english_world_1_teachers

ISBN: 978-0230-02471-7

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Text

MACMILLAN

Mocmi Hon Education

Between Towns Rood, Oxford OX4 BPP

A division of Macmillan Ptblisbers Limited

Companies and representatives throughout the world

ISBN 978-0230-02471-7

Text © Liz Hocking 2009

Design and illustration © Macmillan Publishers Limited 2009

First published 2009

All rights reserved; no part of this publication may be reproduced, stored in a
retrieval system, transmitted m on у farm, or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the
publishers

Design and layout by Ken Va»l Graphic Design

All the illustration? which are reproduced «n the facsimiles m this book are credited
in fn^f/sh i/Vorfd FBI and fn^Z/sh Worfaf W8 1

Cover design by Oliver Design

All the photographs which are reproduced in the facsimiles in this book are credited
in Engltih World PB1

The publishers would like to thank the following for their participation in the
development of this course:

In Egypt Inas Agiz, 5olma Ahmed, Hekmat Aly, Suzi Balaban, Mohamed Eid,
Bronwen El Kholy. Mostafa El Makhzangy, Hala Found. Jonathan French, Nashaat
Nogeeb Gendy, Hisham Howeedy, Saber lomey, Heidi Omara, Maha Radwan,
Amany Showkey, Christine Abu Sitta, Ali Abdel Wahab

In Russia - Tatiana Antonova, Elena Belonozhkina, Galina Dragunova, Irina
Filonenko, Manno Gaisina, Mario Goretaya, Oksana Guzhnovskaya, Irmo Kalinino,
Olga Kligerman, Galino Kornikova, Lidia Kostenna. Sergey Kozlov, Irmo Lononova,
Inna Levchenko, Irina Lyubimova, Karine Mokhmuryan, Moria Pankina, Anna
Pecrenkova, Elena PLsko, Notalio Vashchenko, Angelika Vladyko

Printed and bound in Malaysia

2014 2013 2012 2011 2010 2009

10 987654321
Contents

Introduction ..................... -............5

English World components.........................6

Pupil's Book lessons,............. *.............8

Teaching the course ................... • 9

Using the Teacher's Guide....... ...............11

Flashcard list .............-..... - .....12

Word list and Phonics words ....................13

Scope and Sequence ............................ 14

Teacher’s Notes

Welcome Unit .................................. 16

Meet the characters ............................24

Unit 1........................................ 26

Unit 2...................................... 36

Unit 3...................................... 46

Revision 1.................................. 56

Project 1................................... 57

Portfolio and Diploma 1: Units 1, 2 and 3, ...... 58

Answers to Check-ups Units 1, 2 and 3......... 59

Unit 4........................................ 60

Unit 5........................................ 70

Unit 6..........................................80

Revision 2.................................... 90

Project 2 ....................................... 91

Portfolio and Diploma 2: Units 4, 5 and 6.92

Answers to Check-ups Units 4, 5 and 6...........93

Unit 7..........................................94

Units..........................................104

Unit 9........................................... 114

Revision 3.....................................124

Project 3..,................. ..............125

Portfolio and Diploma 3: Units 7, 8 and 9. 126

Answers to Check-ups Units 7, 8 and 9............127

Unit 10 ................................... 128

Unit 11.....................................138

Unit 12......................................... 148

Revision 4. .................................... 158

Project 4.............................. , 159

Portfolio and Diploma 4: Units 10, 11 and 12. . . 160

Answers to Check-ups Units 10, 11 and 12.......161

Games........................................ 162

Grammar Practice Book Answer Key......... 164
Introduction

English World is a 10-level course designed for children learning English
as a first foreign language. Children begin at the first stages of language
learning and progress year by year towards a high level of competency
in written and spoken English.

In the lower levels, grammar and vocabulary are introduced at a steady
pace and then practised and recycled systematically. This approach
is designed to give all learners, whether they have doily exposure to
English or not a sound knowledge of structures and meaning, and the
ability to use language actively from the start.

The methodology of the course encourages communication in the
classroom, backed up by a wide variety of practice exercises to reinforce
reading and writing skills. It aims to give learners confidence in speaking
natural English fluently and in writing with accuracy and appropriately
for the purpose. The course offers not only essential activities in the
key language skills but also includes practice of study skills which assist
children in developing their proficiency as individual learners.

Teachers will find this course practical and useable because:

• the methodology is clear and easy to follow

• teaching materials are provided so that extensive preparation is not
required

• step by step guidance is given for every lesson

• built-in flexibility makes the course appropriate for a variety of
different teaching situations

* grammar is presented clearly and taught actively to build confidence
and develop accuracy

• classroom activities, including songs, games and rhymes, are designed
to engage children whilst developing their skills in reading, writing,
listening and speaking.

Introduction
English World components

Pupil's Book

The Pupil's Book
’ contains twelve
I units. One unit can
be taught in about
two weeks.

The llustrated Dictionary
helps with vocabulary
revision and ргскбсе.

। All Pupil's Bock dialogues., reading texts,,
listening activities, songs and rhymes сие
recorded and contained on the CD.

Posters

——-. Twelve posters help develop
1 fluency and' vocabulary.

Workbook

। Workbook exercises
pr actise every

1 language skill
taught in the Pupil's 1

I Book.

1 Grammar
Practice Book

Further grammar

I exercises reinforce
classroom and

' Workbook
learning.

Teacher s Guide

The Teacher's Guide

I gives step by step
notes for each lesson,

Flashcards

| J58Jloshcard4 help teach vocabulary.

PDFs on the website

I Downloadable pdfs provide
( additional resources.

I DVD

। The teacher's DVD contains

I resources for the teacher to use
L'n class and in their preparation.
Pupil's Book

The Pupil's Book starts with a Welcome Unit, which
revises the bosk language that children need to
hove covered in order to begin the course.

It provides revision lessons to be done over a few
weeks. The teaching notes may be adapted to
suit individual classes and teaching situations.
One page may form a single lesson. Alternatively,
teachers may wish to cover two pages at a time.
The Pupil's Book has twelve main units. A single
unit requires eight teaching sessions and is
designed to be covered over a two-week period.
All units consistently cover the key skills of reading,
writing, speaking and listening, underpinned by
the firm foundation of the grammar syllabus. These
elements are clearly presented in the book so that
teachers have a clear objective for every lesson.
A variety of well-illustrated stories, dialogues,
information texts, songs and poems have been
written to attract and motivate young learners.

All dialogues, reading texts, listening
comprehension activities, songs and rhymes are
contained on the CD allowing children to listen
again and practise independently at home.

Dictionary

For levels 1 and 2, key vocabulary is presented
in an illustrated booklet. This is designed to help
children focus on words learned in each unit and to
help with revision and practice.

The Dictionary is supplied with the Pupil's Book
and may be kept in the flap at the back.

Workbook

All work covered in the Pupil's Book is reinforced
by exercises in the Workbook. These are designed
to be introduced and explained by the teacher and
then to be completed independently, either in the
classroom or for homework. They allow children to
work at their own pace, which gives teachers the
opportunity to see what children can achieve when
working alone.

Grammar Practice Book

Further exercises to consolidate classroom learning
are contained in the Grammar Practice Book, These
have been written for children to work on alone at
their own pace and at their own level of ability.

Posters

Twelve posters, one for each unit, accompany the
course. These play a central role in the teaching of
new vocabulary and the presentation of dialogues
to promote fluency.

Flashcards

The presentation of new vocabulary is supported
by flashcards which can also be used for classroom
games and activities to encourage learning.

DVD

The DVD that accompanies level 1 of English World
contains resources for the teacher to use in class
with the children using a whiteboard or projector
and screen, and material for the teacher's own use
in lesson preparation and training.

These include an animated version of the poster/
opening spread of each unit; presentation of
Grammar points; a video bringing the Grammar in
Conversation dialogues to life; demonstrations of
the Phonics sounds; the Class composition activities,
enabling the teacher to work with the children to
complete the writing on the whiteboard; all sound
files; printable resources; a test-builder; and video
masterclasses, demonstrating ways of teaching
different aspects of the course. Dictionary pages
are also easily accessible, so the teacher can check
on the meaning and hear the pronunciation of
words from the course.

Teacher’s Guide

Step by step teaching notes are provided for
teachers. These are arranged around facsimile
pages of the Pupil's Book and Workbook, so
that teachers can see quickly and easily how the
learners' material is intended to be used. The
Teacher's Guide also contains Warm-ups for every
lesson, answers to Pupil's Book activities and
Workbook exercises and □ list of classroom gomes.

Website

Additional resources for the English World course
are available from our website at;

http://www.macmillanenglish.com/younglearners/
englishworld/english world.html
Pupil's Book lessons

Lesson 1 New words and speaking

A colourful picture presents
о story and shows new
vocabulary.

Children listen tor read
and repeat on amusing
dialogue in natural English.
They can also oct it out
themselves.

The picture is also supplied
□5 a classroom poster.

The target grammar is
included in the dialogue.

Lesson 2 Grammar

Session 1 Grammar

The first target grammar
structure is presented with
a clear model.

Session 2 Grammar in
conversation

The second target grammar
structure, often used in
daily speech, is presented
in a dialogue.

Children practise actively in
class.

A song or a game
reinforces the language.

Lesson 3 Reading

Session 1 Reading text

Different kinds of texts are
included to attract young
readers.

Session 2 Reading
comprehension

A variety of activities help
children to understand the
reading texts.

Lesson 4 Phonics, Listening

They listen for gist and
for detail in listening
Comprehensions.

Children listen to English
phonemes and practise them.

Lesson 5 Writing

Session 1 Class composition
The teacher leads the class
in composing a piece of
writing.

Session 2 Composition
practice

These exercises ore done
using WB pages in class.

Pupil's Book Lessons
Teaching the course

Methodology

Lesson 1 New words and speaking

This lesson aims to help children develop as
fluent English speakers with natural intonation
and good pronunciation:

• the teacher introduces new words using
flashcards and the poster

• children listen to a dialogue and look at the
poster, which illustrates the dialogue

• children repeat the dialogue

• children follow the dialogue in their books

• (optional) groups of children act the
dialogue

In the dialogues children are introduced to
funny and colourful characters, which they
then meet again in future units.

The classroom session is supported by
Workbook exercises on new wards plus a full
page of exercises designed to practise thinking
skills and to help children acquire the learning
skills they need to become good readers and
writers.

Lesson 2 Grammar

This lesson is taught in two teaching sessions:
Session 1 Grammar: formal structures that
children need for reading and writing English
□re presented with a clear model and are
practised actively by the class.

Session 2 Grammar in conversation: other
Structures that are common in everyday
speech are presented in the form of a dialogue
that children can repeat and learn.

Both sessions are supported by written
Workbook exercises.

Session 2 Reading comprehension: children
develop □ further understanding of the text
through different comprehension activities.
Workbook exercises practice additional
reading comprehension skills.

Lesson 4 Phonics and Listening

The different phonemes in English are
presented throughout levels 1-4. Children
hear each sound and practise it through class
activities and rhymes. This helps them to
develop good pronunciation.

A variety of listening comprehension activities
help children to learn to listen for detail, for
specific information and for gist.

Workbook exercises practise the spelling of
words containing the target phoneme.

Lesson 5 Writing

Technical and composition skills аге taught in
two teaching sessions:

Session 1 Class composition: the teacher leads
the session and helps children to suggest ideas
for the required piece of writing. This is always
the same type of text as the one studied in
Lesson 3 and the variety helps children to learn
to write for different purposes. The teacher
guides the class in composing sentencesand
does the work of writing on the board.

Session 2 Composition practice: children first
Icarn aspects of written English that they
need for writing, such as punctuation, then,
with teacher support, they compose a piece of
independent writing following the model they
produced in the first session.

Lessor) 3 Reading

This lesson is taught in two teaching sessions;
Session 1 Reading: children practise and
develop their reading skills through different
kinds of fiction and non-fiction texts. These
texts have been chosen as models of the kinds
of writing that children need to learn to do
themselves and the variety helps children TO
recognise the ways in which texts differ.
Revision activities

After every Workbook unit there ore two
Check-up pages of grammar revision. The
first page practises the structures; the second
page gives learners the opportunity to do a
longer piece of writing focussing on the target
grammar structure.

After every three Pupil's Book units there is a
Revision page for oral practice in the classroom
and a Project page which allows children to
make their own choices for illustration and
writing about a given topic.

Games

Classroom and group games are a useful and
motivating method of reinforcing learning. A
list of simple games using resources supplied
with the course can bo found on pages 162-163
of this book.

Assessment

The Workbook Check-up pages and the Pupil's
Book revision activities and projects should
give teachers some measure of individual and
doss progress. In addition, the course includes
resources to help learners and teachers record
progress and аге intended to encourage
children in their learning.

Portfolio and Diploma pages

The Portfolio and Diploma pages at the back
of the Workbook are each child's own record
of progress and achievement. They are not
designed as a formal test.

The Portfolio page is intended for assessment
by the learner. Work covered every three units
is presented on the page. The learner decides
how much of the work he or she feels confident
of and marks or colours parts of the page
accordingly.

The teacher checks the page with the learner.
When the teacher is satisfied that the
assessment is accurate, the learner completes
the token tasks on the Diploma page and
receives stickers. This marks the satisfactory
completion of three units.

These pages can be removed from the
Workbook and included in a portfolio of work.

Creating a portfolio

During the year, teachers may help children to
select their best work to put in their personal
portfolio- This work can accompany the
portfolio pages from the Workbook as part of
the record of individual achievement. Much
of the work will be in written form such as
compositions, projects, grammar exercises,
spellings or tests. Where appropriate, children
make neat copies of their best work for
inclusion in the portfolio.

Work in other forms may be included, e.g.
recordings of individual or group reading,
speaking, acting or singing. Photographs of
performance work or of large posters/friezes
may also be included as a record of activities.
All children should keep portfolios, whether or
not their work is regularly of a high standard.
The portfolio encourages children to take pride
in their best work, and increases confidence in
reaching far a higher standard. Over a period of
a year, it shows how the learner has progressed
in a variety of tasks and activities.

Formal tests

Teachers may wish to carry out some formol
testing and therefore tests for use after every
three units are supplied on the website and on
the DVD. These tests include tasks that children
are likely to meet in formal examinations.
Unit structure

Teaching

sessions
per unit Pupil's Book
1 Lesson 1 New words and speaking
2 Lesson 2 Grammar (1} Grammar structure
3 (2) Grammar in conversation
4 Lesson 3 Reading (1) Reading text
5 (2) Reeding comprehension
Б Lesson 4 Phonics and listening
7 Lesson 5 Writing (1) Class composition
Я {2)

Workbook

Words, Learning to .’earn
Grammar structure
Grammar in conversation
(Dictionary vocabulary)
Reading comprehension
Pnomcs
(Dictionary revision
Grammar Practice Book)
Wr iting ski Ils
Composition practice
Check-up pages

Using the Teacher’s Guide

The notes for each
lesson are arranged *
over two pages of the

Teacher's Guide L

Notes explain each step
of the lesson

Pupil's Book facsimile
page

Some oudioscripts оге
included in the teaching
notes

Summary box

Explains lesson aim and specific
targets

Lists key language and structures

Lists materials needed for the lesson
and any preparation

Time division chart suggests how
lesson time could be divided up

Resources box

Contains extra notes, answers,
tapescripts and simple games

Workbook facsimile
page
2 bog 42 mum

3 cot

4 dog

5 egg

6 fish

7 girl

8 hot

43 dad

44 rubber

45 ruler

46 crayon

47 desk

48 chair

9 insect

10 jug

11 kitten

12 lemon

13 mon

14 nut

49 lorry

50 bike

51 grandma

52 grandpa

53 ship

54 plane

15 orange

16 pen

17 queen

18 red

19 sun

20 taxi

55 bus

56 motorbike

57 brown

58 grey

59 princess

60 clown

21 umbrella

22 van

23 window

24 box

25 yellow

26 zebra

27 teddy

28 car

29 boat

30 pink

31 purple

32 orange

33 boy

34 computer

35 train

36 game

37 doll

38 ball

39 pencil

40 book

61 balloon

62 snake

63 cake

64 sweets

65 ice cream

66 lollipop

67 peas

68 beans

69 carrots

70 grapes

71 melons

72 bananas

73 peppers

74 bird

75 flower

76 frog

77 present

78 card

79 tree

80 pond

81 sky 121 star
82 cloud 122 count
83 garden 123 hot
84 castle 124 cold
85 kitchen 125 sunny
86 living room 126 cloudy
87 bedroom 127 windy
88 bathroom 128 raining
89 crown 129 snowing
90 stairs 130 pointing
91 sofa 131 standing
92 TV 132 listening
93 table 133 kite
94 chair 134 snowman
95 cushion 135 sunglasses
96 mother 136 play
97 father 137 hold
98 brother 138 eat
99 sister 139 laughing
100 family 140 loudly
101 space rocket 141 party
102 grandmother 142 orange juice
103 grandfather 143 open
104 lamp 144 drink
105 shelf 145 walk
106 photo 146 green
107 hair 147 blue
108 eyes 148 block
109 glasses 149 white
110 look 150 Lily
111 come 151 Dan
112 go 152 Mr Jolly
113 jump 153 Princess Bella
114 fly 154 Biffo
115 sit 155 Mrs Goody
116 moon 156 Pirate Jack
117 draw 157 King Tub
118 sing 158 Miss Silver
119 read
120 Earth
Alphabetical word list

This list of words used in English World 1 is for teacher reference. Children should use Dictionary ? for
learning words as suggested in the unit lesson notes. Words in bold are Phonics words.

apple WU)
bag (WU)
ball (UI}
balloon (U4J
bananas (US)
bath (U9)
both room (U7)
brans (U5)
beautiful (U10)
bed (U2)
bedroom (U7)
bell (U11)
big (UT>
bike <U3}
bin (U3)
bird (U6)
blue (U1)
boat (UI)
book (U2>
box (WU)
boy (UI)
brother (U8)
Grown (из)
bug (U5)
bus (U3)
cakes (U5>
can (1)
car(U1)
cat (WU)
card (U6)
carrots (U5)
castle (U7>
cat (UI)
chair (U7)
Children (U7)
chip (117}
chop (U7)
cloud (U6)
cloudy (U11)
clown (U4)

cold (U11)
tome (UI0)
computer (UI)
count (U1D)
crayon (U2}
crown (U7)
cushion (U7)
Dad (U2)
desk (1)
dish (U6)
dog (WU)
doll (U1)
draw (u 10}
drink (U12)
duck (U?2)
Earth (U10)
eat{U11)
egg (WU)
eight (U5)
eighteen (U4)
eleven (U9)
eyes (119)
family (1)
fan (UI)
fast <U3}
fat (U4)
father (U8)
fifteen (U9)
fig (U3)
fish (WU)
five (US)
flower (U6)
fly (U10)
fog (U4)
four (U5)
fourteen (U9)
fox (U4)
frog (U6)
funny (U4)
game (UI)

garden (U5)
girl (WU)
glasses (U9)
go (U10)
grandfather (U8)
Grandma (U3)
grandmother (U8J
Grandpa (U3)
grapes {U5>

(U3)
hair (U9)
happy(U4)
hot (WU)
hen (U2)
hill (UH)
hold (?)
hot{U11)
ice cream {U5>
in (U 7}
insect (WU)
jug (WU)
jump (Ulfl)
kick (UI2)
king (U10)
kitchen (U7)
kite (U11)
kitten (WU)
lamp (U8)
laugh (U12)
lemon (WU)
like (U9)
listen (Ui 1)
little (1)
live (U10)
living room (U7)
log (U4)
lollipop (U5)
long (U4)
look (U10)
lorry (Ш)

loudly (U12)
lunch (U7)
man (WU)
mat (UI)
melons (US)
moon (UI 0)
mother (US)
motorbike (U3)
mouse {U6)
mug (U)
Mum{U2)
munch (U7)
new (U4}
nine (U5)
nineteen (U9)
noisy (U6)
nut (WU)
old (U4)
on (U7)
urn? (US)
open (UI2)
orangc (WU)
orange juice (U12)
party (U12)
path (U9)
peas (US)
pen (WU)
pencil (U2)
peppers (U5)
photo (U8)
pin (U3)
pink <U1)

plane (U3)
play (U11)
point (U1 ?)
pond (U6)
present (U6)
pretty (U3)
princess {U4)
purple (U1)

queen (WU) star (U10)
quickly (U12) sun (WU)
quietly (U12) sunglasses (U11)
rabbit (U2) sunny (UI 1)
read CU10) sweets (U5)
raining (U11) table {U7)
red (WU) toll <U9}
ring (U10) taxi (WU)
rubber (U2) teddy (UI)
ruler (U2) ten (U2)
sack fui 2) the (U8)
sad (U4) there (U8)
see (U10) they (U8)
seven (U5) thick (U9)
seventeen (U9) thin (U4)
shelf (U8) thirteen (U9)
shell (U6) this (U8)
ship (U3) (U6) three (US)
shop (U6) tin (U3)
short (U-4) train (UI)
silver (U9) tree (U6)
Sing (UI0) (U12} TV(U7)
lister (UB) twelve (U9}
sit (U10) twenty (U9)
six (U5) two (U5)
sixteen (U9) umbrella (WU)
sky (U6) under (U7)
slow {U3} van (WU)
slowly (U12) very (UI)
small (UI) walk (UI 2)
snake (U4) wall (UI 2)
snowing (U11) well {Ui 1)
snowman (U11) white (UI)
sock(U12) wig (U3)
sofa (U7) window (WU)
space rocket (U8) windy (U11)
space suit (U9) wing (U10)
space woman (U9) yellow (WU)
stairs (U7) zebra (WU)
stand (U11)

Phonics word list

cvc words Unit 3 short i Unit 5 short и Unit 7 words with ch Unit 9 unvoiced rh Unit 11 wards ending И
Unit 1 bin bug chair bath ball
short о fig bus chip path bell
cat pin jug chop thick doll
fan tin mug lunch thin hill
hat wig nut munch thirteen shell
man sun three wall
mat Unit 4 Unit 8 well
van short о Unit 6 voiced th Unit 10
box words with sh brother words ending ng Unit 12
Unit 2 dog dish father king words ending ck
short e fog fish mother ring duck
bed fox shell the sing kick
hen log ship there wing sack
pen shop they sock
red this kick

ten

Ward list and Phonks words
F I Unit New words and speaking Grammar | Grammar in conversation Learning to learn (WB)
He/Jd, Mr Jolly! colours and toys Its a cor. It's red. Is it a doll ? Is it pink ? Yes. No. HeJIo. Hi. What's your name? Mty name's... Matching pictures; matching lower case letters
' 2 Mr Jolly's shop school items J's ft red? Is it о car? Yes, ft is. No, it Isn't. If isn't П car. It'S a van. What is it? Matching pictures; mats King upper case letters
3 Good morning! transport it is cn umbrefla. iT is a red b/kt?. ft isn’t a blue car. Good morning. How are you? I'm fine, thank you. Finding the same picture; finding the same letter
4 Revision Bella and Biff о adjectives He is sad. is she Mum? Yes, she is. No, she isn't. rm happy. Am I Dan? Nor you aren't. Yes, you are rinding the different picture; finding the different letter
5 Mrs Goody and Pirate Jack one-ten food regular plural nouns lollipops, cakes, sweets How топу ore there? There are ... There is.... is there one ...? Finding the same picture; finding the same lei ter {direction)
€ Hoppy birthday 1 nature Wb of are they? They're frogs. We’re funny. How old ore you? I'm six. We're seven, Matching pictures; matching wo rtfs
Revision
7 Where is King Tub? rooms in a house prepositions: /л, on, under l‘Yh ere's my book ? Where arc my pens ? Identifying the missing items from pictures and words
5 This is my family family Tve got a brother, Have you got a s/ster? Yes, / have. Wo, / haven't. Who is this? This is my brother. Identifying the missing items from pictures and sentences
9 Miss Silver 11 20 eleven - twenty He's got о plane. Has she got a car? Yes, she has. No, she hasn't. 1 like grapes. How about you? Sorting items into categories
— Revision
10 Tfte ypact? rodcet action verbs The rocket can fly. Can it jump? Yes, ft can. Wo, it can't. Stop! Look! Listen! Wait! Sorting items into categories
11 Up in space we other I'm flyin g. Voi/re singing. What's the weather /ike? /t's cloudy. is it cold? Sequencing pictures; sequencing sentences
12 Welcome home! action verbs He's eating. its flying. We're reading. They're jumping. loudly, quietly, quickly, slowly Sequencing pictures; sequencing sentences
Revision
Reading Phonics I Listening Writing skills (WB) Class Composition
A toy shop descriptions of toys I vocabulary: colours, toys CVC wdrds with short о identifying objects sentences; capital letter and full stop naming and describing toys
4 Г seft о of । descriptions of items I vocabulary: school items cut uvnrds with short ? identifying objects questions: capital letter; question mark description with repeated question
Fest and slow I information text vocabulary; transport cvc words with short i identifying; listening far gist / detail colour adjective before noun information text on transport

Jimbo; Ned. the snake I poems vocabulary; adjectives cvc words with short t> matching statements and pictures capital letters lor proper names completing rhyming poems
s/?op । □ story vocabulary: food cvc words wilh short w action song statements-, questions story with familiar setting
। The garden descriptive text vocabulary: nature words with sh matching; listening for gist / detail word order (adjective, noun) descriptive text
J
A game p story vora bu I ary: furnit u re words with ch sequencing pronouns a story
My room descriptive text vocabulary; objects in a room words with f/i (voiced) identifying; listening for detail conjunction antf descriptive text
The space womort; I like... poems vocabulary: adjectives, food words with th (unvoiced) identifying from dialogues adjective recognition rhyming list poems

The Earth and the sky information text vocabulary: nalure words ending ng following instructions verb recognition information text
м/frat are you doing? descriptive text vocabulary: actions, weather words ending // identifying characters question words descriptive text with questions
A birthday party for Pete a story with a familiar setting vncabulary: actions, food words ending ck action song word order (subject, verb, object) □ story with □ familiar setting
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Welcome Unit

Hello! (pb p4) Words beginning with й-Лрв ps)

Activity 1

Activity 1 ------------------------------------

Ploy CD1 track 1. Children listen and point to the
characters os they speak

Audioscript (CD1 track 1)

Girl Helto! I'm Emme
Bfly Helto! I'm Pete,
fldfd liweet! Tweet!
Girl 0hr HeNo!

Cdi Miaow! [loud]

Bird Tweet' TwerH [alarmed!

Gid Oh! Goodbye1

Boy Goodbye!

Activity 2

Different children introduce themselves,
e g Hello! Гт Mono. Class responds Hello. Mona!

Play CD1 track 4 Children listen and
point to (he letter as they hear the
sound and then to the picture as
they hear (he ward. They repeal in
the pauses.

Note: If you wish, use flashcards 1-6
and letters to revise the sounds ond
words before you play the track. Put
flashcards on the board. Class looks
and repeats with the track.

Audioscript (CD1 track 4}

lit] [at] apple id] Id} dog

(Ы lb] bag [<] Ie] egg
Wcl (kJ cat [JHJ] fish

Activity 2

Activity 3

1 Play CD1 twk 2. Children listen.

2 Ploy CD1 track 3 (music only). Encourage the class to stng along with the
children.

3 Divide the class in two. Children stand up ond face the other group. Group
A sings Hello with the track and group В sings Goodbye. Encourage group
E to turn away and wave as they sing.

1 Play CD1 truck 5, Children point to each picture as they hear the word.
Check that children ore pointing to th-e correct picture

2 Repeat the activity if you wish.

Audioscript (CD1 track 5)

egg egg _ I bag bag - I fish fibh -

dog dog Iwoof] I apple apple _ launch] I cat cat _ [niioow]

4 If you wish, play the track again and let groups swap lines.

Audioscript (CD1

Teacher Say hello1
Children Hello!

Teacher Say hrllar

Children Hello!

track 2)

Teacher Say goodbye1

Children Goodbye!

Teacher Say goodbye1

Children Goodbye! Goidbyf! Goadbur’ Goodbye' Goodbye!

Activity 4

Children draw lines matching the cat to its basket and the b«rd !□ its nest.

Activity 3

1 If children have not practised much writing, or have forgotten how to form
letters, practise with the doss first

Class watches as you slowly draw о large letter о on the board.

2 Stand at the front of the doss toeing the board Class faces the board Tell
them to follow your action. Slowly draw a large lelter a in the air Make
sure the class is following your movement exactly. Do the same with b

3 Children trace over the letters in their books Point out the arrow which
remind them of the direction and order of the strokes
Words beginning with д-1 (pb P6) Words beginning with m-s <pb P7)

Activity 1

Play CD1 track 5. Children listen and
point to the letter as they hear the sound
and then to the picture a? they bear the
word They repeat in the pauses.

Note: И you wish, use flashcards 7-12
and letters to revise the sounds and
words before you play the track. Put
flashcards on the board. Class looks and
repeats with the track.

Audioscrrpt (CD1 track 6)

Iql ’gl girl
LhJ till hat
li] Fil insect

[j][j] Jug
Ik] Fkl krtten
III Ш lemon

Activity 2

1 Children draw aver the lines to moke •
complete pictures.

2 Put flushcards ai the board in the
same order as the pictures in the book.
Point to each flashcard. Children name
the object and point in their books.

®'.ЧНС I nJ .«d

gl W ‘ *
j g? t s> ю
W"

-
4 Ш.

_________

$ p 1~

it.J* пФ о Q
p\ 5

? Mill torfw»

c j cl d e к
К

з$рг-

Activity 3

Practise letter shapes, see p16 Activity 3,
before children trace over the letters in
their books.

Activity 1

Play CD1 track 7. Children listen and
point to the letter as they hear the sound
and then to the picture 05 they hear the
word. They repeat in the pauses.

