children to look at the photo in their Pupils’ Book and describe in L1 what is happening. Model the example dialogue. Demonstrate the game with a child or group, until everyone knows what to do. • Your Project! tasks require the use of colouring pens or pencils. The projects can be given to children to complete at home or they can also be completed in a subsequent lesson. • Give children an opportunity to show and talk about their projects in class. They can then be put on the classroom wall for display, or given to children to present to their family at home.

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Using My Picture Dictionary The Picture Dictionary in Yazoo 1 is at the end of the Pupils’ Book. The target vocabulary from each unit of the Pupils’ Book can be found on pages 98–102. The key vocabulary from the CLIL (cross-curricular) lessons and the Festivals can be found on pages 103–104. The Picture Dictionary offers a way to review the words the children have learned so far. The words from the main units and CLIL lessons are recorded on the Class CD and the Pupils’ CD in the sequence in which they are presented in the Pupils’ Book. You can use the Picture Dictionary to review the crosscurricular vocabulary after completing each CLIL lesson. Alternatively, you can review the vocabulary from the previous two units and the CLIL lesson after completing the review. • Ask the children to find the correct page of the Picture Dictionary in their Activity Books. • Ask them to look at the pictures; elicit all the words they can remember. • If there is time in class, play the audio CD. The children listen, point to the correct picture and repeat the word in chorus. • Ask them to listen to their Pupils’ CD again at home and learn the words in preparation for the Progress Review (available on the Active Teach CD-ROM). The Picture Dictionary can also be used to revise previously taught vocabulary at the beginning of a lesson as a warm-up.

List of Flashcards Welcome girl boy animals Alphabet apple ball car dog egg fish gorilla horse insect jelly kite lorry monkey nut orange pen queen rabbit star tree umbrella violin watch fox yo-yo zebra Numbers one (1) two (2) three (3) four (4) five (5) six (6) seven (7) eight (8) nine (9) ten (10) Colours red yellow green blue

orange pink purple black white brown grey Unit 2a mum dad sister brother Unit 2b friend elephant lion parrot Unit 3a pet hamster guinea pig rabbit Unit 3b cat dog snake bird Unit 4a body arms legs wings tail

car teddy Unit 5b plane train ball puzzle Unit 6a draw skip dance ride a bike sing Unit 6b jump climb swim fly Unit 7a bedroom bathroom kitchen living room Unit 7b garden house high low Unit 8a table bed chair cupboard

Unit 4b hair nose mouth eyes ears

Unit 8b floor door box shelf

Unit 5a toys doll robot

Unit 9a hungry water chicken

cheese salad biscuits Unit 9b sandwiches crisps apples tomatoes Unit 10a dancing sport football karate gymnastics Unit 10b turn shake left right Unit 11a T-shirt skirt trousers sweater shorts Unit 11b coat hat socks shoes Unit 12a photo zoo surprise party Unit 12b shout home

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Classroom language Greeting the children

Managing the class

Good morning, (____________).

Put down/Pick up your pencils, please.

Good afternoon, (____________).

Come here, please.

Hello, (____________).

Sit down./Stand up.

I’m glad to see you.

Put your hand up/down, please.

Is everybody here?

Give this/these out, please.

Who is away today?

Hold up your picture./Show me your picture. Draw/Colour/Stick/Cut out the picture. Come up to the board.

Getting started

Hurry up.

What day is it today?

Come in.

What is today’s date?

Wait a minute, please.

Write down today’s date, please.

Line up quietly.

Now we’re going to (____________).

It’s break time/lunch time.

Today we’re going to (____________). Let’s start. Are you ready?

Doing an exercise/lesson

Get your books and pencils out.

Look at number (___).

Open your books at page (___).

Write in your notebooks. Can you read this, please? Say/Repeat after me. Let’s listen to the (______). Let’s sing/say it together. Sorry, I don’t understand. Can you say that again, please? What’s (L1) in English? What is it in (L1)? Who knows the answer? How do you spell it? Who wants to write on the board? Volunteers, please. Is that right? Let’s check the homework.

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Working in pairs/groups

Ending the lesson

Work with your partner/group.

That’s all for today.

Has everyone got a partner/group?

Collect the cards, please.

Who’s your partner?/Who’s in your group?

Put your books/things away, please.

Don’t show your partner.

The lesson is over.

Changes places with (____________), please.

OK, you can go now.

Change your partner.

See you on (___________).

Now ask your partner.

Have a nice (____________).

Sit back-to-back.

Say goodbye, everyone. Goodbye.

Giving praise Well done!

Useful phrases for pupils

Great work!

Can I have a (____________), please?

That’s excellent, (____________).

Here you are.

That’s very nice.

I don’t know. Can I go to the toilet, please?

Encouraging good behaviour Please stop talking. Thank you. Quiet, please. Settle down and listen. Well done. Is everyone sitting quietly? Good! And now we’re waiting for (____________). Could you sit down like the others, please?

Can you help me, please? Can I go out? Can I answer the question? It’s my/your turn. Sorry. Thank you. Finished.

x

Classroom games Flashcard games Guess the word Display a flashcard and cover it with a piece of paper. Slowly reveal the card. The children guess the word. Can you remember? Display a set of flashcards on the board and number them. Ask What’s Number 1? What’s Number 5? etc. For each correct answer, turn the flashcard over. When all the flashcards are hidden, repeat the questions. Turn the flashcard over to check the answer. If the answer is correct, remove it and continue. You can play this as a team game. Teams win a point for each correct answer.

Drilling games Volume control To vary drilling patterns and ensure children are thinking about what they are repeating, vary the way you ask them to repeat a word by whispering, saying the word silently or shouting the word or phrase. Blind drilling Hold a set of flashcards facing away from the class. The children have to guess which flashcard you are holding in order to win it. Once all of the flashcards from the set have been won, the child with the most cards becomes the teacher.

Word and picture games (word recognition) Matching Put the flashcards and corresponding word cards face up on the board. Say a word and ask a child to come to the board and find the matching picture and word cards. Pelmanism Put the flashcards and corresponding word cards on the board face down in random order. Ask different children to come to the board and turn over two cards. The aim is to match a picture card with the correct word card. If the cards don’t match, replace them in the same position. If they match, take the cards off the board. You can also play this as a team game. Teams win a point for each correct match. Pictionary Write a set of vocabulary items which the pupils know on different pieces of paper. Ask two pairs of pupils to come to the board. Show one pupil from each pair a word and ask them to draw a picture representing the word on the board. The first pupil to guess the word for his/her team wins a point.

xi

Miming games Mime the word Invite a child to come to the front of the class and give him/her a flashcard. The child then has to mime the word in some way for the class to guess the word. Whoever guesses correctly takes the next turn. You can also play this as a team game. Simon says Use this game to review actions and classroom instructions. The children have to follow instructions and do as they are told when they hear Simon says … (or you can use Trumpet says ) but do nothing when an instruction is not preceded by these words. Every time a child makes a mistake, they miss a turn. After three mistakes, they are out and have to stop playing. You can play this as a team game. The team with the fewest missed turns or the group with most children still in the game wins. In an alternative version of the game, carry out the instructions yourself as you say them, but make some mistakes. Children who copy you miss a turn.

Other games Picture dictation This game can be used to review words that are easy to draw. Give each child a piece of blank paper. Say for example Draw a pencil. Draw a rubber. Draw a (yellow) bag . The children draw a picture of the word they hear. Letter dictation This game helps pupils to remember the letters of the alphabet and to remember the spelling of new words. Dictate a series of letters to the class, which include a hidden word. For example, dictate X, P, A, D, O, G, Y , where the hidden word is DOG . The children write down the letters and try to find the hidden word as quickly as possible. Bingo Use this game to revise simple objects, colours and numbers. Prepare multiple A4 size photocopies of a Bingo grid with six or eight squares and give each child a copy. Display flashcards of the words you want to review. There should be more flashcards than squares on the Bingo grid. Tell the children to draw a different picture or colour in each square on their grid, or write a number, depending on what set you are reviewing. Then call out the words at random. When the children hear a word that is on their grid, they cross it out. The first child to cross out all their words in one row is the winner. The game can continue until another row is completed and another winner is found.

Guess the object (feelie-bag) Put various objects into a large cloth bag or a pillow case that the children have learned the names of, e.g. a pen, pencil, an apple. Gather the children round your desk or walk round the class. Invite a child to put his/her hand in the bag, take hold of an object and try to guess what it is by touch. The child should say the name then show the object. If the child has guessed correctly, he/she takes the bag and leads the game. Board races Divide the class into two or more teams. Write a series of numbers or a vocabulary set randomly scattered on the board. The game works best with at least sixteen dif ferent words on the board. Invite one child from each team to the board. Say a word or number from the random selection and the first child to find and touch it on the board wins a point for their team. Chinese whispers Prepare a list of target words or sentences. Whisper a word/sentence to one pupil once. He/she must then whisper it to another pupil and so on until the whisper has made its way around the class. Ask the last pupil to say the word/sentence out loud to check it is the same as at the beginning. To keep pupils busy, have two or three whispers going around the class at once. Colours game Use any classroom objects, pictures, posters or the children’s clothes and shoes which are in colours the children know. Say, for example, I can see something yellow and green . The children have to find and point to or touch an object in these colours. This can be played in teams with points scored for each correct answer. Wordsnake Select a group of words which the pupils know. Write them on the board without leaving a space between the words (for example BLUEREDGREENORANGEBLACKBROWN). The pupils have to correctly identify the individual words and write them down. You can play this game in teams or individually. Set time limits to make the game more fun.

xii

Hello! Aims: to meet the book characters; to learn common greetings Target language: Hello/Hi, I’m … , What’s your name? My name’s … , Goodbye , girl , boy , animals Receptive language: Look!, Be quiet!, We love you!, Mr, Miss Materials: class CD, vocabulary flashcards

Warm-up • Introduce yourself to the class by saying Hello, girls and boys. I’m [name] . Walk round the class greeting each child and eliciting their first name. Encourage them to say Hello, I’m [name] . • Ask the children to introduce themselves to each other round the class using Hello, I’m [name] .

Lead-in • Hold up the Pupils’ Book and talk about/introduce the characters on the cover. Use this opportunity to introduce the target words animals, boy, girl . Point to the three animals and say Look at the animals . Explain that they live in the jungle. See if any of the children know what the animals are called in English. If not, tell them that one is a lion, one is an elephant and one is a parrot. Explain that they are friends. • Point to the animals again. Say This is Cabu. She’s a lion. This is Trumpet. He’s an elephant. This is Paco. He’s a parrot. Point to the two children. Say Look, a boy . Look, a girl . Explain that they are staying in the jungle. Explain that they are staying with their mum and dad in the house. • Point to the two children again. Say This is Rob. He’s a boy. This is Vicky. She’s a girl . • Tell the class that they will get to know all of these characters during their English lessons and will share their adventures. • Say Open your books at page four . Write the page number on the board. Open your own book and hold it up. You could use this as standard procedure for showing the children which page to open their books at. • Give them a moment to look at the pictures. Then elicit what/who they can see in each picture. Focus on the first picture of the story. Say Point to a boy . The children point to Rob. Repeat for a girl/Vicky. Focus on the second picture. Say Point to animals . Repeat for the third picture on page five.

Listen, point and say. CD1 Track 02

1

• Display the flashcards of the target language. Say the words for the children to repeat. Ask the children to point to the matching pictures in their books. • Play the CD. Pause after each word for the children to point to and repeat the word. • Play the CD again without pausing. The children say all three words. • Point to each flashcard again in random order and elicit the words.

Listen and read. CD1 Track 03

2

• Focus on the story. Play the CD and ask the children to follow the words in their books. Discuss who they t hink Miss Maru and Mr Kuma are. (Miss Maru is a teacher in the jungle school. Mr Kuma is her brother and he teaches spor t .) • Play the CD again. Pause after each line for the children to repeat the sentence. Encourage them to mimic the voices and gestures of the characters. Repeat as necessary until the children are confident. • Call out names at random (e.g. Vicky ), asking Girl, boy or animal? and elicit the correct response (e.g. girl ).

1

Listen, point and say.

2

Listen and read.

girl

boy

animals

Be quiet!

1

Look! A boy! Look! A girl!

2

Look! Animals!

4 four 1_

4

_

_ 1

_ 1

_

.

1

1 :

:

For the next lesson

Extra!

You could ask the children to learn the song by heart and sing it again at the start of the next lesson. Remind them they can listen to the Pupils’ CD at home with their parents.

Put the children in groups of seven. Allocate parts in each group (Rob, Vicky, Cabu, Trumpet, Paco, Miss Maru, Mr Kuma). The children act out the story in their groups.

Round-up Listen and sing. CD1 Tracks 04 and 05

3

• Ask the children to tell you who they can see in the picture (Trumpet, Cabu, Paco ). • Play the CD. The children listen and follow the words in their books. • Play the CD again. Ask the children to act out by waving their hands whenever they hear Hello and to join in with as much of the song as they can. • Divide the class into three groups and allocate an animal role to each group. Have the class sing the song with each group singing their part. They all sing the last two lines.

• Draw one of the Yazoo characters (Cabu, Trumpet or Paco) on the board slowly. The children call out the name of the character when they recognise who it is. • Say Goodbye, class! and wave your hand. Ask the children to repeat Goodbye [your name] . You can do this at the end of every class.

3

Hello, I’m Vicky.

Hi, I’m Rob. What’s your name? I’m Paco. My name’s Trumpet.

I’m Mr Kuma.

I’m Cabu. I’m Miss Maru. 3

Goodbye!

Listen and sing.

Hello, girls and boys!



I’m Trumpet.

I’m Cabu.

I’m Paco.

Hello, girls and boys! We love you! 1_

_

_ 1

_ 1

_

.

five

5 1

1 :

:

5

Alphabet Aa–Ff

3 Listen and chant. CD1 Track 08

Aims: to learn/review the names and sounds of the alphabet A–F; to learn the alphabet words Target language: apple, ball, car, dog, egg, fish Materials: class CD, alphabet flashcards Aa–Ff

Warm-up • Tell the children they are going to practise the alphabet in English. Ask if any of the children knows the English alphabet. If so, see if they can recite it. If not, invite them to recite the alphabet in their own language.

1

Listen, point and say. Then circle. CD1 Track 06

• Introduce the idea that letters have a name and a sound. With books closed, hold up the alphabet flashcards one at a time. Each time, say the name of the letter then the sound. For example, for a , point to the letter and say /eɪ/. Explain that this is the name of the letter. Point to the picture and say and say /æ/ apple . Explain that the letter /eɪ/ makes the sound /æ/. Ask the children to repeat the name, sound and word. Do this for all the letters as you teach them. • Say Open your books at page 6. Ask the children to look at the letters. Go through the letters as above. • Say Listen and point . Play the CD for the children to point while they listen. • Say Say . Play the CD again. Pause after each section. The children listen and repeat. • Say Circle . Demonstrate by writing each letter pair and word on the board and circling the letter in the word each time. Then ask the children to do the exercise individually.

• Play the CD. Ask the children to listen. • Play the CD again. The children sing along. • Repeat the chant as a class.

CD1 Track 08 Hello! I’m Cabu! How are you? I can say the alphabet. Can you say it too? abcdef

Activity Book page 2 Find and colour.

1

• The children look at the initial letter and colour the correct picture

Match and trace.

2

• The children match the pictures to the words and trace the initial letter.

Circle and trace.

3

• The children look at the picture and trace the capital and lower case letter for the picture.

1

Listen, point and say. Then circle.

A a

CD1 Track 06 a /æ/ apple b /b/ ball 2

c /k/ car d /d/ dog

e /e/ egg f /f / fish

D d

Listen and tick. CD1 Track 07

• Write apple and car on the board. Say car and tick the word car on the board. • Play the CD. Pause after the first section and ask which word the children heard (car ). Ask which letter they are going to tick (c ). • Play the rest of the CD, pausing after each section to allow the children time to tick.

2

d og

ball

e

c ar

F f

gg

f i sh

2

e

3

a f

4

d

f

e

b

✔

3

Listen and chant.

g h i j k l m

b c d e f

a

n o p

q r s t u v

w x

y z

six

6 1_

6

E e

c

3 /e/ /e/ egg / egg 4 /b/ /b/ ball / ball

Answers 1 letter c 2 letter a 3 letter e 4 letter b

pple

C c

Listen and tick. 1

CD1 Track 07 1 /k/ /k/ car / car 2 /æ/ /æ/ apple / apple

a

B b

_

_ 1

_ 1

_

.

1

1 :

:

Alphabet Gg–Ll

• Check their answers as a class.

CD1 Track 09 g /g/ gorilla h /h/ horse

Aims: to learn/review the names and sounds of the alphabet G–L; to learn the alphabet words Target language: gorilla, horse, insect, jelly, kite, lorry Recycled language: car, apple Materials: class CD, alphabet flashcards Gg–Ll

2

Warm-up • Play the alphabet chant a–f . Encourage the children to sing along.


1

• Review the letters learned so far. Start by saying a and invite the children to recite the other letters. • Say Open your books at page 7 . Go through the letters with the children. • Say Listen and point . Play the CD for the children to point while they listen. • Say Say . Play the CD again, pausing for the children to repeat each letter. • Say Circle . Demonstrate by writing Gg and gorilla on the board and circling the g . Then ask the children to do the exercise individually. Monitor.

1

J j 2

g orilla

H h

j ell y

K k

I i

2

l

h orse

3

b c d

L l

_

_ 1

_ 1

_

.

3

Listen and chant. CD1 Track 11

• Play the CD. Ask the children to point to the letters as they hear them. • Play the CD again. Ask the children to sing along with the chant. • Repeat the chant as a class without the CD..

kit e 3

c

l orry

2 4

k

h

j

Find and match.

• The children look at the pictures and match them with the initial letters for the words.

Trace and circle.

i

• The children trace the letters and circle the pictures.

a

• The children trace the letters and match the capital and lower case letters.

3

Trace and match.

Round-up

g h i j k l e f m

q r s t u

n o p

v w x

• Hold up flashcards for the words the children have learned so far, at random. Each time ask the children to say the word then the initial letter.

y z

7

seven

1_

CD1 Track 10 1 /l/ /l/ lorry / lorry 2 /h/ /h/ horse / horse 3 /dʒ/ /dʒ/ jelly / jelly 4 /ɪ/ /ɪ/ insect / insect

1

Listen and chant.

a


• Write f and d on the board. Say fish and dog . Tick d on the board. • Play the CD. Pause after the first section and ask which word the children heard (lorry ) and which letter they are going to tick (l ). • Play the rest of the CD, pausing after each section to allow the children time to tick. • Check answers as a class.

i nse ct

✔

g

k /k/ kite l /l/ lorry

Activity Book page 3

Listen and tick. 1

/ɪ/ insect /dʒ/ jelly

CD1 Track 11 Hello! I’m Trumpet! How are you? I can say the alphabet. Can you say it too? abcdefghijkl


G g

i j

1

1 :

:

7

Alphabet Mm–Rr

• Repeat the chant as a class without the CD. Clap a rhythm – the children can join in.

Aims: to learn/review the names and sounds of the alphabet M–R; to learn the alphabet words Target language: monkey, nut, orange, pen, queen, rabbit Recycled language: jelly, gorilla, ball, horse, dog, fish Materials: class CD, alphabet flashcards Mm–Rr

• Start by reciting the letters a to l slowly. Pause after every two or three letters and ask the children to call out the next letter. Repeat three or four times.


• With books closed, hold up the alphabet flashcards for this lesson’s target vocabulary. Elicit the words for the pictures in L1. • Say Open your books at page 8 . Go through the letters with the children. • Say Listen and point . Play the CD for the children to point while they listen. • Say Say . Play the CD again. Pause after each section. The children listen and repeat. • Say Circle . Demonstrate by writing Mm and monkey on the board and circling the m . Then ask the children to do the exercise. Monitor. • Check their answers as a class.

CD1 Track 12 m /m/ monkey n /n/ nut 2


o /ɒ/ orange p /p/ pen

• The children look at the letter, find the word that begins with that letter and colour that picture.

• The children match the words and pictures and trace the letters.

Circle and trace.

3

• The children look at the picture then circle and trace the capital and lower case letter for the picture.

Round-up • Call out letters the children have learned so far. Each time, the children say the word they have learned for that letter.

q /kw/ queen r /r/ rabbit

1



CD1 Track 13 1 /p/ /p/ pen / pen 2 /g/ /g/ gorilla / gorilla

2

M m monkey

N n

P p

Q q q u een

pen

R r

rang e

o

r a bbit

Listen and tick. 2

queen

✔

pen

jelly

3

rabbit

monkey

gorilla

nut

dog

fish

4

orange

Listen and chant. CD1 Track 14 3

ball

horse

Listen and chant.

b c d e f

a

g h i j k l

o p q r s t u v w x y z

m n

eight

8 1_

O o

nut

1

3 /ɒ/ /ɒ/ orange / orange 4 /f / /f / fish / fish

• Play the CD. Ask the children to point to the letters as they hear them. • Play the CD again. Ask the children to sing along with the chant.

8

Match and trace.

2

• Start by writing the words ball , car and egg on the board. Say egg and tick the word egg on the board. • Play the CD. Pause after the first section and ask which word the children are going to tick (pen ). • Play the rest of the CD, pausing after each section to allow the children time to tick. • Check answers as a class.

3

Find and colour.

1

Warm-up

1

CD1 Track 14 Hello! I’m Paco! How are you? I can say the alphabet. Can you say it too? abcdefghijklmnopqr

_

_ 1

_ 1

_

.

1

1 :

:

Alphabet Ss–Ww

• Say Circle . Demonstrate by writing Ss and star on the board and circling the s . The children to do the exercise individually.

Aims: to learn/review the names and sounds of the alphabet S–W; to learn the alphabet words Target language: star, tree, umbrella, violin, watch Recycled language: insect, egg, queen, nut, lorry, monkey, rabbit, Materials: class CD, alphabet flashcards Ss–Ww

CD1 Track 15 s /s/ star t /t / tree u /ʌ/ umbrella 2

• Say a then choose a child to say the next letter of the alphabet. The child says b then they choose another child to say the next letter. Continue to r .


• With books closed, hold up the alphabet flashcards for this lesson. Elicit the words for the pictures in L1. • Say Open your books at page 9 . Go through the letters with the children. • Say Listen and point . Play the CD for the children to point while they listen. • Say Say . Play the CD again. Pause after each section. The children listen and repeat.

1

s ta r

V v 2

T t

U u umbr e lla

t re e

W w

vio li n

3


• Play the CD. Ask the children to point to the letters as they hear them. • Play the CD again. The children to sing along. • Repeat the chant as a class without the CD. Tap a rhythm with your feet – the children can join in.

Activity Book page 5 1

Find and match.

• The children look at the pictures and match them with the initial letters for the words.

watch

Listen and tick.

1

CD1 Track 16 1 /s/ /s/ star / star 2 /kw/ /kw/ queen / queen 3 /ʌ/ /ʌ/ umbrella / umbrella 4 /w/ /w/ watch / watch

CD1 Track 17 Hello! I’m Vicky! How are you? I can say the alphabet. Can you say it too? abcdefghijklmnopqrstuvw


S s


• Start by writing the words rabbit , nut and monkey on the board. Say monkey and tick the word monkey on the board. • Play the CD. Pause after the first section and ask which word the children are going to tick (star ). • Play the rest of the CD, pausing after each section to allow the children time to tick.

Warm-up

1

v /v/ violin w /w/ watch

2

2

Trace and draw.

• The children trace the letters and draw the pictures. insect

egg

✔

queen

star

3

tree

nut

4

violin 3

umbrella

lorry

monkey

rabbit

b c d e f g

h i j k l

watch

Round-up

_ 1

_ 1

_

.

• Say words the children have learned at random. The children say the first letter of that word. Or, hold up the alphabet flashcard pictures instead of saying the word.

m n o

p q r s t u v w x y z nine

_

Trace and match.


Listen and chant.

a

1_

3

9 1

1 :

:

9

Alphabet Xx–Zz Aims: to learn/review the names and sounds of the alphabet X–Z; to learn the alphabet words Target language: fox, yo-yo, zebra Recycled language: pen, kite, violin, star, orange, horse, monkey, watch, tree Materials: class CD, alphabet flashcards Xx–Zz

Warm-up • Write the alphabet from a to w on the board randomly. Invite children to the board to rub out the letters in alphabetical order. Each child rubs out either one or two letters. They could point to the letter they are going to rub out and the rest of the class could say Yes or No , so everyone is engaged.

• Play the CD. Ask the children to point to the letters as they hear them. • Play the CD again. Ask the children to sing along with the chant. • Repeat the chant as a class without the CD. Tap a rhythm with your feet – the children can join in.

CD1 Track 20 Hello! I’m Rob! How are you? I can say the alphabet. Can you say it too? abcdefghijklmnopqrstuvwxyz

Activity Book page 6 Match and trace.

1


Find and stick.

2 1


• With books closed, hold up the alphabet flashcards for this lesson’s target vocabulary. Elicit the words for the pictures in L1. • Say Open your books at page 10 . Go through the letters with the children. • Say Listen and point . Play the CD for the children to point to while they listen. • Say Say . Play the CD again. Pause after each section. The children listen and repeat. • Say Circle then ask the children to do the exercise individually. Monitor. • Check their answers by asking the children to come to the board to write the letters they circled.

CD1 Track 18 x /ks/ fox 2

y / j/ yo-yo

• The children find the correct stickers and stick them in their books.

Round-up • Hold up alphabet flashcards at random (picture side) covered with thick paper. Slowly reveal the picture. The children call out the word when they recognise the picture.

1

X x

z /z/ zebra 2


f o x

✔

10

zebra

kite

3

orange

3

yo-yo

1_

violin

star

fox

horse

monkey

watch

tree

Listen and chant.

b c d e f g

10

zebra

4


• Remind the children that this is the complete English alphabet. Ask the children to count the letters and say how many (L1). Are there the same number of letters in their alphabet?

y o -yo

2

pen

3 / j/ / j/ yo-yo / yo-yo 4 /m/ /m/ monkey / monkey

Z z

Listen and tick.

a

3

Y y

1

• Play the CD. Pause after the first section and ask which word the children are going to tick (zebra ). • Play the rest of the CD, pausing after each section to allow the children time to tick. • Check answers as a class.

CD1 Track 19 1 /z/ /z/ zebra / zebra 2 /ks/ /ks/ fox / fox


h i j k l m

n o p

q r s t u v w

x

y z

ten _

_ 1

_ 1

_

.

1

1

1 :1 :

Alphabet Aa–Zz Aims: to review/consolidate the names and sounds of the alphabet A–Z; to consolidate the alphabet words Recycled language: apple, ball, car, dog, egg, fish, gorilla, horse, insect, jelly, kite, lorry, monkey, nut, orange, pen, queen, rabbit, star, tree, umbrella, violin, watch, fox, yo-yo, zebra Materials: class CD, alphabet flashcards Aa–Zz

Warm-up • Say the alphabet chant as a class. The children can stand up and clap, tap their feet or move freely to the chant.

Listen and draw. CD1 Track 21

1

• The children open their books at the lesson page. Write the page number on the board and hold your book up. • Ask the children to look at the picture. • Ask What things can you see? Choose different children to tell you one thing. • Explain that this is a maze and they are going to find the path out of the maze. • Explain they are going to hear the first letter then the word for the things in the picture.

1

a

u

b l

x e

g h i

2

w

l W e l e ! d o n

h i j k l m

n o p

q r s

x t u v w

y z eleven

1_

_

_ 1

_ 1

_

.

11

• Play the CD. Ask the children to point to the letters as they hear them. • Play the CD again. The children to sing along. • Put the class in two groups. One group start s chanting the alphabet. When they get to g , the other group starts. Both groups chant the alphabet twice.

Round-up

Listen and chant.

b c d e f g


• Ask the children to ‘write’ their name in English in pictures. They draw one picture for each letter of their name, using the alphabet words/pictures they have learned. For example, they draw a kite for k , an apple for a and a tree for t , etc.

q

n

a

/f / fish /ɪ/ insect /dʒ/ jelly /n/ nut /v/ violin /w/ watch

For the next lesson

v

r j

m s

f

2

f i j n v w

Take every opportunity to review the alphabet until your class is confident with it. Use the alphabet chant as a filler.

z

o

CD1 Track 21 a /æ/ apple c /k/ car p /p/ pen e /e/ egg g /g/ gorilla o /ɒ/ orange

Teacher’s Tip

d

t

To review the letters and words again, retrace the steps back into the maze by asking different children to follow the lines backwards, starting from the finishing star, and to say the next letter and word each time.

p

c y k

Extra!

CD1 Track 22 We’re your friends! How are you? We can say the alphabet. Can you say it too? abcdefghijklmnopqrstuvwxyz

Listen and draw.

Start!

They have to draw lines from one picture to the next. The lines form the path out of the maze. • Play the CD. Pause after each word. • Ask the children to put their hands up when if they have got to the star.

11 1

1 :11:

• Write 12 different letters on the board (or use the alphabet flashcards). The children look and memorise them (allow ten seconds). Ask the children to close their eyes. Rub out (or remove) two letters. The children say which letters have gone. Repeat several times with different sets of letters.

11

Numbers 1–10 Aim: to learn/review the numbers 1 to 10 Target language: one, two, three, four, five, six, seven, eight, nine, ten Recycled language: apple, ball, horse, dog, fish, rabbit, insect, kite, star, tree Materials: class CD, alphabet and number flashcards 1–10

Warm-up • Invite a child to the front. Give him/her an alphabet flashcard. He/she acts out the word for the class. The other children guess the word. Repeat with other children/words.

1


• With books closed, explain that the children are going to learn the numbers in English. Start by asking them to count to ten in L1. • Hold up the number flashcards one at a time. Each time say the number. • The children open their books at the lesson page. • Say Listen, point and say . Play the CD. Pause after each number. The children listen and repeat the number. • Play the CD again. The children listen, point to the number and word and repeat each time.

2

Answers apples 8, balls 7, horse 1, dogs 2, fish 5, rabbits 6, insects 9, kites 4, stars 10, trees 3

Extra! Clap your hands a varying number of times. Each time, ask How many? and elicit numbers from one to ten.

Listen and sing. CD1 Tracks 24 and 25

3

• Play the CD. Ask the children to listen. • Play the CD again and ask the children to sing along.

Activity Book page 7 How many? Circle, colour and trace.

1

• The children look at the number and circle the items. Then they colour and trace the correct word.

Round-up • Draw different numbers of items (e.g. three apples, six stars) on the board. The children call out the number from one to ten as soon as you’ve finished drawing.

Count and write. How many?

• Draw three balls and two kites on the board. Point to a ball. Ask How many? Point to the balls one at a time and say One two, three – three balls . Point to a kite. Ask How many? Point to the kites one at a time and elicit One, two – two kites from the children. • Ask the children to look at the picture. Choose different children to tell you one thing they can see. • Ask How many apples? Start counting. Encourage the children to count with you and to point to the apples in the picture as they count. They count eight apples. Point out the 8 in the example. • As a class, count the number of balls in the picture (7). Ask the children to write the number seven in the box next to the word balls . • The children complete the exercise individually or in pairs. Monitor and help where necessary. • Check the answers by asking How many … ? and choosing children to answer each time. • In pairs, the children can ask and answer How many? about the things in the picture. Model this with a child first to demonstrate.

1

1

3

one

2

three

two 2

1_

5

five

4 four

7

6 six

seven

9

8

nine

eight

10 ten

Count and write. How many?

3

apples 8

balls

horse

dogs

fish

rabbits

insects

kites

stars

trees

Listen and sing.

1 2 3 4 5 6 7 8 9 10

twelve

12

12


_

_ 1

_ 1

_

.

1

1

1 :11: 1

Colours Aim: to learn/review colours Target language: red, yellow, green, blue, orange, pink, purple, black, white, brown, grey Receptive language: Let’s learn, today Materials: class CD, colour flashcards

• Say Listen, point and say . • Play the CD. Pause after each colour. The children listen and repeat the colour. • Play the CD again. The children listen, point to the word and the picture and repeat the colour each time.

Extra! Walk round the classroom holding up or pointing to items of different colours. Each time, the children say the colour.

Warm-up • Say One . Choose a child to say the next number; point to another child to say the next number. Move round the class as fast as possible until the children have counted to ten then start at one again. Repeat several times.

1


• With books closed, hold up the colour flashcards one at a time. Ask the children to say the colour in L1. Say the name of the colour in English. Each time, invite the children to hold up a coloured pencil or marker of the same colour, if they have one. • The children open their books at the lesson page. • Ask the children to look at the pictures and see if their favourite colour is there.

2

Listen and number. CD1 Track 27

• Ask the children to look at the pictures. Elicit what they can see (flowers with different colours). Elicit the names of the colours in each flower by saying the letter and asking different children to say one colour in that picture. • Tell the children they are going to hear someone talking about the flowers. Ask them to point to the appropriate flower as they listen. Play the CD all the way through. • Play the CD again. Stop after section 1 and draw attention to the example. Explain that they should write the number in the correct box as they listen a second time. • Play the rest of the CD. Pause after section to allow time for the children to write the number.

CD1 Track 27 1 Look! It’s purple and orange. Purple and orange. 2 Oh, it’s red, pink and yellow. Red, pink and yellow. 3 Look! It’s blue, white and yellow. Blue, white and yellow. 4 Oh, it’s orange, black and green. Orange, black and green. 3


• Ask the children to look at the picture. Ask Who can you see? (Paco, Trumpet and Cabu) . • Say different colours one at a time. The children say the name of the character(s) with that colour in the picture. • Play the CD. Ask the children to listen. • Read through the words of the song with the children. • Play the CD again and ask the children to sing along.


Read and colour.

• The children read the colours for each part of the picture then colour the picture using the correct colours.

Round-up • Do a class colour survey. Choose six colours (e.g. blue, white, red, black, yellow and green ) and ask children to vote for their favourites. Count the votes and record scores on the board.

13

1a

It’s a book.

Aim: to ask and answer about classroom items Target language: pencil, book, ruler, bag; What is it? It’s a …. It’s (green). Recycled language: pink, red, blue, orange, brown, green Receptive language: Here you are. Materials: class CD, colour flashcards, drawing paper for each child (optional)

Lesson 1 Warm-up • Use the colour flashcards to revise the colour words. Hold up each flashcard, elicit the colour, then point to an object in the classroom with that colour. Say Look, it’s blue . Repeat with the whole class, then individual children, and have them say Look, it’s [colour] . 1


• Use classroom items to present the new vocabulary. Say What is it? A (bag). Ask the children to repeat the name of each item. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2

• Put the children in groups of five and allocate the parts of Paco, Trumpet, Cabu, Rob and Vicky. Let them practise acting out the story together. • Invite groups to act out the story for the class.


• Elicit the names of the four items in the pictures. • Play the CD twice. The first time, the children listen. The second time, they write the numbers. CD1 Track 33 1 What is it? It’s a book. 2 What is it? It’s a pencil. 3 What is it? It’s a ruler. 4 What is it? It’s a bag.

Find, circle and colour.

2

• The children read the word on the left and circle the corresponding picture.

1a 1


pencil


2

• Give the children a minute to look at the story. Ask them to point to and name the characters they can see. Ask them to find and point to the items/words from Exercise 1. • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask questions to elicit target vocabulary. For example, in frame 1, ask What is it? and elicit A pink bag. Prompt if necessary. Repeat the process for the other frames. 3


1

book

ruler

bag

Listen and read. 1

Look! A bag! A pink bag.

2

What is it? It’s red.

It’s a book. A3pencil and … What is it?

Let me see.

4

My bag!

Listen again. Then act out. CD1 Track 31

• Tell the children they are going to act out the story. Play the CD again. Pause after each line for the children to repeat as a class. Encourage them to mimic the voices and gestures of the characters. Repeat as necessary.

It’s a ruler.

3

Thank you.

Here you are.

Listen again. Then act out.

14 fourteen 1_

14

_

_ 1

_ 1

_

1.

1

1

1 :1 :

Lesson 2 Warm-up • Walk round the class. Hold up different items from the children (pencil, ruler, book, bag ) as you go round. The children say the word each time.

Listen and stick. Then circle. CD1 Track 32

4

• Tell the children to find the stickers for this activit y at the back of their Pupils’ Book. • The children open their books at the lesson page. • Play the CD and let the children listen all the way through. • Play the CD again. Pause after each item and allow time for the children to stick their stickers. • Ask What’s number one? Elicit It’s a book . Say Circle . Draw attention to the example. Continue as a class or let the children do the exercise individually. • Check the answers.

CD1 Track 32 1 Look. It’s blue. What is it? It’s a book. 2 Look. It’s pink. What is it? It’s a pencil. 3 Look. It’s brown. What is it? It’s a ruler. 4 Look. It’s orange. What is it? It’s a bag. 5

• Ask the children to look at Exercise 4. Say It’s pink. What is it? Elicit a pencil. • Draw attent ion to the example in Exercise 5. Tell the children to follow the line. Make sure they understand that they look at the colours of the items in Exercise 4 and then match the sentences. • Say Look and match and ask the children to do the exercise. Monitor and help where necessary. 6

4

Look at 4 and match.

Play the game.

• Demonstrate the game on the board. Draw outlines of the target vocabulary on the board in different colours. Say, e.g. It’s yellow. What is it? Elicit It’s a pencil. etc. • Let the children play the game in pairs using the pictures in Exercise 6. Tell them to take it in turns to choose an object to decribe and guess the answer. • Point out that they can choose an object at random.

Listen and stick. Then circle.

Extra! Put the children in new pairs. They play the game with their own belongings (pencil, book, ruler, bag ). They take turns to say the colour and ask what the item is, e.g. It’s blue. What is it? Their friend says what the item is, e.g. It’s a book . 1 book / bag 5 1 2 3 4

2 pencil / ruler

3 ruler / book

4 pencil / bag


Look at 4 and match. It’s pink. It’s blue. It’s orange. It’s brown.

3

It’s a bag. It’s a ruler. It’s a book. It’s a pencil.

• The children read the word and draw a picture of the item. 4

6

Play the game.

It’s green. What is it? a

b

Match and trace.

• The children match the pictures with the sentences that say what they are. Then they trace the words.

It’s a bag. c

Read and draw.

d

Round-up

fifteen 1_

_

_ 1

_ 1

_

1.

1

15 1

• Distribute the drawing paper or tell the children to use their notebooks. Tell the children you want them to draw and colour pictures according to what you say. Give instructions using colours and numbers, e.g. Draw three blue pencils. Draw two orange fish., etc.

1 :1 :

15

1b

Is it a pencil?

Aim: to learn/review classroom language Target language: rubber, crayon, pencil case; Is it a/your (pencil)? Stand up. Sit down. Shake your head. Here you are. Recycled language: pen, pencil, book Receptive language: Guess again. I don't know. Materials: class CD, photocopiable Quiz and I can do it! worksheet for Unit 1

• Check answers by calling out the picture letters and asking the children to call out the matching phrase.

Extra! Play ‘Simon says’ with the class. Explain that you will give the children instructions and they must do them when you say Simon says before the instruction, but NOT when you don’t say Simon says . Play the game, using stand up, sit down and shake your head .


Lesson 1 Warm-up • Use classroom items to revise the vocabulary from the previous lesson. 1


• Use classroom items to present the new vocabulary. Ask What is it? A (crayon). Ask the children to repeat the name of each item. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2

Listen and tick or cross. Then circle. CD1 Track 38

1

• The children listen and tick or cross depending on whether the word they hear matches the picture. Then they circle the word they heard. CD1 Track 38 1 Is it a pen? 3 Is it a crayon? Yes, it is. It’s a pen. No, it isn’t. It isn’t a crayon. 2 Is it a rubber? 4 Is it a pencil case? No, it isn’t. It isn’t a rubber. Yes, it is. It’s a pencil case.

Colour, trace and circle.

2

• The children colour the pictures, trace the words and circle the correct answer to each question.

1b


1

• Ask the children to look at the boy. Ask Who is it? (Rob) • Put a rubber in your hand without the children seeing it. Put your hand behind your back like Rob in the picture. Say Is it a bag? Shake your head and say No . Repeat with pencil . Then say Is it a rubber? Yes, it is! Look! and show the children the rubber. • Demonstrate stand up , sit down and shake your head. • Play the CD and ask the children to listen and follow the words in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again and ask the children to sing along. They can stand by their desks and mime to make it more fun.


pen 2

16

pencil case

Is it a pencil? Is it a pen? Is it a rubber? No, guess again! Stand up for yes! Sit down for no! Shake your heads for

I don’t know! Is it a crayon? Is it a book? Is it a pencil case? Yes, it is. Look!

Look and match.

• Ask the children to look at the pictures then ask them to look at you. Shake your head and ask them to call out a, b or c . Then you call out one of the letters and ask the children to mime the action. • Ask the children to look at the example. • Say Look and match and ask the children to do the exercise individually in their books.

crayon

Listen and sing.

3

3

rubber

Look and match.

1 Stand up.

2 Sit down.

b

a

3 Shake your head.

c

16 sixteen 1_

_

_ 1

_ 1

_

1.

1

1

1 :1 :

Lesson 2

5

Warm-up • Walk round the class. Hold up different items (pencil, ruler, book, bag ). The children say the word.


4

• Ask the children to look at the pictures. Tell them that the boy is Tom and the girl is Emma. • Elicit the names of the four items in the picture (rubber, pen, crayon, pencil case ). • Tell the children to listen to Tom and Emma and point to each item as they listen. Play the CD all the way through. • Tell the children to listen again. This time they should number each item in the order they hear them. • Play the CD. Pause after each item. CD1 Track 37 1 Is it your pen? Yes, it is. Here you are. Thank you. 2 Is it your crayon? Yes, it is. Here you are. Thank you.

4

• Ask the children to look at the pictures. Tell them that the girl is Yasmin and the boy is Alex. They are friends of Tom and Emma. • Ask the children the names of the four items in the picture. • Point out that Yasmin is asking Alex questions like the ones Tom asked Emma in Exercise 4. • Tell the children to follow the lines to find out which items belong to Alex. They read the questions and circle yes or no . • Let them work individually or in pairs to do the exercise. • Check the answers by asking the questions, e.g. Alex, is it your pencil? Elicit the answers from different children. Answers 2 no 3 yes 4 no 6

3 Is it your rubber? Yes, it is. Here you are. Thank you. 4 Is it your pencil case? Yes, it is. Here you are. Thank you.

Look and circle.

Play the game.

• Ask the children to look at the photo. Pick up a ruler from one of the children’s desks. Ask another child Is this your ruler? Elicit No . Repeat with a second child. Then ask the original child Is this your ruler? Elicit Yes . Hand the child the ruler and say Here you are. Elicit Thank you . • Put the children in groups to play. • Tell the children to put some classroom objects they know on the table. They then jumble them up. • Explain that they take it in turns to choose an object and ask the question. • The game is over when the children have all their things back.

Listen and number.

1

Activity Book page 11 Tom 5

3

Emma

• The children read the questions and answers. If the answer is Yes , they write the number of the object in the boy’s school bag.

Look and circle.

4 Yasmin

1 Is it your pencil? yes / no 2 Is it your rubber? yes / no 6

Alex

What about you? Draw and trace.

• The children draw the items in the school bag then trace the words. 3 Is it your book? yes / no 4 Is it your pencil case? yes / no

Round-up

Play the game.

• Mime using one of the classroom objects. The children guess and say the word. Invite children to come out and mime using another classroom object.

Yes.

Is it your ruler?

Read and write the numbers in the bag.

No.

No.

Photocopiable Resources Here you are.

Thank you. 17

seventeen 1_

_

_ 1

_ 1

_

1.

1

1

1 :1 :

• The children are now ready for Unit 1 Quiz. See the Active Teach Resources section. • You can use the I can do it! worksheet as a follow up to the Activity Book.

17

2a

This is my mum.

Aim: to learn/ask about families Target language: mum, dad, sister, brother; This is my (mum). He’s/She’s my … . Who’s he/she ? Recycled language: Hello Receptive language: Sorry! Nice to meet you. Materials: class CD, vocabulary flashcards, drawing paper for each child (optional)

Lesson 1 Warm-up • Play ‘ I Spy’ for classroom objects with the class. Start by saying the letters r, p . The children have to look around and see what they can see with those initials (red pen ). The first child to guess correctly takes over the game. Make sure they always use two letters – one for the colour and one for the classroom object. 1


• With books closed, use the flashcards to present the new vocabulary. Hold up the cards one at a time and say the words. Ask if the children know any of the words already (they might know mum and dad ). Ask how they say mum and dad in L1. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2


• Give the children a minute to look at the story. Ask them to point to and name the characters they can see in each frame. • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask questions. Ask Who’s in picture one? Is it Dad? No, it’s Mum. Then ask Who’s in picture two? Is it Mum? Elicit No, it’s Lucy. Repeat with picture three. 3


• Tell the children they are going to act out the story. Play the CD again. Pause after each line for the children to repeat as a class. Encourage them to mimic the voices and gestures of the characters. Repeat as necessary.

18

• Put the children in groups of eight and allocate the parts (Paco, Trumpet, Cabu, Rob, Vicky, Lucy, Rob’s mum, Rob’s dad). Let them practise acting out the story together. • Invite groups to act out the story for the class.

Teacher’s Tip! Encourage the children to have fun while they act out stories. They can do character voices, dress up (if you have a class dressing-up box) and even change or add to the dialogue as they get more confident.



• Elicit the words for the four family members in pictures a–d. • Play the CD twice. The first time, the children listen. The second time, they write the numbers. CD1 Track 42 1 This is my mum. 2 This is my dad. 2

3 This is my brother. 4 This is my sister.

Find and circle.

• The children look at the picture and think of the correct word. Then they find the word in the word snake and circle it.

Lesson 2

5

Warm-up • Write the family vocabulary words on the board as anagrams (e.g. umm, add, etc.). Point to the anagrams one at a time. The children work out the word and then say it.

Listen and tick or cross. CD 1 Track 41

4

• Explain that the elephants in the picture are Trumpet’s family. See if the children can guess which elephant is Mum , Dad , etc. • Play the CD and let the children listen all the way through. Make sure they understand they will tick the box below the picture if it matches what they hear on the CD, and put a cross if it doesn’t. • Play the CD again. Pause after each item and allow time for the children to tick or cross. • Check the answers. CD 1 Track 41 1 Who’s he? He’s my dad. 2 Who’s he? He’s my brother, Bill. Answers 2✓ 3✓ 4✗

4

3 Who’s she? She’s my sister, Elli. 4 Who’s she? She’s my mum.

Look and match.

• Ask the children to look at picture 1. Say She’s my … . Pause then read out the target words (dad, brother, sister, mum). Ask the children to follow the example line and elicit sister . Say Yes, she’s my sister. • Ask the children to look at picture 2. Say He’s my … and elicit dad . Repeat with items 3 and 4 if necessary. • The children complete the exercises in their books. • Check answers by choosing different children to read the sentences. Answers 2 dad 3 mum 4 brother 6

Draw. Then ask and answer.

• Ask the children to look at the example picture and read the dialogue as a class. • Make sure the children understand that they are going to draw a picture of someone in their family (mum, dad, brother, sister ) then ask and answer with friends about who the picture is of. • Distribute the drawing paper or have children use their notebooks. Ask them to draw their pictures. • Put the children in pairs to ask and answer about their pictures. Then put them into new pairs to ask and answer again.

Extra!

Listen and tick or cross.

1

2

3

Invite some children to the front with their pictures. The class asks who the person in the picture is.

4

Activity Book page 13 ✘

5

3

• The children read the questions and answers then follow the match line to find the correct pictures. They circle the corresponding words.

Look and match.

1

She’s my

dad.

2

He’s my

brother.

3

She’s my

sister.

4

He’s my

6

mum.

Draw. Then ask and answer.

Round-up

This is Adam.

• Write the initial letters of the lesson vocabulary on the board (m, d, s, b ). Point to them at random. Each time the children call out the correct family word. Change from one letter to the other as fast as possible.

Who’s he?

He’s my brother.

nineteen 1_

_

Number and circle. Then trace.

• The children find the person in the silhouette picture and number the pictures. They circle the correct word in the sentences. Then they trace the words.

Emma

4

Find and circle.

_ 1

_ 1

_

1.

1

19 1

1 :1 :

19

Here’s Trumpet.

2b

Aim: to learn introductions Target language: friend, elephant, lion, parrot; Here’s … . He’s/She’s a/n …. Hello, (Ben). How are you? I’m fine, thank you. Receptive language: Let’s go and play. Materials: class CD, photocopiable Quiz and I can do it! worksheet for Unit 2

Lesson 1 Warm-up • Write on the board How are you today? I’m fine, thank you. Read the question and answer to the class. Then say How are you today? and point to a child to answer. Elicit I’m fine, thank you. Prompt if necessary. Repeat with as many children as possible. 1


• With books closed, remind children about the first lesson, when they first met Paco, Trumpet and Cabu. Ask Is Trumpet a lion? Shake your head and say No, Trumpet’s an elephant. Repeat with Paco and Cabu. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2

• Ask the children to say the names of the characters. • Ask the children to look at the example. Say elephant and ask the children which picture it is (b ). • Say Match and ask the children to match the other pictures and words by drawing lines. • Read the example together as a class. Then prompt with Here’s Cabu. and encourage the children to say the other sentences (She’s a lion. She’s my friend.). Repeat with Paco . • Invite children to the front to talk about the pictures.


• The children find the stickers. They listen and stick the stickers. Then they circle the correct words. CD1 Track 47 1 Look! This is my friend. He’s an elephant. 2 Look! This is my friend. He’s a parrot. 3 Look! This is my friend. She’s a lion.

Match and trace.

2

• The children match the two parts of the sentences then trace the words.

2b 1


friend 2

• Ask the children to look at the pictures and tell you who they can see. Explain that Rob and Vicky are brother and sister and Trumpet, Paco and Cabu are friends. • Pre-teach Here’s … by inviting a child to the front then introducing them to the children by saying Here’s [name]. • Play the CD and ask the children to listen and follow the words in their book. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again. The children sing along. They can wave as they sing the first two lines of the chorus each time.

elephant

lion

parrot

Listen and sing. Here’s Trumpet, Trumpet, Trumpet. He’s an elephant. He’s my friend. Hello, Trumpet . How are you? How are you today? I’m fine, thank you. Let’s go and play. Here’s Cabu, Cabu, Cabu. She’s a lion. She’s my friend. Here’s Paco, Paco, Paco. He’s a parrot. He’s my friend.

3

Extra!

Match and say.

1 elephant

2 lion

3 parrot

a

b

c

Here’s Trumpet. He’s an elephant. He’s my friend.

20 twenty 1_

20

Listen and stick. Then circle. CD1 Track 47

1


Put the children in three groups – Trumpet, Paco and Cabu. Ask them to sing the song again with each group singing the verse about their character. They can stand up and act out too.

Match and say.

3

_

_ 1

_ 1

_

1.

1

1 :1 :

Lesson 2 Warm-up • Write on the board today? are How you . Look at what you’ve written, look at the children and look puzzled. See if any of them can tell you the correct order of the words. Prompt with the first word if necessary. Repeat the process with you. I’m fine, thank.

Listen and circle. Draw Rob and Vicky’s path.

4

CD1 Track 46 • Ask the children to look at the picture. Go round the class asking children to name one of the people/characters in the picture. • Say Listen and circle. Make sure the children understand that they will be circling the characters as they hear them introduced on the CD. • Play the CD. Stop after each item. Allow time for the children to draw their circles. • Say Draw Rob and Vicky’s path . The children work individually to draw the path in their books. Monitor and help where necessary. • Check the answers by asking for the names along the path.

4

Listen and circle. Draw Rob and Vicky’s path.

CD1 Track 46 1 Here’s Cabu. Hello, Cabu. How are you? I’m fine, thank you. 2 Here’s Miss Maru. Hello, Miss Maru. How are you? I’m fine, thank you. 3 Here’s Trumpet. Hello, Trumpet. How are you? I’m fine, thank you. 5

Read and tick the correct picture.

• Ask the children to look at the exercise. Explain that they are going to read the dialogue then tick the picture it matches. • Read through the dialogue with the class. Then ask the children to read the dialogue as a class without you. • Tell the children to look at the pictures and to decide which one they are going to tick. Ask if they are going to tick picture 1 (No ). Repeat with picture 2 (No ) and 3 (Yes ). 6

Play the game.

• Discuss what is happening in the photos. • Read out the example dialogue as a class. • Demonstrate the game. Invite three children to the front. Ask one child to stand with you. The others form a queue. You introduce the first child in the queue and the child with you greets her or him. Then that child joins the child with you and you go to the back of the queue. The child who was with you introduces the next child in the queue to the new child at the front, and so on. • Put the children into groups of four to play the game. Tell them to continue playing until you stop them.


Read and tick the correct picture.

3

1

• The children read the beginning of the sentences and circle all the possible endings.

Here’s Emma. 2

Hello, Emma. How are you?

4

I’m fine, thank you.

6

Hello, Ben. How are you?


Round-up Here’s Mary.

• Invite a child to the front. Say Here’s [name]. He’s/She’s my friend. Choose another child to come to the front. The first child introduces him/her to the class. The first child goes to sit down. Choose another child to come to the front to be introduced etc.

Hello, Mary. How are you?


Photocopiable Resources 21

twenty-one 1_

_

_ 1

_ 1

_

1.

1

What about you? Draw and trace.

• The children draw their pictures and trace the words.

3

Play the game. Here’s Ben.

Look and circle.

1

1 :1 :1


21

Social Science:

My school

Aims: to learn about the different people who work in a school Target language: teacher, pupil, secretary, cook, school; I’m a …. This is the …. Are you a …? Recycled language: friend; My name’s …. Who’s he/she? He’s/She’s a …. Receptive language: Mrs Materials: class CD, drawing paper (one sheet per child; optional)

Warm-up • Start by talking with the children in L1 about school. Talk about school times, how many classroom/classes there are in the school, what else there is in the school (playground, sports hall , etc.). Ask the children to think of people who work in the school. Ask their names and what they do. Write the job titles on the board in English. Encourage the idea that there are a lot of important people who work at a school, not only teachers. 1

• Play the CD again. Stop after section 1. Draw attention to the example answer 1. • Play the rest of the CD, pausing after every section to allow time for the children to write the numbers. • Check the answers as a class. CD 1 Track 49 1 Who’s he? He’s a teacher. 2 Who’s she? She’s a cook.

Teacher’s Tip! Allow use of L1 in these more challenging discussions, but use the opportunity to provide English vocabulary whenever possible.

Activity Book page 16 Trace and match.

1

• The children trace the words and match them to the pictures.

Listen, read and point. CD1 Track 48

• The children open their books at the lesson page. • Ask the children to look at the photos. Talk about each photo. Ask the children who they can see in each photo. Write the words secretary, pupil, cook, teacher on the board. Ask the children to find those words on the page. • Play the CD all the way through and let the children follow in their books. • Ask the children to look at picture 1. Read Will’s speech bubble and ask the children to repeat. • Say Listen, read and point . Play the CD again, this time pausing after each item for the children to point to the picture and repeat the speech bubble. • Say pupil . Invite volunteers to say the letter of the picture and read the speech bubble about the pupil. Repeat with teacher, cook and secretary . 2

3 Who’s she? She’s a secretary. 4 Who’s he? He’s my friend, Will. He’s a pupil.

Social Science

This is my school!

1

Listen, read and point.

a

b

My name’s Will. I’m a pupil. This is my school.

This is my teacher.

1

d


c

• Start by saying Look at photo a. Who’s he? He’s a pupil . Ask Who’s he? again. Elicit the answer. Repeat for the other photos. • Explain that the children are going to listen to the CD then write numbers in the boxes next to the pictures according to what they hear. Tell them they will hear a boy and girl asking and answering about who the people in the pictures are. • Play the CD all the way through.

This is the secretary. This is the cook. 2

Listen and number.

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• Invite one or two pairs to the front to play the game in front of the class.

Circle. Then ask and answer.

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• Ask the children to look at the four pictures and say what each one is. • Go through the example with the class. Ask the children to read the words then ask them which one is circled. The children complete the rest of the exercise. • Check the answers by calling out the picture numbers and asking the class to call out the correct word each time. • Practise the questions and answers with the class. • Let the children practise again in pairs. Walk round to monitor and help where necessary.