Note: Use the alphabet exemplars
(flashcards 13-19) before or after playing
the CD/cassette, or both.

Audioscript (CD1 track 7)

frn] Im] mam >l Гр] p^n
In] [n] nur ‘kwj fowl queen
LoJ [t>] orange Jj [r] red
Is] Fsl Sun

Activity 2

—• 1 Tell children to draw lines from each
letter to the correct picture.

If you wish, do this activity on the
board first with the whole class, using
flashcards and letters Children match
letters and pictures. Class says the
letter sound and the word.

2 Children draw lines in their bonks.

3 Put the letters nn the board in the
same order as in the book. Point to
each letter. Children say the sound
and name the exemplar.

Activity 3

Practise the letter shapes with the class
before they trace them in their books.
Words with t-z (PB pB) Whole alphabet <pb p9)

Activity 1*------------------

Play CD1 track 8. Children
listen and point id the letter
as they hear the sound and
then ta the picture as they
hear the word. They repeat in
the pauses.

Note: Use the alphabet
exemplars (ffashcards 20 -2&)
before or after playing the
CD/cassette, or both.

Audioscript (CD1 track 8)
f tilt I wxi [w] [w] window

lu] lui umbrella ГЫ fksj bcx

[y] [vj van fyl [y] yellow

Psi Fzi 2-ehrc

Activity 2

1 Children colour the objects. They may use any colour they choose.

2 While they ore working, put the flashcards on the board.

3 When the class has finished, point to each one in turn. Children name the object and
point in their books. They are not expected to talk about the colours they have used.

Activity 3

Practise the letter shapes with the class before they trace them in their books.
Activity 1

..*1 Play CD 1 Ъиск 9. Children listen and point.

2 Pfcay the track again. Children join in and point in their
books. Alternatively, or as well, put flashcards 1-26 on
the beard and paint to each one. Children look and join in
the chant.

Audioscript (CD1 track 9)

fii:] apple, 1Ы bag, [kl cat, [d' dog. К egg. |jl jish, Cql gid Itlop jc 4]

[h] hcu ГП insect, [j] jug, [kJ kitten, UJ ternon, [mJ men [clop x 4]

(nJ nui. [o orange, [pl pen. [kw] qjEer, [rj red, (s)sun, [t] taxi ‘rfap x 4J

LuJ um№ la. [v] van [wl window Iks] Ьад, [ц] qellocr, [r] zebrq [ctop x 4

Optional gome

Divide the class into two (ar more) teams. Hold up □ letter
curd and say the sound. The first team to give the appropriate
wo<d gets the matching picture flashcard. The team with the
most flash cards at the and wins.

Activity 2

1 Play CO 1 track 10. Children listen and point in their books.

2 Play CD1 track 11 (music only). Children join in.

3 If you wish children to learn this song they close their
books. Play the track u third time and show or point to the
pictures. They sing with the track.

4 Repeat the activity, but without the track. Help the class to
sing alone,

Audioscript (CD 1 track 10)

la?; аррк', 1Ы beg, kl cat, idj dag. (ej egg. LfJ jish. Lg. girl

[hl hat, lil insec:. IkJ kuten, [IJ lemon, [ml man

[n] nut, |oj orange, I pl pen. Ikwl queen, [rl ^ed, Is’ sun, hl taxi

luj nmbrella, Ivl vai, Fwl window, ks box, [yl yellow, [z] zebra

Activity 3

Practise the letter shapes with the class before they trace
them in their books.
Colours (PB pplO-11)

Make sure children have the right
coloured pens or pencils to dn Activities 1
and 2.

Activity 1

1 Use the col our flashcards (18r 25.

146-149) to teochfrevise the colours.

2 Stick up the colour flashcards. Stick up
word cards for the colours or write the
colour words on the board. Children
match.

3 Children colour in their books.
Leave the matched cards on the
board if your class needs support

Activity 2

1 Children look at the pictures. Different children name them

2 Play CD1 track 12. Children listen and point.

3 Play the track again. Pause after the first colouring instruction. Children
colour.

4 Continue in the same way with the other colouring instructions.

Audioscript (CD1 track 12)

Point to the sun. Colour the sun yellow. Po nt to th* window. Colour the window green.
Point to rhe pen Colour the pen red. Point ta th^ von. Colour the von blue, Point ro the beg.
Co.'our the bay yreen and yellow. Point io the zebra. Colour the zehro block and whit*

Activity 3

Practise the letter shapes with the class before they trace them in their books.

Note: Bring in some sweets for the song an PB pl 1.
Activity 1

___ 1 lJse colour flashcards (1B, 25,14Б-149> und colour
words to revise colours.

2 Children read the words and colour the balloons.

Activity 2 * 1 2

T -• 1 Tell the rkissto colour the picture usJng only the six
colours at the- top of the? page.

2 Speak to different children as they are colouring. Paint
to different objects, children name them. Ask И/hart
co/our й ft?

:----L 3 When children have finished colouring, ask questions,

e.g. What colour is the timbre/Ja? What со/сшг is the
cat? Children answer.

Activity 3

1 Explain sweet to the class or show one. Demonstrate
me and you.

2 Play CD1 track 13. Children listen.

3 Put the red,, green, yellow and blue flashcards on
the board. Play the track again. Point to the colours
□s they are mentioned. Hold up a sweet as they are
mentioned.

4 Ploy CD1 track 14 {music only). Children join in.

Audioscript (CD1 track 13)

Red ord green, red and green,
A sweet for you. о sweet for me.
Yellow a*id blue, ye low end blue.
A sweet far me, о sweet for udu.

Activity 4

Practise the letter shapes with the dass before they trace
them in their books.
Capital letters/letter names (pb pi2) Initial letters of names (pb pi 3)

Activity 1

1 if children hnu? "forgotten the shapes
of capital letters,, show and name
capital letter cards before playing
the track.

2 Play CD1 track 15. Children listen and
pornt to the letters. *-----------------

3 Play the track a second time if you
wish.

Audioscript (CD1 track 15)

А В C D t fclap-dcp, ctap-dupl

F G 4 I J [dap— th/э, clap dap]

KLM [dap] К 0 p fciop-clapl

Q R 5 fdapl TUV [dap-dapj

W [dap, do pl X [clop] Y tnap. 7 idap-ci3pR
aop-dup, clapl

Л I. M • N) : O Л

> .:< 7 7»

Activity 1

1 Give children a moment or two to look
at the characters on the page.

2 Play CD1 track 18. Children listen and
point to the characters as they speak
and the letter when it is mentioned.

Audioicript (CD1 track 18)

Boy:

. rm tirma ieaer is 1.1. jur

Hi! Гт Ptn? Ml letter is P. P far Pete.

Activity 2

1 Play CD1 truck 16- Children point in
their books and join in.

2 Tell children lu close their books. Play
CD1 truck 17 (music only) nnd show the
capital letter cards or stick them on the
board. Children join in with the track
□nd clap.

Activity 3

Practise the letter shapes with the class
before they trace them in their books.

Activity 2

1 Children writs the initial letter of their
name in the frame.

2 Children take turns to show their
letter, say it, and their name,
p.g S, Scrrcr.

More confident children moy be able
to say, e.g. Wff frm Sara. £ for Sara.

Activity 3

Practise the letter shapes with the class
before they trace them in th&ii books.
Numbers 7-5(pb PP14-15)

Moke sure children have colours for this lesson

Activity 1

1 Use the number cards to revise numbers.

Show each card in turn and say the word.
Class repeats.

2 Children look in their hooks. Play CD1 track 19.
Children point to the numbers and repeat in
the pause.

Audioscript (CD1 track 19)

kfopl one; Letup д 2] two; Fclup x 3| three;

[dop x 4 J Jour; I. dap x 5] five

! J* ШЛ *W

□ в и ы я

± фшъ..аа« ter

J J J

5 ф ф Л ф A

-5^
4 Win.

Activity 2

1 If you wish,, use the colour flashcards to quickly revise the names of the colours.

——---------—________________________——---------------------------------------1

2 Ploy GDI track 20, Children listen. Play the track again or read the lines yourself.
Pause after each sentence for children to colour the numbers.

Audioscript (CD1 track 20}

Number 4 is green. Number 1 b b ue. Numoer 5 is yellow. Number 3 is block. Number 2 is red

Activity 3

1 Hold up your book and count the number of objects in each line with the class. •—

2 Soy, e.g. Point to the cats. How many tots? Encourage the class to count together
Oner two three. (If children have done a lot of oral work at KG they may answer
Three cats or Oner two, three eats.)

3 Ask about the number of other objects in any order.

Activity 4

Practice the letter shapes with the class before they trace them in their books
Activity 1

1 Show the number cards t-5
in order. Children name the
numbers.

2 Show them in any order.
Children name the numbers.

3 Children look in their books.
Ask How morji/ Count
with the class.

4 Do the same 4vith the other
objects.

5 Children draw lines from the
objects to the numbers.

Activity 2

1 Read the numbers on the left with the class.

2 Prompt the doss to name the objects on the right

3 Explain the task. Children may choose whatever object they
wont to copy, and draw the appropriate number of items
next to each number.

4 When children hove Finished drawing, the whole class counts
the objects in each line.

Activity 3

Practise the letter shapes with the class before they trace them
in their books.
Activity 4

Practise the letter shapes with the class before they trace
them in their books.
Whole alphabet (pb pis) Numbers f-7(?(pBpi9)

Activity 1

1 Tell the class that they are going
to hear the names of the letters,
not the sounds.

2 Play CD1 track 23. Children poin«----

in their books and repeat in the
pauses.

Aa 9b

Dd Ее FF C

Audioscript (CD1 track 23)

A apple .. В hog _ C tot ... D dog .. E egg ..
F jish .. G girl „ fl hat .. I insect .. J jug ..

К kitten .u L lemsn .. M non . N nut .

0 orange P pen □ queen Я r«l
S sun .. T taMi U umbrdla V van ...

W window X box .. Y yel'ow .. Z zebra

Hh Il Jl Kit LI Mt.e

. * « * о 4

N- Or F'p Ri Ss T

Activity 2

1 Play CD1 track 24. Children point
in their books and listen.

LAi Vv Ww Xx Xu Z?

2 Play CD1 track 25 (music only).
The class joins in.

3 Write the capital fetters on the
board. Cl assays the name of
each letter. Play the track again.
Point to each letter. Children sing.

Audioscript (CD1 track 24)

ABCDEFG.HIJK LN; NOP Q
RSTUVWXY2

Activity 3

1 To remind class of correct letter formation before tracing, write
the words very large on the board.

2 Children stand up. Trace over the letters on the board. Class copies.

3 Children trace over the letters of the three words in their books.
Activity 1

1 Plaij CD1 track 26. Children listen and point in
their books.

2 Ploy the track again. Children join in.

Activity 3

Audio&cript (CD1 track 26)

1. 2...; 3, 4 . - 5, 6 ; 7, 8.. , 9, 10 „

Activity 2

1 Teach children the actions. They stand up with
their hands behind their backs:

f, 2f 3f 4, 5 show fingers of right hand

6, 7, 8, 9, 10 show fingers of left hand

5, JO On 5, put forward right hand, palm away
from them. On TO, do the some with left hand

5, Repeat, but putting hands higher
Gap your hands clap hands above heads
/Vid start crgu/pj put hands behind backs

2 Rlay CD1 track 27. Lead the children in the actions.

3 Play CD1 track 28 (music only) and do the
actions again. Children sing along.

4 Let children who want to sing and do the actions
without the track come to the front and do so.

Audioscript (CD1 track 27)

1,2, 3| 4, 5j 6, 7, Q( 10: 5, 10j 5 10; Clap your hands;
And start againl

—• 1 Ask Яом/ гмолу vons? Children count Оле,

two. four, five (vans).

2 Continue with the other objects in order.

3 Play a game. Ask about items in any order. Children count silently. The first child to
say the right number wins a point.

Activity 4

Follow the procedure as on

PB p18, Activity 3.

23
Meet the characters

The characters <pb ?p20-2i)

Meet the (harnikrs

Point out the Bodkin boys - Bob, Bill,
Ben and Bertie. Explain thot these funny
characters are going to help the class to
learn English.

Explain to the class that they orc going
to listen to stories about the children,
Dan and Lily.

Give children a few moments to look at
□ II the characters. Point out the family
on PS p20.

Ml 5! '-J VW

Phu».- Ju: к

he Dcdkm boqr-

I*' ir»r Mkl ИнЦ-J

Mrs GgcOiJ

mn в-зЛг.

EdtIio Bodkin

Kinq Teh

7fl

Ser» E векш Е-зЬ E ockifi

Point out the characters on p2L Explain
that these people live in the some town
as Dan and Lily. They will be in the
stories, too.

Play a game (pb ppi2-23)

Children draw along the path far each *
character 01 pair of characters. They find
the objects at the end of the paths.

Ask about the characters. Children tell
you what is at die end of the paths. Ask
Mow many? if appropriate ancf if children
do not say in their answers. Ask about
colour too, if you wish,
Grange? ond Grandpa? Two dogs.

Mum and Dad? five fish. Princess fl el la
and King Tub ? Three kittens, Mr Jolly?
six apples. Pirate Jack? One umbrella,
Mrs Goody and Miss Silver? four oranges.
Dun und Lily? Biff о the down.

П Пи.» Irr уя-пг
Ask what Other objects in the picture
children can name, eg hcrt, pen, etc.

— Ask what colour the different objects are.

Alternatively, show flushcards of the
other objects.

Class names th? object and points to the
correct picture in their books.
1 Hello, ЛЛг Jolly!

LeSSOn 1 New words and speaking (pb pp24-zs)

Warm-up

1 Show flashcards 150 152. Name them. Cl repeats.

Explain children ore going to hunr a 5tory tibout these people.

Poster 1

1 Show poster 1. Read the title.
Class looks for a moment.

Ask volunteers to find the
characters.

2 Show flashcards 27 32. Name
the objects. Class repeats.

3 Ask different children to find
and point to objects on the
poster.

4 Ask questions: Look at the teJdy. What colour
is it? it's orange. Look at the car. What colour
is it? it's purple. Look at the boat. Whet
colour is it? It's pink.

5 Play CD1 trnck 29. Children listen and look
ot the poster. Point to the objects as they are
mentioned. Point to each of the characters
when they speak.

-• Check understanding of the small pictures;
Mr Joi ly driving his van towards the town;
th? new toy shop window.

PB Dialogue

Activity 1

1 Children look at the big •—
picture in their books for a
few moments.

2 Show flashcards.

Class names the objects.

3 Name the objects. Children
point to the object in the
box. Show flashcards.
Children check they are
pointing to the correct
object.

4 Name the objects in a
different order. Children
find them in the big picture
in their books.

Activity 2

—-•Play CD1 track 29 Children
listen and fallow the dialogue.

Activity 3

1 Play CD1 track 30. Children
follow and repeat in the
pauses. If they find a
sentence difficult, pause the
track. They say it once or
twice more.

2 Play CD1 track 30 again.
Class listens and fallows.

3 (Optional) Individuals read
or act the dialogue.*
Words, Learning to learn (wb ррз-з)

Check that children
understand the tasks before
they begin.

------- ------- 1

Exercise 2

Children colour each object
according to the colour word
in the picture.

Exercise 1 •—-

Children circle the word that
matches the picture. Pornt
out how the first one is done.

О Words

1 Rwad zrd Im.

Exercise 1

Children look at the picture
on the left and scan the
column on the right to find
the matching picture. They
draw lines between them.

Exercise 2

Children lack at the first row
of letters. They look for the
matching letter in the second
raw and draw lines between
them

Summary box
Lesron aim Speaking
Lesson targets Children:
* learn and practise new vocabulary
• listen tt> the dialogue
• read and follow the dialogue
* repeat the dialogue
• (optional) act the dialogue
• practise scanning and thinking skills
Key structures ft's a ffj /od/ertnre/.
Key language И/ow/ Whatsi/owf name? Mg name's . .
Key words teddy, boat, car; pink, purpie, orange
Materials pb pp24-25, poster 1; flashcards 27-32, 150-152; WB pp2-3;
CD1 tracks 29. 30

Resource box

* if your dins is able, you may have children who enjoy reading aloud. It
you wish, choose three children to be Dan, I ily and Mr Jolly. They read tnese
characters’ lines while the rest of the class follows in their books. If this is not
an appropriate activity for your class ut this time, omit this step.

As children bpcnme more familiar with the dialogue practice in these lessons
they will become more confident and ready to rood the dialogue themselves.
However, it is not necessary for them to do this until you are sure that they
are ready and willing to try it.

WB answers

p2 Exercise 1; 2 beat 3 teddy 4 car

p3 Exercise 1:2e 3b 4f 5n 6d
Lesson 2 Grammar (pb p26j Session 1 Grammar in conversation (pb P2?) Session 2

J Session 1 Warm-up [ ; Session 2 Warm-up"

I Show floshcords 3,4,27-29. Class names the objects. » i Ask c few children around the daw to soy their names.

Activity 1

1 Children open their books.
Point out the Bodkin's
ball. Rood the bubbles.

Class repeats.

2 Point out the cor Prompt •-
/fs о cor. Class repeats.

3 Prompt Its red. Class
repeats. Continue with
the other objects.

4 Children practise
sentences in pairs.*

Activity 2

1 Point out the Bodkin's
parcel. Read the bubbles.
Class repeats.

2 Point out the boat parcel.
Ask h it a boat? Class
answers Kes. •—

Continue with the
other objects. Ask some
questions to produce a
negative answer first.

3 Children practise the
questions and answers
in pairs.*

Go to Workbook Session 1

Grammar in (onwial»n

I fjl Lhtui artfl rcol.

Activity 1

-•1 Point out the photos of

the girl and boy. Ask two
children to read the first
two bubbles.

2 Tell the class to listen
to the children in the
photos. Ploy CD1 track
31. Children listen and
follow in their books.

Activity 2

Play GDI track 32. Children
listen and repeat in the
pauses.

Activity 3

Children practise the conversation in pairs.*

Activity 4

1 Point out the children in the pictures. Ploy CD1 track 33. Children listen.

2 Soy the first line of the song. Class repeats.

3 Flay CD1 frock 34 (music only) Encourage the class to join in.

4 children sing the song in circles or in a line at the front of the class/ *

Go to Workbook Session 2 ф
Exercise 1

1 Read the bubbles, or ask children
to read.

2 Point out the last Hodkin.

Read out the notice. Write it on the
board. Class reads.

3 Remove r and put in the apostrophe
Class reads ft,*.

4 Repeat this, letting several children
remove the letter and put in the
apostrophe.

Exercises 2 and 3

Children work alone or as a homev-'ork
task.

Check that
children
understand th*
tasks.

Exercise 1

Children look
at the pictures
and read the
sentences. If
you wish, read
them aloud.

Exercise 2

Children draw
themselves.
They write
their name and
□ greeting of
their choice.

Summary box

Lesson aim Grammar

Lesson targets Children:

• practise the target
structure

* read and listen to a
conversation

• repeat and practise the
conversation

Time division

• learn and sing n song

Key structures It's n ... ft's [colour adjective].

Key language What's gour name? My name's ,.r

Key words col, cfog, cfofl, bcr/C teddy, cor, boat; red. Ыие, pmJt,
ivtute, orange, purple

Materials PIS pp2b-27; CD1 tracks 31 34; WB pp4-5; flashcards 3. 4,
27-29

Resource box

* Bring forward two confident children (ar they stand in their places). Prompt the
target language. Repeat with one or two other pairs.

Alternatively, let the class work in pairs at their desks. Children take turns tn point to
the picture and speak to their partner.

*♦ If you can use a large space for this activity. Children stand in two circles. As they
sing, one circle moves clockwise^ the other anti-clockwise. After the last Round we go,
they stop and say Hello to the person opposite.

Alternatively, a few children stanrd in u line. Let one or two other children walk
round them tapping them an the shoulders in time to the music.

WB answers

p4 Exercise 2: 2 It is. It is 3 It is, It is

Exercise 3: 2 Is it, No 3 Is it, Na 4 Is it, Yes

Grammar Practice Bonk Unit 1

Children may begin the practice exorcises when they have completed the PB and WB
Grammar pages. They should complete them before the end of the unit. They may
be done for homework after Beading and Class composition.

29
LeSSOn 3 Reading (pb P2«) Session 1

Reading comprehension (pbP29) Session 2

J Session 1 Warm-up

I Singfloumd* 1 we pc? from PB p27. CD1 track 33, ।

Activity 1

1 Quickly revise teddy, boot and cor using
flashcards 27-29.

Revise b/gcind smaif.

Teach the new words using flashcards
33-38.

2 Children open their books. Give them time
to laok at the whole page. Ask volunteers
to name the small objects.

3 Point out the title. Play CD1 track 35.
Children listen and follow.

Rending ф

A toy shop

JlllTta 1.ЛЛ<. J Ь'.-, 41 Ju -III.

LocA.. It is <1 Lull.

Hu blw nnd green.

Il • h|q

Uh! Itlidhrti. Ie kml
Ills a tor. Ills Miidl.
Aboal! Il is wrv ha.

It Is pbik -aibdi purple.
A teddy! Ills orange.

Lju<4c. Il Ь ci i umjiulkT
It Is whliP.

Oh! 11 Is a ф>те. 11 is fun*

4 Read the lines about the boll. Say LooJt at the ba//.
В |'[ b/ue and rod? No. ft /5 bJue and green, fs rt big?
Yes.

Read the Other lines and a$k questions.*

5 Read the whole text. Children join in and read with
you.

Repeat if the clns^ is not confident.

6 Ask the class tn read on their awn; orr ask у roups
nt children to read lines; ar, ask individuals to read
lines.

Optional homework tasks

Learn vocabulary words on pl of Dictionary 1.

Continue Grammar Practice Rook U-nit 1.

rDniprrhriivian
Пенг! circle pipeline

Session 2 Warm-up

Revise all the words for toys using flashcards
27-29, 34-38

Activity 1

1 Play CD1 track 35 or read A toy shop again
to the class. Children follow.

3 Read the second sentence with an individual and
then the whole class.

Say /t js prnA and purpte. /s it the ball? No.

К rt the do?/? Ym. Children circle the doll.

4 Continue with the other sentences.

When thecctivity has been completed, children
may do the WB Reading comprehension page in
class ur far homework.

2 Ask □ volunteer to read the first sentence. •——•
help as necessary. Class repeats. Paintout
that the teddy is circled.
Reading comprehension iwb рб)Session 2

These pages may be set as homework,

Check that children understand the tasks before
they begin.

Remind them they will need colours for the
first exercise.

Exercise 1

Children read and colour,

Exercise 2

1 If you wish, go through all or part of this exercise
orally.

Ask what is in each picture.

Ask or help □ volunteer tn read the first sentence.
Class repeats.

2 Say Find the doll. What is the tetter? C. Children
write C in the first box.

3 Continue with the other sentences or let children
continue on their own.

Time division

Session 1 Session 2

Summary box

Lesson aim Reading and
comprehension

Lessor targets Children:
• learn new vocabulary
* listen to and follow a text
• road with good pronunciation
• understand the text

* answer simple comprehension questions (Sessions 1 and 2)
Key structures ft й a ... ft к [adjective/.

Key words boy, girt, computer, gome, doff, train, bait; big. small; very

Materials PB pp28^2g- CD1 tracks 3X 35; WB p6; flashcards 27-29, 33 38

Resource box

* Use these questions or any of your own:

/s the doll ртк and white? JVo. It/The doll is pink and purple.

What colour is the teddy? It is orange.

What colour is the train ? ft is red.

Is the cor big? wo. ftZThe car is small.

/5 the Jbouf very small? No, it isn't.

What colour is the computer? It/The computer is white.

Is the game fun? Yes, it is.

WB answers

p6 Exorcise 2: 2 E ЗА 4 В 5 D
в»*'

Lesson 4 Phonics <рв р29) Listening (рв Рзо)

[ Warm-up

1 Show flashcard 152.

[ Class names Mr Jolly. Point to parts of the
j picture. Ask И/Jhcrt co/oizr is it?

Mr Joly's box

1 Children find Mr Jolly. Tell them to point to
the box and listen.

Piny CD1 track 36. Children listen the tint time.
Then they repeat in the pauses.

rhunirs Jji

1 Li-ink

3- Ф US№fl. i4ud und snij.

2 Write о and hat on the board. Point to each
one. Class says the sound and the word.
Repeat until they say them accurately and
confidently.

Activity 1

1 Three children hold curds for h, a and t. Stand them
in ci lire facing the dassr with spoce between them.
Point and say each sound. Class says the sounds
with you.

2 Move the children closer. Point to each card and
say the sounds with less pause. Class says them with
you. Keep doing this until the cards touch and the
class says the whole word.

3 Children point in their books, say each phoneme
and the word.

4 Repeat with rat and mat.

Activity 2

1 Ask who or what are in the pictures. Hay CD1 track
37. Class listens.

------------------------------

Activity 1

1 Children name each object in the three lines •——
and say the colour of each one.

2 Play CD1 track 38. Children listen and look.

3 Play it again. Children tick the object.

Note: If children find this hard, do one line at a
time.

Activity 1 audioscript (CD1 track 38)

Vo-ce Number 1. I Voice: Number 2. Voice: Number 3.
Boy; Is It Girl. Is it pink? Boy: Is it white?
purple^ Boy: Yes Giri Yes
Girl: Yes Girl: Is it a Boy Is it a
Boy Is it sma/l? doll? computer?
Girl.- Yes. Bdy: No. Girl: No.
Boy: Is it 0 Girl: Is it q Boy: Is it a cot?
teddy? boat? Girl: Yes!
Girl- Yesl Boy: Yes! Imioow]

2 Read each line, class lepeats. Class says whole
rhyme.

Activity 2

1 Children name the objects in the picture.

Play CE>1 truck 39. Children listen. See Resource box
for audioscript.

2 Play the track again. Children answer in the pauses.
Be ready to play the track again if they are not
sure ar disagree about the answer.

____________________________________________________i—-
Phonics (we P7)

Make sure that children understand the tasks before
they begin.

Exercises 1 and 4

Check that children con say the sounds in these
ejcerdses accurately^

Phonits

i 5л J Оч jourd,
C h m

'* 'ЛИ1и Bw* 5uy Un* iwwc

= и

„ EjT)

•СП

Cheek children's work at the end of the lesson or at
the beginning of the next if these exercises ore done
for homework.

Exercises 2 and 5

Children use different phonemes La moke words
with the ending at and on.

Exercises 3 and 6

Children write the words.

For Exercises 2 and 5, ask different children to say
the whole word.

Different children read the word they have written
for each picture.

Summary box

Lesson aim Phonics and listening

Lesson targets Children:

• sound out, read and write cvc words with short a

• listen to the dialogue to identify objects

• listen to sounds to identify objects

Key language Words and structures from Unit 1

Key wards hat. cat. mat fan, man, van

Materials PB pp29-30r CD1 tracks 36-39; WB p7; flashcard 152;

phoneme cards for PB p29, Activity 1

Preparation Make phoneme cards far fiat, cert ond mot with each letter on о
separate card, as shown in the PB.

Time division

Listening

Activity 2

Listening

Activity 1

Phonies

Activity..

Resource box

Activity 2 audioscript (CD1 track 39)

Girl- Listen! Iccrl Is it -o car? Гоаиле]

Boy: Listen! I toy train I Is it □ car? [pjuse] (toy train] Is it □ train? Ipnusd

G rl: L star! Ihdli] к it л hnl ? Ipdi/id

Воц Listen! [dolij Is it o ent? .pausd [dnJIJ Is It о doll? [pause]
LeSSOn 5 Class composition (pb p3i) Session 1

' Session 1 Warm-up

I Show flashcards for toys. Ask Whtrf js ft?

1 И/hat coM-ur rs rt?

Dan's box

1 Ask □ child to-read Dan's bubble.

2 Ask another child to read the sentence.
Write it on the board, Class reads.

3 Volunteers circle the capital letter and
full stop.

Activity 1

1 Ask what is in the first picture a do//. •—
Write the complete sentence an the
board rt rs a Joi/. Class reads.

Ask what, colour it is. pink.

Write the second sentence on the board
ft ft pink. Class reads.

2 Remind the class that >n speaking we
usually say it's . . .

In writing we use the full form rt ft ...

3 Ask. what is in the second picture
о computer.

Write the complete sentence on the
board ft ft a computer. Class reads.

Ask what colour it is. ft's уеГ/ow.

Write the second sentence on the board
ft is yei/ovv. Class reads.

4 Do the some f-or the third picture.

5 Ask different children to read the
sentences on the board.

Class reads all the sentences.

6 Children complete the sentences in their
books and write ths last three.

Go around helping and monitoring as
they work.

When they hove finished, ask a few
children to read same of iheir sentences
to the class.

Homework tasks

Dictionary

Children revise all words on pl.

Grammer Prartke Book

Children complete Unit 1.
Writing skills (wb psj Composition practice (wb P9) Session 2

[ Session 2 Warm-up

I Revise colours using flashcards. j

Dan s box

Write up the sentence. Remind the
class of the capital letter and the full
stop.

Exercise 1

Explain the task. While children
work, write the sentences on the *—
board. To check work. ask volunteers
to circle on the board. Other children
look and check.

Exercise 2

Do as Exercise I. Children circle the
full stops.

Exercise 3

Children write. Check as for Exercises
1 and 2.

________________________________________

Summary box

Lesion aim Writing

Lesson targets Children:

• write about objects, name

□nd describe them by colour

• identify capital letters and
full stops

* practise correct use of capital
letters and full stops

Exercise 4

This can be a homework task.

Text type Description

Key structures /h'so... ft rs [colour ad/ec&W.