Play the game.

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• Start by reading the example questions and answers as a class. • Demonstrate the game by inviting a child to the front. Ask the child to mime being a teacher (writing on the board, etc.). Ask Are you a pupil? Elicit the answer. Ask Are you a teacher? Elicit the answer. • The children play the game in pairs. Tell them to take it in turns to mime and to choose a different job each time. Walk round while they are playing and help where necessary.


1 cook / teacher One. WhoÕs he?

4

2 pupil / secretary

HeÕs a teacher.

3 secretary / cook Two. WhoÕs she?

Are you a secretary?

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• Ask the children to look at the photo. Ask what the boy’s drawing is (a teacher ). • Distribute the drawing paper or children can use their notebooks. • Ask the children to draw a picture of someone who works in their school. • When all the children have finished drawing, ask them to read the example speech bubble as a class. • Choose children to come to the front with their pictures. They say who the person is and what they do using the example answer as a model. • Display the pictures on the classroom wall.


Circle and match.

• The children look at the pictures and circle the correct word. Then they match the questions and answers.

Round-up

4 pupil / teacher

SheÕs a É

• The children win if they guess the word. You win if you complete the hangman drawing before they guess the word.

Play the game.

Are you a pupil?

Your Project! Draw and say.

• Play ‘Hangman’ as a class with words from the lesson. Choose the word but don’t say what it is. Write a dash on the board for every letter of the word (e.g. _ _ _ _ _ _ _ for teacher ). The children guess letters to complete the word. When they guess correctly, write the letter. When they guess wrongly, draw part of the Hangman picture, one line at a time:

My school 3

5

No.

My Picture Dictionary CD1 Track 52

Yes.

See Introduction page vii. You can use the Picture Dictionary to review the key words from this lesson now (Pupils’ Book page 103).

Your Project! Draw and say. This is Mrs White. SheÕs a teacher.

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Review 1 Aims: to practise/consolidate language from Units 1 and 2; to pronounce the sounds /b/ /p/ at the beginning of words Recycled language: vocabulary and structures from Units 1 and 2 Materials: class CD, Progress Review Test 1 & 2

Warm-up • Write the letter p on the board. Ask the children to put up their hands if they can think of a word in English starting with that letter. Help them by pointing to classroom items (pen, pencil, pencil case ). Repeat with the letter r (ruler, rubber ), the letter b (bag, book ), etc. You can play this as a team game. 1

Look and number. Then say.

• Ask the children to look at the picture. Elicit what they can see (a family at home in the living room). Ask Who’s number [1]? What’s number [6] ? etc. to elicit the words. • Focus on the example and say Dad is number four . Ask the children to write the correct number in the box next to each word in the list to complete the exercise. • Check the answers as a class. • Elicit Mum is number one etc. around the class. 2


3

• This activity helps to practise and contrast the initial sounds /b/ /p/. • Ask the children to look at the picture and tell you what they can see. • Play the CD. Pause after the first two lines and ask the children which sounds they hear (/ p/ and /b/). Play the rest of the CD all the way through. Then play it again, pausing for the children to repeat. • Ask pupils to find other words on the page beginning with /b/ and /p/. CD1 Track 50 pppbbb pppbbb a pink parrot a pink parrot a blue bag a blue bag A pink parrot with a blue bag! A pink parrot with a blue bag!

Circle the odd one out. Review 1

• Demonstrate the activity on the board. Write e.g. pencil book bag lion . Ask the children which word is different and why (lion as it is an animal. The other words are classroom objects ). Draw a circle round lion . Say lion is the odd one out . • Ask the children to look at the example and tell you why friend is the odd one out (the rest are colours ). • Let the children do the exercise individually or in pairs. Then check as a class.

1

Look and number. Then say. dad 5

4

4

mum

3

1

brother

2 6

sister book crayon pen

8 7

bag Dad is number 4.

2 1 2 3 4

Circle the odd one out. red mum pencil parrot

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green dad blue lion

par ro t w i t h a blu e b a g !

twenty-four

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pink pencil case ruler elephant

Listen and chant.

A p i nk

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friend sister rubber brother

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Find and circle 8 differences. Then point and say.

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• Ask the children to look at picture A. Go round the class asking different children to tell you one thing they can see. • Explain that there are eight differences between picture A and picture B. Ask them to find the picture on t he wall. Ask What is it? Elicit It’s a parrot . Tell them to look at the picture in B. Ask What is it? Elicit It’s a gorilla . Repeat with the girl and boy. Ask e.g. Is she a girl? Is he a boy? Model She’s a girl. He’s a boy . Start writing a list of differences on the board. A B parrot gorilla girl boy • Tell the children to work in pairs to find the other differences between the pictures. They can circle them in pencil. Set a time limit. Monitor and help as necessary. Encourage them to use English. • When they’ve finished, elicit the differences and complete the list on the board.

Read and tick or cross.

• The children look at the pictures and read the sentences. Then they tick or cross the boxes according to whether the sentence matches the picture or not. 2

Trace and check. Now colour.

• This is a self-asses sment activity. The children look at the pictures and trace the correct words. They then check with you to see if their answer is correct and put a tick or cross in each box accordingly. • The children then colour the correct face depending on the number of correct answers.

Round-up • Call out animal words the children have learned so far (alphabet vocabulary or Units 1 and 2). The children mime the word each time.

Extra!

Answers Picture A: girl, pencil case, elephant, pen, rubber, book, Mum, parrot; Picture B: boy, ruler, lion, pencil, crayon, bag, Dad, gorilla

Ask the children to say the names of all the different characters they met in Units 1 and 2.

My Picture Dictionary CD1 Tracks 51 and 52

4

See Introduction page vii. Use the Picture Dictionary to review the target vocabulary from the previous two units (Pupils’ Book page 98). You can also review the key words from the cross-curricular lesson now (Pupils’ Book page 103). If there is time, play the audio CD in class. Ask the children to listen to their Pupils’ CD at home and learn the words in preparation for Progress Review 1 & 2.


It’s a parrot.

A

Photocopiable Resources • You can use Progress Review 1 & 2 as a test in class. See the Active Teach Resources section.

It’s a gorilla.

B

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3a

I’ve got a pet.

Aim: to learn/review how to talk about pets using have got Target language: pet, hamster, guinea pig; I’ve got/I haven’t got a [pet]. Recycled language: Thank you. rabbit, orange, grey, brown Receptive language: Can I see it, please? Yes, of course., Quick!. Snap. Materials: class CD, animal flashcards from Units 2 and 3, pictures of animals from magazines (optional), cutouts from Activity Book page 69, scissors, colouring pens

Lesson 1 Warm-up • Use flashcards (or magazine pictures) to revise animal vocabulary. Hold up the cards or pictures and elicit the names of the animals. Have a class vote on the most popular animals in different categories (zoo, pet, jungle, etc.).


3

• Put the children in groups of five. Allocate parts (Vicky, Rob, Trumpet, Cabu and Paco). • Play the CD again. Ask the children to listen out for their character. • The children then act out the story in their groups. Encourage them to try to imitate the voices and intonations of their characters.

Activity Book page 18 Listen and colour. CD1 Track 56

1

• Elicit the names of the three animals in the pictures. • Play the CD twice. The first time, the children listen. The second time, they colour the pictures. CD1 Track 56 Look at my guinea pig. It’s orange. Look at my hamster. It’s brown. Look at my rabbit. It’s grey.

Count and write.

2 1


• Use flashcards to present the new vocabulary. Say the word each time and ask the children to repeat. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2

• The children count the different animals in the picture and write the totals in the boxes next to each word.

3a 1

pets 2

guinea pig

rabbit

Look! I’ve got a pet.

2

I haven’t got a guinea pig. I’ve got a rabbit.

Is it a hamster?

Can I see it, please?

No, it’s a guinea pig. 3

Yes, of course. 4

OH NO!

I’ve got it.

Look! What is it?

I don’t know. Quick!

3

Thank you.


26 twenty-six _

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hamster

Listen and read. 1


• Give the children a minute to look at the story. Ask them to point to and name the animals from Exercise 1 they can see. • With the children, talk about the fact that different pets have different sorts of homes (LI). • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask questions to elicit target vocabulary. For example, in frame 1, ask What is it? and elicit A guinea pig . Repeat the process for the other frames. • Ask What animal can Trumpet see? (It is a crocodile but don’t confirm any guesses at this stage as the story continues in the next unit.)


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Lesson 2 Warm-up • Draw a tiny part of one of the lesson animals on the board. Invite the children to guess the animal. If they can’t, draw a bit more until they get it right. Repeat.

Listen and stick. CD1 Track 55

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6

2 Hello. My name’s Tom. I haven’t got a hamster. I’ve got a rabbit. Look. This is my rabbit.

5

Tom

Look at 4 and circle.

Emma

Teacher’s Tip! Ask the children to keep their cards in a safe place. They will need them again in Unit 3b, Lesson 2, Exercise 6.

1 2

1 I ’ve got / haven’t got a rabbit. I ’ve got / haven’t got a hamster. 2 I ’ve got / haven’t got a rabbit. I ’ve got / haven’t got a guinea pig.

3


3 I ’ve got / haven’t got a hamster. I ’ve got / haven’t got a guinea pig.

3 6

Make cards. Then play the game.

I’ve got a hamster.


• Tell the children to look at the photo. Say they are going to use picture cards to play the game. Ask them to cut out the first four cards from their Activity Books page 69. Elicit the names of the animals. • Focus on the photo again and read the speech bubbles for the class to repeat. Explain that the children are playing a matching game called ‘Snap!’ The players put their cards face down in front of them. They take turns to turn over their top card and put it face up in the middle, making a new pile. If another player has got the same card, he/she says Snap! and wins all the cards. • Put the class in groups of three. Ask the children to put their cards in a pile face down in front of them. Demonstrate the game with two or three groups until the children are confident. Then let them play in their groups. Walk round and help as necessary. • The children can colour their cards if they like. Tell them to keep them in a safe place. They will use them again in Unit 3b Exercise 6.

Listen and stick.

Alex


Answers 1 I’ve got 2 I’ve got/haven’t got 3 I haven’t got/I’ve got

CD1 Track 55 Hello. My name’s Alex. I’ve got a pet. It’s a hamster. Look. This is my hamster.

5

• Ask the children to look at Exercise 4 to check which child has which pet. • Draw attent ion to the example in Exercise 5. • Say Look and circle and ask the children to do the exercise.

• Ask the children if they remember who the children are (Alex, Tom, Emma ). • Tell the children to find the stickers for this activit y at the back of their Pupils’ Book. • Ask What pets can you see? (guinea pig, rabbit, hamster ). • The children open their books at the lesson page. • Play the CD and let the children listen all the way through. • Play the CD again. Pause after each item and allow time for children to stick their stickers. • Check the answers. 1

3 Hello. My name’s Emma. I haven’t got a rabbit. I’ve got a guinea pig. Look. This is my guinea pig.

Look and match.

• The children look at the pictures. Then they read the speech bubbles and match them to the pictures.

I haven’t got a hamster.

4

Snap. I’ve got a hamster.

Circle and trace.

• The children look at the pictures. They circle the correct word(s) and trace the animal words.

Round-up 27

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• Ask the children to close their eyes and imagine one pet they have got and one pet they haven’t got. Go round the class asking children to say one I haven’t got … sentence and one I’ve got … sentence.

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3b

Have you got a pet?

Aim: to ask and answer about pets using have got Aim: to Target language: Have you got a (pet)? Yes, I have. No, I haven’t. Can I see it, please? Yes, of course.; cat, snake, bird Recycled language: pet, hamster, rabbit, guinea pig, parrot, dog Receptive language: Here it is. class CD, pet flashcards, photocopiable Quiz Materials: class Materials: and I can do it! worksheet worksheet for Unit 3, cutouts from Activity Book page 69, scissors

Lesson 1 Warm-up • Choose children to act out being one of the pets from the previous lesson. The rest of the class guesses. 1

Listen, point and say. say. CD1 Track 57

• Use the flashcards to present present the new vocabulary. vocabulary. Say the word for each picture. Ask the children to repeat each time. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order order and ask the children to point to the corresponding picture and repeat the word. 2

• Check the answers by calling out the question number and eliciting yes or or no for for each one. Answers 2 yes 3 yes 4 no • Say Ask and answer. Choose answer. Choose two children to model the activity by reading the question and answer. The children ask and answer in pairs. Walk round and help where necessary.


• The children listen and put a tick in the box next to the correct picture according to what they hear. Have you got a pet? Yes, look. Is it a bird? Yes, I’ve got a bird. 2 Have you got a dog? No, I haven’t got a dog. Look. I’ve got a snake. 1

• The children match match the pictures to the questions then trace the words. They circle the answer that’s true for them.

3b 1


Listen and sing. CD1 Tracks 58 and 59 cat 2

dog

snake

bird

Listen and sing.

Have you got a cat? No, I haven’t got a cat. I’ve got a dog, Trixie!

Have you got a bird? No, I haven’t got a bird. I’ve got a snake, Dolly!

Have you got a dog? No, I haven’t got a dog. I’ve got a cat, Pixie!

Have you got a pet? Yes, I’ve got a pet.

Have you got a snake? No, I haven’t got a snake. I’ve got a bird, Polly!

3

Look at 2 and circle. Then ask and answer. answer.

• Say Look and circle. Go circle. Go through the example with the class. Ask them to look at the picture of Cabu in Exercise 2 and ask what she’s got (a (a snake ).). • Ask the children to read the other questio questions ns and circle the correct answer each time.

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3 Have you got a pet? Yes, look. Is it a cat? Yes. Yes, I’ve got a cat. 4 Have you got a rabbit? No, I haven’t got a rabbit. I’ve got a dog.

Match, trace and circle for you. you.

2

• Ask the children to look at the pictures and elicit what they can see. • Ask the children to look at the picture of the characters. Say I’m Cabu. I haven’t got a cat. I’ve got a snake . Elicit similar sentences from the children about Trumpet, Miss Maru and Mr Kuma. • Choose a child. Say You’r You’re e Trumpet. Have you got a snake? Elicit No, I haven’t . Repeat with other children/characters. • Play the CD. Ask the children to follow the words as they listen. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again and ask the children to sing along. They can mime the different animals as they sing. 3


1

Trixie! Pixie! Polly! Dolly! Yes, I’ve got a pet!

Look at 2 and circle. Then ask and answer.

1 Cabu, have you got a bird?

yes / no

2 Miss Maru, have you got a cat?

yes / no

3 Mr Kuma, have you got a dog?

yes / no

4 Trumpet, have you got a snake?

yes / no

Cabu

Miss Maru

Mr Kuma

Trumpet

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Lesson 2 Warm-up • Hold up the flashcards for cat, dog, snake and and bird and and elicit the words. Ask individual children Have children Have you got a … ? and elicit Yes/No .

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• Ask the children to look at the picture. Ask who the children are (Tom ( Tom and Yasmin ).). Ask where they are (in (in a pet shop ).). • Elicit the names of the animals in the picture. • Tell the children to listen to the CD and point to each animal as they listen. Play the CD all the way through. • Tell the children to listen again. This time they should number each animal in the order they hear them. • Play the CD. Pause after each section to allow time for the children to write the numbers. CD1 Track 60 Have you got a cat? Yes, I have. Can I see it, please? Yes, of course. Here it is.

1

3 Have you got a snake? Yes, I have. Can I see it, please? Yes, of course. Here it is.

4

4 Have you got a parrot? Yes, I have. Can I see it, please? Yes, of course. Here it is.

What about you? you? Circle and tick or cross. Then ask and answer. answer.

• Start by asking a few different children Have you got a [animal]? Elicit responses that are true for them. • Ask the children to look at the exercise and circle the correct word for each picture. Check answers as a class. • Ask the children to tick or cross each animal according to whether they have one or not. • As a class, read the example question and answer. Then change the animal and choose different children to answer. 6


• Tell the children to cut out the second set of cards cards from Activity Book page 69. Elicit the names of the animals. They can also re-use the cutouts from Unit 3a. • Ask them to look at the photo and read read aloud the example dialogue. • Invite two children to stand up with their set of cards and demonstrate the guessing game. The first child chooses one of their cards without letting the other see it. The second child asks questions to guess what animal it is. Repeat with other pairs as necessary. • Put the children children in pairs or groups to play the game.

2 Have you got a dog? Yes, I have. Can I see it, please? Yes, of course. Here it is.

Listen and number.


Read and draw.

• The children read read the questions and answers then draw the correct animal each time. 1

4

1

5

What about you? Colour and trace your pets.

• The children find the animals they’ve got as pets (or would like as pets), trace the words and colour the pictures.

What about you? Circle and tick or cross cross.. Then ask and answer.

Round-up 1 bird / hamster

6

2 rabbit / cat

3 guinea pig / snake

Have you got a bird?

No.

4

• Do a class pets survey. Write animals on the board (cat, cat, dog, parrot, etc). Say each word and ask the children to put their hand up if they have it as a pet. Count and note totals on the board.

dog / parrot

Make cards. Then play the game. Have you got a parrot?

No.

Have you got a cat?

Yes.

Can I see it, please?

Yes, of course.

Photocopiable Resources • The children are are also now ready for Unit 3 Quiz. Quiz. See the Active Teach Resources section. • You can use the I can do it! worksheet worksheet as a follow up to the Activity Book. twenty-nine _

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She’ss got four legs. She’

4a

Aim: to learn/review how to talk about animals using have/ Aim: to haven’t got Target language: He’s/She’s got/hasn’t got a ….; body, arms, legs, wings, tail Recycled language: green, brown, four; fou r; Is it …? Who’s …? She’s my friend. It’s (Cabu). Receptive language: long; Oh, dear! It’s OK. Materials: class Materials: class CD, body flashcards

Lesson 1 Warm-up • Sing the song from Unit 3b, Exercise 2. 2. 1


• With books closed, use the flashcards to present present the new vocabulary. Hold up the cards one at a time and say the words. Ask if the children know any of the words already. Ask how they say the words in L1. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order order and ask the children to point to the corresponding picture and repeat the word. 2


3

• Put the children children in four groups. Allocate a part to each group (Paco, Trumpet, Cabu, Rob). • Play the CD again. again. Pause after each line for the children to repeat as a class. Each group repeats the lines for their character. Repeat as necessary. • Put the children in groups of four, taking one character each. The children act out the story in their small groups.

Activity Book page 22 Look and circle.

1

• The children look at the pictures and circle circle the correct word for each one.

What’s missing? Draw and match.

2

• The children look at the pictures and draw draw the missing parts. Then they match the words with the pictures according to what was missing from each one.

4a 1


Listen and read. CD1 Track 63 body

• Give the children a minute to look at the story. Ask them to point to and name the characters they can see in each frame. Ask some questions, e.g. How many legs has Trumpet got? How many wings has Paco got? and and elicit the answers. • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask questions about the characters, e.g. Has Trumpet got wings? Has Paco got a tail? , etc. and elicit the answers.

2

arms

wings

tail

Listen and read. 1

Is it Mr Kuma?

No. He hasn’t got a green body. He’s got brown arms and legs.

2

Is it Katy?

Who’s Katy? 3

4

She’s got four legs and a green body.

Extra!

Look! Here’s Katy!

Oh, dear! She hasn’t got wings.

Call out sentence stems about Katy (She’s (She’s got … /She hasn’t got … ). Each time, choose a child to complete the sentence (four legs/wings ).).

She’s got a long tail. 3

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It’s OK. She’s my friend.

thirty

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legs

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Lesson 2 Warm-up • Read the story from Lesson 1. The children act out silently as you read.

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Listen and number. Then listen again and answer. CD1 Track 64

• Ask the children who the characters are. Explain that they are going to hear each character described and will number the pictures in the order they hear them. • Say Listen and number. Play the CD. Pause after the first item. Ask the children to point in their books to the picture of the correct character and say who it is (Trumpet ). Draw attention to the 1 in the box next to Trumpet. • Play the rest of the CD, pausing after each section to allow the children time to number the correct picture. • Explain that the children are going to listen to the CD again but that this time they are going to answer the Who is he/ she? question. • Play the CD again. Pause after each section. The children say the name.

CD1 Track 64 1 Look. He’s got a grey body and grey legs. Who is he? 2 Look. She’s got a brown body and brown arms. Who is she? 3 Look. She’s got a green body and a green tail. Who is she? 4 Look. He’s got a blue body and blue and yellow wings. Who is he? 5

Look and tick or cross.

• Write on the board arms, legs, wings, tail . Then draw a dog. Ask Has he got arms? Elicit No and put a cross under arms . Repeat with the other words. • The children complete the grid by ticking or crossing. • Check answers as a class. 6

Look at 5 and say.

• Ask the children to look at the photo and invite two children to read the example dialogue. • Explain that they are going to do the activity in pairs, taking turns to give their partner a clue about one of the characters using information from the grid in Exercise 5. Their partner guesses the character. • Put the children in pairs to play the game.

Teacher’s Tip! With some games, it can be helpful to invite one or two pairs to come to the front of the class to model the activity. You can also do this with pairs who are practising asking and answering, if you feel they are good models.


Listen and circle. CD1 Track 65

• Elicit the names of the animals in all the pictures. • Play the CD twice. The first time the children listen. The second time they circle the pictures. CD1 Track 65 1 He’s got arms. He’s got arms. 2 She hasn’t got legs. She hasn’t got legs. 3 He hasn’t got wings. He hasn’t got wings. 4 She’s got a tail. She’s got a tail. 4

Tick and trace.

• The children look at the picture of the girl, tick the sentences that are true and trace the words.

Round-up • Describe different animals the children know (not only the three main Yazoo characters; include a dog or cat, etc.). The children listen and guess the animal.

31

4b

Her eyes are blue.

Aim: to learn to describe people and talk about different features Target language: His/Her (eyes are blue). What’s his/her name?; hair, nose, mouth, eyes, ears Recycled language: friend, girl, boy, blue, brown, red Receptive language: fair, too; Look at …. Materials: class CD, face flashcards, photocopiable Quiz and I can do it! worksheet for Unit 4

Lesson 1 Warm-up • Call out correct and incorrect has got sentences about the book characters, e.g. Trumpet has got wings. Cabu has got a tail. etc. Each time, the children call out yes or no . 1


• With books closed, use flashcards to introduce the target vocabulary. Show the children the pictures. Ask what the word is in L1 then say the English word each time. • The children open their books at the lesson page. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

Activity Book page 24 Listen and stick. CD1 Track 70

1

• The children turn to the back of the Activit y Book to find the stickers for the activit y. They listen and stick the st ickers accordingly. CD1 Track 70 1 This is my friend. What’s his name? His name is Sam. Look at his eyes. His eyes are blue. Look at his hair. His hair is fair. 2 This is my friend. What’s her name? Her name is Rosa. Look at her eyes. Her eyes are green. Look at her hair. Her hair is red.

Trace and circle.

2

• The children trace the words and circle the correct picture each time.

4b 1

2



• Ask the children to look at the pictures and tell you who they can see. • Play the CD and ask the children to listen and follow the words in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again. The children sing along. 3

3 This is my friend. What’s her name? Her name is Alice. Look at her eyes. Her eyes are brown. Look at her hair. Her hair is brown too. 4 This is my friend. What’s his name? His name is Gary. Look at his eyes. His eyes are grey. Look at his hair. His hair is black.

hair 2

Look and number. Then ask and answer.

• Ask the children to look at the picture. Say one – hair . Then say two and elicit eyes . Repeat with the other numbers. • Ask the children to write the numbers in the correct boxes next to the words. • Choose two children to model the example. • Put the children in pairs to ask and answer about the other numbers. Walk round and help where necessary.

nose

mouth

eyes

ears

Listen and sing.

This is my friend. She’s a girl. What’s her name? Her name’s Pearl.

This is my friend. He’s a boy. What’s his name? His name’s Roy.

Look at her ears and nose and mouth. Look at her eyes and hair. Her hair is fair. Her eyes are blue. Have you got a friend too?

Look at his ears and nose and mouth. Look at his eyes and hair. His hair is fair. His eyes are blue. Have you got a friend too? 2

3

1

Look and number. Then ask and answer. eyes nose

mouth 1

ear

1?

3

5

hair Her hair.

4

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Lesson 2

Answers 1 Daisy 2 Fred 3 Nick 4 Helen

Warm-up • Describe one of the children in the class. The other children guess who it is. Repeat several times.

Listen and match. Then listen and check.

4

CD1 Track 69 • Ask the children to look at the pictures. • Choose children to describe Yasmin, Alex, Emma or Tom. Demonstrate by describing one of the children yourself. • Play the CD. Stop after the first sentence. Ask the children to say who Yasmin’s friend is (Daisy ). • Play the CD. Pause after each sentence to allow time for the children to match the children with their friends. • Ask the children to listen and check. Play the CD. Pause after each section. I’m Yasmin. Can you see my friend? Her hair is brown and her eyes are grey. 2 I’m Alex. Can you see my friend? His hair is black and his eyes are brown. 3 I’m Emma. Can you see my friend? His hair is fair and his eyes are blue. 4 I’m Tom. Can you see my friend? Her hair is red and her eyes are green. 1

4

2

Look and circle.

• Go round the class pointing at children and saying Her eyes are brown./His hair is black . etc. Then start to make mistakes. The children correct you. • Look at the example together. Explain that Her is circled because Daisy is a girl. • Say Look and circle . The children to do the activity. Answers 2 His 3 his 4 Her 6

Look at 4 and play the game.

• Explain that the game is about describing the children in Exercise 4. One child will choose a picture, but not say who it is. They describe the child in the picture to their friend, who guesses the name. • Invite two children to read out the example dialogue. • Put the children in pairs to play the game. Tell them to take it in turns to describe a person and explain that they shouldn’t choose the same person as their partner. • If their partner guesses incorrectly, they must describe the person again. • The game is over when they have both described all eight people.


Listen and match. Then listen and check. 1

5

3

4

3

Read and colour.

• The children read the descriptions and colour the pictures. Yasmin

Alex

Emma

Tom

4

What about you? Draw your friend. Circle and trace.

• The children draw their friend, circle the correct words and trace the correct words. Fred 5

Daisy

Helen

Nick

Round-up

Look and circle.

• Ask the children to choose one friend in the class. Then pick children at random and ask them to describe their friend. The rest of the class tries to guess who it is.

1 His / Her hair is brown. 2 His / Her eyes are blue. 3 What’s his / her name?

1 Daisy

3 Alex

4 His / Her name’s Yasmin. 2 Nick 6

Photocopiable Resources

4 Yasmin

Look at 4 and play the game.

• The children are also now ready for Unit 4 Quiz. See the Active Teach Resources section. • You can use the I can do it! worksheet as a follow up to the Activity Book.

His hair is red. His eyes are blue. What’s his name? His name’s Alex. Yes.

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33

Social Science:

People are different! Aim: to learn that every person is dif ferent Target language: long, short, straight, curly, people, different, school Recycled language: I’ve got ….; hair, eyes, ears, nose, mouth, sister, pupil, friend, blue, brown, green Receptive language: We’re all different. Materials: class CD, drawing paper for each child (optional)

• Play the CD again. Stop after section 1. Draw attention to the example answer 1 . • Play the rest of the CD, pausing after every section to allow time for the children to write the numbers. • Check the answers as a class. CD2 Track 02 1 She’s got long hair. 2 He’s got curly hair. 3 He’s got short hair. 4 She’s got straight hair.

Activity Book page 26 Warm-up • Start by talking with the children in L1 about ways we are all different from each other. Write ideas on the board. Elicit things like height, hair length, eye colour, shoe size, skin colour, clothes, etc. Ask the children to think about the people in their family and how they are all different. Encourage the idea that these differences are what makes us all special as people. 1

Look and circle.

1

• The children look at the pictures and circle the correct words in the sentences.


• The children open their books at the lesson page. Ask them to read the speech bubble at the top of the page. • Ask the children to look at the photos. Ask them to describe the children in each photo. • Play the CD all the way through and let the children follow in their books. • Ask the children to look at picture 1. Read the caption and ask the children to repeat. • Say Listen, read and point . Play the CD again, this time pausing after each section for the children to point to the picture and repeat the text.

Social Science We’re all different.