Key words Vocabulary from Unit 1

Materials PB p31; WB ppB-9; flashcurds 18. 25, 27-32, 34-38, 146-149
CiHnpatftifti pcmiicr

1 **»!

Exercise 1

-•Ask different children to read l-ip
words in the box. Class reads.

1--------------- . .4

—

Exercise 2

1 Make sure children realise that
they must choose their own colour,
or two colours, for each object.
When they have coloured, they
complete the first two sentences
about the teddy and write about
the train.

2 Go around he ’ping and
monitoring as they work. When
they have finished, or in another
lesson, as-k n few children to read
their sentences to the class.

Homework tasks

Portfolio (see Resource box)

Check-up 1 WB pplO-11
(Answers on p59)

Resource box

class composition: target writing

(It is u) doll, (It is) pink. (It is a) computer. It is yellow, It is ci car. Il is qreen
and red,

Composition practice: target writing

(it is a} teddy. It is [colour or colours of child's choice].

IL is a train. It is (colour or colours of child's choice].

Portfolio

Children may make rieut copies of llio WB writing about the teddy or the
train, or both, for inclusion in their portfolio of work. If they wish, they may
copy and colour the pictures to go with their writing.
Mr Jolly’s shop

| Warm-up

— — л ., i j । . I Show floshcords I^Q-15? Class naniM the characters.

Lesson I New words and speaking (рв ррзз-эз) ;___________________________________________

Poster 2

1 show poster 2. Read the trtfe, Class
looks for о few moments

2 Show flq>hcords 2r 11, 39-43. Name
the objects. Class repeats.

3 Ask different children to find and
point to the objects on the paster.

PB Dialogue

Activity 1

1 Children look at the big •
picture in their books for a
few moments.

2 Show flashcards. Class
names the objects.

3 Name the objects. Children
point to the object in the
box. Show flashcards.
Children check they are
pointing to the correct
object.

4 Name the objects in a
different order. Children
find them in the big picture
in their books.

4 Ask questions about objects the
children know. e.g, teddy, doll, car,
boat, train, ball:
What Cofoor is the teddy?

Js rt bi^s/naJi?. etc.

5 Play CD1 track 40. Children listen and
look at the poster. Point to the objects
as they are mentioned.* Point to the
characters when they speak.

Check understanding of the small
picture: the rabbit is jumping out of
the hat.

—«Activity 2

Play CD1 track 40. Children
listen and follow the dialogue.

Activity 3

1 Play CD1 track 4k Children
follow and repeat in the
pauses. If they find a
sentence difficult, pause the
track. They say it once or
twice mare.

2 Play CD1 track 41 again.
Class listens and follows.

3 (Optional) individuals read
or act the dialogue/’

Uri it 2 New wo rd s end speu к mg

36
Words, Learning to learn (wb ppi2-i3)

Words

Check thot children
understand the tasks before
they begin

Exercise 1

Children read the words and
draw lines to the correct
picture*.

Exercise 2

Children look at the pictures
□ nd find the words in the
snake.

Exercise 3

Children write the letters in
the balloons at the start -of
the correct word.

Time division

Summary box
Lesson aim Speaking
Lesson targets Children;
• learn and practise new vocabulary
• listen to the dialogue
• read and -fol low the dialogue
• repeat the dialogue
• (optional) art the dialogue
* practise scanning and thinking skills
Key structures /5 rt a ...? Zes, ft jsjWg, ft /snft.
Key language What is it?

Key words bag, book, pencil, kitten, rabbit; Mum, Dad

Materials PB pp32-33: poster 2; flashcards 2r 11r 3^13, 150-152; W0 pp12-13;
CD1 tracks 40, 41
Resource box

* Point to the rabbit in the last picture after the sound effects and when
everyone is amazed by it.

* * See Resource box p27.

WB answers

pl2 Exercise 3: 1 bag 2 pencil 3 book 4 hat 5 rabbit 6 kitten

p13 Exercise 1:1d2f3v4a5b6c
Lesson 2 Grammar (pb рзд) Session 1 Grammar in conversation (pb p.35} Session 2

• Session 1 Warm-up

I Use ftoshcords 2, 1 1, 39-43 L<j revise the new objects о nd people.

Session 2 Warm-up

I Use flashcards 27-29, 34-3B to revise words for toys.

Activity 1

1 Point out the Rodkins and
thp objects. Explain they
art! praying о guessing
game. Read о г ask
volunteers to read the
bubbles. Class repents

2 Ask about picture 1. *—
/s ft a book? ¥esr rtfj,
Continue in the same
way for other pictures.

Prompt rt fs or No, it
isn't.

3 Children practise
sentences in pairs. See
Resource box p29.

<.3tummar

1 lM*l

Activity 1

11 Point out the two
children. Explain or let the
daatell you. that they
are ploying a game like
the Bodkins on pB4.

2 Tell the class to listen
to the Children in the
photos. Play CD1 track
42. Children listen and
follow in their books,

Activity 2

Play CD1 track 49. Children
listen and repeat in the
pauses.

Activity 3

Children play the game in
pairs.*

Activity 2

1 Point out the Bodkins and ihe hats. Read the bubbles. Class repeats

2 Ask about picture 1 ft и Prompt Wo, ft isn't a teddy. it's a bag.
Continue with the other pictures. If children answer No, it isn't help them
to say Ato, ft isn't a teddy then Its Q bag.

3 Children practise in pairs. 5ee Resource box p29.

Goto Workbook Session t ф

Activity 4

1 Ask children to name the onimalsthey know. Explain that the nmmal
—« above the song text is a rat (not a mouse). Write rat on the board. Class
repeats.

2 Flag CD1 track 44. Children listen. Ask what they think is behind the door.
Listen to their ideas.

-----------------------------------------—----------------

3 Play CD1 trock 45 (music only). Entourage the class to join in.**

Go to Workbook Session 2 ф.
Grammar (wb pi4) Session 1 Grammar in conversation (wb pi 5) Session 2

Check that children
understand the tusks. If you
wish, do Exercise 2 with the
class.

Exercise 1

Children look and read. They
colour the right answer.

Gramm nr

Exercise 2

Read what the Bodkin says *
□nd the written and spoken
forms. Write them on the
board. If ynu wish, practise
with letter cards and an
apostrophe card.

Graimnur in conversation

If children are completing
this page for homework,
check that they understand
the tusk.

Exerdse 3

Children write answers using
full forms.

Exercise 1

Children colour according
—• to the key at the lap of the
page.

They read the questions and
complete the answers.

To check ask different
children to read out their
questions and answers.

Summary box

Lesson aim Grammar

Lesson targets Children.

• pruclise the target language

• listen to and repeat the
conversation

• rend and practise the conversation

• iearn and sing a song

Time division

Key structures Is it a ... ? Yes, it isvWo, rt isn't, rt rtnY о ... a ...

Key language LVhcrt rt rt?

Key words co1/, лзЬЬЪ book fcftten, cut, pencil, bag, von. girt

Materials P6 pp34-35; CD1 tracks 42-45; WB pp14-15; flashcards 2, 11, 27 29.
34-43; several toys and a bag to put them in

Preparation Make letter cards forf, t /, s, n, o, f and on apostrophe card for
Wfl p14, Exercise 7.

Resource box

* If you do not have toys, use fl as neo rds. Two children come furwurd. Child

1 holds the flashcard in Hie bag and asks the question. Child 2 guesses. Child

1 shows part of the picture an the flashcard and asks ogam. Child 1 shows
more of the picture until child 2 guesses correctly. Repeat with other pairs and
flash curds.

A* Tecich the sang if you wish. Write the words on the board. Class reads. Rub
off dugand rat. Class reads and fil s n the missing words Repeat with frog
and ccrt. Rub off rtnT in all lines in both verses. Class saysthe verses again.
Repeat with What. Cort nue to rub off mare words each time until there is
none eft and children have learned the verses by heart.

WB answers

p 14 Exercise 1: 1 Yes. it is 2 Nd, it isn't. 3 Yes, it is. 4 Yes. it is.

pl5 cut., dog.

Grammar Practice Book Unit 2

Children may begin the practice exercises when they hnve completed the рез
and WB Gram mor puqcs. They should complete them before the end of the
unit. They mug be done- tor homework after Reading and Class Composition.

39
Lesson 3 Reading (pb рзб) Session 1 Reading comprehension (pb рз?) Session 2

[ Session 1 Warm-up

I Class s ings IThnr r$ it? -from PB p3 5, CD 1 track 44. I

Activity 1

1 Quickly revise bug, pen, pencil and book
using flashcards 2, 16, 39, 40.

Teach the new words using flashcards
44 4B.

Rwidinq ф O’*
...Umj

hlitrcr HIiHh.^--------------- Itiiirtn. Hiiifbh

WMi nr* wxjt 1Hf

♦ 4 Rpotf the first question and the description to the
class. Ask VWhot ccfourw гЪе ruter?/Г/$ bfue, Read

J the other descriptions and ask questions.*

5 Pead the whole text. Children join in <ind read with
you. Repeat if the class is not confident.

6 Ask the class to read on their own; or, ask groups
of children to rend lines, or. usk individuals to read
lines.

2 Children open their books. Give them time
to look at the whule page. Ask volunteers
to name the snnoll objects.

3 Point out the title. Ploy CD1 track 46.
Children listen and follow.

•r li j еглгглв- MliradL

Itfa-inHu- Iril kWi

Optional homework tasks

Luam vocuDulary words on p2 of D ctionary 1.

Continue Grammar Practice Boos Unit 2.

Session 2 Warm-up

Revise a JI the words for school items using
flashes rd s.

Activity 1

1 Play CD1 track 46 or read Sl’Aocj/ again
to the class.

2 Read or ask a child to read, the first ♦---

question. Class repeats. Point out that yes
is circled. Check that the doss agrees with
the answer.

Krorfing toinpri'hrnsion

1 Nr>nd O>ClQ oi ла

3 Read or ask о child to read the second question.
Class repeats. Ask what the answer is. Check that
the class agrees. Children circle in their books.
Continue with the other questions in the same way.

4 When the activity has been completed, children do
the WB Reading comprehension page in class or for
homework.
Reading comprehension (юв pi6j Session 2

Check that children understand the task before they
begin.

Remind them they will need colours for this exercise.

Exercise 1

Children read the first two sentences under the
picture.

They tick the sentence that correctly describes the
object.

They colour the object according to the third »—
sentence.

Check answers now or in another lesson by asking
different Children ta read out the sentences they
have ticked.

Sumniary box

Lesson aim Rending

Lesson targets Children:

* learn new vocabulary

• listen to and follow a text

* read with goad pronunciation

• understand the text

• answer simple comprehension
questions

Time division

Session 1

Session 2

Key structures /Г й о ... fc ft a ... ? ft is [colour].

Key words rubber, ruler, pen, crayon, buy, desk, chair

Materials FB pp36-37; CD1 trucks 44.46; flashcards 2, 16, 39, 40. 44 48;

WB p16

Resource box

* Use these example questions cr any of your own;

{pen) is ft л релей? №, it is a pen. Is il green? Yes, it Й.

(rubber) й ft о гиЫшл7 Yes, ft is. ft it big? ftfnr it isn't, It is smaff.

(crayon) ft ft a crayon? Yes, it is. Is it blue? Nor it isn't. It is red.

(desk, chair, buy) LV/jof ccj/ouj is the о'слХ /chcrft/Ьод? ft is yellow f blue /
pink. Is the bog small? Wor ft isn't, it is very btg.

WB answers

Exercise 1. 1 ll is a ruler. 2 It is a desk. 3 It is a pencil. 4 It is a pen.

5 It is □ rubber. Б It is a chair.
Warm-up

Put the class into two or mere teems. Show
flashcurdi Teams win paints by num ng
objects.

Mr Jolly's box

1 Children find Mr Jolly. Tell them to point ta
the hox and listen.

Play CD1 track 47 Children listen the first
time Then they repeat in the pauses.

2 Write г and p<=/? on the ocard. Point to
each ane. Class says the sound and the
word.

Repeat until they say them accurately and
confidently.

2 'i 1Л1И1. iwnl Iind u*i
Th-f!?Ti i, u । Ibe Ini.

Activity 1

1 Ask children to name the objects and say *
the colour of each one.

Play CD1 track 49. Children listen nnd look.
Sec Resource box for audioscript.

2 Play it again. Children number the pictuies
in order.

Note: Play the track □ third time if necessary.

Activity 2

Play COT track 50. Children check their
answers. See Resource box for audioscript.
Activity 1

1 Three children hold cards lor p, t* and n Stand them
in a hue facing the class, with space between them.
Point and say each sound. Class voys the sounds
with you.

2 Move the children doser Point to each card and
soy the sounds with less pause. Class says them with
you. Keep doing this until the car di touch and the
doss says the whole ward.

3 Children point in their books, say each phoneme
and the whole word.

4 Repeat with ben and [ел.

Activity 2

• 1 Ask who nr what are in the picture. Play CD1 truck
Class listens and follows

2 Read each line. Class repeats Classsqljs the whole
rhyme. Tnpy may learn it if you wish.

Activity 3

1 Children look at th? pictures. Re-ad the speech
bubbles to the class.

Choose a suitable flashcard. Make the sound and
mime it appropriate. Ask the class What rs d?

Continue until the correct answer is given

2 Do this once or twice more, then choose another
flashcard and invite a chdd to mime and ask LMhat
is it? Ihe class tries to guess the answer.
Phonics (WBp!7)

Make sure that children understand the tasks before
they begin.

Exercises 1 and 4

Check that children can say the sounds in these
exercises accurately.

I3 honks

1 Чл.| -!«• '.i-.lliK.
p h t

7 rti№ v>y'J<v wandi

p |_-J p«. <>>_,

* JU i iO
3 rtiirr. tr« W5M1. Hwid Bn I№fnfc.

•I II»* bcUrd*.

r b

Exercises 2 and 5

Children use different phonemes to moke words
with the endrng en and cd.

Exercises 3 and &

Children write the words.

Check children's work at the end of the lesson or at
the beginning of the next if these exercises are done
for homework.

For Exercises 2 and 5. ask different children to say
the whok- ward.

Di fferent children read the word they have written
for each picture.

Summary box

Lesson aim Phonics and Listening

Lesson targets Children:

* sound out, read and write cve words with short e

• listen and understand descriptions of objects

• ploy a bound and mime gome

Key language Vocabulary and structures from Unit 2

Key words pen, hen, tert, red, bed

Time; division

Materials PB pp37-38; CD1 tracks 47-50; WE p17; flashcards of your choice;

phoneme cards for PB p37. Activity 1

Preparation Make phoneme cards for рея, hen and ten, with each letter on u
separate card, as shown in the PB.

Resource box

Activity 1 audioscript (CD1 track 49)

Voice. Number 1. It's s-ig. It's b ac< Wlioi is it? Write number 1 ir rh<* box

Voice:Number 2. It's smcdl It's red. What is it? Write number 2 in the box.

Voicr-Ni.imper 3. It's small. It's while. What is it? Write number 3 in rhe box

Voice hlumbm 4 t's big It's orange What is it? Write number 4 m tFe box.

Activity 2 audioscript (CD1 track 50)

Voice Number I Its big It's block Whot is it? leer horn] Its the van.

Vo ce: Number 2. Its small. Its rec. What is it? [someone eating tin upp’d liJ$ the apple.

Voue: Number 3. Its small. It's white What is it? liitten miaowing] It's the kitten

Voice: Number 4 It's big it's оклике Whot В it3 [growl of rn.j Ьодг] It's the teddy1
Lesson 5 Class composition (pb ₽39) Session 1

[ Session 1 Warm-up

1 Use flashrards 2, 16, 39. 40, 44 4Я to revise
all the words for school items

Dan's box

1 Ask a child to read Don't bubble Ask
another child to read the question

2 Write them on the board Class reads

J Volunteers circle the capital letter and
question mark

Activity 1

1 Tell children to lock al the tint picture
Ask Whaf/s r/ Z/tii a crayon Ask WhaT
colour л j t ? it is red

2 Ask individual 10 read the question
above the picture and the !ло
sentences below

Write them on the board Class reads

3 Ask the same questions about the
second picture

Write Whcrf on the board A child
completes the question Write the
complete question on the board
Class reads

Writing

4 Write the beginnings of the two
sentences on the board Children tell
i/ou the complete sentences Write them
cxi the board Class reads

5 Ask the some qiiestions about the third
picture A child tells you when question
towrite Write <t on the board Class
reads

Ask what sentences to wnte Write
them on the txxi<d Class reads

6 Ask different children to read the
sentences on I he boo'd C lass reads all
the sentences

I Children write the quesbam and
complete the sentences m then books
Ga aiouiwl helping oM monitor i ng as
they work

When they nave 1 rushed as.k a few
children to read some of I heir sentences
to the c loss

Homework tasks

Dictionary

Children rev«se words on p2

Grammar Practice Boob

Children complete Unit 2
Writing skills iwb pis) Composition practice (we pi?) Session 2

WHliiti) skills

2 Children continue on their own. To
check answers, write the questions
on the board. Volunteers circle the
letters. Check with the class.

Session 2 Warm-up

Write up small letters Children
volunteer to write the capitals.

i ' — » r-'-'i

Exercises 3 and 4
Class writes.

| Check answers in the usual way.

Don's box

Write the question an the board.

Remind the doss of the capital letter
and question mark.

Exercise 1

1 Write up the first question. Let a
child circle the capital letter. Check
with the class

Exercise 1

Children read ond follow the
instructions.

Exercise 2

1 Cnildren complete the question
ond then the sentences for the
first picture according to the
object and the colour.

г"*• 2 Children write the question and

-I the sentences for the second
picture.

3 Go around helping and
monitoring as they work. When
they hove finished, or in another
lesson, ask a few children to read
their sentences to the class.

Exerdsei

Do as Exercise 1. Children circle the
question marks.

Homework tasks

Portfolio (See Resource box)

Checkup 2 WB pp2O-21
(Answers on p59)

Summary box

Lesson aim Writing

Lesson targets Children:

* write about classr oom objects

• identify capital letters and
question marks

• practise correct use of capital
letters and question marks

Text type Description with repeated language

Time division

Session 1

Session 2

Key structures What js it? lx is a... ft fc ..

Key words Vocabulary from Unit 2

Materials PC p39; WB pp18-19; flashcards 2r 16, 39,40, 44 4Й

Resource box

Class earn position: target writing

(What) is it? (It is a) pen. (It is) green. What is it? It is a ruler. It is blue.

Composition practice: target writing

What (is it}? (It <5 a) desk, (it is) blue What is it? It is a choir. It is purple

Portfolio

Children may make neat coDres of the WB writing about the desk or the chair,
nr both, for inclusion in their portfolio of work. If they wish, they may copy
and colour the pictures to go with their writing
Good morning!

LeSSOn 1 New words and speaking (рврр^о-ои

J Warm-up

J Show r.nyflash<arditrf your choice Children name them. [

Poster 3

1 Show poster 3. Read the title Class
looks for a few mo men is.

2 Show flashcards 20, 21, 49-52.

Name the objects. Class repeats the
words.

3 Ask different children to find and
point to the objects on the poster.

3 Good 'iwi-'i g!

4 Ask questions

/s the /опту btg? LVhof со/сд/rft ft?
Wh at со/our ft the tflXJ? ft the brie
smcrft?

5 PlnyCDI truck 51. Children listen
Qnd look at the paster. Point to
the Objects as they are mentioned.
Point to the characters when they
5f№dk.

Che<< understanding of the small
picture: Mr Jolly has taken the
f lowers out at his hut. He is giving
them ta Grandma.

I PB Dialogue

Activity 1

1 Children look at the big •-

picture in their books for a
few moments.

2 Show flashcards. Class
names the objects.

3 Name the objects. Children
paint to the object in the
box. Show flashcards.
Children check they are
pointing to the correct
object.

4 Na me the objects in a
different order. Children
find them in tho big picture
in their books.

Activity 2

Plug CD1 track 51. Children

listen and follow the dialogue

Activity 3

1 Play CD1 track 52. Children
follow and repeat in the
pauses If they find c
sentence difficult, pause the
track. They say it once or
twite more.

2 Play CD1 track 52 agutn.
Class listens and fallow^.

3 (Optional) Individuals read
or act the dialogue.*
Words, Learning to learn (WBpp22-23)

Check that children
understand the tasks before
they begin.

Exercise 1 •------------

Children read the wards
and colour the objects
accordingly.

Exercise 2

Children look at the letters
and choose the correct one to
complete the words.

Exercise 3

Children odd the correct
ending to complete each
word,

Summary box

Lesson aim Speaking

Lesson targets Children:

• learn and practise new vocabulary

• listen to the dialogue

♦ read and follow the dialogue

• repeat the dialogue

* (optional} pct the dialogue

• practise scanning and thinking skills

Time division

Keg structures // o/an ... /r /sflsn't a [colour 4 noun], It isn't {colour].

Key language Good morningfafternoon. How are you? i'rn tine. thank you.

Key wards tod, furry, bike; umbrella, Grandma. Grandpa

Materials РЁ pp40-4l; poster 3; flashcards 20, 21. 49-52 and any others of
your choice; WB op22 23; CD1 tracks 51. 52
Exercise 1

Children circle the same
picture. This practises
observation skills and
prepares them for the next
exercise with I etters.

Exercise 2

Children circle the same
letter. This practise* correctly
identifying letters that are
easily confused.

Resource box

* Some children may be willing to pl a g the characters and read their lines
if they have not already done- so If pass bio. choose five children tu be Lily,
□an. Grandma, Grandpa and Mr Jolly. Help them with the lines as necessary.

WB answers

p22 Exercise 2: 2 taxi 3 van 4 larry 5 car

Exercise 3. Grandma. Grandpa
LeSSOn 2 Grammar (PB ?42) Session 1 Grammar in conversation (pb раз) Session 2

Gixinim-tir ;n rnowerMiliun

2 Class says the sentences.
Children point in their
books and say them
again.

J Session 1 Warm-up

। Show flashcards 1, 5, 9, 15, 21, 50. Children name the objects

3 Children practise
sentences in pairs.

Pfrklt ord ши

2 Say each lined the song. Class repeats.

2 Point out the car and ask the question, Ask for the опжг. Class repents.

2 Tell the doss to listen
to the children in the
photos. Play CDt track
S3. Children listen ond
follow in their books.

Activity 3

Children practise the
conversation in pairs.

Activity 2

Play CD1 track 54. Children
listen and repeat in the
pauses.

Activity 4

1 Point out the children in the pictures. Play CD1 track 55. Children listen.

Activity 1

1 Point out the two
children in the photos.
Ask the class who they
think the boy is Mr Jolly,

Activity 2

1 Read or ask children to read, the sentences in the babbles. Write them on
the board, Class reads.

[ Session 2 Warm-up

, Ask a few children around the class Heho, wholes gour поте? '
, E licit (Hpflo.) My nome’s ...

Activity 1

1 Rend each sentence.

Write rtfs. Stick up word
cards. Class reads the
sentences. Point out the
vowels. Put up sentences
with on + objects with an
initial vowel- if you wish,
show fl ash cards.

Lirrlrimwir
1 loakl

"Л У 1ЛЛ*п and чи|

J Hve ,’jul

•I ® । -"X:r u'd kiiu

3 Do the same with pictures 1-6. Children practise in pairs.

3 Ploy C£>1 track 56 (musk only). Encourage the class to join in.

Go to Workbook Session 1 ф

4 Children sing the song in circles or in a line at the front of the class.

Go to Workbook Session 2
Grammar (wb P24) Session 1 Grammar in conversation (wb P2s) Session 2

Check that children
understand the tasks before
they begin.

Exercise 1 •----------------

Children write о or on. If you
wish, remind them of the five
vowels before they start.

Exercise 2

Children write the words in
the correct order.

Exercise 3

Children read the sentences
they hove written and colour
the pictures.

Exercise 1

Children read the bubbles on
the left and find the correct
• response A or В an the right

Grammar in conversation

t l>U’. U»*J 11Ы»1Л А .'.Г Й

’►••г! -!

ЕСЬШШИЕЕ]

ГЛАНЕ

Grurnmar

Ta check answers to both
exercises, ask different
children to play tho roles
of the different people and
read their bubbles or lines.

< BUHFE

Exercise 2

—Г*Children choose the correct
word from the box to
complete each sentence.

Summary box

Lesson aim Grammar

Lesson targets Children:

• practise the target language

• listen to g conversation

* read and repeat the conversation

• practise the conversation

• learn and sing a song

Time division

Session 1 Session 2

Key structures It a a/оп ...ft is/isn'x a [colour + noun}. It isn't /colour/.

Key language Good morning/afternoon.How are you? I'm fine, thank you

Key words Vocabulary from Lesson 1

Materials PB pp42-43; CD1 tracks 53-56; WB pp24 25; flashcards 1r 5, 9, 15,
21, 50; word cards

Resource box

* If you can, use n large space for th s activity. Arrange the children in two
circles as for the Round we go song in Unit 1. Children in the inner circle sing
the first verse. Children in the outer verse sing the reply. As they sing Goodbye
they move in opposite directions around their circle until the song starts
again. Then they sing to a new person apposite. Alternatively, children sing in
pairs. Child 1 sings the first verse and child 2 sings the reply. Children change
partners then sing again

wb answers

p24 Exercise 1; 1 an 2 о 3 on 4 on 5 о 6 a 7 an 8 u 9 an

Exercise 2: It is a black taxi. 3 It is an orange cat. 4 It is a purple bag.

p25 Exercise Г 2 В ЗВ 4 A

Exercise 2: Good, How, f.'ne. you, very, thank

Grammar Practice Book Unit 3

Children may begin the practice exercises when they have completed the PB
and WB Grammar pages. They should complete them before the end of the
unit. They may be done for homework after Reading and Class Composition.
Lesson 3 Reading (pb рдд) Session 1

r— —— — —— — — — — —————— — — — — — -|

j Session 1 Warm-up

1 Revise the words from Lesson 1 using
{ flashcards 20, 21, 49-52.

b - - ------- — — - — —---------------J

I-------------------------------“-----1

Activity 1

1 Teach the new words using flashcards
53-58.

2 Children open their books. Give them time
to look at the whole page. Ask volunteers
to name the small objects and the colours.

3 Point out the title. Play CD1 track 57.
Children listen and follow.

Reading comprehension (pb p45) Session 2

4 Read the lines about the plane. Ask questions.*
Read the other lines and ask questions. **

5 Read the whole text. Children join in and read with
you. Repeat if the class is not confident.

6 Ask the class to read on their own; of| ask groups
of children to read lines; orr ask individuals to read
lines.

Optional homework tasks

Lenrn vocabulary words on p3 of Dictionary 1.

Continue Grammar Practice Hook Unit 3.

Session 2 Warm-up

Ploy Ffushcard and word cord match with
flashcards 53-58 See p1 62.

Activity 1

1 Play CD! track 57 or read Fait and stow
again to the class,

2 Ask one or two children to read the •—
first two sentences. Children look at
the pictures. They decide which one the
sentences describe and circle it.

3 To ch ec к a ns wers as к a ch i Id te ft pictиге A ? /s ft
p/cture B? It is picture B. Other children listen and
check their wark. Continue in the same way with
the other sentences and pictures.

4 When the activity has been completed, children do
the WB Reading comprehension page in class or for
homework.

___________
Reading comprehension (wepzs) Session 2

Check that children understand the task* before
they begin -

Remind them that they will need colours for
Exercise 2.

Exercise 1 •———---------------------------------

Children read the two sentences. They draw lines
from each of the sentences to the objects that match
them.

Point out the example.

Exercise 2

Children read each sentence. They identify the
correct object and colour it as described in the
sentence.

Summary box

Lesson aim Reading

Lesson targets Children;

• learn new vocabulary

♦ listen to and follow a text

• understand the text

• read with good pronuncioban

• answer simple comprehension

Time division

Session I Session 2

Key structures ft is [adjective/, ft is a [colour t noun].

Keg words ship, plane, bus, motorbike; brown, grey; fust, slow
Materials PB pp44-45; CD1 track 57; flashcards 20, 21, 49-58; WB p2G;
word cards

Resource box

* Use these questions ar any of your own:

Is rhe plane small? Nor (it is not small) it fs big.

colours is it? it is white and red.

is it very tot ? Kes ft is.

* * Is the ship red blue? Wo, (ft is not red and blue) if is white.

Js /t fast ? Wo, fit is not totf if is sfow,

is the bus small? No, (it is not small) it is big.

What colour is it? It is brown.

/s it fast? No, (it is not fast) it is very slow.

Whot colour is fbe motorbflee? It is grey, fs it fast? Yes, it is.

WB answers

Exercise 1: Pictures 1. 3. 5 It is fast. Pictures2, 4r 6 It is slow.
LeSSOn 4 Phonics (pb p45) Listening (pb рдб)

Warmup

Sing the Good affernaori song from PB р43.

CD1 track 55.

Mr Jolly's box

1 Children find Mr Joli у. Tell them to point to
the box and listen.

Play CD1 track 58. Children listen the first
time. Then they repeat in the pauses.

2 Write / and bra on the board. Point to each
one. Class says the sound and the ward-
Repeat until they say them accurately and
confidently.

Activity 1

1 Three children hold the cards for b, i ond л. Stand
them in a line facing the class, with space between
them. Point and so у each sound. Class says the
sounds with you.

2 Move the children closer. Point to each card and
say the sounds with less pause Class says them with
you. Keep doing this until the cards touch and the
class says the whale word.

3 Children point in their books, say each phoneme
and the whole ward

4 Repeat with tfn and pin.

Activity 2

Ask who ar what are in the pictures. Play CD1 track
59- Class listens and follows,

Activity 1 ♦------------------------------

1 Give children a few moments to look at
the pictures. Tell them to find, e.g. the
motorbike. Ask Js rt fast? Elicit an answer.