1

Listen, read and point. We’re all girls and boys. We’re all different. We’ve got different eyes, ears, noses and mouths. We’ve got different hair. a b

Extra! Ask for volunteers to stand up and describe themselves to the class like the children on the CD. 2

I’ve got straight hair. My eyes are brown.

I’ve got short hair and green eyes.


c

• Start by asking some questions about the pictures. For example, point to the last photo and ask Has he got blue eyes? Elicit the answers each time. • Explain that the children are going to listen to the CD then write numbers in the boxes next to the pictures according to what they hear. • Play the CD all the way through.

d

I’ve got long hair. My eyes are blue. 2

Listen and number.

1

I’ve got curly hair and brown eyes.

34 thirty-four _

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Look and circle. Then say.

3

• Ask the children to look at the four pictures and to describe what they see in each one. • Go through the example with the class. Ask the children to read the words then ask them why these ones are circled (because he has short, curly hair ). The children complete the rest of the exercise. • Check the answers as a class. • Ask the children to read the example speech bubble. • The children make sentences about the other pictures in pairs.

Teacher’s Tip! For the cross-curricular pages, encourage as much pupil involvement and discussion as possible.

Play the game.

4

• Ask the children to look at the photo and to read the example dialogue. Explain that they will play the game in groups of four. One child will describe one of the other children who must guess which one of them is being described.

• Whoever guesses correctly decribes another child and so the game continues, with the children describing a different child each time. • Walk round while they are playing and help where necessary. • Invite one or two groups to the front to play the game in front of the class. 5


• Ask the children to look at the photo. Ask who the girl has drawn (her friend ). • Distribute the drawing paper or children can use their notebooks. • Ask the children to draw a picture of one of their friends. • When all the children have finished drawing, ask them to read the example speech bubble as a class. • Choose children to come to the front with their pictures. They talk about their picture, using the example answer as a model. • Display the pictures on the classroom wall.


Trace, read and draw.

• The children trace the words, read the sentences and draw the hair. People are different! 3

1

1 2 3 4

Round-up

Look and circle. Then say. long long long long

short short short short

curly curly curly curly

• Say I’ve got blue eyes. My friend’s got brown eyes. We’re different. Invite volunteers to stand up and say similar sentences about themselves and their friend.

2

straight straight straight straight 3

4


He’s got short, curly hair. 4


Play the game.

Yes. He’s got short hair. His eyes are blue. He’s got brown hair.

5

It’s Paul.

Your Project! Draw and say. This is my friend. Her name’s Linda. She’s got curly hair. Her eyes are blue.

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Review 2 Aims: to practise/consolidate language from Units 3 and 4; to pronounce the sounds /k/ and /g/ at the beginning of words Recycled language: vocabulary and structures from Units 3 and 4 Receptive language: true, false, Try again! Lose 1 point. Well done. Materials: a small piece of paper for each child, photocopiable Progress Review 3 & 4

Warm-up • Play ‘Hangman’ on the board with the target vocabulary from Units 3 and 4. 1

Listen and tick. Then say. CD2 Track 03

• Ask the children to look at the pictures and say what animals they can see. • Explain that the children are going to hear the boys and girls in the pictures talking about their pets. They tick the pets each boy or girl has got. • Play the CD. Stop after the first section and ask the children to focus on the example. • Play the rest of the CD, pausing after every section for the children to tick. • Check answers as a class. • Ask the children to read the example speech bubble. The children talk about the other children in the same way.


3

• This activity helps to practise and contrast the initial sounds: /k/ /g/. • Ask the children to look at the picture and tell you what they can see (a cat and a guinea pig in a car ). • Play the CD. Pause after the first five words and ask the children which sound they hear / k/. Play the rest of the CD and ask what sound they hear /g/. Then play it again, pausing for the children to repeat. • Ask pupils to think of other words beginning with /k/ and /g/. CD2 Track 04 cccggg cccggg a cat in a car a cat in a car a grey guinea pig a grey guinea pig A cat in a car with a grey guinea pig! A cat in a car with a grey guinea pig!

Review 2 1

Listen and tick. Then say.

CD2 Track 03 1 I’ve got a cat, a dog, a rabbit, a snake and a hamster. 2 I’ve got a cat, a dog, a guinea pig, a snake and a hamster. 3 I’ve got a cat, a rabbit, a guinea pig, a snake and a hamster. 4 I’ve got a cat, a dog, a rabbit, a guinea pig and a hamster. 2

1

✔

2

3

4

Look and tick or cross. Then say.

• Ask the children to look at the picture. Ask What is it? (a bird ). • Go through the examples with the class, making sure they understand they have to tick or cross according to what the bird has/hasn’t got. • The children complete the exercise. • Check the answers by calling out the different body features and asking the children to say tick or cross each time.

One. He hasn’t got a guinea pig. 2

Look and tick or cross. Then say. a body

✔

eyes

ears

✘

wings

hair

3

She hasn’t got ears.

arms

t i n

c a

r

a c a

wit h a

g r ey g u in e a p ig!

thirty-six

36 _

She’s got a body.

Listen and chant.

A

36

✔

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Play the game.

4

• Give each child two pieces of paper. Ask them to write True in green on one, and False in red on the other. Make sure the children understand the meaning of each word. • Tell the children they are going to play a game. Demonstrate how to play it. Draw a snake on the board and write It's a cat . Ask the children to decide if the sentence is True or False and hold up the correct paper. Explain that if they get the answer wrong, they lose a point. • Divide the class into two teams, A and B. Tell them that each team has twenty points (fewer if it is a small class, more if a large class). Ask the children look at Picture 1 of the game while you read out the sentence. Each child holds up the paper with their answer. Tell them the answer is: True! The answer False loses a point. Count the number of wrong answers for each team and deduct that number from the Team score on the board. • Continue in the same way with all eight questions. The aim is to get to the last question with a higher number than the other team. If a team loses all their points, then they automatically lose. • This game can be played in pairs, with the children discussing their answers and keeping their own scores.

1

Read and circle.

• The children read the text and circle the correct word for the picture each time. 2



Round-up • Call out different facial features. For example curly hair, brown eyes . Each time, the children with that feature put their hands up. Keep a tally on the board to see what the most common features are.

Extra! Ask the children to say the words they can remember from Units 3 and 4.


4

Play the game.

See Introduction page vii. Use the Picture Dictionary to review the target vocabulary from the previous two units (Pupils’ Book pages 98–99). You can also review the key words from the cross-curricular lesson now (Pupils’ Book page 103). If there is time, play the audio CD in class. Ask the children to listen to their Pupils’ CD at home and learn the words in preparation for Progress Review 3 & 4 .

2 T r ue Fa lse

1

She’s got a snak e.

I ha ven ’ t go t a t a i l.

3

True

Fa lse

Try again!

T r u e

4

He’s go t arms and legs.

5

She hasn’t got a r abbit

6

Try again!

Her ey es are blue.

e F a l s

False

T r u e

Lose 1 point. T r ue

T r u e

• You can use Progress Review 3 & 4 as a test in class. See the Active Teach Resources section.

F al se

Lose 1 point.

Fa lse


His hair is black .

T r ue

Try again!

7

F a l s e

Lose 1 point. 8

He hasn’ t got w ings. Fa lse

T r ue

I’ve got a hamster.

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Story Time 1

Look at my pet. Aim: to read a story together about pets Target language: small, big, scary Recycled language: Look, Yes, dog, cat, snake, pet; She’s …. Have you got a …? No, I haven’t. I’ve got a …. He’s …. Receptive language: miaow, woof, hiss, sweet Materials: class CD, photocopiable Attainment Test 1 to 4

Warm-up • Ask the children about their favourite stories. Find out if they like animal stories, adventure stories, fantasy, etc. Do they read stories? If so, when? Who with? 1

Extra! Read out the first one or two words from various speech bubbles in the story. The children find the words in the story and say the rest of the speech bubble.

• Ask the children to look at the example. Ask Is ‘a’ a small dog? Shake your head and look questioningly at the children. Elicit that picture 1 is a big cat. • The children match the other pictures and sentences. • Check answers by saying the picture numbers and asking the children to say the sentence each time. Answers 2 c 3 d 4 a


• The children open their books at the lesson page. • Say Listen and point. Play the CD once. The children point to each animal picture a–d as they listen. • Say Listen, point and say. Play the CD again, pausing after each section for the children to point to the picture and repeat. • Say big and ask the children to point to something big in the classroom. Repeat with small . • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2

Look and write.

3

Story Time 1


• Ask the children to look at the story pictures and tell you as much as possible about what they can see in each one. Ask what the story is about (pets ). Ask what animals are in the story (dog, cat, snake, parrot ). • Say Listen and read . Play the CD and ask the children to follow the words in their books. Ask Which animal is big? , Which is small? , Which is scary? • Play the CD again, pausing after each story frame for the children to read the dialogue. • Put the class in groups of seven and allocate parts (girl, boy 1, boy 2, cat, dog, snake, parrot). Play the CD again. The children read along in their parts. Encourage them to use character voices, animal noises, etc., to make it fun. • Ask some questions about the story. Ask What’s the cat’s name? (Kitty). What’s the dog’s name? (Spot). What animal is Sam? (a snake) Is the parrot big? (yes). Which animal says woof? (Spot the dog) What does Sam say? (hiss) What does Polly say? (miaow, woof and hiss!).

Look at my cat. Her na me’s Kitty.

1

She’s sweet.

2

Miaow!

Yes, she is. Have you got a cat, Karen?

Miaow! I’ve got a dog. His name is Spot.

3

4

No, I haven’t.

Woof woof!

He’s big.

Yes, he is. Have you got a dog, Karen?

Woof woof!

1


3

Look and write. a

b

2

No, I haven’t.

Listen and read. 1 It’s a big dog.

c

d

b

2 It’s a small cat. 3 It’s a small dog. 4 It’s a big cat.

thirty-eight

38 _

38

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_

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1

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Round-up

Read and circle.

4

• Read the story to the children. They act out being the different animals as they listen.

• Ask the children to look at the example. Explain that the words are the animal noises and that they will match the words with the correct animals. • Say Read and circle . The children complete the exercise individually. • Check answers by saying the numbers and having the children say the word in an animal voice and call out the correct picture letter each time.

Photocopiable Resources • The children can now do Attainment Test 1 to 4 . See the Active Teach Resources section.

Extra! Call out cat, snake or dog at random. Each time, the children make the correct animal sound.

Teacher’s Tip! Some children will always be more confident reading aloud than others. Avoid pushing very shy or unsure children too much at this stage.

small

big

I’ve got a snake. His name is Sam.

5

scary

He’s small!

6

Hiss hiss!

Yes, he is. He isn’t scary. Have you got a snake, Karen?

Hiss hiss! This is my pet! Her name is Polly Parrot.

7

Oh, she’s big!

8

Yes, she is.

4

No, I haven’t. Hello, Polly!

Hello, Polly!

Read and circle.

1

Miaow!

a

b

2

Hiss!

a

b

3

Woof Woof!

a

b

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They’re cars.

5a

Aim: to learn vocabulary to talk about toys Target language: toys, doll, robot, car, teddy; What are they? They're … . Recycled language: my, red, green, orange, blue, black, pink, green, yellow Receptive language: favourite, Help! Don't worry. Guess again. Materials: class CD, toys flashcards

Lesson 1 Warm-up • Talk about toys with the class in L1. Ask children what their favourite toy is. Ask them to describe it. Ask how long they’ve had it.

1


• Use the flashcards to present the new vocabulary. Show the children the picture each time and say the English word. Ask the children to repeat the name of each item. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. When a toy the children own is mentioned, they put their hand up. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.


3

• Tell the children they are going to act out the story. Play the CD again. Pause after each line for the children to repeat as a class. Encourage them to be dramatic. Repeat as necessary. • Put the children in groups of four and allocate the parts (Rob, Vicky, Paco and Cabu). Let them practise acting out the story together. • Invite groups to act out the story for the class.

Activity Book page 28 Listen and circle. CD2 Track 12

1

• Elicit the names of the items in all the pictures. • Play the CD twice. The first time the children listen. The second time they circle the picture.

CD2 Track 12 1 I’ve got a doll. Look at my doll. 2 I’ve got a teddy. Look at my teddy. 3 I’ve got a robot. Look at my robot. 4 I’ve got a car. Look at my car.

Draw. Then read and match.

2

• The children complete the drawings then read the words and match them with the pictures.

5a 1


Extra!

toys

Invite children to come to the front. Each time, whisper a toy to them. They act out being that toy. The other children guess.

2

2

robot

car

Listen and read. 1

teddy

What are they?

What are they?

They’re cars.

2


• Give the children a minute to look at the story. Ask them to point to and name the characters they can see. Ask them to find and point to the items/words from Exercise 1. Ask how many cars there are. • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask questions to elicit target vocabulary. For example, in frame 1, ask What are they? and elicit They’re cars. Repeat the process for the other frames. • Read the story aloud with the class, without the CD. Encourage the children to join in.

Look. This is my favourite car. What are they?

3

They’re my dolls. 4

Look! Here’s my teddy! HELP!

I AM A ROBOT. They’re robots. Listen.

3

Don’t worry, Paco. They’re toys!


40 forty _

40

doll

_

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_

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1

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:

Lesson 2 Warm-up • Use the toy vocabulary flashcards. Hold them up at random, picture side showing but covered with thick paper. Reveal the picture slowly. The children say when they know what the picture is.


4

• The children open their books at the lesson page. • Ask the children to look at the picture and say what it is (a toy shop ). Ask if there is a toy shop in their town. Ask if it is big or small. Ask if they go there. • Ask What toys can you see? (trains and planes). • Tell the children to find the stickers for this activit y at the back of their Pupils’ Book. • Play the CD and let the children listen all the way through. • Play the CD again. Pause after each item and allow time for children to stick their stickers.

CD2 Track 11 1 What are they? They’re robots. Oh yes, they’re robots!

4

When the children are doing listening exercises, it is usually better not to walk around the class while the CD is playing as young learners tend to be distracted easily.

Look and circle.

• Introduce What are they? by holding up two pencils and asking the question. See if any of the children can answer. If they can, praise their efforts. If they can’t, say They’re pencils. Repeat with other known objects (books, rulers, etc.), eliciting the answer from different children each time. • Ask the children to look at picture 1. Ask What are they? and elicit They’re red dolls. • Focus the children on the example. • Say Look and circle and ask the children to complete the exercise individually. • Check answers as a class.

2 What are they? They’re cars. Oh yes, they’re cars!

2

Teacher’s Tip!

5

6

Play the game.

• Ask the children to look at the photo and read the example dialogue. • Invite two children to demonstrate the game. One child has the book and chooses a picture. He/She tells the other child the number of the picture and asks What are they? The other child says the colour and the toy. • Put the children in pairs to play the game. They take turns to ask and answer. Walk round and help where necessary.

Listen and stick.

1

3 What are they? They’re teddies. Oh yes, they’re teddies!

3


Find and colour.

• The children read the sentences, find the items in the pictures and colour them accordingly. 5

Look and circle.

4 1

They’re red dolls. They’re green cars.

2

They’re orange teddies. They’re blue cars.

3

They’re black robots. They’re pink teddies.

4

They’re green dolls. They’re yellow teddies.

6

Play the game. 1

4

Two. What are they?

2

3

5

6

Circle and trace.

• The children read the sentences and find the toy with the matching number. • They circle the correct toy word and then trace it.

Round-up

They’re dolls. They’re green dolls.

• Invite different children to stand up and mime playing with one of the toys from the lesson. The other children guess which toy it is.

No! Guess again. forty-one _

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Are they your dolls?

5b

Aim: to ask and answer about toys Target language: plane, train, puzzle; Are they your …? What’s your favourite toy? Is it a(n) …? Recycled language: doll, yellow, car, orange, teddy, ball Receptive language: Yes, they are. No, it isn’t. Materials: class CD, flashcards, cutouts from Activity Book page 71, scissors, photocopiable Quiz and I can do it! worksheet for Unit 5

Lesson 1 Warm-up • Write anagrams of the toy vocabulary from Unit 5a on the board (e.g. ydted, ldlo, etc). Point to the words at random and ask the children to guess and say the word.

1


• Use flashcards to present the new vocabulary. Say What is it? A (plane). Ask the children to repeat the name of each item. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

• Say Circle . The children look at the other pictures and circle the correct words. • Check the answers by calling out the picture numbers and asking the children to call out the word each time. • Invite two children to the front to model the example question and answer. • The children ask and answer in pairs. Walk round to help where necessary.

Activity Book page 30 Listen and number. CD2 Track 17

1

• The children listen and number the pictures accordingly. • Play the CD twice. The children listen the first time and number the second time.

CD2 Track 17 1 Look at my toys. Are they planes? No, they aren’t. They’re puzzles. 2 Look at my toys. Are they balls? Yes, they are. They’re balls. 3 Look at my toys. Are they trains? Yes, they are. They ’re trains. 4 Look at my toys. Are they puzzles? No, they aren’t. They’re planes.

Trace and circle.

2

• The children trace the words and circle the correct answer to each question according to the matching picture.

5b 1


Extra! Play a word chain game with toy vocabulary. Say I’ve got a doll. Choose a child to repeat and add another toy (e.g. I’ve got a doll and a ball .) They choose the next child to repeat and add, etc.

2

plane 2

puzzle

Listen and sing.


Yes. Yes, they are! What’s your favourite toy? Is it a doll? Is it a ball? Is it a yellow plane? Is it a puzzle or a car? Is it an orange train? No. No, it isn’t! My favourite toy is my teddy! 3

Circle. Then ask and answer. 1

2

puzzles / balls

3

books / cars

4

dolls / robots

trains / planes

Number 1. Are they balls?


• Ask the children to look at picture 1 and tell you what they see (two balls ). Ask them to look at the example and say which word is circled (balls ).

42

ball

Are they your dolls? Are they your balls? Are they your yellow planes? Are they your puzzles and your cars? Are they your orange trains?

• Ask the children to look at the picture. Ask who the children are (Rob and Vicky ). Ask what toys they’ve got. • Play the CD and ask the children to listen and follow the words in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Put the children in two groups – one sings questions and one sings answers. Play the CD again and ask the children to sing along in their groups. They can mime to the song too if they like. Then swap the groups and repeat.

3

train

Yes.

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Lesson 2

5

Warm-up • Draw different toys on the board slowly. Pause after every few seconds for the children to guess – but don’t make it too easy!

Listen and match. CD2 Track 16

4

• Ask the children to look at the picture. Elicit what they can see. • Tell the children to listen to the CD and point to each child as they listen. Play the CD all the way through. • Play the CD again. Stop after the first section. Ask the children to look at the example and tell you who has got a ball ( Alex ). • Play the rest of the CD. Pause after each section to allow time for the children to match. • Check the answers.

CD2 Track 16 What’s your favourite toy, Alex? Is it your robot? No, it isn’t. It’s my ball! My favourite toy’s my ball. What’s your favourite toy, Emma? Is it your train? No, it isn’t. It’s my robot. My favourite toy’s my robot. What’s your favourite toy, Tom? Is it your car? Yes, it is! My favourite toy’s my car. What’s your favourite toy, Yasmin? Is it your doll? Yes, it’s my doll. My favourite toy’s my doll.


• Ask the children to look at the pictures and tell you what they can see. • Ask the children to look at the example. Ask them who they can see in picture 1 (Alex ). Ask them what Alex’s favourite toy is in Exercise 4. Then ask them to read the example sentence. • Put the children in pairs to complete the exercise. Check answers as a class.

6


• Tell the children to cut out the cards from Activit y Book page 71. Elicit the names of the toys. • Ask them to look at the photo and read aloud the example dialogue. Explain/elicit that the boy has secretly chosen his favourite toy; the girl is trying to guess which one it is. When she guesses correctly, he puts the heart card on the correct picture. • Ask the children to lay out their cards face up on the desk. Demonstrate the activity. Pick up the heart card and ask What’s my favourite toy? Invite different children to guess. When a child guesses correctly, put your heart card down on the correct picture. • Put the children in pairs or groups. They take turns to guess their partner’s favourite toy.


3

Listen and match.

Trace and match.

• The children trace the words and match the sentences with the pictures.

4

5

• The children find and circle the word for their favourite toy in the word snake, then draw the toy and complete the sentence by writing the word.

Look at 4 and circle. My favourite toy is my

1

2

ball / robot / car. My favourite toy is my

3

doll / plane / car.

What about you? What’s your favourite toy? Circle, draw and write.

My favourite toy is my

Round-up

plane / robot / train. 4

• Call out different toys. Each time, the children draw that toy in the air with their finger.

My favourite toy is my robot / car / doll.

Photocopiable Resources 6



What’s my favourite toy? Is it your doll? No. Is it your train? Yes!

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6a

I can draw.

Aim: to learn language for talking about actions Target language: draw, skip, dance, ride a bike, sing, can, can't Receptive language: Very good! That's all right. Materials: class CD, action flashcards, cutouts from Activity Book page 73, scissors, a skipping rope

Lesson 1 Warm-up • Review the alphabet by singing the alphabet chant as a round in class. Put the class into four groups. Have group one start. When they get to Ff , ask group 2 to start. When they get to Ll , group 3 start, etc. Repeat.

1


• With books closed, use the flashcards to present the new vocabulary. Hold up the cards one at a time and say the words. Ask if the children know any of the words already. Ask how they say the words in L1. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

2

Extra! Read out some of the speech bubbles, but change one word (e.g. I can’t draw Paco! ). The children look for the speech bubble in the story and put their hands up when they find it. Choose a child to read the speech bubble correctly each time.


3

• Put the children in groups of four and allocate parts (Trumpet, Paco, Cabu and Rob). • Play the CD again. Ask the children to listen out for their character. • Let them practise acting out the story together. • Invite groups to act out the story for the class.

Activity Book page 32 Look and number.

1

• The children look at the picture and read the words underneath. They find people doing different actions. They number the actions according to the words. Point out that more than one person is doing each activity.

6a 1



• With books closed, ask if the children can remember what happened in the story last time. • The children open their books at the lesson page. Give them a minute to look at the story. Ask them to tell you what they can see in each frame. • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask questions. Ask Who can draw? Who can sing? etc.

draw 2

skip

dance

ride a bike

sing

Listen and read.

Look at me! I 2can skip!

1

Look at Trumpet!

I can draw Paco!

I can dance and sing!

Very good! I can’t ride a bike. Help!

3

4

That’s all rig ht.

Sorry, Vicky!

3

forty-four

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Lesson 2

Warm-up

5

• Call out the action words. The children mime the action.


4

• The children look at the picture and tell you what they can see using as much detail as they can. • Explain that they are going to hear the children say what they can do and they will circle the name of the child each time. Play the CD and let the children listen all the way through. • Play the CD again. Pause after the first section. Ask the children to look at the example, say the name and point in their books to the picture of Nick. • Play the rest of the CD, pausing after each section.

CD2 Track 20 1

2 What’s your name? Sam. Hello, Sam. I can skip. I can skip! Great!

Answers 2 can’t 3 can’t 4 can


• Tell the children to cut out the cards from Activity Book page 73. Elicit the actions on the picture cards. • Ask them to look at the photo. Read aloud the speech bubbles. Explain/elicit that the girl is saying which actions she can or can’t do at the same time. • Ask the children to put their hands up if they think they can skip and sing/skip and draw/sing and draw/dance and ride a bike at the same time! • Stick the cards on the board, point to different pairs and ask different children to demonstrate for the class! • Put the children in pairs or groups. Tell them to put their cards face down in a pile. They take turns to pick up two cards and say what they can or can’t do at the same time.

3 Hi. What’s your name? Ben. Hello, Ben.

4

Look and circle.

• Hold up your book. Point to the four pictures at random. Each time, ask the children to call out the action. • Go back to picture 1 and ask the children to look at the example. Choose a child to read the example sentence. Ask the children to put their hands up if they can ride a bike. • Ask the children to complete the exercise individually. • Check answers as a class and let the children mime the answer each time.

6

Hello. What’s your name? Nick. Hello, Nick. I can dance. I can dance! Great!

I can ride a bike. I can ride a bike! Great!

Listen and circle.

Teacher’s Tip! Make sure the children have fun when they are playing these games. They are still learning and the exercise will become more memorable if they enjoy it at the same time. 1 Nick / Ben / Sam 5

2 Nick / Ben / Sam

3 Nick / Ben / Sam

Look and circle.


1 I can / can’t ride a bike. 6

2 I can / can’t dance.

3 I can / can’t skip.

• The children look at the pictures and read the sentences. Then they write the correct sentence number next to each picture.

4 I can / can’t draw.

4


I can skip and sing.

Look and number.

Match, circle and trace.

• The children look at the pictures and match the two parts of the sentence. Then they circle the correct words and trace the action words.

I can’t skip and draw.

Round-up

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_ 1

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• Call out different Yazoo characters. The children pretend they are that character and say something they can or can’t do, e.g. Trumpet – I’m Trumpet. I can’t draw.

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6b

Can you jump?

Aim: to learn how to ask and answer about what people can do Target language: jump, climb, swim, fly; Can you … ? Yes, I can. No, I can't. Recycled language: parrot, insect, cat, snake, fish, bird Receptive language: up and down, round and round, but, I'm not a … . Materials: class CD, activity flashcards, photocopiable Quiz and I can do it! worksheet for Unit 6

Lesson 1 Warm-up • Say an action, then choose different children to say if they can or can’t do that action. Repeat with different actions.

1


• With books closed, use flashcards to introduce the vocabulary. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

• Say number one. The children read out the example response. Repeat with the other numbers, eliciting the response from the children each time.

Answers jump 1,3,6

climb 3,4,6


1

• The children find the stickers for the activity. They listen and stick the stickers accordingly.

CD2 Track 25 1 Can you climb a tree? Yes! Yes, I can climb a tree? 2 Can you swim? Yes! Yes, I can swim. 3 Can you jump? No! No, I can’t jump. 4 Can you fly? No! No, I can’t fly.

Trace and write Yes or No .

2

• The children trace the words to complete the questions then write Yes or No to answer them about themselves.

6b Listen, point and say.


• Ask the children to look at the pictures and memorise them. Ask them to close their books. Then say sentences about the pictures, e.g. Rob can’t climb. Vicky can swim . Each time, the children call out Yes or No according to what they saw in the pictures. • Play the CD and ask the children to listen and follow the words in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again. The children sing along.

3

swim 3,5,6


1

2

fly 1,2

jump 2

climb

swim

fly

Listen and sing. Can you jump up and down? Can you dance round and round? Can you climb a tree? Can you swim in the sea? Can you fly? Can you fly? Can you fly? I can jump up and down. I can dance round and round. I can climb a tree. I can swim in the sea. But I’m not a bird and I can’t fly!

Look and write numbers. Then say.

3

• Ask the children to look at the pictures and to say what they can see. • Ask the children to focus on the example. Make sure they understand that they write the number of each animal next to what they can do. Explain that they will write each number next to more than one action. • Ask the children to look and write the rest of the numbers.

Look and write numbers. Then say.

1

2

jump

3

fly parrot

insect

4

5

cat

1

swim climb

6 Number one.

snake

fish

you

I can fly. I can’t swim.

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Lesson 2

5

Warm-up • Go round the class saying to different children You’re a [animal]. The children say one thing they can and can’t do, e.g. say You’re a cat. The child says I can run. I can’t fly .

Listen and number. Then listen and check.

4

CD2 Track 24 • Ask the children to name one thing they can see. • Say Listen and number. Make sure the children understand that they will be numbering the pictures of the animals as they hear them introduced on the CD. • Play the CD all the way through and ask the children to listen. • Play the CD again. Pause after the first section and ask the children to look at the example. Play the rest of the CD. CD2 Track 24

1

3 Can you fly? No, I can’t. Can you climb a tree? Yes, I can.

Can you swim? No, I can’t. Can you fly? Yes, I can. 2 Can you fly? No, I can’t. Can you swim? Yes, I can.

• Ask the children to look at the exercise and read the question (Can you fly? ) . Choose a child and say You’re a lion. Can you fly? Elicit No . Repeat with other children and other animals. • Ask the children to look at picture 1. Ask What is it? (a fish). Ask the children to read out the example answer. The children complete the exercise. • Check the answers as a class by calling out the picture numbers and asking different children to say the answer each time.

6

Play the game.

• Ask the children to look at the photo and to say what they can see. Demonstrate the game by inviting a child to come to the front. Ask the child to mime being a bird and model the example questions and answers with the child. Elicit other questions the children could ask. • The children play the game in pairs, taking turns to mime an animal they know in English. • Walk around the class encouraging the children to ask interesting questions. • If there is time, invite some pairs to the front to play the game.


4

Look and circle.

Look and write the numbers.

• The children look at the pictures and read the two sentences. They find the animals that match the sentences and write the numbers accordingly.


4

1

What about you? Tick and cross. Then write.

• The children tick the things they can do and cross the things they can’t. Then they complete the sentences. 5

Look and circle.

Round-up

Can you fly? 1

2

Yes, I can. / No, I can’t.


4

5

Yes, I can. / No, I can’t. 6

• Call out the names of different animals the children have learned. Each time, choose children to tell you one thing that animal can do.

3



6


• The children are also now ready for Unit 6 Quiz. See the Active Teach Resources section. • You can use the I can do it! worksheet as a follow up to the Activity Book.


Play the game.

Can you swim? No, I can’t. Can you fly?

Yes, I can. You’re a bird! Yes! forty-seven _

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Science: Materials Aim: to learn what different things are made of Target language: metal, plastic, rubber, wood, material; Look at …. Recycled language: toys, puzzle, train, robot, doll, ball; It’s …. They’re …. Materials: class CD, fabric or brown paper bags (one per small group), various small items made of wood, rubber, metal or plastic (the items need to be small enough to fit inside the bag), drawing paper for each child (optional)

Warm-up • Start by talking with the children about what different things are made of. Ask the children to think about their desk and the things on it. Ask What are they made of? What about their toys and the other things in their bedroom – what are they made of? Encourage the idea that different materials are suitable for different things.

1


• The children open their books at the lesson page. • Ask the children to look at the photos and read the speech bubble at the top of the page. Talk about each photo. Ask the children who they can see. Write the words wood, rubber, plastic, metal on the board. Ask the children to find those words on the page. Ask what picture matches each word. • Play the CD all the way through and let the children follow in their books. • Say Listen, read and point . Play the CD again, this time pausing after each item for the children to point to the picture and repeat the speech bubble. • Say plastic . Invite volunteers to say the toy that’s made of plastic. Repeat with wood, metal and rubber .

Listen and say Yes or No . CD2 Track 27

2

• Start by saying Look at the train. It’s metal. Yes or no? Elicit Yes . Say Look at the train. It’s rubber. Yes or no? Elicit No . • Explain that the children are going to listen to sentences about the things in the photos. Some will be correct and some won’t. The children will say Yes or No after each one. • Play the CD all the way through. • Play the CD again. Stop after section 1. Elicit that the answer is Yes . • Play the rest of the CD, pausing after every sentence for the children to say Yes or No .

CD2 Track 27 1 Look at the train. It’s metal. 2 Look at the robot. It’s plastic. 3 Look at the dolls. They’re wood. 4 Look at the ball. It’s rubber. 5 Look at the puzzle. It’s metal.

Activity Book page 36 Look and circle.

1

• The children look at the pictures and circle the correct words.

Science 1

Look at my toys.


a

b

This is my train. It’s metal.

Extra!

This is my puzzle. It’s wood.

e

Point to or hold up other items around the classroom. Each time say what the item is (e.g. This is a pencil.) and elicit what it’s made of (e.g. It’s wood.).

This is my robot. It’s plastic. The dolls are plastic too.

d

2

c

This is my ball. It’s rubber.

Listen and say Yes or No.

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Find and number. Then say.

3

• Ask the children to look at the pictures and say what each one is. • Ask the children to look at picture 1. Ask What is it? Rubber or plastic? Choose a child to answer (plastic ). Draw attention to the example number. • The children complete the exercise. They can work in pairs. Check answers as a class. • Ask the children to read out the example speech bubbles. • Elicit the other sentences by saying the numbers. The children say what it is each time. For example, say Three . The children say They’re metal .

Answers 2 rubber 3 metal 4 wood 5 metal and rubber 6 metal, plastic and rubber

Play the game.

4

• Ask the children to look at the picture and tell you what’s happening. Explain that they take turns to put a secret item into the bag; their friend feels the item and guesses what it’s made of. • Ask them to read the example speech bubbles as a class.

• Put the children in small groups. Give each group a bag and a selection of items. The children play the game. • Pass the items from group to group so the children can play the game for as long as possible.

5


• Ask the children to look at the photo. Ask what the girl’s drawing is (a ball, a car and dolls ). • Distribute the drawing paper or children can use their notebooks. • Ask the children to draw a picture of different toys made of different materials. • When all the children have finished drawing, ask them to read the example speech bubbles as a class. • Choose children to come to the front with their pictures. They talk about their pictures using the example speech bubbles as a model. • Display the pictures on the classroom wall.


Trace and number.

• The children trace the word and number the sentences to match the pictures.

Round-up • Put the children in pairs. They take turns to say one of the material words (metal, rubber, etc.). Their friend says an object made of that material.

Materials 3

Find and number. Then say. One. It’s plastic. 1

2

3

Two. They’re rubber.

wood


metal and rubber


metal 4

5

6

1 plastic

metal, plastic and rubber rubber 4

Play the game.

It’s plastic.

Yes.

5

Your Project! Draw and say. Look at my car. It’s metal.

Look at my ball. It’s rubber.

Look at my dolls. They’re plastic.

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Review 3 Aims: to practise/consolidate language from Units 5 and 6; to pronounce the sounds /t/ and /d/ at the beginning of words Recycled language: vocabulary and structures from Units 5 and 6 Materials: class CD, numbers 1–12 on small pieces of paper, a bag (optional), photocopiable Progress Review 5 & 6

Warm-up • Call out different actions and ask children who can do that action to stand up and say I can [action] each time.

1

Look and number. Then ask and answer.

• The children open their books at the lesson page. Ask them to look at the picture. Elicit what they can see, in as much detail as possible. • Ask the children to focus on the example. Ask them to complete the exercise. • Check the answers as a class. • Ask One. What are they? Elicit the answer. Ask about the other numbers/toys and elicit the answers.

2

What’s missing? Look and circle.


3

• This activity helps to practise and contrast the initial sounds: /t/ /d/. • Ask the children to look at the picture and tell you what they can see (a doll and teddy in a train ). • Play the CD. Pause after the first five words and ask the children which initial sound they hear (t ). Play the rest of the CD and elicit the other initial sound (d ). Then play it again, pausing for the children to repeat. • Ask pupils to find other words on the page beginning with /t/ and /d/.

Extra! Ask the children to say any words they know beginning with /t/ and /d/. Write them on the board. See if you can make up a rhyme or tongue twister for the children, using the words.

CD2 Track 28 tttddd tttddd a teddy on a train a teddy on a train a dancing doll a dancing doll A teddy on a train with a dancing doll! A teddy on a train with a dancing doll!

• Demonstrate the activity on the board. Write e.g. fly, jump, skip, sing . Then draw a bird flying, a matchstick girl skipping and a matchstick boy jumping. Ask What’s missing? Elicit sing . • Ask the children to complete the exercise by looking at the pictures then reading the words and circling the word that is not shown in the pictures. Walk round and help where necessary. Check answers as a class.

Review 3 1

Look and number. Then ask and answer. robots 3

dolls

4

1

balls 2

8

cars puzzles

5 7

planes

6

Seven. What are they? 2

3

draw

fly

dance

2 climb

jump

ride

swim

Listen and chant.

i n w n a t ra it h a

d y o

t e d

A

d an c ing d o l l!

fifty

50 _

teddies

They’re planes.

What’s missing? Look and circle.

1 skip

50

4

trains

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1

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Do the quiz.

4

• Ask the children to look at the pictures. Call out a number between 1 and 12 and a child's name and the child says what is in the picture. Repeat for all twelve pictures. (You can write the numbers 1–12 on small pieces of paper and draw them out of a bag to add to the atmosphere of the game.) • Explain to the children that they are going to play a team game. Divide the class into two teams, A and B. Say a number and ask a child in Team A to say and complete the sentence or answer the question in the picture. If they don't know the answer, they can ask their team mates. Give two points if the child answers with a full sentence and one point if the child has help or doesn't answer with a full sentence. If the answer is wrong, ask the other team. • Then ask Team B a question and so on until all the questions have been asked. The team with the highest score wins.

Answers 1 They’re puzzles. 2 Yes, I can. 3 skip 4 fly 5 No, they aren’t. 6 No, I can’t. 7 No, they aren’t. 8 My favourite toy is a car. 9 No, they aren’t./No, they’re green balls. 10 climb 11 They’re teddies. 12 I can’t jump and draw.

4

Read and tick.

• The children read the sentences then tick the correct picture, a or b, for each one.

2



Round-up • Play the song from Lesson 6b again. The children sing and act out.

Extra! Ask the children to tell you something they remember from the CLIL lesson.

My Picture Dictionary CD2 Tracks 29 and 30 See Introduction page vii. Use the Picture Dictionary to review the target vocabulary from the previous two units (Pupils’ Book pages 99–100). You can also review the key words from the cross-curricular lesson now (Pupils’ Book page 103). If there is time, play the audio CD in class. Ask the children to listen to their Pupils’ CD at home and learn the words in preparation for Progress Review 5 & 6.

Do the quiz. 2 1 3


Can you sing and dance, Vicky?

What is it?

1

I can


. 4

10 11

I can’t

What are they?

.

I can

. 5

9 12

Are they orange balls?

Are they trains?

I can’t and

.

8

6

7

What’s your favourite toy, Rob?

Are they robots?

Can you swim, Tom?

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7a

She’s in the bathroom.

Activity Book page 38 Listen and number. CD2 Track 34

1 Aim: to learn to talk about where people are in the house Target language: bedroom, bathroom, kitchen, living room; Where is …? Where are …? He’s/She’s/I’m in the (living room). He/She isn’t (in the bathroom) . Recycled language: can’t Receptive language: I can’t find …; bubbles, lovely Materials: class CD, home flashcards, cutouts from Activity Book page 75, scissors

Lesson 1 Warm-up CD2 Track 23 • Sing the song from Unit 6b, Exercise 2. 1


• Elicit the names of the four rooms in the pictures. • Play the CD twice. The first time the children listen. The second time they write the numbers. CD2 Track 34 1 Look, this is my bedroom. Oh, your bedroom. It’s lovely! Thank you. 2 This is the living room. Oh, the living room. Very nice! Thank you.

Look and write the numbers.

2

• The children look at the pictures. Then they decide what belongs in each room and write the numbers of the pictures next to the correct words.

• With books closed, use the flashcards to present the new vocabulary. Say What room is it? The (bathroom). Ask the children to repeat each time. • The children open their books at the lesson page. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2

7a


1

• Give the children a minute to look at the story. Ask them to say what they can see in each picture. Ask Where is Rob in picture one? (in the kitchen) Who is in the bedroom? (Paco) Is Mum in the living room? (Yes, she is.) Where’s Cabu? (in the bathroom) • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask which room each one is set in. 3


bedroom 2

bathroom

kitchen

living room She isn’t in

Listen and read.

the bedroom.

1

2

Rob, I can’t

Paco, where’s Cabu?

find Cabu. Where is she?

I don’t know. She isn’t in the kitchen.


Mum, we can’t find Cabu. Where is she?

3

• Tell the children they are going to act out the story. Play the CD again. Pause after each line for the children to repeat as a class. Encourage them to mimic the voices, etc. • Put the children in groups of five and allocate the parts (Vicky, Rob, Mum, Paco and Cabu). Let them practise acting out the stor y together. • Invite groups to act out the story for the class.

I don’t know. She isn’t in the living room.

3

_

I don’t know. 4

Here she is! She’s

in the bathroom!

Cabu! Where

are you?

Lovely bubbles!

Listen again. Then act out. fifty-two

52

52

3 Here’s the bathroom. Oh, what a lovely bathroom! Yes! 4 Look at the kitchen! It’s a lovely kitchen! Yes, it is!

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Lesson 2

I’m here! I’m in the bedroom. Oh, he’s in the bedroom.

Warm-up

Where’s my sister? She isn’t in the bedroom. Kelly! Where are you? I’m here! I’m in the bathroom. Oh, she’s in the bathroom.

• Draw different items (sofa, shower, cooker, etc.) on the board. Each time, the children say what room that item belongs in.


4

• The children open their books at the lesson page. • Tell the children to find the stickers for this activit y at the back of their Pupils’ Book. • Play the CD and let the children listen all the way through. • Play the CD again. Pause after each item and allow time for children to stick their stickers. • Check the answers.

Extra! Ask the children to look at the picture and choose which room they are in. They don’t say anything. In pairs, they ask and answer to find out which room their friend is in. 5

CD2 Track 33 Where’s Mum? She isn’t in the bedroom. Mum! Where are you? I’m here! I’m in the living room. Oh, she’s in the living room. Where’s Dad? He isn’t in the living room. Dad! Where are you? I’m here! I’m in the kitchen. Oh, he’s in the kitchen.

6

bedroom

d

5

bathroom

b

kitchen

c

living room

2 Where’s Dad? He’s in the

living room

. .

4 Where’s Kelly? She’s in the

.

6


.

3 Where’s Johnny? He’s in the

3

4

• The children look at the picture and circle the correct word for each sentence. Then they trace the room words.

She’s in the kitchen.

Round-up

fifty-three _ 1

_

.

Look, circle and trace.

I’m in the bedroom. Where’s your friend?

_ 1

Read and draw.

• The children read the sentences and draw the pictures.

Make cards. Then play the game. Where are you?

_


Look at 4 and write.

1 Where’s Mum? She’s in the

_

4 bathroom

• Tell the children to cut out the cards from Activit y Book page 75. • Ask them to look at the photo and read aloud the example dialogue. • Ask the children to lay their cards face up on the desk in front of them. Elicit the names of the rooms of the house. • Demonstrate the activity. Stick the house on the board. Ask different children the questions Where are you? Where’s your friend? and place the people in the correct rooms. Then invite the children to ask you the questions, then place the people correctly on their cutouts. • Put the children in pairs to play. Tell them to take turns to ask and answer. They can continue by choosing different rooms each time it’s their turn.

Listen and stick. a

• Ask the children to focus on the example. Ask them to look at Exercise 4. Say Where’s Mum? Elicit She’s in the living room . • Say Look and write and ask the children to do the exercise. Monitor and help where necessary. • Check answers by asking the questions and eliciting the answers from the children. Answers 2 kitchen 3 bedroom

Where’s my brother? He isn’t in the kitchen. Johnny! Where are you?

4

Look at 4 and write.

53 1

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:

• Mime an action that matches one of the rooms the children have learned. The children say the room. Repeat with different actions/rooms.

53

Is he in the garden?

7b

Aim: to learn/review how to ask and answer about where people are Target language: garden, house, high, low; Is … in the … ? Yes, it/he/she is. No, it/he/she isn't. Recycled language: Where's … ?, brother, tree, rabbit, cat, snake, dog, bedroom, bathroom, living room Receptive language: ready, I'm here, see Materials: class CD, home flashcards, drawing paper for each child (optional), photocopiable Quiz and I can do it! worksheet for Unit 7

Lesson 1 Warm-up • Ask the children to close their eyes and imagine that they, their mum and dad are all in different rooms of the house. Ask Where’s your mum/dad? Where are you? Elicit answers (He’s/She’s/I’m in the [room].). 1


• With books closed, use flashcards to present the new vocabulary. Say the word and ask the children to repeat. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

• Focus on the example. Explain that they are going to complete the table using the picture in Exercise 2. • The children complete the exercise. • Check the answers by drawing the table on the board and asking for volunteers to come up and add ticks or crosses. • Model the example dialogue with a child. Children ask and answer in pairs.

Activity Book page 40 Listen and match. CD2 Track 39

1

• The children listen and match the children with the places. Play the CD twice. They listen first and then match. CD2 Track 39 Alex! Where are you? Are you in the garden? No, I’m not. I’m in the house. Yasmin! Where are you? Are you in the house? No, I’m not. I’m in the garden.

Choose and write. Then look and circle.

2

• The children label the picture. • Then they read the two sentences and circle all the possible answers.

7b 1


garden

Extra!

2

house

high

10, 9, 8, 7, 6, 5, 4, 3, 2, 1. Ready! Where’s my brother? Where is he? Is he in the garden? I can’t see. Is he in the house? Is he in the tree? Where’s my brother? Where is he? Looking high! Looking low! Where are you? I don’t know!


• Ask who they can see and what game they are playing (hide-and-seek). Ask what else they can see. • Play the CD and ask the children to listen and follow the words in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Put the class in two groups. One group will sing Vicky’s part and the other will sing Rob’s part. Play the CD again. The children sing along according to their groups. Swap parts and repeat the song without the CD. 3

54

Look at 2 and tick or cross. Then say.

• Ask the children to read the words across the table and down the side.

low

Listen and sing.

The children stand by their desks. Call out high and low at random, sometimes repeating one of the words two or three times. The children stretch for high and crouch down for low . 2

Emma! Where are you? Are you in the garden? No, I’m not. I’m in the house. Tom! Where are you? Are you in the house? No, I’m not. I’m in the tree.

I’m here! Can you see me? I’m in the

3

!

Look at 2 and tic k or cross. Then say. Is the rabbit

house

cat

snake

dog

✔

✘

✘

✘

Yes, it is. Is the cat in

tree

the house?

garden

No, it isn’t.

fifty-four

54 _

rabbit

in the house?

_

_ 1

_ 1

_

.

1

1 :

:

Lesson 2 Warm-up • Hold up different classroom items from the children. The children say the word each time.

Listen and tick or cross. CD2 Track 38

4

• Elicit what they can see in the pictures. • Play the CD all the way through. The children listen. • Play the CD. Stop after the first two questions and answers. Explain that the cross is in the example because Tom is not in the tree. • Play the rest of the CD. Pause after each section. CD2 Track 38 1 Where’s Tom? Where’s Tom? Is he in the house? No, he isn’t. Is he in the tree? No, he isn’t. Is he in the garden? Yes, he is! He’s in the garden. 2 Where’s Emma? Where’s Emma? Is she in the kitchen? No, she isn’t. Is she in the bedroom?

4

Listen and tick or cross.

1 Where’s Tom?

2 Where’s Emma?

No, she isn’t. Is she in the bathroom? Yes, she is! She’s in the bathroom! 3 Where’s Yasmin? Where’s Yasmin? Is she in the bedroom? No, she isn’t. Is she in the living room? No, she isn’t. Is she in the tree? Yes, she is! She’s in the tree! 5

Look at 4. Write Yes, he/she is or No, he/she isn’t .

• Read the example question and elicit the answer. Explain that the answers are from the pictures in Exercise 4. • The children complete the exercise. • Check the answers by asking the questions. 6

Play the game.

• Ask the children to look at the picture. Explain that one child puts/draws an animal somewhere in the house or garden; a second child, blindfolded, asks questions to find out where the animal is. • The children read out the example questions and answers. • Draw a simple house on the board, like the one in the picture. • Invite a child to the front and blindfold them. Invite another child to the front to draw a cat somewhere in the picture (or they use the cat flashcard). • The blindfolded child asks questions to find the cat.

Activity Book page 41 A

B

✘

C

A

B

3

C

• The children look at the picture, read the questions and write the words to complete the answers.

3 Where’s Yasmin?

4 A

B

C

1 Is Tom in the house?

No, he isn’t

. 4 Is Emma in the bathroom?

.

2 Is Tom in the garden?

. 5 Is Yasmin in the tree?

.

3 Is Emma in the bedroom?

. 6 Is Yasmin in the living room?

.

6

Round-up

Play the game.

• The children play the game from Exercise 6 in pairs. Each child draws a house and garden with a dog. They take turns to ask questions to find the dog.

Where’s the cat?

Is it in the house? No, it isn’t. Is it in the

garden? Yes, it is. fifty-five _

_

_ 1

_ 1

_

.

Look at 3. Draw yourself and a friend. Then write.

• The children look at the picture in Exercise 3, draw themselves and their friend in the picture and write about where they are.

Look at 4. Write Yes, he/she is or No, he/she isn’t.

5

Look and write.

55 1

1 :

:1

Photocopiable Resources • The children are now ready for Unit 7 Quiz. See the Active Teach Resources section. • You can use the I can do it! worksheet as a follow up to the Activity Book.

55

They’re on the table.

8a

Aim: to learn how to ask and answer about where things are Target language: table, bed, chair, cupboard; Where are my [objects]? They're (not) in/on/under … Recycled language: book, pencil, crayon, bag, car, teddy, doll, cat, dog, rabbit, hamster Receptive language: very naughty Materials: class CD, furniture flashcards

Lesson 1 Warm-up • Review classroom objects by walking round the class picking up different items from children’s desks and holding them up. The children call out the word each time. 1


3

• Tell the children they are going to act out the story. Play the CD again. Pause after each line for the children to repeat as a class. Encourage them to mimic the voices, etc. • Put the children in groups of four and allocate the parts (Rob, Vicky, Paco, Cabu). Let them practise acting out the story together. Walk round to praise and encourage. • Invite groups to act out the story for the class.

Activity Book page 42 Read and colour.

1

• The children read the speech bubble and colour the picture according to the description.

Find and count.

2

• The children find and count the items in the picture.


• With books closed, use the flashcards to present the new vocabulary. Hold up the cards one at a time and say the words. Ask if the children know any of the words already. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

8a 1


Extra! table

Invite children to come to the front to do a mime that represents one of the target words. The rest of the class guesses the word. 2

2

bed

chair

cupboard

Listen and read. 1

Where are my books? They aren’t in the cupboard.

2

Where are

my pencils?


• Ask the children what happened in the story last time. • Give the children a minute to look at the story pictures. Ask them to say what they can see in each frame. • Play the CD. The children follow the words in their books. • Ask questions such as Where are the books in picture one? Where are the pencils in picture two? Where are the crayons in picture three? The children answer each time. • The children can then read the story in pairs, taking turns to read one speech bubble (not part) each.

They’re on the chair. 3

Where are my crayons?

They’re under the table. 4

He’s in your bag!

They’re on

the bed.

Where’s Paco? Sorry, Rob!

3

56

Listen again. Then act out. fifty-six

56 _

Paco! You’re very naughty!

_

_ 1

_ 1

_

.

1

1 :

:

Lesson 2 Warm-up • Write the toy vocabulary words on the board as anagrams (e.g. rac, sldol etc.). Point to the anagrams one at a time. The children work out then say the word.


4

• Ask the children to look at the picture and say what they can see. Elicit what the items around the main picture are. Explain that the children will listen then draw lines to the correct place in the room. • Play the CD and let the children listen all the way through. • Play the CD again. Pause after each section and allow time for children to match. • Check the answers. CD2 Track 42 Where are my cars? Your cars? Here! They’re on the table. Oh yes, they’re on the table.

Where are my books? Your books? Here! They’re under the chair. Oh yes, they’re under the chair. Where are my crayons? Your crayons? Here! They’re under the table. Oh yes, they’re under the table.

Extra! Go round the classroom with a book, a pencil, a ruler and a rubber. Put the items in different places. For example, put the ruler under a book or the book in a bag. Each time, ask the children where the item is. 5

Answers 2 table 3 chair 4 cupboard

Listen and match.

6

5

Choose and write.

• Start by looking at the small pictures on the left showing the prepositions. Demonstrate each one, using a book and your desk or bag. • Ask the children to read the words at the top right, then to look at the main picture. Elicit what they can see. Ask Where’s the cat? and elicit on the bed. • Read the example sentence. • The children complete the exercise.

Where are my teddies? Your teddies? Here! They’re on the bed. Oh yes, they’re on the bed.

4

Where are my dolls? Your dolls? Here! They’re in the cupboard. Oh yes, they’re in the cupboard.

• Ask the children to look at the photo. Explain that the children are going to ask and answer about the animals in the picture in Exercise 5. • Invite two children to read the example question and answer. • The children do the exercise in pairs.

Choose and write.

chair

table

cupboard

Look at 5. Ask and answer.

bed

in

on

1

The cat is on the

2

The dog is under the

3

The rabbit is on the

4

The hamster is in the

bed

.


. .

3

.

under

6

• The children circle and trace the words. 4


Where’s the cat?

Circle and trace. Write. Then read and draw.

• The children label the picture. Then they read the questions and answers and draw the items in the correct place.

It’s on the bed.

Round-up fifty-seven _

_

_ 1

_ 1

_

.

• Ask the children to pick up a pencil. Call out sentences (e.g. The pencil is in your bag. The pencil is under your chair. ). The children put their pencils in the correct place each time.

57 1

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:

57

Tidy up the toys.

8b

Aim: to learn to ask and answer about where things are and whose they are Target language: floor, door, box, shelf; Tidy up …. Is this your …? Put your [object] in/on/under the [place]. Recycled language: girl, boy, robot, bag, car, book, pencil, crayon, doll, toys, cupboard; Are they your …? Receptive language: everywhere Materials: class CD, position flashcards, cutouts from Activity Book page 77, scissors, photocopiable Quiz and I can do it! worksheet for Unit 8

Lesson 1 Warm-up • Draw a box on the board. Ask for a volunteer to come to the front. Say There’s a ball on the box. The child draws the ball in the correct place. Rub out the ball but leave the box on the board. Repeat with other children and different positions for the ball. 1


• With books closed, use flashcards to present the target vocabulary. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2

Read and number.

3

• Go through the example. Clarify that they are going to read the questions and answers then number the pictures with the correct object. • The children do the exercise individually. • Check the answers. Read out the questions and ask volunteers to read the answer word and number.


1

• The children listen and stick the stickers. CD2 Track 47 Are they your teddies on the floor? Yes, Mum. My teddies are on the floor. Are they your robots on the table? Yes, Mum. My robots are on the table. Is this your bag on the door? Yes, Mum. My bag is on the door. Tidy up, please! Yes, Mum.

Read and match.

2

• The children read the sentences then match the pictures.

8b 1


floor 2


• Ask the children to look at the pictures of the playroom. Focus on the first picture and ask them to say what they can see and where things are. Do the same with the second picture. • Play the CD and ask the children to listen and follow the words in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again. The children sing along. They can act out tidying up as they sing.

box

shelf

Listen and sing.

Let’s tidy up, girls and boys. Let’s tidy up, tidy up the toys.

Put your robot in the box. Put your bag on t he shelf. Put your cars in the box. Put your books on the shelf.

Is this your robot on the floor? Is this your bag on the door? Are they your cars on the chair? Are they your books everywhere? 3

Let’s tidy up, girls and boys. Let’s tidy up, tidy up the toys.

Read and numbe r. Is this your Yes. pencil?

Are they

your pencils?

Yes.

Is this

your book?

Yes.

Are they

your books?

Yes.

2

Extra! Hold up your pencil. Say Put the pencil on the desk. Put your pencil on the desk. Choose children to give you similar instructions about where to put t he pencil.

1

58 _

58

door

2

3

4

fifty-eight _

_ 1

_ 1

_

.

1

1 :

:1

Lesson 2 Warm-up • Call out classroom words (book, pen, ruler, etc.). Each time, choose children to say where that thing is (on their desk, in their bag, etc.). The children can move the item to a new place (under their desk, in their hand, etc.) then say where it is, if they want to.


4

6

Listen and match. 2

3

Look at 4. Match.


• Tell the children to cut out the cards from Activit y Book page 77. • Ask them to look at the photo and read aloud the example dialogue. • Ask the children to lay their cards face up on the desk in front of them. Elicit what they can see in the room and on the small cards. • Demonstrate the activity. Hold up a small picture card and ask Is this your (bag)? Elicit Yes, it is. Say Tidy up, please. Put your (bag) in your (cupboard) . All the children should put the bag in the cupboard on their cutout. • Invite one or two confident children to take your role. • Put the children in pairs. Tell them to take turns to ask questions and give instructions.

CD2 Track 46 Let’s tidy up. Put your robot in the cupboard. Where? In the cupboard. Good. Now, put your cars in the box.

1

5

• Ask the children to read the example out loud. Explain they are going to match the sentence halves. Remind them to check Exercise 4 for the answers. • The children do the exercise individually. • Check the answers by choosing children to read the sentences.