2 Tell them to find other objects. Ask
questions.

____________________________I

Activity 2

1 Play CD1 track 60. Children listen and look.

2 Ploy rt again. Children write the letters.

Pause the track after each one if necessary.

Check answers together.

See Resource box for audioscript.

7. LBW* and wtilu №* IhIIiv

R.cad e-och line. Class reaeats Class tags the whole
rhyme. They may learn it if you wish.

Activity 3

Play CD1 track 60 again. Children listen for the words.
Pause the track after each one if necessary.

i 9ln.lnq OQQkl. Lhtail 1u- Ihrw WQH1S.
Phonics (WB p27)

Make sure that children understand the tasks before
they begin.

Exercises 1 and 4

Check that children can say the sounds in these
exercises accurately.

b p t

Exercises 2 and 5

Children use different phonemes to moke words
with the ending m and ig.

Check children's work at the end of the lesson or at
the beginning of the next if these exercises are done
for homework.

Phonics

1 Snj rti* umbiU

4 Ьзц lb*- ВДП1К

For Exercises 2 and 5, ask different children to say
the whole word.

Different children read the word they have written
for each picture.

Exercises 3 and 6

Children write the words.

f w

5 WllUlli* muiiIk Зац Itv-wnnfe

6 Wirllrrtrwn'th. Mae Tn wn-th

Summary box Time division

Lesson aim Phonics and Listening

Lesson targets Children;

* sound out, read and write cvc words with short i

• listen and match sounds ta a picture

• listen and match sounds to the correct picture

Key language Vocabulary and structures from Unit 3

Key words bfo, pun, trn, frg, wig

Materials PB pp45-46; CD1 tracks 55, 58^60; WB p27; phoneme cards for PB
p45. Activity 1

Preparation Make phoneme cards for bin, pin and tin, with each letter on о
separate card, as shawm in the PB.

Resource box

Activity 2 audioscript (CD1 track 60)
VoiCP: Number 1. Voice Nu-iber 3
Eld&du mon: Goad ajtemoon, Alex. [o’d-Joshiontd p'und
Boy Oh! Guod ujterncon, Mr Sm th. Girl: L sten. Grandpa 'What a ic?
Etderlu mom How are you? GronCpO: It:s о plare
Bav. 1 ill [iru\ thank jpn Ard ycu? Girl; A plane?
Elderly mon I m very well, thank you GrSrlSpO: Yes. Look1
Voice Number 2. Voice: Number 4.
Girl 1: Hello, Anny. [loud rnu.sir.al horn.
Girl 2: Hello Boy ' Whdf 5 и. Ben? Is ic a car?
Gil 1: Oh! What is it? [loud musical horn)
Girl 2: Look! Boi| 2. Nc. it isn't. It's 4 motorbike
Girl 1: Oh! It’s a white cat. Hello Look!
[miaawl [loud mujical horn + mat orb'Ice гоагз off
Bay 1• Waw! Its fast!
Class composition (pb p47) Session 1

' Session 1 Warm-up

1 Revise <jII the different words for
! transport using flushcards.

Dan's box

1 Ask □ child to read Dan's bubble. Ask
another child to read the sentence.
Write on it on the board. Class reads.

ь
ir

2 Underline дед Show some classroom
items. Say, e.g. ft fs a red book, ft fs о
blue pencrL

Activity 1

1 Ask different children to read out the
words in the boxes.

2 Tell children ta look at the-first picture
Ask LMhor « ft? If necessary, ask What
co/our j'i ft? to prompt the first target
sentence. Write it an the board.

3 Ask Js ft small? ft ft fast? Prompt the
other target sentences. Write them an
the board.

Class reads ah the sentences.

4 Repeat steps 1, 2 and 3 with the other
two pictures.

5 Ask different children to read the
sentences on the board. Class reads all
the sentences.

6 Children complete the sentences in their
book? and write the lost three.

Go nround helping and monitoring as
they work,

When they have finished, ask a few
children to read some of their sentences
to the class.

Homework tasks

Dictionary

Children revise all words on p3

Grammar Practice Book

Children complete Unit 3.
Writing skills (wb p28) Composition practice (wb pzs) Session 2

Session 2 Warm-up

Ask children k> name all the colours
they know.

Dan's box

Write the ьегПепсе on the baurd.

Remind the class of the colour word
before the object.

Exercise 1

1 Explain the task. Point out how *
the first colour word is circled.
Children read the other sentences
and circle in their books. They
should be able to do this on their
own. Check answers together.

Exercise 2

Children read the word in each
object. They colour the objects
and complete the sentences. Check
sentences together.

Summary box

Lesson aim Writing

Lesson targets Children:

* write about different transport

• identify colour words in
sentences

• practise writing descriptive
sentences

Text type Description

Time division

Session 1

Session 2

Key structures ft rs о (cotour + noun]. It is (adjective/,

Key words VtK.ubulary from Unit 3

Materials PB p47; WB pp28-29; flashcards 20, 22, 49, 50, 53-56
Revision 1 (pbP48)

Activity 1

1 Revise all the colours using the colour
flashcards in any order.

Children open their books. Give them a
little time to look at the whole роде.

Revision 1

2 Read or ask a child to read the
first Bodkin's bubble. Show the rod
flashcard. Class repeats its reef and
point in their books.

3 Show the other flashcards in the order
ОП the page. Children say Its yellow,
etc. and point in their hooks.

4 Show flashcards to different children
around the das*, children answer.

Activity 2

1 Tell children tn look at the picture for a
few moments.

Read or help a child to read the second
Badkin's bubble. Class repeats.

The plane is v»hite. It is fast. Ilie ball is perp c. It is nci t>c. I: л small
The к itt is small. It is orcy. The Ьс-ot is rftd. ft is no-1 tart. It . .

Activity 3

—• 1 Ask o child to name the first object
Its a ball. Ask about colour if it is not
mentioned and elicit /Гл purple ЛГ* a
purple ball.

2 Children find the object in the big
picture. Say Look at rhi? purple ball, ts it
big? Elicit No. It is small.

3 Continue in the same way with the
at he г objects.

Activity 4

1 Ask □ volunteer to read the first
sentence. Ask other individuals to read
it. Gloss reads together.

2 Continue with the other sentences,
if you have some confident readers,
ret them take turns to read a line to
the class. Ciass reads the whole text
together

2 Ask different children to find ond name
something in the picture.

Tell the class to find and paint to the
object. Ask What ca/our is it? Elicit an
answer. Prompt the two sentences its a
[name of object}. Its {colour}.

'W KrVUltM I III I’. I - i

Extra activities

Class game

Children look at the main picture. Make о
statement, e.g. orange./ts b/g. Class
guesses /fs a teddy

Pnir work

Children look at the main picture. They
take turns to point ond name an object,
e,g. It's a bout. The other child soys the
colour Jfs red.
Project 1 Toys (PB p49)

This project gives children the opportunity
to chouse or draw their own pictures of
toys and to write independently about
them.

—

Activity 1

Organise this work to suit the
circumstances in your classroom,
If children are not able To use scissors in
school, you may wish to1

• cut out pictures of toys for children to
choose from

• ask children to bring pictures of toys
from home

• give children □ single sheet uf paper on
which they draw and then will write
about their toys.

Alternatively, if children are oble to use
the classroom items shown in the PB, they
can draw and/or cut ond stick pictures of
toys onto a sheet of paper. Children may
work on A4 paper or a larger size if you
wish.

Summary box

Lesson aim Revision

Lesson targets Children

* name colours and describe objects in □ picture

• make statements about objects

* read a text describing objects

• drciw pictures or find pictures of toys and write a sentence about each one
Activity 2

All children should be able to complete
this project working nt ther own level.
Children write about their toys. Encourage
complete sentences as far ns possible.

Slower learners may produce fewer
pictures and sentences than more able
children. Some children rnuy write the
names of object;, only.

Activity 3

When children have completed their
projects, now or in another lesson, let
them show their work to the class.

Encourage able children to paint and talk

□baut the toys

Other children may prefer to read their
sentences to the class then show their
pictures

D splay dll the work if passible and
an courage children tn look at each other's
writing and pictures.

Resource box

Portfolio

If you wish, this project may be
included in children's oortxulio
of written work.

Before starring
Unit 4 you mny
wish children to
complete Test 1
(an the website).
Answers are also
on the website.
Portfolio and Diploma 1: Units 1, 2 and 3 <wb ppi25-iao)

1 When children have
completed all the wo-гк in
Units 1, 2 and 3 they turn
toWBp129.

2 This page allows them ta
make their own assessment
of what they have learned
in Units 1, 2 and 3.

3 Children colour in the »—
objects when they are
confident that the у know
the words for each object.

4 They colour each shape •—
when they are confident of
the names of colours.

5 They tick each word they
have learned in Phonics
which they con read and
spell confidently.

1 When children are
confident with gll the
elements on pl29r
they complete the
Diploma page.

2 This contains a
representative task from
each field of work.

3 Children receive a sticker
for each task completed
and one more when they
have finished the page.

4 These pages may be
taken out of the W6
and kept in children's
individual portfolios of
work along with examples
of their best work from
Units V 2 and 3.

6 Check through the
completed Portfolio page
with each child. Some
children may take longer
to feel confident with the
work.

7 Tell children who are not
entirely confident (even
if they have coloured and
ticked everything on the
page) to spend extra time
learning words for Units
1, 2 and 3. They may use
pages 1-4 <jf 1 he-Dictionary
to help them lenrn and
revise.

it is not necessary for
everyone to complete this
whole page before moving
an to Unit 4.

Portfolio and Diploma 11 Units 1. 2 and 3

58
Answers to Check-ups Units 1, 2 and 3 (W8ppia-i 1.20-21.30-31)

Check-up 1 (WB pp 10-11)

Exercise 1: 2 It is a boat. It is red. 3 It is a ball. It is pink.

Exercise 2: 2 Is it, No. 3 Is it No. 4 Is it, Yes. 5 Is it, Yes.

Exercise4: Hello! (gr Hi!), 15 (name of child]. It is a fobject]. It is [colour|.

Check up 2 (WB pp20-21)

Exercise 1: ? No, it isn't. 2 Yes, it is. 4 Yes, it is. S No, it isn't. 6 Yes, it is.

Exercise 2: 2 No. It is not a rubber. It is a ruler. 3 No. It is not a desk It is a
chair. 4 No. It is not a von. It is a car. 5 No. It is not a box. It is a book.

Exercised: i$ it?, Is it, it is not a dog, it is a cat. It is black and white

Check up 3(We pp30-31)

Exercise 1: la 2 an 3 a 4 a 5 an San 7 an 8 о 9 an

Exercise 2: 2 It is □ slow car. 3 It is a big lorry. 4 It is a small bike.

Exercise 4: 1$ it, not, ft is, black, An, Hello, Good, How. well
Check up 1
4 Bella and Biffo

LeSSOn 1 New words and speaking (рвррьо-ы)

J Warm-up

Sing Round ive «jn from PB рЗ/. CD1 track 33.

Poster 4

1 Show poster 4, Read the title. Class
look? for a few momenta

2 Show flashcards 59-61. Hume the new
characters and objects Class repeats.
Name the adjectives. Class repeats.

3 Ask different children to find and
point to the characters ond adjectives
an the poster.

PB Dialogue

Activity 1

1 Children look at the big
Picture in their books for □
few moments.

z show flashcards. Class
names the objects.

3 Name the objects. Children
point to the object in the
box. Show flashcards,
ChiJdren check they arc
painting to the correct
о bject.

4 Name the objects in о
different order. Children
find them in the big picture
irt their books.

4 Ask questions:

Whet cofot/f is the COr? Js ft brp? /5 ft
fust? Whaf ca/oor игр rhe ba.Uocr?s ?

5 PlayCDl track 61. Children listen and
look at the poster, Point to the objects
as they are mentioned. Point to the
characters when They speak.

Check understanding of the small
pictures: Mr Jolly is taking a hags,
funny-shaped balloon out of his hot;
Biffo has got the new balloon and he
is happy again.

Activity 2

---»PlayCD1 Liuck Ы. Children
lutpn and follow Lhe dialogue,

Activity 3

1 Play CD I track 62. Children
fallow and repeat in the
pauses, if they fine a
sentence difficult, pause the
track. Iheq sag it once or
twice inoie.

2 Play CD4 track 62 again.
Class listens and follows.

3 (Optional} Individuals rend
or oct the dialogue *
Words, Learning to Jearn <wb p32 зз)

Winds

ь-.П

Check that children
understand the tasks before
they begin.

Exercise 1

Children read ond tick the
sentence that matches the
picture.

Exercise 2

Children look nt the
numbered pictures ond write
them next to the numbers in
the grid.

Point out that the first word
goes down. The others go
across.

Summary box

Lesson aim Speaking

Lesson targets Children:

* learn ond practise new vocabulary

• listen tn the dialogue

* read and fallow the dialogue

* repeat the dialogue

• (optional) act the dialogue

practise scanning and thinking skills

- 2 ’ 1 1

Ч 1 ' 1 .
1

4 I 1. L i

Key structures / n/o . , is ... he/she ...? Yes, he/shc is./No. he/she isn't.

Key language [adjective/.

Key words pretty happy, setf; princess, down. bailoon

Materials PB pp50-51; poster 4; flashcards 59-61; WB pp32-33; CD1 tracks 61, 62
Exercise 1

Children scan the line ond
pick out the picture that is
different. They circle it.

Exercise 2

Children scan the line and
pick out the letter that is
different. They circle it.

Resource box

* Some children may he willing to play the characters and rend their lines
if they have not a ready done so if possible, choose five children to be Lily.,
Dan, Mr Jolly. Re la ana Bif fa. Help them w th the lines as necessary. If riore
children want to try, let q second group read the dialogue.

WB answers

p32 Exercise-1: 1 She is a princess. 2 Ues c clown. 3 It is a balloon.

4 He is happy 5 5he is sad. 6 IL is pretty

Exercise 2: 1 balloon 2 bus 3 plane 4 clown 5 princess

p33 Exercise 1: 2 2"" pencil 3 4"'cut 4 2"J larry 5 Г’ car 6 3* doll

Exercise 2: 2 у 3 h 4 j 5 q
LeSSOn 2 Grammar (PBp52) Session 1 Grammar in conversation <рвр53) Session 2

l'i»ll3№Ll

3 Children practise
sentences in pairs,

2 Point nut the boy. Ask
Happy? Sad? Elicit happy
Prompt Hers/)oppy. Class
repents. Continue with
the other faces.

J Ф l*b.....

i T имея Md 'Л J

Session 1 Warm-up

Draw a liuppy face and a sad face on tnc board. Children
say the words. Wr te happy and sod.

J Session 2 Warm-up

I Show flashcards 150 154. children name the characters.

Activity 1

1 Children name the
characters in the photos.
Read ar ask different
children tn read the
bubbles. Class repeats.

Grcirniniir
f Lot?*1

Рп|-лопг1 UI 11

Д".* IIIKJ HinV4Lr.

Activity 2

1 Children лоте the characters in the photos

Children look at fiiffo. Ask the question. Ask a child to answer or read the
answer. Da the same with the other photo;*.

2 Use flashcards 150-154 to ask about each character. Class replies.

3 Bring a pan forward. Child 1 holds flashcard 152. Help the child to ask h h? •—
Mr Jaiiy? Child 2 answers.*

Continue with the ether flashcards.

Finally, the class works in pairs. * *

Go to Workbook Session 1 ф

Iiiiliririujr ill cuiivr^cnon

1 Ф linen ond

Activity 1

l£ She happy? Elicit the
answer. Do the same with
the boy. Point out the
Other pictures. Ask is she
f&St? is he slow?

2 Play CD 1 track 63.
Children listen and follow
in their books.

Play the track again.
Class joins in. Teach the
words if you wish.

3 Class says the rhyme with
or without the track.

Activity 2

Point out the girl and the name on her head.

Explain the gome. The girl asks questions to find out which character she is.

Play CD1 track 64. Children listen and follow

Activity 3

play CD1 track 65. Children listen and repeat in the pauses.

Activity 4

Children use name cards and play the game in. pairs or small groups.
Alternatively, give one child о flashcard to hold so the class can see, but the
child cannot. The child asks Am f...? The class answers.
Grammar (wb p34) Session 1 Grammar in conversation (wb p3s) Session 2

-------------------------------|

Check that children
understand the tasks before
they begin.

Exercises 1 and 3

You may wish to practise
the short and long forms in
cFass using word cards and an
apostrophe card as described
on p29, Exercise 1.

-------------------------------1

Exercise 2

Children complete the first
pair of sentences. They write
the next two pairs.

Exercise 4

Children write sentences.

Summary box

Lesson aim Grammar

Lesson targets Children:

• practise the target language

• learn and sing a sang

• listen to о guessing game and
repeat the dialogue

* play the game

Key structures He'iS/re'y ./s Wshe

Time division

Key language Ггл ...Ал? fNor you aren't. Yest you ore.

Key words Vocabulary from Lesson 1

Materials PB pp52 53; CD1 tracks 63-65; WB pp34 35; flashcards 1 50-154

Preparation To practise the long/short forms on WB p34 Exercises 1 and 3.
make word grid letter cards and on apostrophe 5cc p29, Exercise 1.

Make name cards of characters from the lesson for PB p53r Activity 2

Resource box

* Children may ask the questions about the character they are holding, so
will not ask a question to produce a negative answer. This is acceptors as the
important activity is forming the question correctly.

* * Children work in pairs at their desks. They take turns to point to each
character, ask the question and answer. Ga ora and listening to them as
they work.

WB answers

p34 Fxercise 2 1 happy; bad 2 He is big. She is small. 3 He 5 slow. She is fast.

Exercise 4: 2 He is not Dan 3 He is not Biffo. 4 She is not Mum.

p35 Exercise 1: 1 big 2 fast 3 slow 4 small

Exercise 3: Hello. I am |name of child]. I nm [adjective to match child's picture].

Grammar Practice Book Unit 4

Children may begin the practice exercises when they have completed the PB
and WB Grammar pages. They should complete them before the end of the
unit. They may be dune for homework after Reading end Class Composition.
LeSSOn 3 Reading <pb p54) Session 1

Reading comprehension (pb P5S) Session 2

1 Session 1 Warm-up

I Suy the rhgme from PB p53r CD 1 track БЗ. j

------------------------------------------------1

Activity 1

1 Quickly revise c/cwn using flashcard 60.
Remind the class B/ffa r.s стс/оилт?.

Teach short, to and о/d using objects,
e.g. an old book.

2 Children open their books. Grve them time
to look at the whole роде.

Point out the downs. Rend the phrases.

Class repeats.

3 Read the title of the first poem. Play CD1
track 66. Children listen and fa Haw.

4 Read the first line. Ask Js Jimbo о down? Is he sad?
Re<jd the other lines ond usk questions.*

5 Read the whole text. Children join in and read with
qoir Repeat if the class is not confident.

6 Ask th? class to read on their own; or, ask groups
uf childrep tu read lines; ar, ask individuals to read
lines.

—“» 7 Show flashcard 62. Say Ned Zs о snaJce. Teach /ong
and thin using objects, eg.o pen.

Repeat steps 3-6 with the second poem and CO 1
track 67. See Resource box for questions.**

Optional homework tasks

Learn vocabulary words on ₽S of Dictionary 1
Continue Grammar Practice Book Unit 4.

Session 2 Warm-up

Revise all th? adjectives using objects e.g. a
thin book.

Heading tonn prehension

4 Continue in the same way with the other questions.
When the answer is negative, prompt the class to
give the correct affirmative answer, e.g. Js he th/л ?
No he isn't. Me fj fat.

Activity 1

T Play CD 1 tracks 66 and 67 or read the two
poems again to the class.

5 When the activity has been completed, children do
the WB Reading comprehension page in class or for
homework.

2 Read or ask a child to read the first •-
question. Class repeats.

3 Elicit the answer. Class repeats. Children
find and circle the answer.
Reading comprehension (wb рзб) Session 2

Check that children understand the tasks before
they begin.

—• Exercise 3

Children colour the cars and clowns according to the
sentences.

Exercise 1

Children look carefully at the picture.

Exercise 2

Chddren read the pairs of sentences and find the
person they describe. They write the letter In the
box beside the sentences.

Summary box

Lesson aim Reading

Lesson targets Children:
• learn new vocabulary
• listen to and follow a text
• understand the text

• read with gaud pronunciation
answer'simple comprehension

Key structures Ht/s ...He isn't ... Г/н ...

Key words down, snake; short, tot. old, long, thin. now. funny

Materials PB pp54 55; CD1 tracks 53, 66r 67; flashcard 6-0; WB рЗБ; objects to
revise adjectives, e.g. a thin book

Resource box

* Use these questions or any of your own; rumoers refer to lines of the
poems:

(Jimbo verse 1) 2 .‘s Jimbo very b/g? 3 К the rar o/d? 4 6 the hot new? 5 What
го/our is the vvrQ?

(Jimbo verse 2) 1 frj/mbo fciornj? 2 Is he big and far? 3 What cotour fc the
bike? 4 What co/our is the ba//? 5 What cotour о the cat?

* * (Ned) 1 И short? 2 What co/ours js Wed? 3 What r.s Wed?

WB answers

Exercise 7: IB 2F 3D 4 A 5 E 6C
Lesson 4 Phonics (Рвр55) Listening (рврБб)

j Warm-up

I Play AJudd/ed tetters See Resource box, ।

Mr Jolly's box

1 Children find Mr Jolly. Tell them to point to
the box and listen.

Play CDT track 68. Children listen the first
time. Then they repeat rn the ponses.

2 Write о and dog on the board. Point to
each one. Class says the sound and the
word.

Repeat until they wy them accurately and
confidently.

Activity 1 •—

1 Give children о few moments to look at the
pictures. Tell them to find, e.g. the princess.

2 Ask is she pretty? Elicit an answer. Tell
them to find the other people and ask
questions.

Activity 2

1 Play CD1 track 70. Children listen and look.
-----------------------------------------

2 Play it again. Children write the letters.

Pause the track after each one if necessary.

Check answers together.

See Resource box for audiosenpt.

Activity 1

1 Three children hold the cards for d, о and g. Stand
them in a line facing the class, with space between
each one. Point and say each sound. Class says, the
sounds with you.

2 Move the childien doser, Point to each card and
say the sounds with less pause. Class soys them with
you. Keepdomg this until the cords touch ond the
doss soys the whole word.

—• 3 Children point in their books, say each phoneme

□nd the whole word.

4 Do the same with fog and teg.

Activity 2

1 Ask who or what ore in the pictures. As* what
colour is the Jogjog? Ploy CD1 track 69 Class
listens and follaws-

2 Read ouch line. Class repeats. Class says the whole
rhyme. They may learn it if you wish.

r— Activity 3

1 Read or ask different children to read the bubbles.

Class repeats.

2 Say two sentences about another picture. Class
guesses the answer.

3 Continue with the other pictures or let a child say
two sentences about each picture for the class to
guess.

When all the people have been described, children
practise in pairs.
Phonics (wb рз?)

Make iure that children understand the tasks before
they begin.

Check children's work at the end of the lesson or at
the beginning of the next if these exercises are done
for homework.

Exercises 1 and 4

Check that children can say the sounds in those
exercises accurately.

Far Exercises 2 ond 5, ask different children to soy
the whole word.

Different children read the ward they hove written
fnreach picture.

Exercises 2 and 5

Children use different phonemes to moke words
with the ending og and ox.

Exercises 3 and 6

Children write the words,

Summary box

Lesson aim Phonics and Listening

Lesson targets Children:

• sound out reed on-d write cvc words with short a

- listen to a description of people

• Р1аУ ° guessing game describing the people

Key words dogf log, fog, fax, box

Key language Vocabulary and structures from Unit 4

Materials PB pp55-5&; CD1 tracks &8 70; WB p37; phoneme cards for PB p55,

Activity 1

Preparation Make phoneme cords for fog and fog, with each letter on a
separate card, as shown in the PB.

Resource box

Phonics practice game: Muddfetf fetters

Put up a flashcord for one of the cvc words that children have learned tn spell,
e.g. cat. Put up letter cares in muddled order, e.g.at c. Children arrange them
in Older to make the word. Class reads. Do the same with other flashcar-ds and
letter cards, e.g. hat, van, pen, red, man.

Activity 2 audioscript (CD1 track 70)

Voice Number * She's, о qir, She's small, IpauseJ

Voice: Number 2. He's a boy. He's Junny Lpause]

Voic«; Number 3- She's a girl. She’s pretty. She's a princess, 'pause]

Voice: .Number 4. HeS a n»an. heS very, very big. Ipauscl

Voice: Number h. She's a gi'l She's *iappy Ipou.w]

Voice:Numbe-1. He's о clown. He's sad. (jobs]

(Optional) Make letter cords for the Muddled fetters game. See Resource box.
Le5S0n 5 Class composition (PB PS7) Session 1

Session 1 Warm-up

Sing the I'Vhot rs /t? sorg from PB p35r
CD1 trade 44.

Wriling

Dan's box

1 Ask a child to read Dan's bubble.

2 Ask another child to read th? sentence.
Write on it on the board. Class reads.

3 Volunteers underline the name and
Circle the cuprtal letter.

Activity 1

1 Ask what is in the picture a fish. Ask
what colour it is blue and yellow A.
child reads the words in the first box. *

Ask is the fafi fof ? ts ft rhfn ? /5 /Г short?
Elicit tt is thin. Read the first line of the
poem.

2 A child reads the words in the second
box- Ask is the fish green? /5 /t red? /5
/(• yef/a w? Elicit ft is ye/fow and blue.
Read the second line

3 Do the same with the third box and the
third line. Write i and £ on the board. A
child circles the capital. Read th? fourth
line.

1 ~

Activity 2

Ploy CD1 track 71. Children listen and
follow. Play it again. Children repent in
the pauses.

I n( th in

K/tj naffte 1.3 Ned

Rpnd,

I'm Jang and th.1"..

ni lyd.CVZ and blue.

M j v-ta iiA ; L_

ф Listen mid vcjif.

Rond and write-.

I’m СГПГДО and

□m a

M4 name is at.

4 ® Listen and say.

Activity 3

1 Ask what is in the second picture
□ kftfen. Ask questions. Elicit short
an&wers.

Wftot colours is it? It's orange and
white. Is it thin ? Wo, jf isn't.

vel Ijtm

yrtjcn red

v/liitn. ye-lluw gre^

fhin tn? old

2 Write /'m orange and on the board. A

-• child 1 cuds the words m the first box.

Class repeats.

Read the words on the board. Ask what
the missing word is w/irfe. Complete the
line. Class rends

3 Do ttie some with the next two boxes
and lines.

Write P and p on Hie board. A child
circles the capital letter. Write the last
line. Clusb reach.

4 Children complete the lines in their
books,*

Activity 4

Ploy CD1 track 72. Children listen end
follow. Play it again Children 'epeat
in the pauses. Children may learn the
poems.**

Homework tasks

Dictionary

Children revise all words on p5_

Grammar Practice Book

Children complete Unit 4.
Writing skills (wb ₽3S) Composition practice iwb рзэ) Session 2

Session 2 Warm-up

Write up a few children's names.

Volunteers circle the capital letters.

WnliiKj «kills

Dan's box

Write the sentence on the board.

Remind the class of the capital letter
for a name.

Exercise 1

Explain the task. While children •—
wprk, write the sentences on the
board. To check work, ask volunteers
to underline and circle on the board.
Other children check.

Let children read, complete and colour
working alone if possible.

Exercise 1

If necessary, a-sk different children to read
the words in the boxes then the poem.

Exercise 2

If necessary, follow the procedure as for PB
p57 Activity 3. Ask similar questions.

Go around helping ond monitoring as
they work.

Exercise 3

Ch ’dren colour the pictures according to
the descriptions in the poems.

Exercise 2

While children work, write up
the names without the capitals.
Volunteers write them correctly.

Exercise 4

Play CD1 track 7?. Children listen and follow.

Exercise 3

Children draw and write. Check
individually.

Homework tasks

Portfolio (see Resource box)

Check-up4W0 pp4O-41 (Answersori p93)

Summary box

Lesson aim Writing

Lesson targets Children

* practise capital letters for names

* complete short poems

Text type Rhyming poems
Key structures i am ... rm ...
(Note: In poems, either the long farm

Time division

Session 1

Session 2

or short form is used to keep the correct rhythm.)

Key words Vocabulary from Unit 4

Material? PB p57; WB pp38 39; CD1 frocks 44, 71-73

Resource box

* if your clau 15 confident, case the Iasi word of the first three lines and ths
capital letter from Pat. Children find the correct word and etter in the boxes in
their books. Leave the complete lines on the Lou id for support

* * If you wish,, usk. children to loom the completed poems in the PB or WB.
Alternatively, teach the poems using tnc method described on p39 of this book.

Class composition: target writing

{I'm orange and) white. (I'm short. I'm) fat. {I am a) kitten. (My name is) Pat.

Composition practice: target writing

(I am) new. (I am) pretty. (I'm pink and blue. My name is} Kitty.

(I'm brawn and grey I'm ve'y) funny. (I am u) rabbit (My name is) Bunny.
Portfolio Children choose one poem from the PB or WB and copy it out neatly.
They may illustrate it if they wish.

Unit 4 Writing skills, Com position practice

69
Mrs Goody and Pirate Jack J Warm-up

Pvt up flashcards 150-154. Write th? names.

Children match

LeSSOn 1 New words and speaking (pb ppss-ss)

Poster 5

1 Show poster 5. Read the title. Class
lacks for □ few moments.

2 Show flashcnrds 63-66, 155, 156. Ntinie
the new characters. Class repeats.
Nome the objects. Class repeats.

3 Ask different children to find and
point to the characters and objects ar
the poster.

4 Show пиггher one with the word card.
Class says the number Put the word
card an the board.

Do the same with the other numbers.
Class reads the numbers. Play о
number game.4

5 Plug CD1 track 74 Children listen and
look nt the poster. Point to the objects
os they are mentioned. Point to each
of the characters when they speak.

-• Check understanding uf the small
picture: Mr Jolly is thin king what he
can do for Pirate Jack; □ parrot is
flying out of Mr Jolly's hut.

PB Dialogue

Activity 1

1 Children look at the big
picture in their books for a
few moments.

2 Shaw flashcards 63-66.
Class names the objects.

3 Name the objects. Children
point to the objects in
the box. Show flashcards.
Children cbedk they ore
pointing to the correct
object.

4 Name the objects in a
different order. Children
find them in the big picture
in their books.

------------------------ ----------I

Mrs Gppdyjmid Pirate Jack

Activity 2

Play CD1 track 74. Children
listen and follow the dia'oguc.

Activity 3

1 Play CD1 track 75. Children
follow and repeat in the
pauses. If they find a
sentence difficult, pause the
trac k. They say it once or
twice more.

2 Play CD1 track 75 again.
Class listens and follows.

3 (O pt ion ci i) I ndiv id uals read
or act the dialogue.**
Words, Learning to learn (wb рр42-лз)

Check that children
understand the tasks before
they begin.

Exercise 1

Children match number
words with numbers on
objects.

Exercise 2

Children read the short poem
and colour. •-

If you wish, ask different
children to read lines of the
poem. Class reads the poem
together.

0 Words

Learning la Irani

i Read end notch

1 ffld Ui» uin>- Qri> |c

' Wd MU

’ *ГI • l- .l ГДЦ

"©

rind CM wins- W». OkIh II

Exercise 1

Children find the picture with
the same orientation. This
practises observation skills
and prepares them for the
next exercise with letters.

Exercise 2

Children find the same
letter. This practises correctly
identifying letters that are
easily confused.

Summary box

Lesson aim Speaking

Lesson targets Children;

• leorn and practise new vocabulary

* listen to the dialogue

• read and follow the dialogue

• repeat the dialogue

• (optional) act the dialogue

• practise orientation skills

Key structure regular plural nouns with s

Time division

Key language How many are tHere? There erre fna/nberj . 5

Key words Number words, one-ten; ico creams, laflipops, cakes, sweets

Materials PB pp58-59; poster 5; flashcards &3-66. 150-156- WB pp42-43;

CD1 tracks 74. 75

Preparation Download or make number and word cards for posters

Resource box

* Number games

For groups or pairs (each group/pair has small number cards 1 10)

- 5ay a number. Lach group or pair shows the correct figure.

— 5how a number word card. Fach group or pair shows the correct figure.

For the whole class

- Put the number cards on the left of the board and the number words an
the right. Children take turns lo choose a figure from the left and find the
correct word on the right.

- Put the number ca^ds on the bciurd. Show a word cord. Children volunteer
to find the correct figure.

- Put ah the number word cards on the board in scrambled order Children
volunteer to find one, two, etc. and order them correctly

** See Resource box p77

WB answers

p43 Exercise 1; 2 3,d umbrella 3 4"' pencil 4 2"d teddy 5 1” lollipop 6 41h fish
LeSSOn 2 Grammar (pb Pso) Session 1 Grammar in conversation <₽b P6i> Session 2

1 Session 1 Warm-up 1

। r ।

। Class says the counting rhyme from PB- pl9.. CD1 track 2fe. |

Session 2 Warm-up

Show flashcard M or classroom items, Children name the
plural items.

Activity 1

1 Point out the Bodkins.
Read or ask different
children to read the
bubbles.

Use flashcard Б4 or
classroom items to
practise other plural
items.

2 Ask a child to count the ♦-
cokes aloud. Others paint
in their books.
Class counts aloud.

Children write the
number.

Continue with the other
objects in the some way.

3 Children practise plurals
in pairs.

Activity 1

1 Ask ar help a child to
read the first bubble.

Point out the coloured
bag Soy frs a bug. How
many sweets ore there?

2 Toll the doss to listen
to the children in the
photos

3 Play CD1 track 76.

Children listen and follow
in their books.

Activity 2

Play CD1 track 77. Children
listen and repeal in the
pauses.

Activity 3

Children practise the
conversation in pairs.

Activity 2

1 Read out the bubbles. CFass repeats.

2 Tell the class to look carefully at the pictures Ask How many rce creonw *
ore there? Elicit the answer. Class repeats. Continue with the other items.

3 Children practise in pairs.

4 Alternatively, let children volunteer to ask the class How many ...? Other
children take turns to answer. Class repeats.

-------------------------------------

Activity 4

1 Ask what is in the picture lollipops Ask what colours they are.

2 Play CD1 track 78. Children listen and follow.

3 Play the trnck again. Encourage the class to join in.

4 Teach the words of the song if you wish.

Go to Wckbook Session 1

Go to Workbook Session 2 ф
Grammar (wb pJ-4) Session 1 Grammar in conversation (wb P45) Session 2

Check that children
understand the tasks before
they begin.

Exercise 1

Children write one * [notrnj
□nd /number/ + [nounJ + 5
Poirt out how the first two
are done.

Exercise 2

Make sure children
understand that the guest ion
is always Haw many ... are
there?

Grurnrncir

> Write.

Z Willi: fliiic .1 UI ТЬМСь-ГС.

Grammar in cun versa! ion

It children are completing
this page for homework,
check that they understand
the tasks.

The answer changes to There
Й if there is only one nt
the item. Children complete
the sentences. •--------------

Exercise 1

Children read the questions
□nd write full answers.

Exercise 2

Children read the words
in the box and look at the
dialogue. They choose the
b«t ward to fill each gap.
To check answers, ask
children to read their lines.*

Summon/ box

Less an aim Grammar

Lesson targets Children:

• practise the target language

* listen la a conversation

* read and repeat the conversation

* practise the conversation

• learn and sing d song

Key structure regular plural nouns v

Key language How manyore the

There jj5 слое .. jy there one ...?

Time division

it h у

о? 77?ere are [number/ ...s. Are there ...?

Key words regular plural nouns, colours

Materials ₽6 pp60 61; CD1 tracks 26. 76-78.' WB pp44 45; flashcard 64; plural
classroom items of yuur choice

Resource box

* If you wish, ask severe children to read their lines. Some- children may be
able to learn the lines quickly and say them without reading them from the
hn-ok.

WB answers

p44 Exercise 1:2 one pen, four pens 3 one hat, five hats 4 one bull, six balls
5 one dug, three* dogs 6 one book, wven books

Exercise 2: 1 There are 2 There is 3 There are 4 There arc

p45 Exercise 1: 1 There are three hooks. 2 There is one apple. 3 There are five
pons 4 There is one anil.

Exercise 2: cokes, tour, two, Vesr you

Grammar Practice Book Unit 5

Children mny begin '.he practice exercises when they hai'C completed the PB
and WB Grammar page's. They should complete them before th? end of the
unit. They rnuy be done for homework after Reading and Class Composition.
Lesson 3 Reading (pb p&j) Session 1

Reading comprehension (pb p63) Session 2

Session 1 Warm-up

Revise apple and Jeni on using flashcards 1
and 12.

Activity 1

1 Teach the new words using flashcards
67-73.

2 Children open their books. Give them time
to lock at the whale page. Ask volunteers
to name the small objects.

_________________________________________________,

3 Point out the title. Play CD1 track 79.
Children listen and follow.

Rtxiding
hatura rni 1Й1 i'i-и» ||цж i’JMJ-ж l»«u пикни

- Read th? bubbles far the first picture. Ask How
mony uppiw are there? Tbere ore tea fapptes).
Read the bubbles for the other pictures. Ask
questions.*

5 Read the whole text Children join in end read with
you. Repeat if the class is not confident.

6 Ask individuals, parser small groups of children to
read the bubbles for each character.**

Optional homework tasks

LE>orn vocabulary words on p6 af Dictionary 1.

Continue Grammar Practice Book Unit 5.

Session 2 Warm-up

Revise all the words for fruits and vegetables
using flashcards.

Activity 1

1 Play CD1 track 79 or read Grandpa's Shop
to the class.

ReadingLi>mprrhpnsion
1 Vlttin lliH ЛХГГ1

lUTKi pHi

* 2 Point out picture 1. Ask a child to read the words
below. Ask И/hat is the word? carrots? peas? peas,
Point out the answer on the line.

3 Ask about the second picture. Children write beons.

4 Continue in the same v^ay with the other pictures.
Reading comprehension (we₽4e) Session 2

Check that children understand the tasks before
they begin. Remind them they will need col nun for
the first exercise.

Exercise 2

Children answer the questions about the fruit and
vegetables in th? shop. They count the items and
refer to their own colouring to find the nnswers.

Exercise 1

Children reud the sentences about the fruit ond
vegetables in the shop. They colour accordingly,

Summary box

Lesson aim Reading

Lesson targets Children:
* learn new vocabulary
• listen ta and follow a text
• understand the text
• read with good pronunciation
* answer simple comprehension

Time division

Key language How типу .. s ore there?

Key wards deans, carrots, tjrap^s, peos, peppers, we/oris

Materials PB pp62-63; CD1 track 79; flashcards 1, 12, 67-73; WB p46

Resource box

* Use those questions or uny of your own:

Picture 2: cofourare the gropes? the tertians? the beany? tbe peas? the

peppers?

Picture 3: J a the mefo.n srnafl? No. ft's big. fs ft round? Ves, ft/s.

Picture 4: LVhart co/ourft (.he bayonet? ft's yellow.

Picture 5: bV/iat co/our rs the carrot? It's orange, Is it long? Yes, it is.

Picture 6. li it a carrot? Wo, ft ft n cat (Fizz).

*♦ If your class is not confident do this to г two or three pictures only.

WB answers

(possible additional words are in brackets)

Exercise 2: 1 The melon is green. 2 There ore eight (yellow) lemons.

3 Yes. (There is one carrot.) 4 The carrot is orange. 5 There nre six (red) apples.
LeSSOn 4 Phonics (рврсз) Listening рв рвд)

1 Warm-up 1

i r i

। Sing the Lollipop song from PB p61, CD1 track /fl. ।

Mr Jolly's box

1 Children find Mr JoHy. Tell them to point to
the box ond listen.

Play CD1 track SO. Children listen the first
time. Then they repeat in the pauses.

2 Write и and jug on the board. Point to each
one. Class says the sound and the word.
Repeat until they say them accurately and
confidently.

Li»t tri I cr*i

РИппггч ®

1 Lz-oh und

? Lhtwn. wd and iau.

J r.«J «I •*! U «ЦЦ *-1 ‘J J buy

4 IHU0 und <1 Luu un J и |_Ц

Activity 1

1 Three children hold the cards for/, и and g Stand
them in a line facing the class, with space between
them. Point and soy each sound. Class says the
sounds with you.

2 Move the children closer. Point to each card and
say the sounds with less pause. Class says them wrth
you. Keep doing this until the car ds touch. Class
says the whole word.

—* 3 Children point in their books. They say each
phoneme and the whole word,

4 Do the some with mug and bug.

Activity 2

1 Ask who or what arc ir the pictures. Play CD1 track
Bl. Class listens and follows.

Activity 1

1 Give children a few moments to look at the
page and the pictures.

Say took of picture T, How many boys ore
there? Four. Look at pictur'd 4. A/e there four
bays? No. Is there one boy? Ye*.

Tell the doss they are going to hear a song
about the boys.

2 Play CD1 track 82. Children listen and follow.

Ploy the track a second time. Encourage
children to clop with the track.

(."• JI V I lip- wJl.

2 ® LktaH o*ddu.

) U Stall. Slnij dll

2 Read each line. Class repeats. Class says the whole
rhyme They may learn it if you wish.

Activity 2

1 Bring four children forward. They hold the name
cords for the class to see.

Play CD1 track 83 (music only]. On Goodbye,
Sandy! the- child holding the card Sandy walks
away.

2 Do the same with the other children and uerses.

Activity 3

Repeat Activity 2 with different children at the front.
Class sings with the track.*
Phonics (WB p47)

Moke sure thot children understand the tasks before
they begin.

Exercises 1 and 4

Check that children can so у the sounds in these
exercises accurately.

Exercise 2

Children use different phonemes to make and write
words with the ending ug.

Exercise 5

Children write the letters.

Exercises 3 and 6

Children write the words.

Check Children's work at the end of the lesson or at
the beginning of the next if these exercises orc done
for homework.

Fur Exercises 2 and 5, ask different children to soy
the wnnlc word.

Different children read the word they hove written
for each picture.

Summary box

Lesson aim Phonics and listening

Lesson targets Children:

• sound out. read and write cvc words with ug

» listen to, learn and act a song

Key language Vocabulary and structures from Unit 5

Key words jugf mug, bug, bers. sun, nut

Materials PB pp53-64; CD1 tracks 78r 80-83; WB p47;

phoneme cards for P8 p63. Activity 1

Preparation Moke phoneme cords for jug, mug and bug. with each letter on
a separate card, as shown in the PB.

Make name cords for the song (Activity 2).

Resource box

* When children have got used to this sang, encourage them to wove to each
character on the wo id Goocfbge/ Children holding the nnme <nrds wave buck
on bye! as they leave.

Teach the words of the song in any way you choose or osk children to learn
them tor homework.

This song would dp u good one for the whole class to perform to parents ar to
another class.
LeSSOn 5 Class composition (pb P65) Session 1

Session 1 Warm-up

Ube classroom items to practise adjectives.

Ask fs it big? thin? round?, etc.

1 Read and лгНе.

Dan’s box

1 Ask a child to read the question. Ask
another child to read the statement,

2 Write them on the board. Class reads.
Explain that □ question has о question
mark. It asks something. A statement
has о full slap. It tells you something.

4 Ask the class what ta write for the next
sentence. Remind them of the wards in
D-un's box al the top of the page.

If they connot make suggestions, aslc
what is in the picture a p₽o Ask й ft
long? Wo. Jr /Г round? Yes.

Prompt the complete sentence.

5 Do the some with the third sentence, if
neceisai y, ask Jy ft Wp?

6 Ask how to complete Danny’s question.
If nacessary. point out the cinswer.

3 Ask volunteers to circle the question
mark end full stop.

Activity 1

1 Ask a volunteer to read the sentences in
Don's bo x.

2 Ask a child to be Danny. Child reads the
first three bubbles. Ask fs it a ... ? Elicit
to/nato

Class replies Уе^ /t is. Class repeats.

3 Write the gapped sentences in the next
three bubbles on the board in bubbles.
Point out the question mo г к at the end
of the first line. Point nut the question
from Dan's box on the board.

Prompt the words to complete the first
quesbo-n. Write them. Class reads the
question.

7 Draw the last three bubbles on the
board. Po nt out the question mark.
Prompt the complete question. Follow
steps 44j and ask about colour to
complete the remaining sentences.
Class reads all the bubbles.

8 Children complete the sentences in their
books and write the sentences for the
last three buboles. Ga around helping
and monitor ng as they work.

Ask a few children to read some of their
sentences to the class.*

Homework tasks

Dictionary

Children revise all words on p6.

Grammar Practice Book

Children complete Unit 5.
Writing skills (wbP48) Composition practice (wbpw) Session 2

Session 2 Warm-up

PJog IV/n a word with flashcards. See r
p163.

Dan's box

Write the sentences on the board.

Remind the class that a question asks
something.

Exercise 1

1 Explain the task. Ask a child to •—
read the first two sentences.

Write them up. Ask volunteers to
underline the question and circle
the statement. Remind the class of
the question mark at the end of a
question.

Exercise 1

1 Children read the words in the
box. They look at the pictures and
read the words in the first three
hubbies.

2 They write the questions and
sentences in the other speech
bubbles. Remind them tn look at
the objects and use the words in
the box.

3 Go around helping and
monitoring as they work- When
they have finished, or in another
lesson, ask □ few children to read
the bubbles to the class.

2 Children underline and circle the
other sentences. Check work, on
the hoard.

Homework tasks

Portfolio (see Resource box)

Check-up 5 WB pp5O-51
(Answers on p93)

Summarg box

Lesson aim Writing

Lesson targets Children:

• write speech bubbles

* compose questions and
statements

• practise distinguishing questions
and statements

Text type A strip story

Key structures И/hat /j j?? frif c

Key words Vocabulary from Unit 5

Time division

Sessian 1

Session 2

Materials P6 p65; WB pp48 49; flashcards of your choice

Preparation (Optional) Bring in real fruits and vegetables to act uut the
guessing gome in Class composition and Composition practice.

Resource box

* If you wish, let confident children play the parts of Donny and Grandpa.
They rood and act the dialogue in front of the class To make this a real
game, bring in items of fruit and describe them for the doss to guess. Able
children may be able tu describe items.

Class composition: target writing

(Is it a) tomato? (What) is it? (It is) round (It is) small Cis it o) pea7
What is it? It is long it is thin. It is green. Is it a bean? Yes. it is.

Composition practice: target writing

(What) is it? (It is) small (It is purple.) (Is it u) grope? (Yes, it is.)

(What) is it? It is long, it is th n. It is yellow. Is it a banana? (Ye$,) it is.

Portfolio

If possible, record children reari ng and acting the strip story in Class
composition on ri Compaction practice.
Happy birthday!

j Warm-up ।

I Sing the Gocd after near? song from PR |>4ЭЛ C01 track 55, ।

Lesson 1 New words and speaking (pb ррьь-ь?)

Poster 6

1 Show poster 6. Read the title. Class
locks for □ few moments.

2 Show flashcards 6r 74-79. Name the
objects. Class repeats.

3 Ask different children to find and
paint ta objects on the poster. They
may also find oil the characters.

4 Ask questions:

й there one fah ? What colour is Lhtt
fish ? How many frogs are there? ffow
many smol/ cakes ore there?, etc.

5 Play CD2 track 1. Children listen and
look at the poster Paint to the objects
as they are mentioned. Point to each
uf the charncters when they speak.

j—• Check understanding of the small
pictures: Mr Jolly is thinking what he
cun give Dan and Lily; Mr Jalhj has
taken a birthday rake out of his hat;
the cake says 'Happy Birthday Dan
ond Lily'.

PB Dialogue

Activity 1

1 Children look at the big *
picture in their books for a
few moments.

2 Show flashcard*. Class
names the objects.

3 Name the objects. Children
point to the object in the
box. Show flashcards.
Children check they are
pointing to the correct
abject.

4 Nome the objects in a
different order. Children
find them in the big picture
in their books.

Activity 2

—• Play CD2 track 1. Children
listen and fallow the

dialogue.*

Activity 3

1 Play CD2 track 2. Children
follow ond repetrt in the
pauses. If they find □
sentence difficult, pause the
track. They sag it once or
twice mare.

2 Play CD2 track 2 again.

Class listens ond follaws.*'*

3 Individual* read or act the
dialogue.***
Words, Learning to learn (wepp52-53)

Check that children
understand the tusks before
they begin.

Exercise 1

Children read the sentences •-
and find the correct picture
above.

Exercise 2

Children write the missing
letter(i) in each word. If you
wish, remind them that all
the words are in Exercise 1
above.

Exercise 1

Children match singular and
plural items.

Exercise 2

Children find the word that
is the same as the one on
the left. This practises left to
right scanning along the line
and observation skills.

2 HfiJ Tw Wifi'w Viind. U’thi t

i mon van (гпун^1 ГГЧЛ nut
c Ppr pencil p'n Ih;H P»'
। oar cut hat car l. j
4 dull Lull dug l>r>ij rial
i bird book bird bike- bng
< ship 1 sh 9»l .Up ship MX.

Summary box
Lesson aim Speaking
Lesson targets Children:
• learn and practise new vocabulary
listen to the dialogue
• read and follow the dialogue
• repeat the dialogue
• act the dialogue
• practise scanning and thinking skills
Key structures We'r&They're ...
Key language How old are you? We’’re ...
Key wards bird, flower, tree, fish, frog; present, card
Materials PB pp66-67; poster 6; flashcards 6. 74-79; WB pp52-53; CD1 track
55, CD2 tracks 1, 2

Resource box

* Explain that Dan and lily are the same age end hove the same birthday.
They <jie twins.

* * If you wish, leach the class the Happy Bf.ihday so/?y. II a child in the class
has a birthday this week, the other children can sing Happy Hirthduy to him/
her.

If your doss has not already acted a dialogue, entourage different
children to read the characters' lines. If you wish, do each part of the dialogue
separately: Princess Bella and P/lrs Goody; Grandma and Grandpa; Biffo, Lily,
Dan and Pirate Jack.

WB answers

p52 Exercise 1: 2 H 3F 4 A 5G 6B 7E 8C

Exorcise 2: 2 frog 3 fish 4 flower 5 tree 6 card 7 bird 8 present

p53 Exercise 1; 1 f 2 d 3a4c 5 b 6 c
LeSSOn 2 Grammar (pb рбв) Session 1 Grammar in conversation (pb рбэ) Session 2

Session 1 Warm-up

Show two or more school items, e g ЬооЪ, pens, pencils, etc.

Class names them.

J Session 2 Warm-up

। Show some plural items on flashcards, or real items Ask What
! colour are гЪсу ? C hi I dr-сп answe r.

Activity 1

1 Read or ask children to
read the bubbles.

2 Ask children to read the
words in the box. Ask the
Class Number 7. Who* are
they? They're flowers. •—
Repeat with the other
objects.

3 Children practise
sentences in pairs-

Activity 2

Read or ask a volunteer
to read the bubble. Class
repeats.

Activity 1

Tell children to look at
the photos. Ask Wow
many boys are there?
How many girts ore
there? Ask a child to read
the first bubble.

2 Tell the class to listen
ta the children in the
photos. Play CD2 track 3.
Children listen and follow
in their books.

Activity 2

Play CD2 track 4. Children
listen and repeat in the
pauses.

Activity 3

Children practise the
conversation in threes,*

Activity 3

1 Ask different children ta read the words in the box. <’

Children look at the pictures and decide which words from the box describe
the pairs of dawns,

2 Draw speech bubbles on the board- Write И/е7е in each.
Ask the class to say the word for each bubble.

3 Children write the words. They practise in pairs.

Go to Workbook Session 1 ф

Activity 4

1 Children look at the picture. Ask Are they girls? No, they aren't. Are they
boys? Na, they aren't. What are they? They are downs.

2 Play CD2 track S. Children listen and fallow.

3 Play CD2 track 6 (musk only). Encourage children to join

4 Teach the song in the usual way if you wish.

Go to Workbook Session 2 -ф
Grammar (wbpS4) Session 1 Grammar in conversation (wb pss) Session 2

Check that children
understand the tasks

Exercises 1 and 3

If you wish. practise the
contractions with word
and letter cards and an
apostrophe card.

Exercise 2

Children use the words in
the box to write complete
statement for the pictures

Exercise 4

Children write the correct
adjectives They write
complete statements using
the full form of the verb.

Grarrtrriur in ronvcraatinn

1 low uni will*

Check that children
understand the tasks before
they begin. Remind them
what twins are.

1- ^Exercise 1

Children follow the lines
ta find the ages ond write
complete sentences.

Exercise 2

Children read the sentences
about the two pictures.

Exercise 3

Children draw and write
about themselves and □
friend.

Summary box
Lesson aim Grammar
Lesson targets Children:
practise the target language
• listen to a conversation
• read, repeat and practise the
conversation
• learn ond sing a song
Key structures We'f&'They're ...

Key language How old are you?/7h ... /We'ne .
Key words bird, flower, frog. fish, present, card; words from previous units
Materials PB pp68™69, CD2 tracks 3-6; WB pp54 -SS; flashcards of plural items
Preparation Download or make word and letter cards to use with an
apostrophe cord to practise making contractions (WB Exercises 1 ond 3).

Resource box

* Alternatively or as well, briny groups of three lo the front of the <la$s. They
read and uct the dio ague. Other children listen and follow

WB answers

p54 Exercise 2: 2 They are flowers. 3 They are peppers. 4 They arc trees.

5 They arc frogs.

Exercise 4: J We're sad. We ure sad. 3 WeTp happy We are hoppy.

p55 Exercise 1: 2 She is seven. 3 They arc five. 4 Th?ij are two

Exercise 3.1 am [name,1.1 спи [number]. [Name) is my friend

Не/She is [number].

Grammar Practice Book Unit 6

Children rnuy begin the practice exercises when they hove completed the PB
□nd WB Grammar pages. They should complete them before the end of the
unit. They may be dune for home work after Reading arid Class Composition.
Lesson 3 Reading <рвр70) Session 1

J Session 1 Worm-up

1 Revise bird, frog, flower and fish using
! flashcards G, 74-76.

Activity 1

1 Teach the new wards using -flashcards
80-83. Revise sun with flashcard 19 Teach
mouse using the picture of the mouse at
the top of the PB page. Explain noisy. If
you wish, show flashcard 56. Put your
bonds over your ears and say /Г й noisy t

2 Children open their books. Give them time
to look at the whole page. Ask volunteers
to name the small objects.

3 Point out the title. Play CD2 track 7
Children listen and follow.

Reading comprehension (pb p7i> Session 2

Kentllng S? Mi —

4 Read the first three lines. Ask questions.*
Read the other short pcjrnqrophs. Ask several
questions about each one.**

5 Read the whale text. Children join in and read with
you. Repeat if the class is not confident.

6 Ask the class to read ОП their Own; or, ask groups
of children to rend lines; or. ask individuals. to read
lines.

Optional homework tasks

Lenrn vocabulary words on p7 of Dictionary 1.

Continue Grammar Practice Book Unit 6

Session 2 Warm-up

Revise all the words far things in a garden
using flashcards 74, 75, 79-87.

Activity 1

1 Play CD2 track 7 or read The garden again
to the class.

________________________________________

2 Ask a child to read the first question. •-—

Class repeats. Elicit an answer.

396251U87

3 Ask Is that correct? *** Class writes.

4 Continue with the other questions.

Retldi nr| jcimpri Krn sjhi

1 R«xi dm! flUtil vrr <x n.--,

-ц. I Ari, ».-<• JcuiL «•.H-ily1

2 After* frets td ;r<i •din-’

1 Art--» :.ih :| imI.' ----

4 II pOndjfflDl?

2 How mnnu arc-ihcK’Draw lines

Activity 2

1 Ask How many c/oods are there? Point out the line
to number 3. Tell children to look at the clouds in
the sky in the picture on p?0 and count them.

2 Ask Huuv many rpd flowers ore there? Children look
bock at the picture and count. Elicit the answer.
Children draw a line to the number.

3 Continue in the same way asking
How many .. ? about the other objects.

4 When the activity has been completed, children do
the WB Reading comprehension page in doss or for
homework.
Reading comprehension (wBpse) Session 2

Check then children understand the tasks before
they begin.

Exercise 1

Children look at the pictures for о few moments.
They read the descriptions below. They write the
letter in the box next to the text thot describes each
picture.

Reading comprehension

Exercise 2

Children look carefully at the picture and answer
the questions that follow.

I M' M ll II , I II f • .

j №иЛКЛ>; I. t.|i.-ijni-ji

I lfriAiiB?ipj Leibu-i

Summary box

Lesson aim Rending

Lesson targets Children;

* learn new vocabulary

• listen to and follow a text

• understand the text

* jeod with good pronunciation
* answer simple comprehension
Key structure They ore ...

Time division

Session 1 Session 2

Key words sun, pond, sky. doud; norsyr garden, mouse

Materials PB pp7Q-71; CD2 track 7; flashcards 6. 56, 74-76, 79-B3; WB p56

Resource box

* Use these questions or any your own:

VVhot ye/tow? The sun. Zee rhe efouch Wr/e7 Mo, they ore white.

Went cotour rs fhe sky? It is blue.

* * И/hat cotour ar e the flowers on the и ее? They are red and white. Are the
birds quiet? Mor they arc noisy. How many birds ore there? There are six.
I47itft rotai/r is tfie fish ? ft fc orange Js the люиае ло/sy? Mo, if is quiet.

* *• If the class agrees and the answer is correct, children write it. If the
answer is wrong and at her children 'want to correct it, let them do so, then
children write it. if the answer is wrong but no child corrects it, sag the correct
answer.

PB answers

Activity 1: I yes 2 no 3 no 4 jes

Activity 2: clouds 3 birds 6 pink and yel ow flowers 4 fish 1

WE answers

Exercise 1 1 В 2D ЗА 4 С

Exercise 2 1 There are e^ght small flowers. 2 There are five big trees. 3 Thore
are two birds
LeSSOn 4 Phonics <pb рЛ} Listening (pb p72)

• Warm-up

। Sing the Clown* song from P8 рб^, CD2 track 5. ।

Mr Jolly's box

1 Children find Mr Jolly. Tell them to point id
the box and listen.

Play CD? track 8. Children listen the first
time. Then they repeat in the pauses.

I'honics J?

1 Luu к old ЭД

2 Uuni, md and soil.

|Ас>*ЧЛ? -| u_

Activity 1

1 Three children hold cards for p and p. Stand
them in a line facing the class, with space between
them. Pamt and say each sound. Class says the
sounds with you.

2 Move the children closer. Point to each card and
say the sounds with less pause. Class says them with
you. Keep doing this until the lords touch. Class
so у 5 the whole word.

2 Write tfr and shop on the board- Point to
each one. Class says the sound ond the
word.

Repeat until they soy them accurately
ond confidently.

3 Children point in their books, say each phoneme
and the whole word.

4 Repeal with ship and fish.

Activity 2

----*1 Аяк who or whnt are in the picture. Ploy CD2 truck
9. Class listens and follows.

Activity 1

Children look at the pictures. Talk about each —
picture before children listen, e.g. find the
c/owns. Are they funny? Find the garden. Is it
pretty? Look at the party, is it fun?r etc.