• Ask the children to look at the pictures. Elicit the names of all the things in t he pictures. • Play the CD once all the way through. The children listen. • Play the CD. Stop after Mum says … in the cupboard. Ask the children to look at the example. Make sure they understand they are going to match the toys with the places according to what they hear. • Play the CD. Pause after each section to allow time for the children to match the toys and places. • Check the answers by asking where the items are and choosing children to answer each time.

4

Where? In the box. Good. Now put your crayons in your bag. Where? In your bag. Now put your dolls on the shelf. Where? On the shelf. Good! Now it’s tidy everywhere!

4

Activity Book page 45 a

b

c

3

d

Read and colour.

• The children read the sentences and colour the picture. 5

4

Look at 4. Match.

1 Put your robot

a on the shelf.

2 Put your cars

b in the bag.

3 Put your crayons

c in the cupboard.

4 Put your dolls

d in the box.

6

Look at 3. Draw two more rabbits. Circle and write.

• The children decide where to put their rabbits and then draw them in the picture in Exercise 3. Then they circle the correct word and write the word to make the sentences describe where their rabbits are.

Make cards. Then play the game. Are they

your books?

Round-up

Yes, they are.

• Point out different objects in the classroom (e.g. a blue book ). Choose children to say where the object is.


Tidy up, please. Put your books on the shelf.

fifty-nine _

_

_ 1

_ 1

_

.

59 1

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:


59

Maths:

Numbers 11–20

Aim: to learn the numbers from 11 to 20 Target language: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty Recycled language: house, ten, six, two, apples, cars, ball, pencil Receptive language: street Materials: class CD, drawing paper for each child (optional)

Warm-up • Encourage the children to think of situations in which we use numbers – for example, the score at football matches, counting things, talking about the time and date, etc. Encourage the idea that numbers are useful and it’s important to know about them. 1


• The children open their books at the lesson page. • Ask how many houses there are (ten ). Ask the children to count from 10 to 20 in L1. They point to the house of that number as they count. • Ask the children to read the speech bubble at the top of the page. • Play the CD all the way through and let the children follow in their books. • Say Listen, read and point . Play the CD again, this time pausing after each section for the children to point to the house and repeat the number. • Clap your hands different numbers of times between 11 and 20. The children count and say the number.

It’s a yellow house. It’s number … 14. It’s a grey house. It’s number … 19. It’s an orange house. It’s number … 16. It’s a purple house. It’s number … 17.

Listen and say what’s next. CD2 Track 50

3

• Explain that they have to say what the next number is. • Play the CD and pause after the first section. Ask the children what’s next (15 ). • Play the CD and pause after every section. CD2 Track 50 11 12 13 14 11 12 11 12 13 14 15 16 17 18 19 11 12 13 14 15 16 11 12 13 14

Activity Book page 46 Look and write the numbers.

1

• The children look at the pictures and words and write the numbers on the pictures.

Maths 1

This is my street!


CD2 Track 48 11 12 13 14 15 16 17 18 19 20 2

nineteen

Listen and say. CD2 Track 49

seventeen

• Start by saying Look at house sixteen. Ask what colour it is. • Explain that the children are going to listen to the CD and complete the sentences each time by saying the correct house number. • Play the CD. Stop after section 1. Choose a child to say the number (13). • Play the rest of the CD, pausing for the children to say the numbers. CD2 Track 49 It’s a red house. It’s number … 13. It’s a green house. It’s number … 18. It’s a pink house. It’s number … 20. It’s a brown house. It’s number … 12. It’s a white house. It’s number … 11. It’s a blue house. It’s number … 15.

60

twenty eighteen

sixteen

fifteen

fourteen

thirteen

eleven

Look! This is my street. Look at my house, it’s number thirteen!

2

Listen and say.

3

Listen and say what’s next.

twelve

60 sixty _

_

_ 1

_ 1

_

.

1

1 :

:

Circle groups of ten. Then write and say.

4

5

• Write some simple sums on the board (10 + 6 = , 10 + 3 = etc.). The children say the answers. • Ask the children to look at the example. Explain that the circle is round ten pencils. Ask the children to circle ten items in all the other pictures. Walk round and help where necessary. • Focus on the example. Write the sum and the sentence in the speech bubble on on the board. • Ask the children to write the sums. Walk round and help where necessary. • Call out the picture letters. The children say the sum each time.

Play the game.

• Invite two children to the front to read the example dialogue. • Explain that the children will take turns to say a sum using numbers from one to ten and their partner will say the total, as in the example. • The children play the game in pairs. 6

Your Project! Choose a number. Draw and say.

• Ask the children to look at the photo. Ask what the drawings are (14 apples and 17 cars ). • Distribute the drawing paper or children can use their notebooks. • Ask the children to draw two pictures with more than ten items of their choice. • When all the children have finished drawing, ask them to read the example speech bubble as a class. • Choose children to come to the front with their pictures to talk about their pictures. • Display the pictures on the classroom wall.

Teacher’s Tip! Whenever you do exercises involving numbers, bear in mind that some of the children will not be good at Maths and might need help.


• The children look at the sums and circle the correct word for the answer.

Numbers 11-20 4

Circle groups of ten. Then write and say. a

b

c

Look and circle.

3

d

Read and write.

• The children read the sentences then write the missing words and the sums. 10

6

+

16

=

+

=

+

=

+

Round-up

=

• Go round the class asking each child to think of something there is more than ten of in their classroom, or in their bedroom at home. Elicit their sentences. Give an example if necessary – I’ve got twelve pencils in my pencil case.

Ten and six is sixteen.

5

Play the game. Ten and two?

Twelve.


6


Your Project! Choose a number. Draw and say. Look. Fourteen apples. Look. Seventeen cars.

sixty-one _

_

_ 1

_ 1

_

.

1

61 1

1 :

: 1

61

Review 4 Aims: to practise/consolidate language from Units 7 and 8; to pronounce the sounds /ɵ/ and /ð/ Recycled language: vocabulary and structures from Units 7 and 8 Receptive language: things Materials: class CD, flashcards for Recycled language, photocopiable Progress Review 7 & 8

Warm-up • Have ten target flashcards in a pile in your hand. Choose a child to call out a number between 1 and 10. Count to that card in your pile, show the child the picture. They say the word. Repeat with different children. 1


3

Find and write. Then ask and answer.

• The children open their books at the lesson page. Ask them to look at the exercise. Explain that the children are going to label the picture with the words down the side of the exercise. • Focus on the example. Explain that house has a a line through it because it has been used, so can not be used again. • Say Find and write. The children find the rooms in the picture and write the words. • Check the answers by calling out the numbers. The children say the room each time. • Model the example question and answer with a child. The children ask and answer in pairs.

• This activity helps to practise and contrast voiced /ɵ/ and unvoiced /ð/. • Ask the children to look at the picture and tell you what they can see. • Play the CD. Pause after the first sentence and ask the children if they heard only voiced /ɵ/, only unvoiced /ð/ or both sounds (both). Play the rest of the CD all the way through. Then play it again, pausing for the children to repeat. • Ask pupils to say other words beginning with /ð/ and /ɵ/ (they, three, thirteen, this, that, etc.). Write the words on the board and ask if the th is voiced or unvoiced each time. CD2 Track 52 th th th th th th th th th th th th This is the bathroom. This is the bathroom. They’re my things. They’re my things. This is the bathroom. And they’re my things. This is the bathroom. And they’re my things.

Review 4 1

Find and write. Then ask and answer.

house

1

living room bathroom

2


• Explain that the children are going to listen to children talking and will match the items with the places according to what they hear. • Play the CD and pause after the first section. Ask Where are the dolls? (On the bed .). • Play the CD, pausing after each section to allow time for matching. • Check the answers by asking where the items are. Elicit the answers. For example, ask Where are the cars? Elicit In the box. CD2 Track 51 1 Where are my dolls? They’re on the bed. 2 Where are my cars? They’re in the box. 3 Where are my teddies?

house 3

4

garden kitchen 6

5 Where’s the bathroom? 2

They’re on the chair. 4 Where are my books? They’re in the cupboard. 5 Where are my robots? They’re on the shelf.

1

2

3

4

5

a

b

c

d

e

Listen and chant.

m t hr oo A nd h e b a t h s t ey r e s i i T h .

_

Here. 3.

Listen and match.

3

62

62

2

bedroom

’

n g s

h i m y t

.

sixty-two _

_ 1

_ 1

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.

1

1 :

:1


4

• Ask the children to look at picture A. Go round the class asking different children to tell you one thing they can see. • Explain that there are eight differences between picture A and picture B. Ask them to look on the table in picture A. Ask What’s on the table? Elicit Four crayons . Ask them the same question for picture B. Elicit Four books . Start writing a list of differences on the board. A B four crayons on the table four books on the table • The children work in pairs to find the other differences between the pictures. They can circle them in pencil. Set a time limit. Monitor and help as necessary. Encourage them to use English. • Stop the class. Elicit the differences and complete the list on the board. • Invite children to point to a difference and say what it is.

Answers Picture A: four crayons, a cat, a bag, Mum, two robots, three dolls, five books, a teddy Picture B: four books, a rabbit, a train, Dad, two dolls, three teddies, five balls, a plane


Read, look and write

Yes or No .

• The children read the questions, look at the picture and write Yes or No . 2



Round-up • Ask different children to tell you about things or people in their house and where they are. For example, Mum is in the kitchen. The cat is under the bed ., etc.

Extra! Ask the children to tell you some of the things that have happened in the Yazoo story so far. 4

Find and circle 8 differences . Then point and say. A

My Picture Dictionary CD2 Tracks 53 and 54 See Introduction page vii. Use the Picture Dictionary to review the target vocabulary from the previous two units (Pupils’ Book page 100). You can also review the key words from the cross-curricular lesson now (Pupils’ Book page 103). If there is time, play the audio CD in class. Ask the children to listen to their Pupils’ CD at home and learn the words in preparation for Progress Review 7 & 8 .

They’re crayons on the table.

It’s a cat under the table.


B


They’re books on the table.

It’s a rabbit under the table.

sixty-three _

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63 1

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63

Story Time 2:

Extra!

Where’s Molly?

Invite groups to the front to act out the story for the class. Use props if possible.

Aim: to read a story together about children and toys Target language: messy Recycled language: bedroom, tidy up, Put the [object] on/ in [place]., book, shelf, doll, box, car, cupboard, toy, floor; Where's [person]? Receptive language: good, please, Let's … Materials: class CD, photocopiable Attainment Test 5 to 8

Warm-up Ask the children to read the title of the story then tell you what they think the story might be about. There are no right or wrong answers – encourage the children to speculate. Do they think Molly is a person or an animal? Will the story be funny? etc. 1

Read and tick or cross.

3

• Ask the children to look again at the story pictures. Ask Where are the dolls? Elicit In the box . Repeat with the other items. Ask the children to focus on the example. Ask them to read the example sentence. • Ask the children to read the other sentences and put a tick or a cross. • Check answers by asking children to read the sentences one at a time and to say tick or cross after each one.


• The children open their books at the lesson page. • Say Listen, point and say. Play the CD. The children repeat the word. • Write an anagram of the word on the board. Invite a child to the front to write the letters in the right order. • Say messy and ask the children to point to pictures in the story where the bedroom is messy. Story Time 2

2


• Ask the children to look at the story pictures and tell you as much about what they can see in each one as possible. Ask what the story is about (children and a messy bedroom ). Ask what the children’s names are (Danny, Karen, Molly ). • Say Listen and read . Play the CD and ask the children to follow the words in their books. • Play the CD again, pausing after each story frame for the children to read the dialogue. • Put the class in groups of four and allocate parts (Mum, Danny, Karen, Molly). The children read the story again in their parts. Encourage them to copy the voices of their characters. • Ask some questions about the story. Ask Is Mum happy in picture one? (No). Who puts the books on the shelf? (Danny). Does Karen put the dolls in the box? (yes) Who are they looking for in picture seven? (Molly) Where is Molly? (in the toy box).

What a messy bedroom! Tidy up, please!

1

Danny, put the books on the shelf, please. Yes, Mum!

Karen, put the dolls in the box, please.

3

4

Yes, Mum!

1


3

Read and tick or cross. 1 The bedroom is messy. 2 The dolls are in the box.

_

Molly, put the cars in the cupboard, please.

2

✔

Yes, Mum!

Listen and read.

3 The cars are on the floor. 4 The books are on the shelf.

sixty-four

64

64

2

_

_ 1

_ 1

_

.

1

1 :

:

Round-up

Look, choose and write.

4

• Read the story again as a class. The children all read every speech bubble, but encourage them to use different voices for the characters.

• Ask the children to read the words across the top of the exercise. Explain that they will use the words given to complete the gaps in the sentences. Point out that the sentences relate to the story. • Ask the children to look at the example and go through it together. Explain that dolls has a line through through it because it has already been used. It can not be used again. • The children complete the exercise. • Check answers by asking the children to read the sentences out loud.


messy

5

6

What a tidy bedroom! Good boy, Danny. Good girl, Karen. Good girl…

Let’s tidy up! Tidy up the toys! Molly! Where’s Molly?

7

8

I’m here, Mum. I’m in the box!

4 1

Look, choose and write. dolls

The

books

Molly

dolls

cars

are in the box.

2 The

are on the shelf.

3 The

are in the cupboard. is in the box.

4

sixty-five _

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65

I like salad.

9a

Aims: to learn vocabulary for talking about food Target language: hungry, water, chicken, cheese, salad, biscuits; I like/I don’t like …. Can I have some (water) please? Recycled language: Here you are. Thank you. Receptive language: food Materials: class CD, food flashcards, cutouts from Activity Book page 79, scissors, colouring pens, stickers for page 67, drawing paper for each child (optional)

Lesson 1 Warm-up • Go round the class asking children to tell you in L1 what their favourite food is. Ask them to describe it to you. 1


• With books closed, use flashcards to present the new vocabulary. Show the children the pictures then the words. See if they can read the words. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2


3

• Tell the children they are going to act out the story. Play the CD again. Pause after each line for the children to repeat as a class. Encourage them to be dramatic. • Put the children in groups of five and allocate the parts (Paco, Trumpet, Cabu, Rob and Vicky). Let them practise acting out the story together. • Invite groups to act out the story for the class. • Play the CD again. Ask the children to listen carefully. • Invite groups to act out the story for the class.

Activity Book page 48 Read and draw.

1

• The children read the speech bubbles and draw the food items into the empty lunch boxes. They can copy the pictures in the Pupils’ Book if necessary.

Read and number. Then write.

2

• The children read the ‘menus’ and number them according to the pictures. Then they write the missing words for picture 4.

9a 1



hungry

• Give the children a minute to look at the story. Ask them to point to and name the characters they can see. Ask them to find and point to the items/words from Exercise 1. • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask questions to elicit target vocabulary, e.g. I don’t like salad. Who am I? Elicit Cabu . I like biscuits. Who am I? Elicit Paco . etc.

2

water

chicken

cheese

salad

biscuits

Listen and read. 1

2

I’m hungry. I like salad!

3

I don’t like salad. I like chicken.

I like biscuits. Lovely!

I don’t like biscuits. 4

Can I have some water, please?

I like cheese.

I like water too. Here you are!

Extra! Call out food words (water, cheese, chicken, salad, biscuits ) and ask the children to mime eating or drinking those things.

Yes, here you are. Thank you.

3

TRUMPET!


66 sixty-six _

66

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Lesson 2

5

Warm-up • Write gapped food words on the board. For example, c _ _ e _ e, _ a _ a _. Point to them and elicit the words (e.g. cheese, salad ).


4

• The children open their books at the lesson page. • Tell the children to find the stickers for this activit y at the back of their Pupils’ Book. • Play the CD and let the children listen all the way through. • Play the CD again. Pause after each section and allow time for children to stick their stickers. • Ask the children to say what the food in the stickers is. CD2 Track 59 Hello. My name’s Emma. Look at my food. I like cheese. Lovely! I don’t like chicken. I like salad. I like water. Ummmm … I like cheese, salad and water! Hi, my name’s Tom. Look at my food. I don’t like cheese. I like chicken. I like biscuits too. I like water. Lovely! Ummmm … I like chicken, biscuits and water!

Look at 4. Write T (Tom) or E (Emma).

• Say I like cheese. Who am I? Elicit Emma . • Ask the children to look at the picture with the stickers in Exercise 4. Ask them to look at the food Emma’s got. Ask Has Emma got cheese? Elicit Yes . • The children complete the exercise. Walk round and help where necessary. • Check answers as a class. 6


• Tell the children to cut out the first five cards from Activity Book page 79. Elicit the names of the items. • Ask them to look at the photo and read aloud the example dialogue. • Ask the children to lay their cards face up on the desk in front of them. • Practise the dialogue with different children round the class. Ask Can I have (some cheese), please? Encourage the child to hand you the cutout, saying Here you are. You say Thank you and put the card face down to one side. • Invite pairs of children to stand up and demonstrate. • Put the children in pairs to play. Tell them to take turns to ask for an item, then put it face down and continue until all the cards are used up.

Extra! 4

In small groups, the children can act out being in a restaurant. One of them is the waiter, with a ‘tray’ of all the children’s cutouts. They order what they want and the waiter gives it to them.

Listen and stick.


5 1 2 3

3

Emma

Tom

• The children look at the pictures and write the food words to complete the corresponding sentences. Then they circle the correct word(s) to make the sentences true.

Look at 4. Write T (Tom) or E (Emma). I like cheese.

E

I like chicken. I don’t like cheese.

6

4 5 6

Circle and write.

I don’t like chicken. I like salad.

4

I like biscuits.

Look and write like or don’t like .

• The children follow the match lines from each face to find out which foods the children like and don’t like. They then complete the speech bubbles by writing like or don’t like .

Make cards. Then play the game. Can I have some water, please? Here you are.

Round-up

Thank you.

• Distribute the drawing paper or have the children use their notebooks. Ask them to draw and colour their favourite food and drink on the paper. They talk to the class about their pictures, using I like … . Display the pictures around the classroom. sixty-seven _

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67

9b

Do you like sandwiches?

Aim: to learn how to ask and answer about food Target language: sandwiches, crisps, tomatoes; Do you like …? Yes, I do. No, I don’t. Recycled language: hungry, cheese, water, chicken, salad, apple; Here you are. Thank you. Materials: class CD, food flashcards, cutouts from Activity Book page 79, scissors, photocopiable Quiz and I can do it! worksheet for Unit 9

Lesson 1 Warm-up • Do a quick class survey to find the most popular food and drink. Write suggestions on the board then ask for votes. Count and note the totals. 1


• Use flashcards to present the new vocabulary. Show the children the picture then the word. See if they can read the word. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2


• Ask what food they can see in the picture. • Invite a child to the front. Whisper to him or her to ask youDo you like salad? Say Yes, I do. Whisper to the child to ask you Do you like chicken? Say No, I don’t. Ask the children Do you like apples? Elicit individual answers. Repeat with other foods. • Play the CD. The children listen and follow in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again and ask the children to sing along. They can mime making the sandwich. 3

What about you? Circle. Then ask and answer.

• Ask different children if they like certain foods. Elicit Yes, I do. or No, I don’t. • Ask the children to circle the answer in question 1 that is true for them. • The children complete the exercise individually. • The children read out the questions and their answers.

68

Extra! Put the children in pairs. They practise the questions and answers in their pairs.



• The children listen and tick the foods the girl likes and cross the foods she doesn’t like. CD2 Track 64 1. Do you like apples? Yes, I do. I like apples. 2 Do you like sandwiches? Sandwiches? Yes, I do. 3 Do you like tomatoes? No, I don’t. I don’t like tomatoes. 2

Do you like crisps? Crisps? No, I don’t. 5 Do you like oranges? Oranges? Yes, I do. 6 Do you like cheese? Yes, I do. I like cheese! 4

Complete and write Yes, I do or No, I don’t .

• The children look at the pictures and complete the questions with the words given. They write the answers that are true for the boy.

Lesson 2 Warm-up • Draw food items on the board slowly. The children call out the word as soon as they recognise the drawing.


4

• Ask the children to look at the pictures. Elicit who and what they can see (Alex, Tom, Emma and Yasmin; tomatoes, sandwiches, crisps and apples ). • Play the CD. Stop after the first section. Ask the children to look at the example and tell you what Emma is matched with (crisps ). • Play the rest of the CD. Pause after each section to allow time for the children to draw lines from the children to the food items. • Check the answers by calling out the names and asking the children to call out the food item each time. CD2 Track 63 Emma, are you hungry? Yes, I am. Do you like tomatoes? No, I don’t. But I like crisps. Here you are. Thank you!

4

Yasmin, are you hungry? Yes, I am. Do you like sandwiches? No, I don’t. I like tomatoes. Here you are. Thank you!

Listen and match.

Emma

Yasmin

Tom

Tom, are you hungry? Yes, I am. Do you like apples? No, I don’t. But I like sandwiches. Here you are. Thank you! 5

Alex, are you hungry? Yes, I am. Do you like crisps? No, I don’t. I like apples. Here you are. Thank you!

What about you? Tick or cross. Then ask and answer.

• Ask the children to look at the pictures and to put ticks in the boxes next to the food items they like and crosses in the boxes next to the ones they don’t like. • The children read the example speech bubbles as a class. • The children ask and answer about the food in pairs. 6


• Tell the children to cut out the remaining four cards from Activity Book page 79. Elicit the names of the items. They can also re-use the cutouts from Unit 9a. • Ask them to look at the photo and read aloud the example dialogue. • Ask the children to lay their cards face up on the desk in front of them. • Practise the dialogue with different children round the class. Say I’m hungry and encourage the child to pick up a card and ask Do you like (crisps)? etc. Finally, say Thank you , take the card and put it face down to one side. • Invite pairs of children to stand up and demonstrate. • Put the children in pairs. They should take turns until all the cards are used up.

Alex

Activity Book page 51 3 5

• The children read the speech bubbles and write the numbers on the plates which match what the children have asked for.

What about you? Tick or cross. Then ask and answer.

Do you like crisps?

4

Yes, I do. Do you like apples?

Round-up


I’m hungry.

Do you like crisps?

No, I don’t.

Do you like apples? Here you are.

Thank you. sixty-nine _

_ 1

_ 1

_

.

• Call out the initial letters of any of the food words the children know. Each time, the children say the food word (s).


Yes, I do.

_

What about you? Draw and write.

• The children draw the food they like on the plate and write to complete the sentence about what they like.

No, I don’t. 6

Read and number.

69 1

1 :1 :

• The children are now ready for Unit 9 Quiz. See the Active Teach Resources section. • You can now use the I can do it! worksheet as a follow up to the Activity Book.

69

Do you like dancing?

10a

Aim: to learn vocabulary for asking and answering about sports/hobbies Target language: dancing, sport, football, karate, gymnastics Recycled language: Do you like … ?, Yes, I do./No, I don’t.; favourite, can, jump, high Receptive language: good at, I'm stuck. Materials: class CD, sport flashcards


3

• Play the CD again. Pause after each line for the children to repeat as a class. Encourage them to be dramatic. • Put the children in groups of five and allocate the parts (Trumpet, Paco, Cabu, Vicky and Rob). Let them practise acting out the story together. Encourage them to mime the sports enthusiastically! • Invite groups to act out the story for the class.

Extra!

Lesson 1 Warm-up • Ask the children to tell you one thing they like doing in their free time. Provide the English words where they don’t know them. 1


• With books closed, use the flashcards to present the new vocabulary. Hold up the cards one at a time and show the children the pictures. Ask if the children know any of the words already. Say the words. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

Play the CD once more. This time, ask the children to mime actions for the story while they listen. They must remain seated at their desks, though.

Activity Book page 52 Look and number.

1

• The children look at the picture. They then write the corresponding numbers next to the words.

Find and circle.

2

• The children find and circle the words in the word snake.

10a 1


Extra! dancing

Children come to the front to act out one of the activities for the class. The other children guess.

2

football

karate

gymnastics

Listen and read.

Do you like dancing, Vicky?

1

2

sport

2

My favourite sport is football!


• Give the children a minute to look at the story. Elicit who and what they can see in each picture. • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Ask some questions about the story. Ask Who likes dancing? (Vicky and Paco) Paco likes football. Yes or no? (No) Who can jump high? (Cabu) Who is stuck? (Cabu)

Yes, I do.

Me too! I’m good at karate!

3

I like gymnastics. I can jump very high. 3

I don’t like football. I like karate! 4

Help! I’m stuck.

Don’t worry. We’re here!


70 seventy _

70

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Lesson 2 Warm-up • Play ‘Hangman’ on the board with the target vocabulary words.


4

• Ask the children to look at the pictures and tell you who and what they can see. Ask them to say what each of the symbols stands for. • Say Listen and tick or cross. Play the CD. Pause after the first section. Ask the children to look at the example, say the name and that she does not like the activity (Emma, I don ’t like dancing. I like karate.). • Play the rest of the CD, pausing after each item to allow the children time to tick or cross. • Check answers as a class. CD3 Track 03 Emma, do you like dancing? No, I don’t. Do you like karate? Yes, I do! I love karate!

Tom, do you like football? No, I don’t. Do you like gymnastics? Yes, I do. I love gymnastics!!

Yasmin, do you like karate? No, I don’t. Do you like dancing? Yes, I do. I love dancing!

Alex, do you like gymnastics? No, I don’t. Do you like football? Yes, I do. I love football!

Answers 1 Emma: ✗, ✓ 2 Tom: ✗, ✓

3 Yasmin: ✗, ✓ 4 Alex: ✗, ✓

5

• Ask the children to look at the example. Choose a child to read the example question and another one to read the answer. Ask the children to put their hands up if they like karate. • The children complete the exercise individually. Walk round and help where necessary. • Check answers by asking the questions. The children call out the answers each t ime.

Extra! Go round the class asking different children a Do you like … ? question. 6

4

Point, ask and answer.

• Ask the children to look at the photo and read the example question and answer. • Explain that they are going to ask and answer about the activities in Exercise 4 to find out what their partner likes. • The children work in pairs. Walk round and help where necessary.

Listen and tick or cross. 1

Look at 4. Write Yes, I do or No, I don’t .

2

✘

Emma 3

Tom

Teacher’s Tip!

4

Use every opportunity to extend vocabulary. For example, teach one or two more sports or act ivity words when the children are doing the exercises in this lesson. Yasmin 5 1

Alex

Look at 4. Write Yes, I do or No, I don’t.

Emma, do you like karate?


Yes, I do.

2 Tom, do you like football?

3

3 Yasmin, do you like dancing?

Circle and draw

or

.

4 Alex, do you like gymnastics? 6

• The children circle the words to complete the questions then draw the correct ‘face’.

Point, ask and answer.

Do you like dancing?

4

Yes, I do.

Write. Then circle for you.

• The children look at the pictures and write the correct words to complete the questions. Then they circle the answer for them.

Round-up 71

seventy-one _

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1

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• Ask the children to stand up. Call out activities at random and ask the children to move around the classroom in a clockwise direction, miming the activity.

71

Stand up! Sit down!

10b

Aims: to learn right and left ; to talk about favourite things Target language: turn, shake, left, right Recycled language: stand up, sit down, put, high, low, friend, hello, arm, leg, favourite, sport, karate, cheese, toy, colour; I like/don’t like …. Receptive language: I love … Materials: class CD, direction flashcards, photocopiable Quiz and I can do it! worksheet for Unit 10

Lesson 1 Warm-up • Review body parts. Call out words (nose, arm, leg , etc.). Each time, the child wiggles that part of their body. 1


• With books closed, use the flashcards to introduce the target words. Show the children the picture then the word. See if they can read the word. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word. 2

• Check the answers by calling out the picture letters (a–d) and having the children call out the words each time. • Demonstrate the second part of the exercise. Say Right arm! and raise your right arm. Point to a child and say Left leg! . That child raises their left leg. • The children do the activity in pairs, taking turns to say or do. (You could do it as a class if you prefer.) Walk round and help where necessary.


1

• The children find the stickers for the activity. They listen and stick the stickers accordingly. They can listen to the CD twice. CD3 Track 08 1 Stand up. Stand up, children! 2 Shake your left leg. Yes, your left leg! 3 Shake your right leg. Yes, your right leg! 4 Sit down. Sit down, children! Very good! 2

Write left or right .

• The children look at the pictures and write the correct word each time.

10b 1


• Ask the children to look at the pictures and tell you who they can see. Explain that Mr Kuma is following the instructions in the song. • Play the CD and ask the children to listen and follow the words in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again. The children sing along and mime the actions as they sing.


turn 2

shake

left

right

Listen and sing.

Stand up! Stand up! Put your arms up high. Put your arms down low. Turn to your friend and say

Hello!

Shake your leg to the right. Shake your leg to the left. Sit down. Put your hands on your head! Hello!

Extra! 3

Ask the children to stand by their desks. When you clap your hands, they copy one of Mr Kuma’s poses. They stay still until you clap your hands again. Then they copy another pose, etc.

Match. Then say and do. 1 Right arm

a

3

3 Right leg

4 Left leg

b

c

d

Left leg!

Match. Then say and do.

• Ask the children to look at the pictures and to think about what the child is doing in each one. Focus on the example. • Say Match . The children complete the exercise.

72

2 Left arm

72 seventy-two _

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Lesson 2 Warm-up • Call out various instruc tions from the last lesson (e.g. shake your right hand, sit down etc.). The children follow the instructions.


4

• Elicit who and what they can see in the pictures. • Explain that they are going to match the children to their favourite sport and their favourite colour. • Play the CD all the way through for the children to listen. • Play the CD. Pause after Alex says his favourite sport is football. Ask the children to look at the example. • Play the CD. Pause after each section. Children listen and match. CD3 Track 07 What’s your favourite sport, Alex? Hmmm … I like karate but I love football. My favourite sport is football! Great! And what is your favourite colour? Ummm … I like blue and yellow but my favourite colour is green. Thanks, Alex! Hi, Emma. What’s your favourite sport? Karate! I like football too but karate is my favourite sport.

4

Great! What is your favourite colour, Emma? Pink! I love pink. Me too! Hello, Tom. What’s your favourite sport? I like dancing but my favourite sport is gymnastics. I love gymnastics. Great! And what’s your favourite colour, Tom? My favourite colour? Ummm … purple! Thanks, Tom. 5

• Start by asking some children to say what their favourite sport or food or colour (or all three) is. • Ask the children to complete the exercise by ticking one box in each row. Walk round while they are working and help where necessary.

Extra! Call out each of the items one at a time and have a show of hands from the children who ticked it. Keep a tally on the board to find the class’s favourite sport, food and colour. 6


• Ask what’s happening in the photo. • Invite a boy and a girl to the front to act out and read out the example dialogue. • The children do the activity in pairs. • Ask the children about their favourites.

Listen and match.

Alex


Emma

3 Tom 5

What’s your favourite sport? food? colour? Look and tick.

Find, write and match.

• The children use the codes to find the words, write the words then match the pictures and speech bubbles.

What’s your favourite sport? food? colour? Look and tick. My favourite sport is ...

Answers 1 football, green 2 gymnastics, yellow 3 red

My favourite food is ...

4 My favourite colour is ... 6


• The children draw their pictures and write the words.

Look at 5. Ask and answer. What’s your favourite sport?

Round-up • Call out silly instructions like Shake your left leg and eat an apple .

Karate. I love karate.

I like karate too. What’s your favourite food? Cheese. I love cheese.


I don’t like cheese. 73

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Science:

Food

Aim: to learn where different foods come from Target language: rice, bread, sausages, milk, plant, food Recycled: eggs, orange, apple, salad, crisps, fish, chicken, tomatoes, cheese, favourite, animal Materials: class CD, food flashcards (from Units 1–10) or magazine pictures of food the children have learned, drawing paper for each child (optional)

Warm-up • Start by talking in L1 with the children about food. Talk about different types of food (meat, fruit, vegetables, etc.). Talk about food that is good for you and food that isn’t. Discuss where food comes from (plants and animals, the sea/ rivers ). See if any of the children have any food allergies or foods they don’t eat. Encourage the idea that we should all eat food that’s healthy and good for us. 1


• Play the rest of the first part pausing after each word for the children to say their answer then write it in their notebooks. • Say Listen and check. Play the next part of the CD. The children listen and check their answers. CD3 Track 10 Eggs. Chicken. Bread. Sausages. Crisps. Oranges. Listen and check. Eggs are from animals. Chicken is from animals. Bread is from plants. Sausages are from animals. Crisps are from plants. Oranges are from trees.

Activity Book page 56 Trace, then colour the labels.

1

• The children trace the words then colour them red or green according to where the foods are from.

• The children open their books at the lesson page. They read the speech bubble at the top of the page. • Ask the children to look at the photos. Talk about each photo. Ask the children what they can see in each one. • Play the CD all the way through and let the children follow in their books. • Say Listen, read and point . Play the CD again, this time pausing after each food item for the children to point to the picture and repeat the word. • Ask Has the boy got chicken ? (No, he hasn’t.) Is milk from animals? (Yes, it is.)

Science 1

Where is food from?


Look at the boy. He’s got ... Now look at the girl. She’s got ...

Extra! Call out the food items on the tables at random. Each time, the children respond by saying yummy or yucky according to whether or not they like the food. crisps

2

salad

Listen and say Plants or Animals . Listen and check. CD3 Track 10

cheese apples

milk

oranges chicken

• Explain that the children are going to hear different foods and will say plant or animal according to where the food comes from. • Children use their notebooks. Play the first part of the CD. Pause after the first word and elicit plants or animals from different children. Don’t confirm or reject answers at this stage. Explain that they will hear the answers later.

fish rice

bread

sausages

eggs

This food is from plants.

This food is from animals. 2

Listen and say Plants or Animals. Listen and check.

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Match. Then say.

3

5

• Ask the children to look at the pictures. Elicit what everything is. • Say Milk – where is it from? Elicit A cow. Draw the children’s attention to the example line. • The children match the other items. They could work in pairs. Walk round and help where necessary. • Read the example sentences as a class. Ask children to say new sentences about the other food items they have matched.

Play the game.

4

• Demonstrate the game by inviting a child to the front. Show the child (but not the class) the egg flashcard (alphabet). Act out the example questions and answers with the child. The child starts by saying It’s from animals. etc. • The children play the game in pairs. You can go round showing the children different food flashcards, whispering food words to them or you can let them choose their own food word each time. Walk round while they are playing and help where necessary. • Invite one or two pairs to the front to play the game in front of the class.

Food 3

4

• Ask the children to look at the photo. Ask what the boy’s drawing is (rice ). • Distribute the drawing paper or children can use their notebooks • Ask the children to draw a picture of one of their favourite foods. • When all the children have finished drawing, ask them to read the example speech bubble as a class. • Choose children to come to the front with their pictures. They say what the food is and where it’s from. • Display the pictures on the classroom wall.


Circle and write.

• The children circle the correct picture and write the words to complete the sentences.

Round-up • Play a word chain game. Say I like rice. Choose a child to repeat the sentence and add a food of their own, e.g. I like rice and eggs. They choose the next child who repeats the sentences and adds a food of their own, etc. Play until a child makes a mistake, then start again.


Match. Then say.

Milk is from animals.



Tomatoes are from plants.

Play the game.

It’s from animals. Fish? No. Eggs? Yes.


5

My favourite food is rice. It’s from plants.

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Review 5 Aims: to practise/consolidate language from Units 9 and 10; to pronounce the /ʧ/ sound Recycled language: vocabulary and structures from Units 9 and 10 Receptive language: chips Materials: class CD, flashcards for Recycled language, photocopiable Progress Review 9 & 10

Warm-up • Go round the class saying plants or animals to different children. Each time the child says a food that comes from either plants or animals. 1

Listen and tick or cross. Then say. CD3 Track 11

• The children open their books at the lesson page. • Ask the children to look at the picture. Elicit what they can see. • Play the CD all the way through. The children listen. • Say Listen and tick or cross. Play the CD again. Pause after the first sentence and draw attention to the example. • Play the rest of the CD. Pause after each sentence to allow the children to tick or cross. • Check answers by saying the food words. The children say tick or cross for each one. • Ask two children to read out the example sentences. Choose other children to say sentences.

• This activity helps to practise the /ʧ/ sound. • Ask the children to look at the picture and tell you what they can see. • Pre-teach chips if the children don’t know the word. • Play the CD all the way through for the children to listen. Ask them to count how many times they hear the / ʧ/ sound (four ). • Then play the CD again. The children repeat. • Ask the children if they can think of other words beginning with /ʧ/ (chicken, cheese, chair ). CD3 Track 12 ch ch ch, ch ch ch Chips and cheese, Chips and cheese Charlie and Chimp, Charlie and Chimp Chips and cheese for Charlie and Chimp. Chips and cheese for Charlie and Chimp.

Review 5 1

CD3 Track 11 I like water. I don’t like chicken. I like cheese. I like salad. I like sandwiches. I don’t like crisps. I like biscuits. I like apples. I don’t like tomatoes. 2


3

✔

I like water.

2

I don’t like chicken.

Look and number. 1 I like dancing! 2 My favourite sport is football. a

b

3 I like gymnastics! 4 My favourite sport is karate. c

d

Look and number. 1

• Ask the children to look at the pictures. Elicit what they are. • Ask the children to focus on the example. They read the sentence for picture d (I like dancing! ). • The children complete the exercise. Check the answers by calling out the picture letters and asking the children to read the sentence as a class each time.

3

Listen and chant.

i p s C h

_

h eese f or C

c a n d

h ar l ie and C h i m p.

seventy-six

76

76

Listen and tick or cross. Then say.

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Play the game.

4

• Give each child two pieces of paper. Ask them to write True in green on one, and False in red on the other. • Remind the children how to play the game. Draw a biscuit on the board and write This is a biscuit . Ask the children to decide if the sentence is True or False and hold up the correct paper. Explain that if they get the answer wrong, they lose a point. • Divide the class into two teams, A and B. Tell them that each team has twenty points (fewer if it is a small class, more if a large class). Ask the children look at Picture 1 of the game while you read out the sentence. Each child holds up the paper with their answer. Tell them the answer is: True! The answer False loses a point. Count the number of wrong answers for each team and deduct that number from the Team score on the board. • Continue in the same way with all eight questions. The aim is to get to the last question with a higher number than the other team. If a team loses all their points, then they automatically lose. • This game can be played in pairs, with the children discussing their answers and keeping their own scores.

1

Look and write. Then circle.

• The children look at the jumbled letters and write the words. Then they look at the big picture, work out who the person is and circle the name. 2



Round-up • Ask the children to look again at the game questions in Exercise 4 and to think of their own True/False sentences. Allow thinking time. Choose children to tell the class their sentence(s). The class guess whether the sentences are true or false for the child who says them.

Extra! Ask the children to say words they remember from Units 9 and 10. Write the words on the board as they say them.

My Picture Dictionary CD3 Tracks 13 and 14 4

2

Play the game. True

1

Fa lse I don’t lik e chick en.

I lik e bisc uit s.

See Introduction page vii. Use the Picture Dictionary to review the target vocabulary from the previous two units (Pupils’ Book page 101). You can also review the key words from the cross-curricular lesson now (Pupils’ Book page 104). If there is time, play the audio CD in class. Ask the children to listen to their Pupils’ CD at home and learn the words in preparation for Progress Review 9 & 10 .

3

Try again! e T r u

Lose 1 point.

Fa lse

I d on ’ t l ik e w at er .

True True

4

Yes, I do.


Fa lse

5


F alse

t e v o u r i M y f a o r t is s p t e. k a r a

Do you like tomatoes, Yasmin?

Fa lse

Try again!

Lose 1 point.

True

6 False

Try again! na s t ic s. I l ike g y m T r u e

Lose 1 point.

True

This is m y le f t leg.

7

8

T r ue

l s e F a s e F a l

u r it e M y f a v o e e n. g r c o l o u r i s 77

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I’m wearing a skirt.

11a

Aim: to learn language to talk about clothes Target language: T-shirt, sk irt, trousers, sweater, short s, I’m (not) wearing/going … Recycled language: Hello. I like …. Look at me.; please, pink, red, thank you, blue, yellow, green, brown, bag Receptive language: I’m going home. I’m packing .Can I try it on? You look great. Materials: class CD, clothes flashcards, furniture flashcards and toy flashcards


3

• Tell the children they are going to act out the story. Play the CD again. Pause after each line for the children to repeat as a class. Encourage them to mimic the voices and gestures of the characters. Repeat as necessary. • Put the children in groups of four and allocate the parts (Paco, Trumpet, Cabu and Vicky). Let them practise acting out the story together. • Invite groups to act out the story for the class. Encourage them to mime and be dramatic, so they have fun!


Lesson 1 Warm-up • Have a quick vocabulary review. Use all the flashcards of words the children have learned so far. Mix them up and show the children the pictures. Each time, the children call out the word.

1


• With books closed, use flashcards to present the new vocabulary. Reinforce with realia by pointing out items of clothing the children (or you) are wearing. Show the picture and see if any of the children know the word each time. Say the English word. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

Look and number.

1

• The children look at the picture of the children. They write the numbers of the children next to the clothing words according to what the children are wearing.

Circle and colour.

2

• The children circle the colour and clothing words in the word snake then colour the clothing pictures accordingly.

11a 1


T-shirt

2

skirt

trousers

Listen and read. 1

Extra!

Hello. I’m packing. I’m going home.

2

sweater

I like this skirt. Can I try it on, please?

Ask for volunteers to come to the front. They mime putting on one of the items of clothing from the vocabulary. The other children guess.

2

78

Yes. I’m not wearing it today.


• Give the children a minute to look at the story. Ask them to say what they can see in each of the pictures. Ask what room the children are in (Vicky’s bedroom ). • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask questions. For example, in frame 1, ask Where is Vicky going? (home). Ask what Cabu and Trumpet are wearing in frames 3 and 4.

shorts

3

4

Look at me! I’m wearing green shorts.

You look great.

I’m wearing a red T-shirt and Thank a pink skirt. you. 3


I’m wearing blue trousers and a yellow sweater.

Are you ready, Vicky? Is your bag ready?

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Lesson 2

Extra! Ask for volunteers to tell the class what they’re wearing. Model the activity by saying Look at me. I’m wearing [colour/clothes] and [colour/clothes] .

Warm-up • Write anagrams of the clothing words on the board. Invite children to come up and write the words correctly.


4 • • • •

Ask who they can see and where they are (clothes shop ). The children find the stickers at the back of the Pupils’ Book. Play the CD and let the children listen all the way through. Play the CD again. Pause after each item.

CD3 Track 17 1 Look at me. I’m wearing a blue T-shirt and a pink skirt. You look great, Emma. I like your pink skirt. Thank you. 2 Look at me. I’m wearing a yellow T-shirt and blue shorts. You look great, Alex. I like your yellow T-shirt. Thank you.

4

3 Look at me. I’m wearing a green sweater and brown trousers. You look great, Tom. I like your brown trousers. Thank you. 4 Look at me. I’m wearing a purple sweater and an orange skirt. You look great, Yasmin. I like your purple sweater. Thank you.

5

Look at 4. Circle and write.

• Ask the children to look at Exercise 4 and say what Emma is wearing. Focus on the example in Exercise 5. Ask the children to read the example sentence. • The children complete the exercise. • Check answers as a class by choosing different children to read the sentences.

6

Play the game.

• Ask the children to look at the game grid and to read the example sentences. • Explain that they are going to work in pairs. One child will give a grid reference and their partner will find the item of clothing and say whether they are wearing it or not. Then they will swap roles. • Model one more example with a child. Ask him/her for a grid reference and say whether you are wearing that item of clothing or not, as in the example. • The children play the game in pairs. Walk round and help where necessary.


Listen and stick.

3


• Elicit the names of all the clothes in the pictures. • Play the CD twice. The first time the children listen. The second time they circle the pictures. Yasmin 5

Look at 4. Circle and write.

Tom

Alex sweater

trousers

shorts shorts

T-shirt

1

I’m wearing / I’m not wearing pink

2

I’m wearing / I’m not wearing a yellow

.

3

I’m wearing / I’m not wearing brown

.

4

I’m wearing / I’m not wearing an orange

6

.

.

4

Play the game. a

b

c

1b.

d

3d.

2

Round-up

I’m not wearing a pink skirt.

3

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Look and write.

• The children look at the pictures and write the words to complete the sentences.

I’m wearing a blue sweater.

1

_

CD3 Track 18 1 I’m wearing a T-shirt. I’m wearing my white T-shirt. I’m not wearing a sweater. 2 I’m not wearing shorts. I’m wearing a skirt. I’m wearing my pink skirt. 3 I’m not wearing a skirt. I’m wearing trousers. I’m wearing my blue trousers. 4 I’m wearing a sweater. I’m wearing my green sweater but I’m not wearing shorts.

Emma

• Call out different colour/clothes combinations (e.g. blue trousers ). Any child wearing that colour and item of clothing jumps up and says I’m wearing [colour/clothing]!

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11b

Are you wearing your hat?

Aim: to learn how to ask and answer about what people are wearing Target language: coat, hat, socks, shoes; Are you wearing ...? Yes, I am. No, I’m not. Recycled language: shorts, sweater, skirt, trousers, T-shirt Receptive language: Let’s go. I’m ready to go. I can/can’t see you. Materials: class CD, clothes flashcards, photocopiable Quiz and I can do it! worksheet for Unit 11

Lesson 1 Warm-up • Call out the clothing words from the previous lesson. Children wearing that item of clothing put their hands up.

1


• Use flashcards to present the new vocabulary. • Ask them to look at the pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

2


• The children listen and circle Yes or No below each picture according to what they hear. They can listen to the CD twice.

CD3 Track 23 Jess? Yes, Dad? Are you ready? It’s cold outside. Are you wearing a sweater? Yes, I am. Are you wearing trousers? No, I’m not wearing trousers. I’m wearing a skirt. Are you wearing a coat? Yes, I am. Are you wearing a hat? No, I’m not. I haven’t got a hat. Are you wearing your socks and shoes? Yes, I’m wearing my pink socks and brown shoes. I’m ready. OK. Let’s go.

• The children complete the crossword. They use the new (vertical) word created (T-shirt) to complete the question below. Finally they circle the answer for them.

11b 1



coat 2

hat

socks

shoes

Listen and sing. Are you wearing your hat? Are you wearing your coat? Are you wearing your socks and shoes? Are you ready to go? Yes, I’m wearing my hat. Yes, I’m wearing my coat. Yes, I’m wearing my socks and shoes. Yes, I’m ready to go. Let’s go! Let’s go! Let’s go! Let’s go! Yes, I’m ready to go.

Match. Then ask and answer.

• The children read the words and say what they can see. • Ask the children to focus on the example. The children match the other pictures. Walk round and help where necessary. • Read the example questions and answers as a class. The children work in pairs to ask and answer about themselves. • Extend the activity by getting the pairs to ask questions about the clothes words from the previous lesson.

3

Match. Then ask and answer. shoes

socks

hat

coat

Are you wearing your shoes? Yes, I am.

1

2

3

4

Are you wearing your hat? No, I’m not. 80 eighty _

80

Complete. Write and circle.

2

• Ask the children who they can see (Rob and Dad ). Ask what Rob is wearing. • Ask the children some Are you wearing … ? questions. Model a question and answer then choose children to answer. • Play the CD and ask the children to listen and follow the words in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again and ask the children to sing along.

3

Listen and circle Yes or No . CD3 Track 23

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Lesson 2

CD3 Track 22

• Do a quick survey to find out the most common item of clothing according to what the children are wearing today. Call out items. If they are wearing it, the children put their hands up. Count and note totals on the board. 4

Where are you? I can’t see you. Are you wearing a hat? No, I’m not. Are you wearing a skirt ? Yes, I am. It’s pink. I can see you, Emma. 2 Where are you? I can’t see you. Are you wearing a sweater? No, I’m not. Are you wearing a coat? Yes, I am. It’s orange. I can see you, Tom. 1

Warm-up

Listen and number. Then listen and check. CD3 Track 22

• Ask the children to look at the picture. Elicit what they can see. Encourage as much detail as possible. Ask which children they can see. Explain that they’re going to listen to questions and answers on the CD and identify the child answering each time. • Play the CD all the way through for the children to listen. • Play the CD again. Pause after the first section and ask the children to focus on the example. • Play the rest of the CD. Pause after each section to allow time for the children to write numbers. • Say Listen and check. Play the CD again. The children check their answers.

5



Look at 4. Circle.

1

Are you wearing shorts?

Yes, I am. / No, I’m not.

2

Are you wearing shoes?


3

Are you wearing a hat?


4

Are you wearing a sweater? Yes, I am. / No, I’m not.

6

Look at 4. Play the game.

• Focus on the photo. Ask the children who the girl is thinking about (Emma ). • Explain that the game is about the children in Exercise 4. They take turns to choose a child in the picture and their partner asks questions to find out who it is. When their partner has guessed, they swap roles. • Invite two children to read the example questions and answers. • The children play the game in pairs. Tell them to take turns asking the questions and to choose a different person each time.

1

5

Look at 4. Circle.

• Ask who the girl is, then read the question. The children read the answer. • Ask the children to do the exercise. Remind them to check with Exercise 4. 6

4

3 Where are you? I can’t see you. Are you wearing shorts? No, I’m not. Are you wearing trousers? Yes, I am. They’re grey. I can see you, Alex. 4 Where are you? I can’t see you. Are you wearing socks? No, I’m not. Are you wearing a T-shirt? Yes, I am. It’s blue. I can see you, Yasmin.

3

Read, find and tick.

• The children read the questions and answers then find and tick the correct picture. 4


• The children draw themselves then write what they are wearing.

Look at 4. Play the game.

Are you wearing shorts? No, IÕm not.

Round-up

Yes, I am.

• Ask different children Are you wearing … ? questions. Elicit correct answers. Let the children ask you questions too.

Are you wearing a skirt? I can see you. YouÕre Emma.

Photocopiable Resources eighty-one .

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12a

It’s time to go.

Aim: to review book vocabulary and grammar Target language: photo, zoo, surprise, party; It’s time to go. Recycled language: girl, sausages, water, biscuits, cheese, bike, ball, car, plane, doll, snake, box, bird, sandwich, hamster, cupboard, hat, cat, coat, book, apple, robot, kitchen, bathroom, garden, table, teddy, in, on, under Receptive language: Yippee! Materials: class CD, unit flashcards

Lesson 1 Warm-up

Activity Book page 62 Listen and colour. CD3 Track 27

1

• The children listen to the CD and colour the picture.

CD3 Track 27 I’m ready. I’m wearing my orange T-shirt. A T-shirt? Yes, my orange T-shirt. I’m wearing my brown trousers. Trousers? Yes, my brown trousers. Have you got your bag? My bag? Yes, I’ve got my blue bag.

• Sing the song from Unit 11b, Exercise 2.

1


• With books closed, use the flashcards to present the new vocabulary. Hold up the cards one at a time and say the words. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

2

I’ve got my yellow football. Your football? Yes, my yellow football. Can I go with you? Yes, of course. Let’s go.

• The children read the speech bubbles then find the matching pictures. They write the number in the box.

12a


1

• Give the children a minute to look at the story. Ask them to point to and name the characters they can see in each frame. Elicit what’s happening in each frame. • Play the CD. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue. • Look at the story frames again and ask questions. Ask Who’s got a photo? (Trumpet) Where are Vicky and Rob in the photo? (at the zoo) What’s the surprise? (a party).

3

Find and number.

2


photo 2

zoo

surprise

party

Listen and read.

Good girl, Vicky.

1

2

I’m ready.

Look, a photo. It’s you and Vicky. Where are you? We’re at the zoo.

Can I go to the zoo?


• Tell the children they are going to act out the story. Play the CD again. Pause after each line for the children to repeat as a class. Remind them this is the last part of the story. • Put the children in groups of eight and allocate the parts (Paco, Trumpet, Cabu, Rob, Vicky, Lucy, Rob’s mum, Rob’s dad). Let them practise acting out the story together. • Invite groups to act out the story for the class. Use props and let the children dress up, if possible.

3

Yes, Trumpet.

Vicky, Rob, it’s Wait! We’ve time to go. got a surprise!

Yippee! A party! 3


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Lesson 2

Extra!

Warm-up • Have a quick brainstorm brainstorm about party food. Ask the children to think what they usually eat at parties. Write t heir suggestions on the board (or invite them to write the words). Provide unknown words. Find out their favourite party food.

Listen and tick or cross. Then Then say. say. CD3 Track 26

4

• Explain that Mum, Dad and the children are getti getting ng the food ready for the party. The children will hear them talking and will tick the boxes that match what they hear on the CD and cross the boxes that don’t. • Play the CD and let the children listen all the way through. • Play the CD again. Pause after each item and allow time for children to tick or cross. • Check the answers.

CD3 Track 26 Are we ready for the party? Rob, have you got the sausages? Yes, Mum. Vicky, have you got the water? Yes, Mum.

4

Lucy, have you got the biscuits? Yes, Mum. Dad, have you got the cheese? Oh no, it’s in the kitchen. Just a moment …

✔

2

3

4

Rob has got the sausages. 5

Number and write in , on or under. 1 The bike is

on

The ball is The plane is

the car.

The snake is

the car.

The hamster is

6

4

4

_ 1

Can you see a sandwich?

No, I can’t.

a

b

c

d

e

f

g

h

i

j

_ 1

_

.

Find, circle and write.

Look at 3. Find and write.

• The children read the sentences, look at the picture and find the item. Then they look at Exercise 3 to find the missing word and write it to complete the sentences.


Round-up

eighty-three _

Look at 5. Ask and answer. answer.

5

Can you see a doll? Yes, I can.

_

6

• The children find and circle the words in the grid then write them next to the matching pictures.

3

the car.

• Ask the children to look at the picture. Go round round the class asking different children to tell you one thing they can see in the picture. Encourage them to be as descriptive as possible (using colour, adjectives, etc.). • Review in, on, under using using your pencil. For example, place it under your desk and ask Where’s my pencil? Elicit the answer. • Ask the children to read the example sentence and to point to the bike in the picture. • Ask the children to number and complete the other sentences according to the picture. Walk round and help where necessary. • Check answers as a class.

3

2

6

the car.

The bird is

Number and write in, on or or under .


1

the car. the car.

5

• Ask different children Can you see a … ? about about items in the classroom, or what other children are wearing, etc. Elicit answers. • Ask the children to look at the pictures. Elicit what they all are. • Tell the children to look back at the picture in Exercise 5. 5. Ask Can you see a doll? and and elicit Yes, I can. Invite can. Invite two children to read the second question and answer. • The children continue continue in pairs. Check answers by asking different pairs to say one question and answer each.

Listen and tick or cross cross.. Then say.

1

Ask for six volunteers to come to the front. Give each of them a pencil, a pen, a rubber or a ruler. They hold up the item they’ve got. Go round the class asking the other children to say you have/haven’t got sentences sentences about the children at the front according to what t hey are/aren’t are/aren’t holding up.

• Ask the children to make suggestio suggestions ns about what games the characters can play at their party and what music they can listen to. Write ideas on the board (this will give you ideas for the children’s end of year party too!).

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Let’s have a party!

12b

Aim: to review book vocabulary and grammar Aim: to Target language: shout, home, goodbye Recycled language: party, dance, sing, jump, fly, skip, zoo, name, shout, favourite, toy, pet, friend, hamster, red, T-shirt, white, shorts, apple, doll, living room; What are you wearing? Do you like …? Receptive language: have fun, run about, We’re off to … Materials: class Materials: class CD, unit flashcards, party food, party music, photocopiable Quiz and and I can do it! worksheet worksheet for Unit 12

Lesson 1 Warm-up • Play a game of ‘Simon Says’. Use various instructions for the children to do (Look (Look at the at the floor. Put your hand on your head , etc.). 1

• Ask the children to read the words across the top of the exercise. Then they tell you what the pictures show. • Say Look, choose and write. The write. The children do that part of the exercise individually. individually. Walk round and help where necessary. • Say Let’s sing. Choose sing. Choose a child to say another sentence. Go round the class eliciting sentences from different children.

Activity Book page 64 Circle the odd one out.

1

• The children read the words and circle circle the odd one out in each row.

Look at 1. Choose and write.

2

• The children look at the words they circled in Exercise 1 and write those words to complete the sentences in Exercise 2 so the sentences match the pictures.


• With books closed, use the flashcards to teach the target vocabulary. Show the children the pictures, then the words. See if they can read the words. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order order and ask the children to point to the corresponding picture and repeat the word. 2

Look, choose choose and write. Then say. say.