Activity 2

1 Play CD2 track 10. Children listen and look
at the pictures in their books. They try to
find the one that matches what they hear.
See Resource box for audioscript.

2 Children listen to CD2 track 10 again and
write the letters. Pause after each dialogue
for children to write if necessary. Check
answers together.

I islrning

I Lnuk.

2 Ф Llkten aiMl vwtiLm г>№ liiClails

4 Takahoul tfreplclurci.

?2 lmc. i - . .,«Hw

.1 ® Uilw CHJQto fcr lli^u* wiiidt

.isiiij j pally i lu.iy

2 Read each line. Class repeats. Class says the whole
rhyme. They may learn it if you wish.

Activity 3

1 Ask different children to read the words. Class
repeats.

2 Play CD? track 10. Children raise their hands when
they hear the words.

Activity 4

Children make statements about the pictures using
words in Activity 3, e.g. The garden fs pretty/quiet,
etc.
Phonics (WB p57)

Make sure that children understand the tasks before
they begin.

Exercises 1 and 4

Check that children can say the bounds in these
exercises accurately.

Exercises 2 and 5

Children write sh at the beginning and end of
words to complete them. They write the wards.

Exercises 3 and 6

Children complete the sentences with words from
Exercises 2 and 5.

Summary box

Lesson aim Phonics and Listening

Lesson targets Children.

* sound out, read and write words beginning
and ending with sb

* listen and match dialogues to pictures

• listen far individual words

Key language Vocabulary nnd structures from Unit 6

Key words stop, ship, she)!, fish, dish

Materials PB pp71-72; CD2 tracks 5, 8—10. WB p57; phoneme cards for PB p71,

Activity 1

Preparation Make phoneme cords far tfi/p, shop and fab with each letter on
ci separate card, ns shown in the PE.

Phonics

3 Uli'ta WII» Ui» wow,

ИЕ

III*, Я I 1'13

4 в-ац I In ьзигк i.

G CwpkrCC itc tu knwi
~1m r. -Viih’
Й Z 2?

JbJ E3EK3

Check children's, work at the end of the lesson or nt
the beginning of the next i*f these exercises are don?
fur homework.

For Exercises 2 and 5. ask diFerent children to say
the whole word.

For Excrciujs 3 and 6r ask diFerent children to read
their complete wnteiices.

Resource box

Activity 2 audioscript (CD2 trock 10)

Vake: Nun-ber 1.

Goy Look at the cars and the wins ond
lorries.

Girl: Ihu Jre'.'erj raisij

Vo ce N jmher 2

Man: It’s a lovely gorrkn
Woman: Listen to the airds!
Man Anfl look at the flowers!
Woman they>e very oretty.

Vo-ke: NumbE' 3.

Girl I laughing' Look Gt the downs!

Boy: [loughingl They're very funny

Voce Nomher 4

Boy. Look!

Giri: What is it?

Boy Sthhl It’S о mouse.

Gid: Oh, yes. It’s very quiet.

Voice: Number 5

Man. How aid it Annie?

Woman Shes e ght.

Men: Its a yocd party.

Wonwn- Yes. l ie boys ond girls зге very
happy.
' Session 1 Warm-up

J Write f_sh, fr g,c t and an the

1 board. Children write Ilie vowels. С1пч$

1 reads the complete words.

Don's box

1 Write the sentences on the board. Read
them aloud- Point to the first sentence.
Ask fc/t correct? Children should know
it is not. Ask about the second sentence.
Children should know it is correct.

2 Cross through the first sentence as in
the box.

Activity 1

1 Tell children to look at the picture fur a
few moments. Ask questions, e.g. Wbcii
colour are the f/o wers/frogs? Wbcrt
colour fs the fish/cat? How many frogs
are there? Are tbeg qufet? Is the cut
quiet?

2 Write the first sentence on the board. •-
Class reads. Begin the second sentence.
Read the sentence beginning ta the
dass. Point out the words in the box. If
necessary, read them wfth the class.

Writing

T^re ane fU'Y^is -fear
There ary lcur "lowers

3 Ask what word to write to finish the
second sentence. Elicit purple. Write it
on the board. Class reads.

4 Continue in the same wuy with the
other sentences.

Activity 2

1 Tell children to look at the next picture.

-* Read the words in the box with the
class.

Write up the first two sentences Ask.
for a word to complete the second one
yeWow. Class reads.

----------------------------------------------

2 Ask questions to help children compose
the target sentences: Hoivmang birds
are there? 147; at го/our erre they? Are
they s./ow?

Write the sentences on the hoard. Class
reads all the sentences.

3 Children complete the sentences in their
books and write complete sentences
about the birds.

Go around helping and monitoring as
they work.

4 When they have finished, ask □ few
children to read some of their sentences
to the class.

Homework tasks

Dictionary

Children revise all words on p7.

Grammar Practice Book

Children complete Unit 6.
Writing skills (wb p58) Composition practice (wb p59) Session 2

j Session 2 Warm-up

I Hold up objects. Ask. eg. Hov/ many
J pc/ь art there? Г/wre ore five (pens).

1 Repeat with other object*.

Dan3 box

Write the sentences on the board.
Remind the class of the correct
word order.

Exercise 1

Explain the tosk. Ask individuals «Ц-J

to read the words in the box.

2 Children choose the best word
to complete each sentence.
Check answers. by asking
children to read their sentences.

Exercise 1

1 Children read and colour.

—• 2 They look at the small pictures und

complete two sentences about each item.

Exercise 2

Children read and colour.

Exercise 3

1 Children write two sentences about the
things in the small pictures.*

2 Go around helping and monitoring as
they work. When they hove finished, or
in another lesson, ask u few children to
read their sentences to the class.

Exercise 2

Children order the words to moke
sentences. Remind them that a
capital letter is at the beginning
□ nd a full stop is ut the end.

Homework tasks

Portfolio (see Resource box)

Check-up 6 WB pp60 61 (Answers on p93)

Resource box

* Some children may be able to write only one sentence for each item,
Class composition: target writing

(The flowers are pretty. They п-e) purple. (There are two) frogs. (They ore)

Summary box

L&Ssan aim Writing

Lesson targets Children;

♦ write о descriptive text about
nature

* practise positions of adjectives

• practise word order

Text type Description

Key structures There are ... Thee/

Time division

Session 1 Session 2

Key words Vocabulary from Unit 6

Materials, P8 p73; WB pp58-59r a few objects, e.g, pens

noisy. (The) fish (is) red (and b ack The} cat (is orange. It is very) quiet.

(The flowers are pretty. They are) yellow There are five b rds. They are blue.
They arc fast.

Composition practice: target writing

(There are two) flowers (They are) pink. (Tnere are three) frogs, (they arc)
green. (The) fish is b:g. (It is) yellow.

There arc six flowers. They -ore red Therp ore four birds They are blue There is
one mauve. It is grey.

WB answers

p58 Exercise 1 2 fast 3 funny 4 five 5 grey 6 black Exercise 2z 2 There ore two
frogs. 3 They are green. 4 rhe fish is big. 5 It is on orange fish.

Portfolio

Children make a neat copy of their composition. They may illustrate it.

Unit G Writing skills. Composition practice

89
Revision 2 (рвр?4)

Activity 1

1 Children look at the main picture for a
few moments. Point out the first small
picture Ask И/hot crrc they? They are
lollipops. Children read the bubbles.

Revision 2

1 Look and saij.

2 Point out the second picture Ask И/hat
ore they? They ore cokes. Children look
at the main picture and find the cakes.

Ask Wow many ore there? There are
e/yht. Ask the class if the answer rs
correct. Court and check with the class.

3 Continue in the some way asking about
Liie other small pictures.

4 If you wish, ask about other countable
items in the picture, e.g. oranges
(7), apples (10), melons (4). trees (2)f
lollipops (&}, birds (7), etc.

------------------- “1 _________

Activity 2

1 Children name the objects and people
in the picture.

Point nut the adjectives. Children read
them out. Other children read out the
bubbles.

гтипз Q.ii-: |ш*Цц thin lupi-j *ad luriu

3 Read.

The girdcr is b -|. Ibn l<:v/e > arc prcrti.., Тчч pjnd small fh^rr .if-
Ihir* дглйп Пите is она * J. Fiwr-? arc seven Lii .F TIm. uk
firrt rsrondx'u ь happij. Sirar-ip-j $ liupui . 4c h hr* Hh s linn. hw.

। к и» g t oys arc thfr-H? Huw г lariy 3 r h ar ft “Ирги "

74 n.'rw.. i: . itii. i-*

2 Point out the btillonns Say Jo/k about
the bcrh’OtJOS. Prompt, c.q. The Jba/ioons
are red. orange and yellow, They are
big. They are round.

3 Children name people and cither objects
in the picture and say one or two
sentences about them.

—----------------------------I

Activity 3

1 Ask □ child to read the first sentence.

If you wish to give individual practice
ask other children to read it. Class reads
together.

Cont nue with the other sentences.

2 Ask for the answers to the two
questions. If you have confident
renders, let them take turns to read
three or tour sentences to the class.
Class reads the whole text together

Extra activities

Class game

Children look at the picture. Describe an
object, objects ar n person, e.g. They are
p.wn. They ore not big They are stnalh
Children guess frays.

Pair work

Children take turns to make n statement
about on object, objects or a person, eg.
Grandma is happy. TYieir partner must
add a second statement, e.g. Grandma is
happy. She is big. Go around listening to
pairs as they talk.
Project 2 A garden <pb p/s)

This project can be done with children
working in groups or individual I y.

Activity 1

Organise this work to suit the
circumstances in your classroom

□roup work

If children are not able co use scissors in
school, you may wish to give out small
pieces of paper for them to draw on and
then stick onto о larger poster.

Alternatively, if children are able ta use
the classroom items, you may wish thorn
to draw, cut out and stick pictures onto a
large sheet of paper If you wish, prepare
posters for each group with o bluc/green
background.

Individual work

Children make an Д4 porter or a larger
size it you wish. They draw and colour о
cjurden/sky and oil the items.

Alternatively, they draw pictures on
paper, cut them out and stick them onto
their poster.

Summary box

Lesson aim Revision

Lesson targets Children:

• count objects in a picture

• make descriptive statements about objects and people

* read a text describing objects and people

• make a poster of о garden and write sentences

Resource box

Portfolio

It you wish, this project may be
included in children's portfolio
of written work. If children
have worked in a group and
produced о large poster, take
photos of the posters to add
into individual portfolios.

Activity 2

AH children should be able towrite at
least one sentence about what is in their
garden. Ent auruge them ta write two ar
more

If thildren ore working in a group., they
maij have drawn the same objects.

Encourage them to make them different,
e.g. in size or colour, so that they write
different sentences.

Activity 3

When children have completed their
posters, naw ar in another lesson, let them
show their work to 1he class.

Encourage children ta point and talk
about their garden. They may use short
forms to do th is. Other children may
prefer to read their long form sentences to
the doss.

Display all the work if possible and
encourage children to look at each other's
posters.

Before starting
Unit 7 yrju гтшу
wish ch Jdren to
complete Test 2
(on the website}.
Answers ere also
on the website.
Portfolio ond Diploma 2: Units 4, 5 and 6 (WBppW 132)

1 When children hove
completed all the work in
Units 4, 5 and 6 they turn to
WB р131.

2 This роде allows them to
make their own assessment
of what they have learned in
Units 4, 5 and 6.

Portfolio 2.: Units 4.5 and 6

1 •<!•>» ni*'lb<r Л'.'ЧЛ.

Icon 'tad.

>] 40»! 1'л( Jld4 |t>.j[_]|,J'O
□ HKi!_Jrniq| ] fiiq[ | hire J”~| ч
• i~ :p| I | | *uh | |dih

3 Children colour in the downs
and objects when they are
confident that they know the
wards.

4 They colour in the numbers
when they are confident th at
they know them.

5 They tick each word they have
learned in Phonics which they
can read nnd spell confidently.

6 Check through the completed
Portfolio page with tach
child. Some children may take
longer to feel confident with
the work covered.

7 Tell children who are not
entirely confident (even if
they have coloured and ticked
everything on the page) to
spend extra time learning
words for Units 5 and 6.
They may use pages 5 8 of
the Dictionary to help them
learn and revise.

It is not necessary for
everyone to complete this
whole page bef oie moving on
to Unit 7.
1 When children are
confident with all the
elements an p131,
they complete the
Diploma page,

2 This contains a
representative task
from each field of
work.

3 Children receive a
sticker for each task
completed and one
more when they have
finished the page.

4 These pages may be
taken out of the WB
□nd kept in children's
individual portfolios
of work along with
examples of their best
work from Units 4, 5
and 6.
Answers to Check-ups Units 4» 5 and 6 iwb ррад 4i, so si. ьо 6i)

Check-up 4 (WB pp40-41)

Exercise 1: 1 She is 2 I am 3 I алл 4 Up h 5 Hb is Б She is

Exercise 2: 2 Is sFie, Na. She is no? sad. 3 Is he. No. He is net a clown 4 is he, Na He is not Dan.

5 Is she. No. She ft not Lily.

Exercise 4: He is Biffo. He is a down He К funny. She rs Bella. She is a princess She is pretty.

Check-up 5 (WB pp5D-513

Exercise 1: 2 five balls 3 three books 4 six bananas 5 seven peris & four balloons

Exercise 2: 2 There are five bays. 3 There ore three girls. 4 There is one ring. 5 There are two
cats. 6 There is one bike.

Exercise 5: There are three oranges. There arc four bananas. There are ten grapes. There is
one (red.) apple, (ft it red.) There is ane {green) melon. (It is green.)

□heck-up 6 (WB pp60-61)

Exercise 1: 2 Are they. No They ore not birds, 2 Are they, No They ore not frogs 3 Are they.
No. They are not flowers.

Exercise 2: 2 They are birds. 3 They arc frogs. 4 They are trees.

Exercise 3: 1 fast 2 happy

Exercrse 5: Happy, you, old, eight, brothers, noisy, are they, They are, We are, twins

Where is King Tub?

Lesson 1 New words and speaking (pb pp/6 77)

' Warm-up

1 Show and name flcishcard 1S7. Explain he is Princess Bel la's father,

1 They, urfi in today's story.

Poster 7

1 Show paster 7. Read the title. Class
looks for □ few moments.

2 Show flashcards 84-90. 93. Nome
objects and rooms. Class repeats.

3 Ask different children to find and
point to objects and rooms on the
poster.

4 Ask questions

и/har ccj/our is rhe crown? W?crt colour
и the table?, etc

5 Play CD2 track 11- Children listen and
look at the poster. Point to the objects
and rODins us they are mentioned
Pomt to each of the characters when
they speak.

• Point out the small picture: Who is
under the stairs? It's King Tub

PB Dialogue

Activity 1

1 Children look at the big
picture in then books for a
few moments.

2 Show flashcards. Class
names the objects and
rooms.

3 Name the items. Children
point to the picture in
the box. Show flashcards.
Children check they are
painting to the correct
picture.

----------------------------------

4 Name the objects and
rooms in a different order.
Children find them in the
big picture in their books.

Activity 2

----»Play CD2 track 11 - Children
listen and follow the dialogue.

Activity 3

1 Ploy CD2 track 12. Children
follow and repeat in the
pauses. If they find a
sentence difficult, pause the
track. They say it once or
twice more.

2 Play CD2 track. 12 agom.
Class listens and follows.

3 Individuals read or act the
dialogue.*
Words, Learning to learn (w&pp62-53)

Check that children
understand the tasks before
they begin.

Exercise 1

Children write the letters ♦—
round the picture next to the
words below.

Exercise 2

1 Children find and circle the
wards in the snake.

2 They write them in the •—
spaces below. They find
and point to the objects in
the picture.

(r/ Words

I L«fc- гем пгл *Г IMtwi

Summary box

Lesson arm Speaking

Lesson targets Children:

* learn and practise new vocabuiary

• listen to the dialogue

* read and follow the dialogue

• repeat the dialogue

• act the dialogue

• practise scanning and thinking skills
Key structure prepositions /лй c?n, under
Key language IWiere is ...? Where are

Time division

Key wards cart/e, bwrrtg room, bedroom, berth room; crown, tobfe,

stairs

Materials PB рр7в-77; poster?; CD2 tracks 11, 12: WB pp62-63, flashcards
84-90, 93. 157
Exercise 1

Children look at the objects
an the left and choose the
correct missing object from
the objects on the right. This
practises thinking skills.

Exercise 2

Children choose the correct
missing letter to complete
each word. This practises
observation skills.

Resource box

* Children take the ports of Princess Bella, Mr Jollg, Don ano lily. If you wish,
do ha t of tre dialogue at a time, then cnangc children. Alternatively, If your
class is already used to this activity, let two groups of children take a turn
pneh, going straight through the dialogue. Other children listen and follow

WB answers

p62 Exert ise 1: 2 F 3 C 4 E 5 В 6 D 7 A 8 H

Exercise 2: 2 garden 3 pond 4 fish 5 sky ft cloud 7 flower 8 mouse 9 sun

p63 Exercise 1:1b 2d 3 f 4 e 5a 6 c

Exercise 2: 1 plane 2 bus 3 cake 4 desk 5 lorry 6 stairs 7 clown Beastie
LeSSOn 2 Grammar (pb p?s) Session 1 Grammar in conversation <pb P79) Session 2

1 Session 1 Warm-up

। Use flashcards 85-88 to revise rooms ।

। Session 2 Warm-up

Use suitable itenit to pructibe in, an and under. ego book
under a chair, etc

Activity 1

1 Ask two children to read
the Bodkins' bubbles
Class repeats. Ask the
question. Class answers.

2 Children look at the first •
picture. Ask Where й the
crown ? Elicit it's in the
Wvfng room, Class repeats.
Continue with the other
pictures.

3 (Optional) Give practice
os a doss game *

Activity 1

Explum that the children are
playing a guessing gome
Tell the class they are going
to learn the game too..
Play CD2 track. 13. Children
listen ond follow in their
books.

Activity 2

Piny CD2 track 14. Children
listen and repeat in the
pauses

Activity 3

Children play the game in
pairs. ** List on the hoard
ideas for school -terns they
can hide list places, e.g.
in/under, deskJbag. etc.
Children take turns to hide
and ask about items

Activity 2

1 Ask ar help three children to read the three bubbles,

2 Say Loot of thebtten. Help a child to form the correct statement. Class
repeats.

Do the same with the other pictures

3 Children practise making statements about the pictures in pairs.

Go to WarkboyK hessian 1 A

I-------'---------

Activity 4

—“•Give children timp tn look ct the pictures. Play CD2 track 15. Children listen
and point to the appropriate picture.

Activity 5

Children listen again and join in.

Go to Workbook Session 2 ф
Check thoi children
understand the tasks before
they begin.

Exercise 1

Children look at the pictures.

They read the sentence
beginnings and complete
each one usrng ro the and the
wards from the box. Point *-
out how the first one is done.

Exercise 2

Children юок at the pictures
and read the gapped
sentences. They choose the *
correct pre dos it ion from
the box to complete each
sentence

Gram mar

If children are completing
this page for homework,
check that they understand
the tasks.

Exercise 1

Children read the sentences
and complete them with the
correct form of the verb.

Exercise 2

—• Children read th? first
example. They complete the
other conversations in the
Some way.

Summary box

Lesson aim Grammar

Lesson targets Children:

• practise the target language

• listen to children playing a
g jessing game

* read, repeat and practice the
goine

• learn and sing □ song

Key structure prepositions tn, ont urx/er

Key language Where's Where are . .?

Key words castfe; Jbfitaen, living room, bedroom, both room, crown, table,
stairs

Materials PH pp78 79: track 0; WB pp64-65; flashcards 85-Bfi

Preparation {Optional) Make □ crown to use for PB р7Я. Activity 1

Resource box

* Stick the crown on one of the f cishrcirds 83. 85-88 Say look. nhc crown rs
m the Stick the aown on another cord. Ask Whore is the crov/л? Elicit The?
crown fs rn the ...

Slick the столп on different cards to pract c? m ta? fraomj

4 * 4 To make this a class gome, hide ch dron's items in a bag and box on
your desk or n/unccr your desk. Clusi asks questions Id fi'id them. Practise
returning them with Hore you are. Thank you.

WB answers

p64 Exercise 1. 2 in the bathroom 3 in. the kitchen 4 in the bedroam 5 in the
garden

Exercise 2: I on 2 in 3 under 4 on 5 under 6 in

p65 Exercise 1: 1 are 2 IS 3 ’S 4 аг? 5 pre ft is

ExercibH 2:2 к it, It is not on the desk 3 Ar? they, Th?q are not in th? box

4 is it. It is not unde the bed.

Grammar Practice Book Unit 7

Children may begin the practice exercises when they hnv? completed th? PB
and WB Grammar pages. They shou d complete them before the end o+ the
unit. They maj be don? for homework after Reading and Class Composixion.
Lesson 3 Reading (?в ряо> Session 1 Reading comprehension (pb peij Session 2

1 Session 1 Warm-up
i i

। Say th? chant from PB p?9. CD2 track 15

Activity 1

1 Teach the new words using flashcards 91,
92, 44, 95. Point to a group of children in
class for children.

2 Children open their hooks. Give them time
to look at the whole page. Ask volunteers
to name the small objects.

3 Point out the title. Play CD2 track 16.

Children listen and follow.

A'?ku HIV I'X J!tJ Fr^T
U<ikJ -an *. I hrj э* Ax
'Art ihiy •tn*

Uvk uyJdtll TtC|f WCVftdCI
1*1 LUShk*1«.

Wbw Kicnry'

h Ju. unJci III* T\7 M>. »)n k tn*
h Jit undui IIil mu!? Mu Jie kiwT
*№ II Ihl?

ThirvShfiJ ShL hlnlhflvx.

I * 4 Read the first three lines Ask How old is Anna? She
is seven.

Continue, rending two or three lines at □ time and
asking questions.*

5 Read the whole text. Children join in arid read with
you. Repeat if the class, is not confident.

6 Ask the class-to read on their own; or, ask groups
of children ta read lines; ex, ask individuals to read
lines.

Optional homework tasks

Learn vocabulary werris on p9 of Dictianar j 1
Continue Grammar Practice Book Unit 7.

j Session 2 Warm-up

1 Revise all the words for furniture мы ng
[ flashcards 91-95

Activity 1

1 Play CD2 track 16 or read A ga/ne again to
the dabs.

2 Tell children to look ut the picture on p81.
Ask where /s Алии? Elicit She is under t/?e
table.

Point out the first sentence and the words
in bald. Read in and under. Say Anna is
under the table. Point out how under is
circled.

3 Repeat steps 1 and 2 with the next sentence and
t₽ll children to circle the words. Tell them to look at
the picture on pBO. While children are circling, write
5/My fs rn under the sofa, on the board. When the
class has circled, □ volunteer circles on the board.
Other children check their own work.

4 Continue with the other sentences.

5 When the activity has been completed, children do
the WB Reading comprehension page in doss ar for
homework.
Check that children understand the tasks before
they begin.

Exercise 1

Children read the pairs of sentences and write yes if
they are correct and no if they are not.

Rending comprehension

Exercise 2

----«Children look at the picture and find the objects.
They write the re-om and complete the second
sentence with the correct preposition.

Summary box

Lesson aim Reading

Lesson targets Children:
• leorn new vocabulary
• listen to and follow о (ext
* understand the text

• read wilh good pronunciation

Session 1

Work Ixxjk

Steps 3. 4

Steps 1. 2

Steps 5 Ь

Time division

Session 2

Step?Z-5 /

* answer simpie comprehension questions”4--- _

Key structures Where js ...? Where are ... ? hfe / She /ftй ... They are in / on /
lv refer , .

Key words sofa, chair, cushion, TV, children

Materials PB рр80-Я1; €02 tracks 15. 16; flashcards 91 -95; WB p66

Resource box

* Use these questions or ary of ^our own:

К Длла Ofl fae fab/e? Wo, she js under the tefefe.

И/hut coiour >s the sofa? Jt is rad

Дгр fee ond / red’ under rhe sofa? Мл they ore under the ri/sfecws.

'jVhoi i’a under the TV? Д [fed. И/fejf roinur is the n-?ot? Purple.

Where is fenny? 5he rs rn the box.

Аяк additional questions about co leu- and num lit* г of objects if you wish.

WB answers

Exercise 1. 1 no 2 yes 3 yes 4 no 5 yes

Exercise 2: I kitchen, on 2 living room, under 3 bathroom,, in
Lesson 4 Phonics (PB p8D Listening (pb P82?

i Warm-up

Flu у 5'tart the ward. See Resource box.

Mr Jolly's box

1 Children find Mr Jolly. Tell them to point to
the box and listen.

Pipy CD2 track 17. Children listen the first
time. Then they repeat in the pauses.

2 Write ch and chip on the board Paint to
each one. Class says the sound and the
word.

Repeat until they say them accuiately and
confidently.

Activity 1

1 Ask three volunteers to hold the cards for tfi, / and
p. Stand them in a line facing the doss, with space
between them. Point and say each sound. Class
says the sounds with you.

2 Move the children closer. Point to each card and
say the sounds with less pause. Class says them with
you. Keep doing this until the cards touch Class
says the whole word.

3 Cnildron point in their books, say each phoneme
□ nd the whole word.

4 Do the MjmH with chop, fundi and munch.

Activity 1

1 Give children a few moments to look at the
page and the pictures. •-----------------------

Ask VVfto js rn tfn? story? Two dawns, Are
they funny dawns? Yes, they are. Ask
И/fiat is in fhe pictures? Elicit, e.g. the
downs, a kitchen, a hat, a bathr etc. Tell
the class they are going to hear the story.

2 Play CD2 track 19. Children listen and point
to the different places and objects as they
are mentioned.

See Resource box for audioscript.

> lulrn nnrt ЛГН0 IЬ* 141 nt.FT 4 1-L.

5 N«iw i|irul

tU iLm.' i

Activity 2

1 Use the pictures to explain chap to cut quickly with
a big knife; munch to eat Piny CD2 truck IB. Class
listens and follows.

2 Read each line. Class repeats. Class says the whole
rhyme. They may learn it if you wish

Activity 2

1 Play CD2 track 19 again. Children listen and
number the pictures in ardor.

2 Pi ay the track a third time if necessary

Activity 3

Children work in pairs. Child 1 ask Wftere are my
glasses? Child 2 points to the rooms and asks Are they
/rt the ... ?Child 1 answers. When Child 2 has asked
about each racm, hefshe asks Are they under year
hot? Child 1 answers.

Phonics (wb рб7)

Make sure that children understand the tasks before
they begin.

Exercises 1 and 4

Children circle the rh phoneme. Check that chifdren
can soy the ch sound in these exercises accurately

Exercises 2 and 5

Children write ch ta begin and end words. They
write the words.

Phonics

2 *7iiGi :ft MhIwUm ww'd*' *•*<! Urtw*

Check children s work ut the end of the lesson or at
the beginning of the next if these exercises are done
for homework.

I n.irit-.«i.* cuUitUfar

.< !>>i •> ic l-iiM >li*

•Э Chcle fey rtw Munds.

...... ® ...... Q

1 Wr.1»» e.h. WriU №» М.чМч Пмг! iv vwi-id*.

For Exercises 2 and 5. ask different children to say
the whole words.

Far Exercises 3 ond 6, ask different children ta read
the sentences they hove written.

Exercises 3 and 6

Children write the complete sentences and colour
the objects in Exercise 3.

Summary box

Lesson oim Phonics and Listening

Lesson targets Children:

• sound out, read and write wards beginning
and ending with ch

listen to a dialogue
• listen for detail
Key language Vocabulary and structures from Unit 7
Key words chop, chair. fane/?, munch

Materials PB ppBI 82; CD? tracks 17-19; WB p67; phoneme cards tor PB pSI,
Activity 1

Preparation Make phoneme cards for chip, chap, lunch and munch, with each
letter on u separate card, os shown in the PB.

(Optional) Make phoneme cards for the Phonics practice game See Resource
box

Resource box

Activity 1 uudioscript (CD2 track 19)

Clown 1 Whfr'r^ ore -4 •jkjiit’h? [p-suse'

Voics humiwi 1

CluA'n 2 Are :hey m rc к «hen?

Clown 1: In the kitchen? No. They aren't,
patse^

Voice Number 2.

Clown 2: Are they n the si:t ng room?
Are they on ire ch air?

Clown 1- On I.he cho r1 No, ih?y uren'i
(pause]

Voire Number 3.

Cl D'An 2: Are rhpij in ihe bathroom?

Clown 1: In th-e bathroom? No, theu
aren't LpOUSd

Voice. Number 4.

□own 2: Are thej in th^ bedracm? Are
ti"ej under the bed?

□ own I Unoc" the b«P No. they
crcit. Ipoucl

Voice. Number 5

Clown 1. Where are пц cj asses3

Clown 2: Arc tlicj iir der uour hot?

Ipu JSL'I

Voice N.jiTiber 6

Clown 1 Yes, they are.

3oth CO'AHS: Hr.l. hq, ho, ho. ho

Phonics practice game: Start the word

Write the ward ending atari the right o+the board. Stick up phoneme cords
fur cr h and лт in any order on the left. Children take turns to choose о card,
place it in front of the word ending to moke a whole 'word Class reads. Do
the same with the word end ng on and phoneme cards for ? m and u
LeSSOn 5 Class composition (pb Рвэ) Session 1

' Session 1 Warm-up

Piny VWn о word with flashcards tor toys
J and transport, bee p16T

Activity 2

1 Ask volunteers to rend the first question
and answer. Write them on the board.
Class reads.

Dan's box

1 Ask children to read the question and
answer, Write them on the bo-ard. Class
reads.

2 Ask a vofuntccr tn underline Anna in
the question.

L3 Underline She in the answer. Ask Who «
She'? Elicit Алпо.

Activity 1

Give children a few moments to look at

the picture. Ask what is in the picture, •-
e.g. о pfcrne, a car, a choir, etc.

Ask where the children are using
Where j's ... ? and Where are ... ?

1 Look and SOLf.

‘Л1С ,v;: t4H V.hiVi •! OXUC'lH i|jihJi.-ii lor " > twin -. Uri jf 83

—• 2 Write

RiRy? on the board.

Ask What is the qaest/ол? Elicit Where

J.s RiRy? Complete the question. Class

reads.

Ask what the answer is. Elicit Bill у is cn
the chair. Write it on the board. Class
reads.

3 Do the same with the other questions
and answers.

4 Ask different children to read the
sentences on the board. Clnss reads all
the sentences.

5 Children write the sentences in their
books.*

Go around helping and monitoring as
they work

When they have finished, ask о Few
childien to read some of their sentences
to the doss.

Homework tasks

Dictionary

Children revise all words on p9.

Grammar Practice Book

Children complete Unit?.
Writing skills (wb P6S) Composition practice <wb рвя) Session 2

Session 2 Warm-up

Play Hcrshturd o/?d word curd mcifch
with items of furniture. See p1G2.

Dan's box

Write the sentences on the board.
Remind the doss of the pronoun /t
for single objects, h&’she for people,
tbey for any plural groups.

Exercise 1

Make sure children realise they
choose a word from the box.

Children write the words.

Check answers by asking different
children to read out the namefs) and
the pronoun

Exercise 2

Children match phrases and pictures.
To check answers, volunteers read a
phrase and say the letter.

I
I

I
i

Summary box

Lesson aim Writing

Lesson targets Children:

• piacLise correct use of pronouns

□nd prepositions

• write about where people und
objects are

Text typo Text with repeated ques

Key structures Wh<?re d When? err? . 7 prepositions on, u/?dcY

Key wards Vocabulary from Unit 7

Materials PB рЙЗ; WR pp68 69; fiushcnrds 20. 22, 27. J4-38, 49, ЬО. 5J-5b.
91-95

Dun's ben I

Time division
Session 1 Session 2

Steps 1-2...

Make sure children understand the
task before they begin

Exercise 1

1 Rom i nd them of the wo rds i n the
box on p63. Remind them of the
phrases in Exercise 2.

Encourage children to write OS
many sentences as they can.**

2 Ga around helping and
monitoring as they work. When
they have finished, or in another
lesson, ask a few children to read
their sentences to the Hass.

Homework tasks

Portfolio (see Resource box)

Check-up 7 WB pp7£]-71
(Answers on page 127)

Resource box

* If possible, rub out same or all of the sentences on the board If necessary,
leave the complete sentences on the board or rub out only a few key words

* * If necessary, set weaker children fewer target sentences.

Class composition: target writing

Where is (Billy?) He is an the chair. Where are Joe and Fred? Theu are in the
car. Where is the teady? It s я the box. Where uie the pencils? They arc on
the table.

Com position practice: target writing

(Where are Jenny and Fred? They are) on the sofa. (Where) is (Anna?) She is
on the chair, (Where) are Billy and Joe? They are under the table. Where is
the kitten7 It is in tnc box. Where are the bal s? They ar? in the bay

WB answers

p&8 Exercise 1: 1 she 2 they 3 they 4 it 5 tney 6 he 7 it

Exercise 2 1 C 2 A 3 В

Portfolio

Ch Idren make neat copies of their sentences. Tney may illustrate then if they
like.
8 This is my family

Lesson 1 New words and speaking (pb pps4-s5)

] Warm-up

Play a numbers game with 1-10 See ppi62 163.

Poster 8

1 Show poster 8. Read the title. Class
looks for a few moments.

2 Show flashcards 96-101, Name the
family members and space rocket.
Cla55 repeats.

3 Ask different children to find and
point t□ the people and the space
rocket on the poster.

4 Ask questions:

Where ?s Mr JaHy? He is on the stoirj,
Where is Xing TuO7 He JS UfKjer the
stairs, fs he happy? Na, he isn't, ffow
n?ony b/g pictures ore there? There are
five.

5 °lay CD2 track: 20. Children listen
and look at the poster. Point to the
people ard the space rocket us they
ore mentioned. Point to each of the
characters when theij speak

-* Check understanding of the small
picture. King Tub is thinking about a
space rocket.

PB Dialogue

Activity 1

1 Children look at the big •
picture in their books for a
few moments.

2 Show flashcards. Class
names the family members.

3 Name the family members.
Children point in the box.
Show flashcards. Children
check they ore pointing to
the correct person.

4 Nome the family members
in g different order.
Children find them in the
big picture in their books.

Activity 2

-•Play CD2 track 20. Children
listen and follow the dialogue.

Activity 3

1 Play CD2 track 21. Children
follow and repeat in the
pauses. If they find a
sentence difficult, pause the
track. They say it once or
twice more.

2 Play CD2 Vock 21 again.
Oa\s listens and fallows.

3 individuals read or act the
dialogue.*
Words, Learning to learn (WBpp?2-73)

Check that children
understand the tasks before
they begin.

Exercise 1

Children look at the pictures
ond the children below. They
match up the children with •-
the other people in their
families.

Exercise 2

Children choose the correct
letter from the balloons to
complete each word.

ff Wards

Exercise 1

Children look at each picture.

—r<They -add to the picture on
the right whatever is missing
from the picture on the left
to moke them the same.
This practise1» thinking ond
observation skills.

Exercise 2

Children look ot the picture
on the left and read the
sentence on the right, They
choose the word from
the box to complete the
sentence. This practises
reading for meaning.

Summary box

Lesson aim Speaking

Lesson targets Children’

• learn and practise new vocabulary

• listen to the dialogue

• read and follow the dialogue

* repeat the dialogue

* act the dialogue

Time division

• practise observation and thinking skills

Key structures Гие got... you've got... J hove/Уf cjc.it ... Wove you1 got...?

Key language LVho is th/s? Th/s is my brother.

Keywords fomf/y. mother, farther, brother, sister; space rocket, fatt.’e
Materials PB pp«4-85; poster fl; CD7 tracks 20, 21: flashcards 96-101; WB
pp72 73

Resource box

* Children should be familiar with this activity by new. Choose five children
to read the lines, far the charutters. If possible, repeat with five different
children. Some children may be able to say their lines without reading from
the bonk.

WB answers

p72 Exercise 1: 1 AD 2 FE 3 С H 4BG

Exercise 2: family, father, mother brother, sister

p73 Exercise 1: Children draw; 1 the clown's hat 2 three ballcron? 3 flowers on
the hot

Exercise 2: 1 clown 2 fast 3 nol is. 5 six 6 ore
Lesson 2 Grammar (pb Рав> Session 1 Grammar in conversation cpb pS7) Session 2

Session 1 Warm-up

Write up some capital letters. Children volunteer to write the
small letters.

' Session 2 Warm-up i

Revise the words far family members using f lashcards 96-99

Activity 1

1 Rend nut the bubbles.
Class follows and repeats.
Bring two confident
children forward to hold
flashcards 29 and 101.
Encourage them to say
the sentences in the
bubbles.

2 Point out picture 1. •-

Say fve goto ... Elicit
plane. Say the sentence.
Class repeats. Continue
with the other pictures.
Prompt the whole
sentence it possible.

3 Children practise
sentences in pairs.*

Activity 1

1 P-oint out the photo. Ask
Is tb/s a big family? No, ft

is smafL

2 Tell the class to listen
to the children in the
photo». Play CD2 track
22. Children listen and
follow in their books.

Activity 2

Play CD2 truck 23. Children
listen ard repeat in the
pauses.

Activity 3

Children practise the
conversation in pairs.

Activity 2

1 Rend the bubbles to the class. Class follow's and repeats- Tell children
to look ot picture 1. Ask an individual the question. Explain that this
is о real question and the child should give a true answer.

2 Ask about the other objects in the some woy.

3 Children practise in pairs.44

Activity 4

Play CD2 track 24. Children listen and point to the people

Audiascript (CD2 track 24)

Voice: modi er foxher.. sister brother [pausd
father.. mother brother .. sister (pause)
Slitfr . hrotht” ._ mother ...father [pause]
Jather... sister mother._ brother [pause!

Goto Workbook Session 1

Activity 5

Play the irock again. Children point in their books and join in.
_______________________________________________________

Go to Workbook Session 2 ф
Grammar (wb P74) Session 1

Grammar in conversation (wb p?s) Session 2

Check children understand
the tasks buf-are they buqin.

Exercise 1

1 If you wish, demonstrate *
the contractions using
word cards, letter cards
and the apostrophe.
Children practise making
the full form from the
contractions ond making
contiuttions from the full
farm. Alternatively, do this
on t he boa rd.

2 Children write comDfetc
sentences f-пг each picture.

Exercise 2

Children write negative
sentences and questions.

C»mmni(ir in couvrnatinn

If children arc completing
this page for homework,
chock that they understand
the tusks.

U Exercise 1

-•Children choose Who for
questions about people ond
What for questions about
objects.

Exercise 2

1 Children read the
examples.

2 Children draw their
own families and write
sentences.

Summary box

Lesson aim Grammar

Lesson targets Children:

• practise the target language

listen to a conversation

* read and repeat the conversation

* practise the conversation

* learn and sing a song

Time division

Key structures I've got a ... Wove дои до! л .? huvc./Wo. I haven't

Key language Who's tb/s? Th/s is my broth er.

Key words mother, father, brother, sister, family

Materials PB ррВБ-87; track (1; WB pp/4-75; flashcards 29, 96-99, 101.

{optional < 6, 37, 41, 5И, 74)

Preparation Download or moke word, letter and apostrophe cards tn use
with WB p74. Exercise 1.

Resource box

* Children take turns to point ard ^ay the sentences. Io maketht? a class
game, stick up t la shear ds 4r G, 37. 41, 54., 74 Children luxe turns to choose a
curd and say I've дог a ... Class checks the sentence ‘was correct. If necessary,
help children to correct themselves.

* * To give extra proctice or to make this u duss game, give volunteers an
object nrn flashcard. Ask questions to produce a ffii motive end negative
answers. when confident, bring pairs forward. One child suletts un item. The
other child asks Have дои до! a

WB answers.

p/4 Exercise 1:2 1 have got a bird 3 I have got a rabbit 4 I hove gat a fish.
Exercise 2 2 I have not got с репс Have you got a pencil? 3 I have not got
a bank Have you got о book?4 I have not got □ rubber. Have you qol и
rubber7

p75 Exercise 1: 3 Who 4 What 5 What 6 Who

Grammar Practice Book Unit В

Children may begin the practice exercises when they have completed the PB
and WB Grammar oages. They should complete them before the end of the
unit. They may be done for homework after Reading and doss Composition.
LeSSOn 3 Rending (pb pss) Session 1

Reading comprehension (pb рвэ) Session 2

' Session 1 Warm-up

1 Ploy IVrn □ word with word cords for toys
। and furniture. Set p163.

Activity 1

1 Teach the new words using flashcards
102-106. Point to the bed in the big picture
and say bed.

2 Children open their books. Give them time
to look at the whole page- As* volunteers
to name the small objects.

3 Point out the title. Play CD2 track 25.
Children listen and follow.

t ha*. q:f- с :«c. II з :Li aid jfiei

: hisF a tw Лг> I-м- irn и Ил hn« Г »лмл Д.-.1 Ihnv rtc*k
uri J hint :u' uit I nJ Jr.

4 Pead the first three lines. Point out Lily. Ask Whu ri
rhr$? This is Lily.

Rend the next paragraph and ask questions.*

5 Read the whale text. Children join m and read with
you. Repeal if the class is not confident.

6 Ask th? doss to read on their own; or, ask groups
of children to read lines; 01, ask individuals to read
lines.

Optional homework tasks

Learn vocabulary words on plO of Dictionory 1
Continue Grammar Practice Book Unit 8.

Session 2 Warm-up

Revise the new words using flash car ds 1CH
106 and any items of furniture the children
find difficult.

2 Explo n the activity to the class. Ask a child to read
the First sentence. Ask fs ft correct? Children look
back at the text to find the answer.

Help the class to find the sentence in the text. When
you are sure oil children have found it. they may
tick the box.

Activity 1

1 Play CD2 track 25 or rood My room again
to the class.

3 Continue with the other sentences. Children look at
the text or the picture to find the answers.

4 When the activity has been completed, children do
the WB Reading comprehension page in class от for
homework.
Reading comprehension (we p?6j Session 2

Check that children understand the tasks before
they begin,

Exercise 1

Children rend the.' speech bubbles. They look at the
pictures and find the one that matches what each
character says. They write the number.

Exercise 2

Children rend the bubbles ond match the characters

-r-* tat he pictures below.

They write the name of the character under each
picture.

Summary box

Lesson aim Reading

Lesson targets Children:

• learn new vocabulary

• listen to and follow a text

• understand the text

read with good pronunciation

answer simple comprehension
questions

Time division

Session 1 Session 2

Resource box

* Um? these questions or any of your own.

Wftat co.’oar is the bed? How many da/Js are tfwe /л J he box? /s t.here one
teddy? What cafawr /s the /arnp? rbc? smer// tob/e? dow many computer дилгез
arc there on the rnbte? И/hai rafaur #s the cho/r? Wow толу photo? are there?

WB answers

Exercise 1: Meg 2, Anna 1r I lorry 3

Exercise 2; 1 Weg 7 Anna 3 Harry

Key structures I have got...

Key words grarrdmothec grandfather, lamp, shelf, photo, bed

Materials кВ ppftS-89, CD2 track 25; flashcards 102-106 and other furniture
flashcards of your choice; WB p76
Lesson 4 Phonics (pb рад) Listening (PBp90)

1 Warm-up
i r i

। Play the Letter changrл9 gome. See pl 62.

Mr Jolly's box

1 Children -find Mr Jolly. They point to the box:
and listen. Play CD2 trock 26. Children listen
the first time. Then they repeat n the pauses.

2 Write tb and farber on the board. Point to
each one. Class says the sound and the word.

3 Repeat until they so у them accurately and
confidently

Activity 1

1 Put flushcards96-98 on ihe board.

Point to the father flashcard and hold up the
word card. "Soy th unci point out the two I otters,
on the card. Class repcuts.

2 Su у the whole word. Class repeats.

3 ReреиL w i th mother a nd brothw.

Activity 2

-* 1 Ask who is in the picture. Elicit, e.g. a family,
father, mother and brother. Play CD2 track 27.
Class ’istens and follows.

2 Read each line. Class repeats. Class says the
whole rhyme. They may learn it if you wish

Activity 1

Children look at the pictures. Ask. who is in each
one, e g. mother,. father, grandmother, two
bays (or (wo brothers), etc

—

Activity 2

Play CD2 track 28. Children listen and draw lines *•—r
from the children on the left to their family
groups. Ploy the track twice if necessary.

Audioscript (CD2 track 28)

Lise: Hello1 I'm Lise. This is rriij Jfcimily. This is mj
mother and Mis is my father. I've got two sisters
and two brothers. Oh! And Гое got three cats.
Thevery prrttij [miaows]

Ben: Hi! My name's Ben ond this is itl. family My
mother, my Joiher, my grandmother und my
grandfather. I've gat two brothers and one sister
Re got a dag, tpo [woof! WQO/1]

Ann; Hello! Гт Ann end this is rnj family. This is mu
mum ond dad. And this is my grandpa and my
grandma. I haven't got a brother and I haven’t
got a sister But I've gut a cat, a dog and a bird
They're very noisy. Listen! [mieciw, woof, tweet]

.1 *jj U<l*n ni).:n I AIM fci Ilin

Activity 3

Play CD2 track 28 again Children look at each
word and raise their hands when they hear it
spoken.

Activity 4

1 ploy CD2 track 29. Children listen.

2 Play CD2 track 30 (music only) Encourage
children to join in.*

110
Phonics (WB p77)

Moke sure that children understand the tasks before
they begin,

Phonics

I Exercises 1

Children reod. They circle the th phoneme in the
words then write them.

Exercise 2

Children write the words under the correct picture*;

Exercise 3

Children write the phoneme ut the beginning of
frequently used words, they use them to complete
sentences,

Exercise 4

Children rend the sentences they hove completed

Check children's work at the end of the lesson or at
the beginning of the next if these exercises are done
for homework.

For Exercises 1-3, ask different children to soy the
whole words they hove written.

For Exercise 4, osk different children to read the
sentences they completed in Exercise 3.

iiVt*>t Л Wrthh th* W-X4S. V.-jd II»

Jh the ичгЛ. fmiukk Un Kiilr -гм

Summary box

Lesson aim Phonics and Listening

Lesson targets Children:

• sound out, read and write words with the
voiced phoneme th

• listen for gist and for specific words

* listen to and learn a song

Key language Vocabulary and structures from Unit 8

Key words father, mother, brother; the, this, fhe-y, there

Materials PB pp89-90. CD2 tracks 26-30; WB p77; flashcards 96-98; word
cards for PB p89. Activity 1

Preparation Download or make word cords for father, mother, brother,

Resource box

* Encourage children to join in with the animal sounds on th? second play
On the third play, encourage them to say all the words in the lines with the
Cir'iimnl sounds. Read the first lines of each verse Tv? got a ... with the class.
Encourage them Iq sing these lines on the fourth play. Read through the
second lines of each verse. On the final olay. encourage chilarcn to sing the
whole song

WB answers

Exercise 3: the. this, they. there 1 This, brother 2 There, the 3 There, They
Session 1 Warm-up

Revise all the '//ords far furniture using
flashcards.

Dun's box

1 Ask a child to read the first two ♦—
sentences. Write them on the hoard
Ciass reads.

2 Ask a child to read the third sentence.
Write it on the board.

? Underline arid in the third sentence.
Explain to the class that it joins two
short sentences and makes them into
one long sentence.

4 Explain that they ore going to write
some short sentences and one lang
sentence in this writing activity.

Activity 1

1 Children Took at the picture. Ask them
to name the things in the picture.

2 Write words on ane side of the board.
Ask И/hot CoJour is/are the How
many... are there?

Activity 2

—1 A child reach th? first two sentences.

2 Begin the next line J bewogot... Remind
the class of the hoy In the picture.
Explain that the activity is towrite his
wards

3 Ask Children What tn write next. Paint
out the notes on the board. Help the
class. tn make up sentences about the
different objects.

4 Write each sentence on the board. They
need not be in the same order us th?
target writing.

Class reads each sentence when it is
written. A m to us? the conjunction and
at least onre.

3 Note colours and numbers of things, e.g.
bed - red, i/e//ow; three cars, etc.

When the description is f nished Ask
different children to read th? sentences
on the board.

Class reads all the sentences.

Children write in their books.*

Gn oround helping and moritoring as
they work.

When they have finished, ask a few
children ta read samp of their sentences
to the class.

Homework tasks

Dictionary

Children revise all words an plO.

Grammar Practice Book

Children complete Unit 8.
Writing skills (wa P7b) Composition practice (wb p?0) Session 2

r - — — - — — — — - -- -- - — “ 4

1 Session 2 Warm-up

I 1

I Sing the song from PB p79, CD2 tr<s<k 29- ।
L. _— — M* MB. BBB iM BM BM MB MB MB M BM ЧМ в№* "И*

J-----------—- -™—

Dan's box

Write the sentence in the box nn the •—
board. Remind the class how and can
join two sentencE-s.

Exercise 1

Children shoulq be able to complete
this task independently.

Exercise 2

1 Children rena the sentences. Remind
them that the example sentence
with ond hns a capital letter at the
beginning and a full stop at the end.

<Oi>ipOS4iO«l pidcliw

Exercise 1

Children choose at least one object
for their room. It can be one that is
illustrated or another at their own
choice.

U Exercise 2

-4 Children draw themselves. They
colour objects arid draw at least one
more.

Exercise 3

Children write sentences.**

Go around helping and monitoring as
they work. When they have finished,
or in another lesson, ask □ few
children ta read out their sentences.

2 Children write the sentences using
and.

Homework tasks

Portfolio (see Resource box)

Check-up 8 WB pp8D-81 (Answers on роде 127)

Summary box

Losson aim Writing

Lesson targets Children:
write about a boy's room
• write about their own room
* understand the use of and
to join sentences

Text type Description
Key structure- f have gat...

Key words Vocabulary from Unit 8

Materials ₽8 p5>l; WB pp?8-79; flashcards 91-95. 104-106: CD2 track 29

Resource box

* If you wish to give support, leave the sentences on the board. If passible, remove
one nr more words from each sentence. Children write. Some children will be able to
write all the sentences; others fewer.

* * the target writing is the amount expected for able learners. Some children will
produce fewer sentences

Class composition: target writing

(This is my room. It i$ small.? I have got a bed. It is red and yellow. I have gat □ lamp.
It is blue. If is an the (red) table. I have gat two planes and I have got three cars.
They are on the yellow table. There is one shelf. There are ten books on the shelf.

Composition practice: target writing

Up to six lines using any correct sentences in any order.

Example: (This is my room. IL is) small. (I have got) a bed. It is [colour] [and tuluurj. I
have got n lamp. It is [colour]. It is on the [colour] table. I have got a computer and
I have got computer games They are on the [colour] table I have goto cho г ond I
have got a shelf.

Portfolio

Follow the procedure as on p89.
Miss Silver Warm-up

Revise numbers 1-1U.

L — —

Lesson 1 New words and speaking (pb p₽92 9?)

Poster 9

1 Show poster 9. Keod the title. Class
looks for a few moments.

2 Show number cards. Jay the numbers,
Class repeats. Show and name

fi05heard 158 j.oocc woman Class
repeats. Sai| her name 15 Miss Silver,

3 Ask different children to find and
paint to numtHprs on the poster.

4 Ask questions

W/10 rs on the sta/rs?

Who rs on лi,'m6e?r 14? ?£? 19?20?
What co/ou7 /s the spate racket?

I-------------------------------------------

5 Play £02 tiack 31 Children listen
and look ot the poster Point to the
numbers os they are mentioned. Point
to each of the characters when they
speak.

—• Check understanding of the small
picture: The space racket is taking off.

PB Dialogue

Activity 1

1 Children look at the hig «
picture in their books for a
few moments.

2 Show number curds. Class
sags the number.

3 Soy the numbers. Children
point ta them in the
box. Show number cards.
Children check they ore
pointing to the correct
number

4 Name the numbers in a
different order and space
ошол. Children findtnem
in the big preture in their
books.

Activity 2

^-•Play CD2 track 31. Children
listen and follow the dialogue.

Activity 3

1 Play CDQ track 32 Children
follow and repeat in the
pauses

2 Play CD2 track 3? again.
Class listens and follows.

3 Individuals read or act the
dialogue.*

Un it 9 N ew words ana speuк ng

114
Words, Learning to learn <w&pp82-83)

Check that children
understand the tasks before
they begin.

Exercise 1

Children write the numbers <-
in figures next to the number
words.

Exercise 2

Children count and write the
number of objects in words.

G) Wards

Summary box

Lesson aim Speaking

Lesson targets Children:

• lenrn and practise new vocabulary

• listen to the dialogue

• reed and follow the dialogue

• repeat the dialogue

• act the dialogue

• practise scanning and thinking skills
Key structure She's got...

Key language I like ...

Key words numbers 11-20; number words c/evpn to twenty, space лос&еГ
Materials PB pp92 93; CD2 tracks 31, 32; poster 9; flashcard 148; WB pp82-83;
number cards
Exercise 1

Children draw lines from the
objects to one or other of
the two containers. This is a
simple task in categorising.

Exercise 2

Children write the words
for the items in two lists*
accor ding to the category
they decided in Exercise 1.

Resource box

* This dialogue practice should by now be и familiar activity. Fnccmrage
children who have not acted n rale to do so {King Tub has a very simple role
in this dialogue}, if possible, let two g'oups of seven children read and act the
ports Other children follow in their books.

WB answers

p82 Exercise 1: 7 17 3 18 4 15 5 11 6 20 7 17 8 13 9 16 10 19

Exercise 2: 2 eleven insects 3 twenty lemons 4 fi^een books 5 twelve hats
p83 Exercise 2: On the dish, melon, grapes, oranges, apples, bananas; In the
box; car, train, boat, ball. doll
LeSSOn 2 Grammar (pbpm) Session 1 Grammar in conversation (pb Pgs) Session 2

. Session 1 Warm-up

1 Revise toys and jpace/odk-et using flushcnrds 27-29, 34-

; ku.

] Session 2 Warm-up

Use flash cords 67-73 ta revise words far food.

Activity 1

1 Volunteers read out the
b-ubbFes. Cluis repents.
Give two children
flashcards 28 and 101
to hold. Class sny5 the
sentences.

2 Tell children to look <rt •—
the boy. Ask WfiaT fins he
got? Elicit He has got a
p/aae. Continue with the
other pictures in the same
way.

Activity 1

Class names the plural Items
in the pictures. Make sure

they sound the plural 5,

3 Children practise in
pairs.*

Activity 2

- -<Explain thai the children
in the photos are playing
a singing game. Play CD2
truck 53 Children listen and
follow in their books.

------------------!

Activity 3

Play CD2 truck 34. Children
listen and repeat in the
pauses.

Activity 2

1 Ask two or more children to read the bubbles to the class.

2 Tell the children to look at the boy. Ask Htrs /?{? u b/ke? Elicit
Yes. he has. Ask about the other ch’ldren and objects.

3 Children practise in pairs.**

Go to Work book Session 1 A

Activity 4

1 Children practise the conversation in groups of six. They may say things
they like them selves.

2 To make this n class activity, put up flashcards of plural items, or word
cards for plural nouns, on the hoard Let a volunteer take one and soy. e.g.
I like carrots. How about t/ou? The first chi d points to another, who then
chooses ci card and says/ F/fce .... etc.

Ga to Workbook Session 7
Check that children
understand the tasks before
they begin and that they
must write sentences in the
full form.

If you wish, practise1
contractions and full forms
with the class using word
and letter cards and the
apostrophe cord.

Exercise 1

Children write n sentence
about what each child hen
got.

Exercise 2

Children complete the
question ond write what
each child has nat got.

Grammar in conwuatlon

1 r.nhh ihc K-fi’AiiKux

If children are completing
this page for homework,
check that they understand
the tasks.

Exercise 1

Point out that the first
letter In each sentence is
given. Children complete the
sentences.

Exercise 2

Children look at the picture
and write the sentence.

They draw and write about
themselves.

-------------------------------

—

Summary box

Lesson aim Grammar
Lesson targets Children
• practise the target language
• listen to a chant
• read and repeat the chant
* practise the chant
Key structures He's got...

Has/iegof ...? fftwjhe gof...? Kcsr he/she bos. Wo. Ъе/sheAasrrt
Key language i like (plural noun].
Key words Vocabulary from previous units

Materials PB pp&4-95; CD2 tracks 33. 34; flashcards 27-29. 34-38, 67-73, 101

(optional flashcard 50), WB pp84 85

Preparation Download word, letter and apostrophe cards as required.

Resource box

* Alternatively, give practise in asking questions with the whole class Bring
forward a dolj and give him flashcard 50 to hold. Bring forward a volunteer
to point to the dou and ask tnc class Has gnf a b.'ke3 Class answers. Prompt
half the class to ask the? question again, the other half answers. Continue with
the other objects. The two halves of the class take turns La repeat the question
and answer.

*• If you wish, groups practise their lines. They take turns to say them to
the dnss Encourage groups to soy differ ent things and to keep the rhythm.
Groups could perform to another class or to parents.

WB answers

p84 Exercise 1:2 He has got a plane. 3 She hes got a bike. 4 She has got a
balloon. 4 H<i has got n rar.

Exercise 2: ? Has she got No. She has not got a bird 3 Has he got, No. He has
not got a fish.

p85 Exercise 1: 2 bananas 3 oranges 4 apples

Exercise 2: I like cakes ano sweets

Grammar Practice Book Unit 9

Children may begin the practice exercises when they have completed the PB
ond WB Grammar pages. They should camp-ete them before the end of the
unit They may be done for homework after Reading and Class Composition.
LeSSOn 3 Reading (рвРэб) Session 1

Reading comprehension (pb p?7) Session 2

{ Session 1 Wurm-up

1 Suy the rhyme from PB p79. CD? track 15.
' Divide the class in two. One side sags the
. names, the other side completes thia line.

Activity 1

1 Teach the new words using flashcards
107-109. Show something silver la exp la n
the word if you wish. Point to a toll child to
teach taW. Point to the space suit that the
space women is wearing to explain it

2 Children open their books. Give them time
to look at the whole page. Ask volunteers
to name the small objects.

3 Read the title. Plug CD2 track 35. Children
listen and follow.

Я 4 Reod the title of the first poem then the first verse.
Ask questions *

Do the same with the other verses.**

5 Read the title of the second poem, Play track 00.
Children follow.

Rend again and ask questions. ***

5 Read the whole text. Children join in and read with
you Repeat if the class is not confident.

6 Ask the doss to read on their own; or, ask groups
of children to rend lines; or. ask individuals to read
lines.

Optional homework tasks

I corn vocabulary words or pl 1 of Dictionary 1
Continue Grammar Practice Book Unit 9.

Session 2 Warm-up

Put food flashcards on the buurd. Children
lake one and soy Hike ... Class repeats.

Raiding comprcheiu-ian
1 Cirik on’Kl word

3 Read out the second sentence using the alternative
words. Ask which word is correct. Elicit an answer.
Check the rest of the class agrees. Children circle in
their books.

Activity 1

1 Play CD2 track 35 or read the poems again
to the class.

4 When the activity has been completed, children do
the WB Reading comprehension page in class or for
homework.

2 Write the first sentence with the -

alternative words on the board- Read the
two versions of the same sentence to the
dess.