3

12b 1


2

Listen and sing.

shout

home


• Ask the children to look at the pictures and tell you who they can see. Do they remember all the character names? Which picture do they like best? • Play the CD and ask the children children to listen and follow the words in their books. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again. The children sing along and mime. mime. If it’s possible, have the children in one big group in the classroom singing and miming, to give more of a party feel to it.

Let’s have a party. Let’s have fun. Let’s have a party for everyone. Let’s dance and sing. sing . Let’s jump and shout. shout . Let’s fly and skip and run about. 3

But now it’s time to go home. It’s time to say goodbye. It’s time to say goodbye to you . We’re off to the zoo. Goodbye!

Look, choose and write. Then say. dance

go home

skip

sing

Extra! Play the CD again and invite the children to dance along. 1 Let’s go home . 2 Let’s

84

. 4 Let’s

.

eighty-four

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. 3 Let’s

_

_ 1

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11 11 11: : 1

Lesson 2 Warm-up • Call out instructions like Let’s sing. Let’s read., etc. The children mime the action.

Listen Liste n and number. CD3 Track 31

4

• Ask the children to look at the pictures. Elicit who and what they can see in each picture. Explain that they will hear different dialogues about the pictures on the CD and will number the pictures in the order they are talked about. • Play the CD. Pause after section sect ion one and ask the children to focus on the example. • Play the rest of the CD. Pause after each section to allow time for the children to write the numbers. • Check the answers by calling out the picture letters and asking the children to call out the number each time.

CD3 Track 31 1 What’s your favourite toy, Yasmin? Is it your teddy? No, it isn’t. It’s my doll! My favourite toy’s my doll. What’s her name? Her name’s Jane. 2 Where’s Tom? I don’t know. Is he in the bathroom?

4

5

b

c

d

e

6

Read and match.

1 What’s your name?

a Yes, I’ve got a hamster.

2 How are you?

b I’m wearing ng a red T-shirt rt and white shorts.

3 What’s your your favourite favourite toy? toy?

c My name’s Yasmin.

4 Have you you got a pet?

d No, I don’t. But I like apples.

5 Where’s your friend?

e I’m fine, thank you. you.

6 What are you wearing?

f It’s my doll.

7 Do you like salad?

g He’s in the living room.

6

Look at 5. Ask and answer. answer.

• Explain that the boy is interviewing his friend by asking her the questions from Exercise 5. • Ask the children to read the example questio question n and answer. • Put the children in pairs to ask and answer the question questions. s. Tell them to write down their friend’s answers.

1

5

Read and match.

• The children read the question and say the answer. • Explain that the children have to match the questio questions ns and answers. • The children to do the exercise exercise individually. • Check the answers.

Listen and number. a

No, he isn’t. Is he in the kitchen? No, he isn’t. Is he in the living room? Yes, he is! He’s in the living room. 3 Alex, are you hungry? Yes, I am. Do you like salad? No, I don’t. But I like apples. Here you are. Thank you! 4 I can’t see you. What are you wearing? Are you wearing a T-shirt? Yes, I am. It’s red. Are you wearing short s? Yes, I am. They’re white. I can see you. 5 Have you got a pet? Yes, I have. I’ve got a hamster. Can I see it, please? Yes, of course. Here it is.


Look and write.

• The children look at the pictures and complete the sentences by writing the words.


4

What’s your name?

Draw and trace.

• The children draw themselve themselvess and write Goodbye . My name’s Eva.

Round-up • Have a litt little le class party. Use the party food you brought and play songs from the book. eighty-five _

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• The children are now ready for Unit 12 Quiz. See the Active Teach Resources section. worksheet as a follow up • You can now use the I can do it! worksheet to the Activity Book.

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Social Science:

Clothes and Weather Aim: to learn about the weather Target language: sunglasses, boots, hot, cold, rainy, clothes, weather Recycled language: hat, T-shirt, short s, coat, sweater, trousers, umbrella; I’m wearing …. Have you got …? Materials: class CD, drawing paper for each child (optional)

Warm-up • Start by talking with the children about weather. Talk about the different types of weather throughout the year. Talk about why the weather is important (for things to grow, for holidays, for sport s events, etc). Find out what the children’s favourite kind of weather is and why. Encourage the idea that the weather affect s our lives in lots of different ways.

1

• Play the first part again CD. Pause after the first sentence and ask the children which word matches (cold ). • Continue, pausing after every sentence to allow time for the children to say the words. Don’t correct them at all. • Say Listen and check . Play the rest of the CD and ask the children to check their answers.

CD3 Track 33 I’m wearing trousers. I’ve got my sunglasses. I’m wearing a sweater. I’ve got my umbrella. I’m wearing shorts. I’m wearing boots.

Listen and check. I’m wearing trousers. It’s cold. I’ve got my sunglasses. It’s hot. I’m wearing a sweater. It’s cold. I’ve got my umbrella. It’s rainy. I’m wearing shorts. It’s hot. I’m wearing boots. It’s rainy.

Activity Book page 66 Look and write.

1

• The children look at the pictures and write the correct words.


• The children open their books at the lesson page. Ask them to read the speech bubble at the top of the page. • Ask the children to look at the photos. Talk about each photo. Ask the children what the children are wearing in each photo. Write the words hot, cold, rainy on the board. Ask the children to find those words on the page. • Play the CD all the way through and let the children follow in their books. • Ask the children to look at picture 1. Read the boy’s speech bubble and ask the children to repeat. • Say Listen, read and point . Play the CD again, this time pausing after each item for the children to point to the picture and repeat the speech bubble. • Say rainy . Invite volunteers to say the letter of the picture and read the speech bubble. Repeat with cold and hot .

Social Science What’s the weather like?

1


1

I’m wearing a hat, a T-shirt and shorts. I’ve got my sunglasses.

2

I’m wearing a hat, a coat, a sweater and trousers.

Extra! Ask the children to describe the weather today.

It’s hot.

3

2

Listen and say Hot, Cold or Rainy . Listen and check. CD3 Track 33

• Explain that the children are going to listen then say the correct word according to what they hear the children are wearing each time. Remind them this is about the children in Exercise 1. • Play the first part of the CD all the way through for children to listen.

I’m wearing a coat and boots. I’ve got my umbrella.

It’s cold.

It’s rainy. 2

Listen and say Hot , Cold or Rainy. Listen and check.

86 eighty-six _

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1

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:


3

5

• Ask the children to look at the pictures. Elicit what the children are wearing in each one. • Ask the children to say what each weather symbol means. Explain that they will look at the larger picture then circle the smaller weather icon that matches each time. • Say Look and circle. The children complete that part of the exercise. Walk round and help where necessary. • Ask the children to read the example sentence. Go round the class eliciting other sentences from different children.

Play the game.

4

• Ask the children to look at the picture. Elicit what they see. Explain they are going to work in pairs and take turns to mime weather. Their partner asks questions to find out what the weather is. • Elicit some questions the children could ask. • The children play the game in pairs. Walk round and help where necessary. • Invite some pairs to the front to play the game in front of the class. You could extend the game to a class activity and have different children at the front to mime for the class. The children ask questions and guess.

2

3

4

5

6

4

Play the game.

Have you got an u mbrella?

No, I haven’t.

Are you wearing a sweater?

Yes, I am.

Is it cold?

5


Look at 1. Read and number.

• The children read the sentences and look at the pictures. They write the matching sentence numbers next to each picture.

Round-up • Ask the children to stand by their desks. Call out weather words. The children mime being in that weather each time.



1

• Ask the children to look at the photo. Ask what the boy is drawing (himself wearing clothes for rainy weather ). • Distribute the drawing paper or children can use their notebooks • Ask the children to draw a picture of themselves dressed for hot, cold or rainy weather. • When all the children have finished drawing, ask them to read the example speech bubble as a class. • Choose children to come to the front with their pictures. They say what they’re wearing and what the weather is like, using the example as a model. • Display the pictures on the classroom wall.


Clothes and Weather 3


I’m wearing a hat. It’s cold.

Yes, it is!

Your Project! Draw and say. I’m wearing a hat, a coat and boots. I’ve got an umbrella.

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Review 6

• Ask the children to focus on the example sentences. • Elicit the other sentences from different children.

Aims: to practise/consolidate target language, words and structures from the book; to pronounce the /ʃ/ sound Recycled language: vocabulary and structures from Units 11 and 12 Receptive language: shiny Materials: class CD, photocopiable Progress Review 11 & 12 , 1–12 written on small pieces of paper, a bag (optional)

Warm-up • Make up clues for different vocabulary words the children know. For example It’s a pet. It’s got four legs. It’s small. It’s brown and white, etc. Children guess whenever they like (Is it a cat? [No, it isn’t.] Is it a hamster? [Yes, it is.] ). Include food words, animal words, body words, house words, etc. Then ask different children to make up the clue for the others to guess.

1


• The children open their books at the lesson page. Ask them to look at the pictures. Elicit what they see in each one. Explain they are going to listen to short dialogues then circle the picture in each set of three that matches the dialogue each time. • Play the CD all the way through for the children to listen. • Play the CD again. Pause after each section for the children to circle the picture. • Check the answers by calling out the numbers and asking the children to tell you the picture they circled.

Extra! Go round the class. Each child says two sentences about what they are and are not wearing today.

• This activity helps to practise the /ʃ/ sound. • Ask the children to look at the picture and tell you what they can see. • Play the CD for the children to listen. • Play the CD again. Ask how many /ʃ/ sounds the children heard (five ). The children repeat. • Ask pupils if they can remember the word beginning with /ʃ/ that they learned in Lesson 12b (shout ).

CD3 Track 35 sh sh sh, sh sh sh A shirt, shorts, A shirt, shorts, shiny shoes for Shona, shiny shoes for Shona A shirt, short s and shiny shoes for Shona! A shirt, short s and shiny shoes for Shona!

Story Time 3

Review 6 1

CD3 Track 34 1 Hello, Emma. Can you play with me today? Yes, I can. Let’s go to the zoo. The zoo? Yes, let’s go. 2 Look at the elephants. They’re big. Have you got your crayons? Yes, they’re in my bag. Let’s draw the elephants. Good idea.

I’ve got two apples in my bag. Do you like apples? Yes, I love apples. Here you are. Thank you. 4 I like the zoo. Yes, but it’s time to go home. Yes, let’s go home.

3 I’m hungry.


Listen and circle.

1

2

3

4

2


1

shoes

✔

6

sweater

2

shorts

✘

7

trousers

3

trousers

8

T-shirt

4

coat

5

hat

I’m wearing shoes.

I’m not wearing shorts.

9

skirt

10

socks

2

• Ask the children to look at the picture. Elicit what Emma is wearing. Ask Is Emma wearing shorts? Is Emma wearing shoes? . • Give the children time to tick or cross the boxes for numbers 3–10, and then go through the answers as a class.

3 1

Listen and chant. Rubric

A

o r t s and s hi n

s h i r t ,

s h

y s h oe ! s f or S h o n a

twenty-two eighty-eight

88 _

88


3

_

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.

1

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Do the quiz.

4

• Ask the children to look at the pictures. Call out a number between 1 and 12 and a child's name and the child says what is in the picture. Repeat for all twelve pictures. (You can write the numbers 1–12 on small pieces of paper and draw them out of a bag to add to the atmosphere of the game.) • Explain to the children that they are going to play a team game. Divide the class into two teams, A and B. Say a number and ask a child in Team A to say and complete the sentence or answer the question in the picture. If they don't know the answer, they can ask their team mates. Give two points if the child answers with a full sentence and one point if the child has help or doesn't answer with a full sentence. If the answer is wrong, ask the other team. • Then ask Team B a question and so on until all the questions have been asked. The team with the highest score wins.

Answers 1 It’s a cupboard. 2 He’s in the garden. 3 It’s red/orange. 4 cheese 5 cat/pet 6 eyes 7 (She’s) Katy. 8 Mr Kuma. 9 They’re crayons. 10 ride a bike 11 shorts 12 gymnastics

1

Look at Tom and write.

• The children look at the picture of Tom and write the words to complete the sentences to describe the picture.

2



Round-up • Ask different children to stand up and mime being their favourite story character from the book. The other children guess.

Extra! Talk with the children about the things they have learned in this book and what they can now say in English.


4

See Introduction page vii. Use the Picture Dictionary to review the target vocabulary from the previous two units (Pupils’ Book page 102). You can also review the key words from the cross-curricular lesson now (Pupils’ Book page 104). If there is time, play the audio CD in class. Ask the children to listen to their Pupils’ CD at home and learn the words in preparation for Progress Review 11 & 12 .

Do the quiz. 2 1 3

What is it?

Where’s Rob?


What colour is it?


4 10 11

I can’t

.

I’m wearing .

I like .

12

5

9 5

I’ve got a

My favourite sport is .

What are they?

.

8 6 7

Her are green. What’s his name? Who’s she?

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Story Time 3:

Animals at the zoo! Aim: to read a story together about animals at a zoo Target language: ice cream, carrot, zebra Recycled language: favourite, animal, gorilla, rabbit, black, white, zoom, mum, sandwich, girl, jump, please, thank you; I like …. I’m wearing …. I’m a …. I can …. Can I have …? Here you are. Receptive language: dress, Look at me!, Here’s a … for you. Materials: class CD, photocopiable Attainment Test 9 to 12

Extra! Ask different children to come to the front. They act out being one of the characters in the story. The other children guess the character.

Choose and write.

3

• Ask the children to look at the example. Make sure they understand that they are going to write the animal word each time. • Ask the children to complete the other sentences. • Check answers by choosing different children to read a sentence each.

Warm-up • Write these sentence stems on the board: I’m wearing … , I can … , I like … , I’ve got … . Point to them at random. Each time, ask for volunteers to say a sentence starting with that sentence stem.

1


• The children open their books at the lesson page. • Say Listen, point and say. Play the CD. The children repeat the words. • Write anagrams of the words on the board. Invite children to the front to write the letters in the right order for each word.

2

Story Time 3


• Ask the children to read the title of the story then tell you what they think the story might be about. • Ask the children to look at the story pictures and tell you as much about what they can see in each one as possible. • Say Listen and read. Play the CD and ask the children to follow the words in their books. • Play the CD again, pausing after each story frame for the children to read the dialogue. • Put the class in groups of four and allocate parts (Mum, Danny, Karen, Molly). The children read the story again in their parts. Encourage them to be as much like their character as they can. • Ask some questions about the story. Ask What are Danny’s favourite animals? (gorillas) Who likes zebras? (Karen) What animal is Molly pretending to be? (a rabbit) What is Mum buying? (ice cream) Who wants a sandwich? (Danny) Why does Mum give Molly a carrot? (Because Molly is pretending to be a rabbit.).

My favourite animals are gorillas.

1

I like rabbits.

Look! I’m wearing a black and white dress. I’m a zebra!

4

Look at me. I’m a gorilla!

I can jump. I’m a rabbit!

1


3

Choose and write. zebras

rabbits I like

1

_

gorillas

gorillas

.

2

Listen and read.

2

I like

.

3

I like

.

ninety

90

90

I like zebras.

2

_

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.

1

1 :

:

Circle and write.

4

• Ask the children to look at the wordsnake and to see if they can find three types of food. They don’t say what the words are at this stage. • Ask the children to circle the words in the word snake. Explain that they are going to complete the sentences according to the story. • The children complete the exercise. • Check answers by asking the children to read the sentences out loud.

Round-up • Play the CD of the story again. The children act out the story however they like.


ice cream

5

carrot

Mum, can I have an ice cream, please?

gorilla

Yes, here you are.

6

I’m a rabbit!

Can I have a Yes, here sandwich, Mum? you are.

I’m a rabbit!

Here you are, rabbit. Here’s a carrot for you!

7

zebra

8

Oh no, I’m not a rabbit. I’m a girl!

OK. Here’s an ice cream for you. Thank you, Mum!

4

1

Circle and write.

Here’s a

2

Here’s an

3

Here’s a

for you, rabbit. for you, Karen.

a

e c r e a

t i c

s

n

d w h i c

o r r a c

m

for you, Danny.

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The Yazoo Music Show Aim: to consolidate book vocabulary and grammar in an enjoyable way Target language: vocabulary and grammar from Yazoo 1. Materials: class CD, dressing up props (if possible)

Warm-up • Play ‘Hangman’ with the names of the characters from the book.

The Yazoo Music Show CD3 Track 40 • Ask the children to open their books at pages 92-93. Talk about the picture. Elicit that the children are on a stage. Some of the children are wearing masks of the characters in the book. They are performing a musical show. • Read the dialogue of the musical aloud with the class. • Play the CD. Pause after every spoken section and ask the children to repeat. Let them listen to the songs and encourage them to perform appropriate actions. • Play the CD again and ask the children to join in with the words and the songs.

Yazoo

T h e Child 1:

Hello! I’m

.

Child 2:

Hello! I’m

.

All sing:

Here’s Trumpet (Unit 2b)

Child 1:

Look! I’ve got a pet. Have you got a pet?

Child 2:

Yes, I have!

All sing:

Have you got a cat? (Unit 3b)

Child 1:

This is my favourite toy. What’s your favourite toy?

Child 2:

My favourite toy is my doll!

All sing:

Are they your dolls? (Unit 5b)

Child 1:

Trumpet, can you dance?

Trumpet:

Yes, I can!

Child 2:

Cabu, can you climb a tree?

Cabu:

Yes, I can.

92 ninety-two .

92

:

:

• Divide the class into six groups and allocate one of the songs from the musical to each group. • Allocate roles to various children in the class: Cabu, Trumpet, Paco, children. • The children perform the musical. The actors read their parts and each group sings the song it has been allocated. If possible, make space in the classroom for the performance to be done in one large area (or ask if you can use a hall or gymnasium in the school). • Make the whole thing fun and praise the children’s efforts.

Extra! Many schools invite the parents to end-of-year parties. Consider having an end-of-term concert/party and getting children to perform this show in front of their family and friends.

Music Sho w Child 1:

Can you fly?

Trumpet and Cabu:

No, I can’t!

Paco:

I can! I can fly!

All sing:

Can you jump up and down? (Unit 6b)

Child 1:

I like singing!

Child 2:

I like dancing!

All:

Let’s play!

All sing:

Stand up! (Unit 10b)

Child 2:

Let’s have a party!

All sing:

Let’s have a party! (Unit 12b)

All:

Thank you! Goodbye!

ninety-three .

93 93 :

:

93

Happy New Year! Aim: to learn about New Year traditions Target language: dragon, lantern, present, money, head, fireworks; Happy New Year! Recycled language: red, numbers 1–10, money, look, dance, sing, play, friend, doll; I’ve/he’s/she’s got …. Receptive language: China, Scotland, New Year’s Day, make Materials: class CD, magazine/book pictures (optional), drawing paper for each child (optional), sheets of A4 paper in different colours (one sheet per child), scissors, glue

Warm-up • Have a class discussion (L1) about what the children do at New Year. Explain that different countries have different ways of celebrating the New Year and they all do different things at midnight on New Year’s Eve – 31st December. 1


2

• Ask the children to look at the pictures. Ask them to say what they can see in each pair of pictures. Which pair of pictures do they like the best? Why? • Play the CD all the way through for the children to listen. • Say Listen and read. Play the CD again. This time, the children to follow the words in their books. • Play the CD again. Pause after each frame and ask the children to read the dialogue. • Put the class into two groups. Allocate a picture to each group. Ask the groups to read the speech bubbles for their picture out loud. • Ask some questions about the pictures and text. Ask What has got a red head? (the dragon) Who’s got a present? (the girl) What is the present? (money) Where is the picture bottom left? (Scotland) What do they say in Scotland? (Happy New Year!).


• With books closed, draw the items on the board or hold up magazine pictures or pictures from a book to present the new vocabulary. Ask the children to say the word in L1 each time. Say the English word. The children repeat the words. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

1


dragon

Extra!

2

lantern

present

money

fireworks

Listen and read.

Look at the dragon! He’s got a red head.

China

Ask the children if they like fireworks. Make sure they are aware of firework safety rules. See what they know and reinforce the safety rules. (You can look them up on the internet.)

Look at my lantern! I’ve got a present. Money!

Scotland

Look at the fireworks!

Listen!

10, 9, 8, 7, 6, 5, 4, 3, 2, 1 … Happy New Year!

94 ninety-four 1_

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Read and match.

3

4

• Ask the children to look at the pictures and say what they can see in each one. • Focus on the example and explain that the children are going to match the pictures with the sentences. • Ask the children to compete the exercise. • Check the answers by asking different children to read out the sentences. The other children call out the correct letter each time.

Extra!

3

Read and match.

1 I’ve got a present. It’s a doll.

a

Round-up

b

c

c

• The children sing the song from Exercise 4 again – this time, in a round. Divide the class into four groups. One group starts singing the song. Group two starts singing when group one reaches the end of the second line. Group three starts when group two reaches the end of the second line, etc. Each group sings the song twice.

d

4 The dragon is green. 4

Make a lantern. Then say.

• Distribute the paper and scissors. • Tell the children they are going to make a lantern like the one in the photo. • Demonstrate making the lantern: cut a thin strip off the short edge of the paper and put this aside. Fold the paper longways. Make a series of cuts upwards from the fold line, but do not cut all the way to the edge each time. Unfold the paper and glue the short edges together. Glue the strip of paper to the top of the lantern to make a handle. • Ask the children to make their lanterns. Supervise and help where necessary. • Invite children to show the rest of the class their lantern and to talk about it, like the child in the photograph. • Hang up the finished lanterns around the classroom.

2 My lantern is yellow and blue. 3 The fireworks are red and white.

• Ask the children to look at the picture. Elicit what they can see. Encourage them to be as descriptive as they can. • Play the CD all the way through for the children to listen. • Play the CD again. Ask the children to follow the words in their books. • Play the CD again. This time, the children sing along. If possible let them hold hands, either in one large circle or several small ones – like the children in the picture – as they sing. 5

Distribute the drawing paper (optional). Ask the children to draw and colour their own New Year picture. Invite children to the front to show the class their picture and talk about it.


Listen and sing.

My Picture Dictionary CD3 Track 37 See Introduction page vii. You can use the Picture Dictionary to review the key words from this lesson now (Pupils’ Book page 104). Happy New Year! Happy New Year! Dance and sing and play! 5

Dance with your friends. Sing with your friends. It’s New Year’s Day!

Make a lantern. Then say. Look! This is my lantern. It’s red!

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Book Day Aim: to learn about Book Day Target language: story, brave, pirate, day, mouse Recycled language: book, school, favourite, queen, animal, toy, girl, boy, car, plane, cat, train, do g Receptive language: great Materials: class CD, three or four sheets of A4 paper per child, scissors, glue, ribbon or string for each child (about 25 cm long), hole punch or stapler, a selection of pictures from magazines that may be useful (animals, toys, food, transport, children, etc.), drawing paper, colouring pens

Warm-up • Have a class discussion (L1) about books. Ask how many books the children have got and what sort of books they are. Find out if the children read pages from a book every day. Do they have English books at home? Explain that there is a special International Book Day every year on 23 rd April – the birthday of the famous fairy tale writer, Hans Christian Anderson. 1


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• Give the children a minute to look at the pictures. Ask them to say what they can see in each one, in as much detail as possible. • Play the CD all the way through for the children to listen. • Play the CD again. The children follow the words in their books. • Play the CD again, pausing after each frame for the children to read the dialogue out loud. • Ask some questions about the pictures and text. Ask What day is it? (Book Day) Who is Despereaux? (a mouse) What is Clare’s favourite book? (The Snow Queen ) What is Simon? (a pirate).

Extra! Put the class in groups of four. They allocate parts (boy 1, boy 2, girl, teacher) and act out the story in their groups.


• With books closed, present the new vocabulary. You may need to write the words on the board and use L1 to explain meaning. • The children open their books at the lesson page. Ask them to look at t he pictures. • Say Listen and point. Play the CD once. The children point to each picture as they listen. • Say Listen, point and say. Play the CD again, pausing after each word for the children to point to the picture and repeat. • Say the words in random order and ask the children to point to the corresponding picture and repeat the word.

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Listen and read.

story

brave

It’s Book Day at school!

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pirate

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Extra! Ask the children if they know any stories (or films) about pirates. See if they can tell you a little bit about them. Look at all the books.

My favourite book is The Tale of Despereaux . Despereaux is a mouse. He’s brave. I like the story!

What’s your favourite book, Clare?

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I like this book. It’s about a queen.

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Look at Simon! He’s a pirate!

You look great, Simon!

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What’s your favourite book? Draw and say.

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• Ask the children to think about what their favourite book is. Ask some children to tell you their choices – provide English translations if necessary. • Distribute the drawing paper and ask the children to draw a cover picture for their favourite book. • Invite children to come to the front to show the class their pictures and say what their favourite book is. They can talk about the picture too, if they want to.


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• Ask the children to look at the picture and say what they can see. • Play the CD all the way through for the children to listen. • Play the CD again. This time, pause after each verse and ask the children to read the words. • Play the CD again and ask the children to sing along. Encourage them to mime the nouns (animals, toys, school, etc.) as they sing.

Make a book.

• Distribute the paper, scissors and ribbon/string. • Demonstrate making the book. Fold each sheet of paper in half, short edges together. Put the folded sheets one on top of the other. Use a hole punch to make holes a little way in from the fold. Thread a piece of ribbon or string through the holes and tie it to secure the book pages. If you don’t have a hole punch, you can staple the sheets together along or close to the fold. Write the title of your book and your name on the front, then draw a suitable picture or cut and paste a picture if you prefer. • Ask the children to make their books. Supervise and help where necessary. Make the holes or staple the pages for each child. • Explain that the children think of a title for their book. Then they can write and draw or stick whatever they like on the different pages of the book, as long as it matches their chosen topic/title. • Invite children to show the rest of the class their book and to talk about it, like the child in the photograph.

Round-up • Have a class vote for a favourite book that you have in the classroom. Read (or ask children to read) some paragraphs from the book.

My Picture Dictionary CD3 Track 37 3


What’s your favourite book? Draw and say.

This is my favourite book!

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Listen and sing. I love books. I love books. Books about animals Books about toys Books about school And girls and boys. I love books. I love books. Books about cars Books about planes Books about cats And dogs and trains. I love books. I love books. I love all my books!

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Make a book.

Look. This is my book.

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Wordlist Welcome girl boy animals Alphabet apple ball car dog egg fish gorilla horse insect jelly kite lorry monkey nut orange pen queen rabbit star tree umbrella violin watch fox yo-yo zebra Numbers one (1) two (2) three (3) four (4) five (5) six (6) seven (7) eight (8) nine (9) ten (10)

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Colours red yellow green blue orange pink purple black white brown grey Unit 1a pencil book ruler bag Unit 1b pen rubber crayon pencil case Unit 2a mum dad sister brother Unit 2b friend elephant lion parrot Social Science My school teacher pupil secretary cook

Unit 3a pet hamster guinea pig rabbit Unit 3b cat dog snake bird Unit 4a body arms legs wings tail Unit 4b hair nose mouth eyes ears Social Science People are different! long short straight curly Story Time 1: Look at my pet. small big scary sweet Unit 5a toys doll robot car teddy

Unit 5b plane train ball puzzle Unit 6a draw skip dance ride a bike sing Unit 6b jump climb swim fly Science Materials metal plastic rubber wooden Unit 7a bedroom bathroom kitchen living room

Maths Numbers 11–20 eleven (11) twelve (12) thirteen (13) fourteen (14) fifteen (15) sixteen (16) seventeen (17) eighteen (18) nineteen (19) twenty (20)

milk eggs plant food Unit 11a T-shirt skirt trousers sweater shorts

Story Time 2: Where’s Molly? messy tidy up

Unit 11b coat hat socks shoes

Unit 9a hungry water chicken cheese salad biscuits

Unit 12a photo zoo surprise party

Unit 9b sandwiches crisps apples tomatoes

Unit 12b shout home goodbye [pls check]

Unit 7b garden house high low

Unit 10a dancing sport football karate gymnastics

Social Science Clothes and weather sunglasses boots umbrella hot cold rainy

Unit 8a table bed chair cupboard

Unit 10b turn shake left right

Story Time 3: Animals at the zoo! ice cream carrot gorilla zebra

Unit 8b floor door box shelf

Science Food pasta bread sausages

Book Day story brave pirate

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Teacher's Book Yazoo Level 1

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