Ask which word is cor red. Elicit space Let
□ child circle on the board. Children check
the answer in their books.
Check that children understand the tasks bp-far?
theg begin

Remind them they will need colours for Exercise 2.

Exercise 1 *"

Children read about the characters. They write their
names on the lines under the pictures.

Rrcidlriij (Qrnprrhmvun

—-«Exercise 2

Children draw and colour pictures. oi the children as
described in the text below the outlines.

Summery box

Lesson aim Reading

Lesson targets Children

• learn new vocabulary

• listen Lo ond fallow a text

• understand the text

• read with good pronunciation
* answer simple comprehension
questions

Time division

5 ms ion I Sesson2

Key words harr, eyes, g/asse.s; raff, spoc^jy/tj sfh'er

Key structures She has got... / Mr? ,

Materials PB pp9&-97. CD2 tracks 15. 35; flashcards 67 73. 10/ 104; WB p86

Resource box

* Use these questions or anj o* your own:

(Verso 1) Point and nsk L'V.hc is this? Claire.

W?ar .‘?c?s she gor? S/ie /ras got g/ajses/fong hair.

* * (Verse 2) What co/our are tier eyes? Has she got a ring?

(Verse 3) How many children orc there? How mono togs are there?

(Verse •!) W/?c?t coj'our the space rocker?

* ** Whot coiour arc temans? реси? cwrotj’ Are mejon.vpeas big or sma/f?
PB answers

p9? Activity 1: 2 long J fat 4 luL 5 hoppy 6 toys

Activity 2: 1 oranges 2 peers 3 melons

WB answers

Exercise 1:1 Jue 2 Kate 3 Ben 4 F^ed 5 Mona 6 Sue
LeSSOn 4 Phonics (pb p97) Listening (pb рэз)

Plw'iin Ф

l.hn

1 Lack bud

2 Move the children closer. Point to each card tind say the
sounds with less pause. Class says them with you. Keep
doing this until the cards touch. Cl ass says the whole
word.

3 Childiun point in their books, sny co ch phoneme and the
whole word.

4 Do the same with thidr*. both and path.

Activity 4

Children play the game in pairs.*J

Activity 2

Ploy CD2 track 38. Children listen and write
the letters. PJay it again if necessary.

Activity 3

Play CD2 track 39. Children check their answers

| Warm-up

1 Play frn/sh the word with ch and endings
[ zp, op and uiv. See p162.

Mr Jolly's box

1 Children paint to the box and listen.

Piny CD2 track 36. Children listen the first
time. Then they repeat in the pauses.

2 Write th and tfwn on the hoard. Point to
them. Class says the sound and the word.
Repeat until they say them occurutely and
confidently.

Activity 1

1 Three children hold the cards for rh, /

□nd л. Stand thorn in a Jine, with space
between them. Point to each card and soy
the sound. Class says with you.

Activity 1

Children look at the pictures. Ask who is in
each on & and W/iot Aar heAhe got?

1 Ask what is in the pictures. Piny CD2 track 37.
Class listens end follows.

2 Read each line. Class repeats. Class says the whale
rhyme. They may I earn it if you wish.

Lislrninri

2 Л. Iltfril UllJ Wliqa HlO li?1tun.

4 t’i? I Icier. Ullll <1'ГЧ<.

—♦ Activity 2 audioscript (CD2 track 58)

Voice Number I Voicp- Number 2 Voitr-Number 3.
Boy: Is this a girl or Gir<: Ie this obey or R+ц-. Is this a boy
a boy? g gid? or a girl?
•Girl A hoy. В-dl. A girl. Gid: A boy.
Bog? 0< ... o boy . GiiL OK a girl . Go.j A boy _ A hoy
Girt Y«s Boy; Mm*n hmm. Has he got а
Hoc: Has he got a Girl: Has she got an bull?
bike? ice cream? Girl- No, he nasn'i.
Girl: No. ne hasn't. Boy No, ihr hasn’t. Boy. Has h« got о
Buy: has hp gets Girl- Hos she got □ rabbit?
car? computer? Giri: Yes. he has.
Giri Yes, he has Boy. Yes. she has. Bay: Ift Picture .
Boy: Aho № Picture Girl li:s Picture
Phonics (WB p87)

Make sure that children understand the tasks before
they begin,

Phonics

Exercise 1

Children write the th phoneme to make word?, they
write the complete words.

Exercise 2

Children write words under the pictures.

I Will» ft Art* Ilir i*avti

Check children^ work at the- end ot the lesson or at
the beginning nf the next if these exercises ore done i
for homework.

For Exercises 1 and 3. ask different children to say
the -whole word they hove written.

For Exorcise 4, os к different children to read the
completed sentences.

Exercise 3

Children circle the phoneme гЪ and write the wards.

Exercise 4

Children use words they have practised to complete •-—
sentences.

' • n - A i

5h?4gcm

bcvh

Summary box Time division

Lesson aim Phonics and Listening

Lesson targets Children;

* sound out, read and write words beginning or
ending with the urvoiced th phoneme

* listen for gist ond detail in a guessing game

♦ ploy the guessing game

Key language Vocabulary and structures from Unil 9

Key words thin, thick, bath, path, three, thirteen

Materials PB pp97-98; CD2 tracks 36-39; VW pH/; phoneme cords for PB p97.

Activity 1

Preparation Make phoneme cords for thin, thick, bath and path, with each
phoneme on a separate card, os shown in the PB.

Resource box

* Note: The ck ohoneme is presented and practised in Unit 12 Model the
pronunciation only. Du not go into detail about this sound.

* * Alternatively, to moke this a doss activity let n volunteer stand in front of
the cjciss. He/Shc tells you which picture he/she ho5 chosen. Other children ask
questions to find nut which one it is.

PB answers

p98 Activity 2: 1 Picture I ? Picture D 3 Picture C.

WB answers

Exercise 4: 1 Three, bath 2 Thirteen, path 3 thin л thick
LeSSOn 5 Class composition (рврээ) Session 1

1 Session 1 Warm-up

j Say th? rhyme from PB p97. CD2 track 37. ।

U - - - ------------------------------J

Dan's box

1 Ask a child to read the phrases. Write
them on the board. Class reads.

2 Circle happy. Read and point to the
words a ... gift. Say a happy girt.
Explain 'hoppy'tells us about the qirl.

________________________________________________I

Activity 1

| 1 Ask different children to read out the •—
words. Write them on the board. Class
reads.

Ask a child to read the title of the first
poem. Write it on the board

2 Ask js in the garden? When
children name objects, ask и bout
colour.

For the animals, as well as colour, ask A
ft noisy? quiet? big? sma//?

3 Write a ... flower on the board. Tell
children to look at the flower m the
picture then at the list of words on the
board. Tell them to match a word with
the flower. Elicit ideas. Agree with the
doss which is the best one Complete ♦
the first line. Class reads.

I IciW’r

ibwir

и_______

Hike .

»_____________firnr

покц purplw
in theflcirdfji

1 !j* bstwi and say.

1 Rend th? words. ChuostJ- and uydfc,

yeiraw suiciil

4 Continue in th-C same way with the
other lines and words.

Note: It will help the class if you rub off
words in the list when they have been
used.

________Iror?

been
lldill-.
tna

phll.-s

5 Ask и child to read the second title.
Write it on the board. Ask a child to
read the words.

Write up the first line beginning I like
. . Children name rhe objects that ore
shown for the first line.

Complete the line. Class reads. Complete
the other lines in the same way.

6 Ploy CD2 track 40. Children look at the
board and follow. Class reads the two
poems aloud.

See Resource box for audioscript

7 Chitdren complete the poems in their
books. Erose wards from the board if
you wish.

Go cirourd helping and monitoring as
they work. When they hove finished,,
children read out the poems.

Activity 2

Children listen ond repent in the pauses

Homework tasks

Dictionary

Children revise all words on pH.

Grammar Practice Book

Children complete Unit 9.
Writing skills (WBpss) Composition practice (wb Рвч) Session 2

Session 2 Warm-up

Writ? f f/ke on the board.
Children suggest things they like.
Mcwe a list.

Dan's box

Write the phrases on the board.
Explain Jhoppy? telfs <js about the
girl; 'yellow1 tells us about the
banana

Exercise 1

1 Read sentence 1. Ask WhoT
word toffs ил abat/t the air?
Elicit noisy. Paint out that
noisy is circled.

Exercise 1

1 Write the title on the hoard. Class reads.
Explain street.

2 Children look at the pictures and
complete the lines. Do th? work orally
first if you wish.

3 Go oround help1 rig and monitoring as
they work.

Exercise 2

Children luck at the poems and write.
________________________________________1

Exercise 3

Play CD2 track 41. Children listen ond follow.

2 Write sentence 2 on the board
Class reads. Ask kVbcrt word
tells us about the motorbike?
Elicit fast. Circle it. Children
circle in their books.

Homework tasks

Portfolio (see Resource box)

Check-up 9 WB pp90 9! (Answers on p127)

3 Do the other sentences in the
same way,*

Resource box

* Explain that when talking about the liuir on a person's head, .hoodoos not
hove <ju article end is not in tne pluicl form.

Exercise 2

Children choose words to
complete the sentences.

Summary box

Lesson aim Writing

Lesson targets Children:

• complete poems

* learn word order: adjective, noun

• practise identifying adjectives
Text type Poems

Key structure I like ...

Key words Vocabulary from Unit 9

Tim? division

Session

/ Dan's box1

Activity 1 '
Jtepi 1. Д'

йес 7

ArttvIlLj

Steps

< h

Sessi on 2

Materials PB p99; CD? tracks 37. 40, 41, W0 pp88-89

Class composition: target writing
Activity 1 audioscript (CD2 truck
In thir garden

c purple JlQATr a blue table a roisy bird

c yellov; pear u ed ;hair и duiec frog

Composition practice*: target writing
Exercise 1 uudiascript (CD2 track 41)
In the street

□ happy boij |n hig lorry о sIca' bus

a tall non a noisy van c fast plan?

a srr-o I mouse
a big dug

I like ...

I like boots.

I like trairs.

I like cars

I like p ones.

an old b ke

a one train

WB answers

p8S Exercise 1: 2 fast 3 long 4short 5 little fiblack

Exercise 2: 1 old 2 long 3 little 4 big 5 new

Portfolio

Follow the procedure as on рЯ9
Revision 3 (pb рюо)

Activity 1

1 Give the class a tew moments to look at
the picture. Make sure they understand
that it shows the inside of a house Use
flashcards. 85-88 to revise the words for
rooms in u house.

2 A child reads the girl’s first bubble. Aik
Who /л the fooV/y7 Elicit Dad. Mum.
etc.

3 Аьк ci child to read the girl's second
bubble. Ask VVftere Л Port? LVhntbas he
got? Children find him. Elicit Dad is in
the garden He has got a van,

4 Children find and talk about the other
people in the family.

Activity 2

1 Point out the objects. Ask what each
one is.

2 Where arc they 7 rind aftd my.

1 Read.

Mun i> in Hi . kilchcn. 51 • j has gol v bi<; :akc. Susie is h 1hc garden

Sh₽ Iuk rjnt ял ir₽ амт «.'jr u nrlnui ho$ gn| «x*. unhr • k=. It IS pink. Du*)
hu* got a red van. It » hig.

Tlw jii'rkri i< пг^Нц. IIi-йг^ к a pnnrl ГНй/о н гу.н кухя on the pond.

W* <trt is under di.• %-l> и

2 Ask Where /j the doff? Children find it.
Elicit on answer. Ask other children if
the answer is correct.

3 Continue with the other objects.

100 krvklnh I I I

Activity 3

1 A child reads the first four sentences, if
you wish to glue individual practice ask
other children to raud them. Class reads
the first four sentences together.

2 Do the same with the next four
sentences

—• 3 A child reads the paragraph about the
garden Class reads the paragraph.

It you have confident readers, let them
take turns ta read several sentences to
the class.

Class reads the whole text again
together.

Extra activities

Class games

Divide the class in two. Make a statement
about a person or object in the picture,
e.g. Jfs on the starrs. She's in the kitchen,
the f«r$t child to answer correctly wins a
point for his/her team

Use number cords to revise numbers with
The class.

Ask Haw many flowers / tab/es / sforrs ora
there.* etc.

Pair work

Children take turns to talk about people in
the picture, e.g Grandpa «in the garden.
Their partner soys what the person has got,
eg. He has got a motorbffce. Go around
listening to pairs.
Project 3 My family (pb pwi)

This project gives children the opportunity
to make their own book and to do a
longer piece of writing. It may be started
in n lesson and completed for homework.

Activity 1

Children draw pictures of their family or
bring photographs from home that they
can stick m their books.

Alternatively, they can use some photos
□nd draw pictures as well

---------------------------------

Activity 2

Children read the words in the box. They
think of two or three sentences fur each
member of their family. They write the
sentences in their copy books.

If you wish, check their work before they
move on to Activity 3.

Project 3 Л/ly family

1 Draw pictures al ynur family. Find pictures of yuiir family.

Activity 3

Children make u small book using any
method that you choose.

They stick in their photos and/or drawings
□ nd write Linderneathr using the sentences
theц wrote in their copy books.

-____________________________________________I

2 Write about your family. Oiouia words from th* box.

Activity 4

When (.hi Id re n have completed their
projects, now or in another lesson, let
them show their work to the class.

Encourage every child to show one роде
and read sentences about one family
member.

Display all the work if possible and
encourage children to look at each other's
writing and pictures.

____________________________________।

Summary box

Lesson aim Revision

Lesson targets Childrens

• name people in a picture ond describe whore they are

* make statements about people in their family

* read □ text about a family

* make a book about their family and write sentences

Resource box

Portfolio

if you wish, this project may be
included in children's portfolio

of written work,

Project 3: My family

Before starting
Unit 10 yau may
wish children to
complete Test 3
(on the website).
Answers are also
on the website.

125
Portfolio and Diploma 3: Units 7> 8 and 9 Cwb ppi33 134)

1 When children hove
completed all the work in
Units 7, 8 and 9 they turn to
WB p! 33.

Portf □ liu 3: U nits 7. 8 о nd 9

Z This page allows them to
make their own assessment
of what they have learned in
Units 7, fl and 9.

3 Children colour in the people
and objects when they are
confident that they know
the words.

I knvW M-'iCH.

4 They colour in the numbers
when they ore confident
that they know them.

S They tick each ward they
have learned in Phonics
which they can read and
spell confidently.

H
0

6 Check through the
completed Portfolio роде
with each child. Some
children may take longer to
feel confident with the work
covered.

7 Tell children who ore not
entirely confident (even
if they have coloured and
ticked everything on the
page> to spend extra time
learning words for Units 7. 8
and They may use pages
9-12 of the Dictionary to
help them learn and revise.

It is not necessary for
everyone to complete this
whole page before moving
on ta Unit 10.
1 Whe-n children are
confident with oil the
element? on p133,
they complete the
Diploma page.

2 This contains a
representative task
from each field of
work.

3 Children receive a
sticker for each task
completed and one
more when they have
finished the page.

4 These pages may
be taken out of the
Workbook and kept
in children's individual
portfolios of work
along with examples
of th&ir best work
from Units 7r 8 and 9.
Answers to Check-ups Units 7, 8 and 9 (wb pp?o 71. so si, эо 91)

Check-up 7 (WB pp70-71)

Exercise 1: 1 on 2 under 3 on 4 in 5undei 6 in

Exercise 2: 1 is, lt/The cake is on the tnhle. 2 arer They/The dollsare on the sofa.

3 are, They.'The kittens arc under the bed. 4 isr it/The duq is in the garden.

Exercise 5: Mum is in the kitchen. Dad is in the bathroom, Anna is in the living rourn.
lom is in the bedroom The dog is in the garden.

Check-up 8 (WB pp80-431)

Exercise 1:21 hove got a car. 3 I have got a bird. 4 I have got a bike 5 I have got a cat.

Exercise 2:2 1 have not got о computer 3 I have not got a cat.

4 I have not got u brother. 51 have not got a sister.

Exercise 3: Picture 1: mother, pretty Picture 2: Who, father

Picture 3: many, have you got have got, brothers Picture 4: sisters, Eourr family

Check-up 9 (WB pp90-91)

Exercise 1: 1 T9 2 18 3 17 4 13 6 twenty 7 fifteen 8 eleven

Exercise 2: 2 like cars, fifteen cars 3 like books, sixteen books

Exercise 3: 2 He hat gat fifteen rars. 3 She has got sixteen hooks.

Exercise 5: This is Nina. She has gut black hair. It is short. She has got green eyes.
She has not got glasses.

10 The space rocket Warm-up

Prarti«ip numbers 1-20.

Lesson 1 New words and speaking (рв ррюг юз)

Poster 10

1 Show poster 10. Re-ud the title

2 Show flashcards 110-11fi. Say the
verbs for actions and the new objects.
Class repeats.

4 Ask questions:

Who /S m the spacp renter? Mbs Silver.

Who js next to the ipcice rorfret?

King rub.

Jy he happy? No. he isn't. What tofaur
й the spacer ticket? Silver,

3 Ask a child to find о space suit on
th? poster.

Bring different children forward.

Ask them ta do or mime the actions:
took. come,. go jump. sitt fly.

5 Play CD? track 42. Children listen and
lauk at the poster. Point to thp objects
os they are mentioned. Point to each
of the characters when they speaK

-* Check understanding of the small
pictures: Mr Jolly is looking in b.is hat;
King Tub has n new space suit.

PB Dialogue

Activity 1

1 Children look at the big •
picture in their books for a
few moments.

2 Show flashcards. Class
names the actions (verbs)-

.3 Nome the objects. Children
paint to the object in the
box. Show flashcards.
Children check they are
pointing to the correct
action or object.

4 Name the objects in c
different order. Children
find them in the big picture
in their books.

-------------------1

----«Activity 2

Play CD2 track 42. Children
listen and follow The dialogue.

Activity 3

1 Ploy CD2 track 43. Children
J follow and repeat in the

pauses. If 1h₽L| find □
sentence difficult, pause the
track. They say it once or
twice mare.

2 Play CD2 track 43 again
Class listen? and follows.

3 Individuals read or oct the
dialogue?
Words, Learning to learn (wb ppgi-93)

• Kl Words

4П

3 F*M rtic- p*rv Wrt1t rtin w-««.

Check that children
understand the tasks before
they begin.

Exercise 1

Children read the speech
bubbles and match them to
the pictures below.

Exercise 2

Children look at the pictures *——
and match the pairs that
belong together. They write
the words.

Summary box

Lesson aim Speaking
Lesson targets Children.
learn and practise new vocabulary
* listen to the dialogue
* read and follow the dialogue
• repeat the dialogue
* net the dialogue

• practise categorising and thinking skills
Key structure can (ability)
Key language imperative verbs

Time division

Key word? come, go, jump, fly, sit; moon, space suit

Materials PB ppi02-103; poster 10; flashcards 110-116. WB pp92 93; CD2
tracks 42, 43
Exercise 1

Children decide where
objects, belong and draw
lines to the appropriate
place. This practises thinking
skills and simple categorising.

Exercise 2

Children write the wards
for the objects in the correct
list. This practises another
method of categorising.

Resource box

* If children have not already tried to oct о scene without books, let them try
mow if then arc confident. Let a group reao the lines- through once, then try
to say the lines without looking attnc words.

WB answers,

p92 Exercise 1:1 C 2D 3 E 4 A 5 F & E

Exercise 2; 1 dog 2 muri 3 sun 4 pen 5 girl 6 chair

p93 Exercise 2: In the street: motorbike, van, bus, car, bike, Inrry

In the house: lamp, TV, chair, sofa, taele, bed
LeSSOn 2 Grammar (pb pio4) Session 1 Grammar in conversation (pb pios) Session 2

J Session 1 Warm-up

1 Revise action verbs with flashcords 110-115. Teach draw, sM#
j and using flashcards 117 119.

Session 2 Warm-up

Put up flashcards 3. 4, 6, 11. 74, 76. Ask Carn it fit/? Can it
jump\ etc.

Activity 1

1 Aslt a child to read the
bubble. Ask different
children to read the
words in the box.

2 Point out picture I.

Ask Whot/5 if? Elicit a
frog. 5ay the sentence
beginning ff co/? . .
Prompt ftawi jump.

3 Continue with the other
pictures.

4 Children practise
sentences in pairs.

Гп nionri чл1|

___, Activity 1

1 Children look at the
photos. Explain that the
children want to cross the
street.

2 Tell the class to listen
to the children in the
photos. They are talking
about crow।ng the
road. Play CD2 track ад.
Children listen and follow
in their books.

Activity 2

Play CD2 track 45-. Children
listen and repeat in the
pauses.

Activity 2

1 Ask two pairs to read the bubbles Ask the class the questions Whole class
answers.

2 Children look at picture 1. Ask Co/? if s)'n^? Class answers. ।

3 Do the same with the other pictures.

Activity 3

Children practise the conversation in poirs.

Activity 4

1 Children look at the pictures for a few moments. Explain that they show
what to do in the song.

4 Children practise in pairs.*

Go to Workbook Session 1

2 Play CD2 track 46. Children listen and follow.

3 Play the track, again. Children do the actions and SO у the words.

Go to Workbook Session 2
Check children understand
the tasks before they begin.

Grammar

1 Гп1чГ Ihv xnlL- XCk

GEE

Exercise 1 •

Children look at the pictures
and the words in the box.
They complete the sentences
05 m the example.

Exercise 2

Children look at each picture
and read the answer. Then
they complete the question.

Grcimmur in cun versa Lion

ГпЦМГ +w- ЛС-ЧЧ Iffllf'

J Lh'wfc Г Im' ilu.

» lrs« 'Inni'ciA.

/ WrlMlfw *nrrh n Ihr-imiwi агйм

3 СэтрМСм Um

It children are completing
this page tor homework,
check that they understand
the tasks.

Exercise 1

Children read and decide if
the commands are correct.
They write them correctly.

Exercise 2

Children order the
commands.

Exercise 3

Children complete the
commands with words from
the box.

Summary box Time division

Lesson aim Grammar
Lesson targets Children
* practise the target language
* listen to a conversation
• rood and repeat the conversation
• practise the conversation
• learn and sing о song
Key structures can (ability)
Key language imperative verbs
Key words I’ook, go,/ump, fly; /noon
Materials PB pp104-105; CD2 tracks 44 46; flashcards 3, 4. 6. 11. 74, 76,
110-115, 117 119-; WB pp94-95

Preparation Download ar make word cards for PB pl 04, Activity 2.

Resource box

* For practice before pair work, put up flushcurd!» 3, 4.74. /6 and word cords,
e q jump, sing, read, fly. etc. Children choose a flashcard and a word card
ond then ask the class a question, Class answers. Shew the class the flashcard
arid ward card again. Prompt class to ask the question.

WB answers

p94 Exercise 1: 2 can jump 3 can sing 4 cun draw

Exercise 2: 2 Can it 3 Can they 4 Can she

p9b Exercise 1 1 yes 2 no 3 no 4 no Corrections: 2 Look. Then cross 3 Stop.

Then listen. 4 Stop. Then cross.

Exercise 2: Stop! Look! Listen! Cross!

Exercise 3: 1 Stand 2 Sit 3 Clap 4 Turn

Grammar Practice Book Unit 10

Fallow the p raced me as on p97
LeSSOn 3 Reading (pb pW6) Session 1

Reading comprehension (pb pio?) Session 2

Session 1 Warm-up

Ask around t*ic class fa/? you jump? Can you
f/t/’ etc.

—U 4 Read Lhe first two line*. Ask Where do we /rve? Elicit

We tfirc on rhe Earth. Read the other lines and ask

Activity 1

1 Teach the new words using flashcards
120-123 Explain /rVe, see and bewtifu/.

2 Children open their books. Give them time
to look al the whole page.

Aik volunteers to name the small objects.

3 Point out the title. Play CD2 track 47.
Children listen and follow.

questions/

5 Read the whole text. Children join in and read with
you. Repeat it the class is nat -confident.

Б Ask the class to read on their own; or. osk groups
of children to rcud lines; or. osk individuals to read
line?.

Optional homework tasks

Learn vocabulary words on pl 3 nt Dictionary 1.

Continue Grammar Pract ce Book Unit 10.

Д Ф* bHvn- ll 4 rti-jj cu El

Con you seo he stars? Ttaqans beaailj.
Си и iji.bi nc-urt: i he ч ton1
HdRitid^j OMJhatw?

Session 2 Warm-up

Revise nil things seen in the skу using
flashcurdb 101, 116. 120. 121.

Activity 1

1 Play CD2 track 47 or read The Earth and
the sky again to the class.

Heading lainpithrininn

1 rt’Hw cteMcrth.

i—— a’ ®

2 Chan"- 1hn «kfTC<Cl ¥*и1'Ъ. Ff lah tint wn Ir-ncH.

I We Irv.- ii.iИь. _

2 Thtiajf.hvKM 4:1

J Th» Moeri и mmrl •.«•! _ __ .

* -«» ra-. stt ir-xi И the

Activity 2

«« 1 Ask different children to read out the words in
the box. Ask о child to read the first sentence
beginning. Ask what word finishes the sentence.
Check with the class. Write the sentence an the
board. Class reads. Children write in their backs.

2 Continue with the other sentences.

2 Ask what is in the first picture. Elicit an
answer. Check with the class Write it on
the board. Class reads. Children write in
their books.

3 When the activity has been completed, children do
the WB Reading comprehension page in class or for
homework.

3 Do the same with the other pictures.
Reading comprehension (wepse) Session 2

Check that children understand the tasks before
they begin.

Exercise 1

Children look at the pictures and read the text.

Exercise 2

Children choose the correct words tn begin each
sentence.

Exercise 3

* Children complete the first answer and write the
next two.

Time division

Session T Session 2

Summary box
Lesson aim Rending
Lesson targets Chridren:
• learn new vocabulary
* listen to and follow a text
• understand the text
• read with good pronunciation

• answer1 simple comprehension questions
Key structures con- (ability), imperative verbs
Key words Earth, star, five, see, count hot, beouftfui
Materials PB pp 106-107; CD? track 47; flashcards 101, 116, 120-123; WR p96

Resource box

* Use these quest fans or ary of your own:

/5 the 5un long cwd Wo, it is round.

И/hat co.rour is toe sun ? It is yellow. Sometimes it is orange.

IVhcrt colour is the moon? it is white.

VVhcrt colour is the sky at night?It is b/ack.

WB answers

Exercise 2. 2 The s«.m 3 The moon 4 The rnaon

Exercise 3: 1 yellow. 2 It is black. 3 They arc white.
Lesson 4 Phonics (pb p!07) Listening (pb plus)

J Warm-up

। Say the rhyme from PB рЙ!Х CD2 ti ack 27

Mr Jolly's box

1 Children frnd Mr Jolly. I ell I hern to point to
the box and listen.

Play CD2 track 48. Children listen the first
time. Then they repeat in the pauses.

2 Write ng and fc/ng on the board. Point to
each one. Class says the sound ond the
word.

Repeat until they say them accurately and
confidently.

Activity 1

1 Th-ree children hold the cards for к, г and ng. Stand
them in □ line faring the class, with space between
them. Point and soy each sound. Class says the
sounds with you.

2 Move the children doser. Point to each cord and
say the sounds with less pause. Class says them with
you. Keep doing this until the curds touch. Class
suys the whole word.

3 Children point in their books, say each phoneme
and the whole word.

4 Do the same with s/ng, г/ng and wfng

Activity 2

—• 1 Ask who or what are in the picture. ?luy CD2 track
49. Gass listens and follows.

Activity 1

1 Ask children what they can see in the ♦-
picture. Encourage them to name as much
as they can. They may notice the letters
They may name the letters.

2 Play CD2 track 50. Children listen and look
at the objects as they are mentioned.

See Resource box for oudioscript.

Play the track again. Children write the
letters in the boxes.

3 If necessary, play the track a third time for
children to write. Ask what the letters spell
FUN IN FW 5LW.

1 ф LooK IKM1 ar* d wil'r llw 1М1нп.

Read Eac h line. Class reppots. Class soys the whole
rhyme. They may learn it it you wish.

Activity 2

1 Ask who or what is in the picture a girl, the sun.

Play CD2 track 51 Children listen. Explain mew and
bark (the words for the sound these animals make).

2 Pluy CD2 track 52 (music only). Encourage children
to join in.

3 Teach the song in the usual way if you wish or ask
children to learn it.
Phonics (wb p97)

Moke sure that children understand the tusks before
they begin.

Exercise 1

Children circle the letters for the phoneme ng,

Exercise 2

Children write the letters for the phoneme ngr then
the whole word.

Exercise 3

Children find the words then use them to complete * *
the sentences below.

Exercise 4

Children read th? story.

Check children's work at the end of the lesson or at
the beginning of th? next if these exercises are done
for homework.

F or Exercise 2, ask different children to say the
whale word.

Юг Exercise 3, ask different children to read
completed sentences. Alternatively, ask a child to
read what the king says and another ta read the
other sentences.

НГШ-П 1И |

Activity 1 I

L&enlnq

Acidly I

. stenina
Acth'itd 2

I’hnnicC

Arth'it-.j! 3

Summary box Tim? division

Lesson aim Phonics and Listening

Lesson targets Children:

* sound nut, read and write wnrds ending in ng

• listen for detail

• listen to and learn a song

Key words fc/ng, ring, ting, wing

Key language Vumbularg and structures from Unit 10

Materials PB pp107 108; CD2 tracks 27,48-52; WB ₽97, phoneme cards for PB
pl 07, Activity 1

Preparation Make phoneme cards for ring, wing and s/ng. with each
phoneme on a separate card, as in the PB.

Resource box

Activity 1 audioscript (CD2 track 50)

Look al die picture Can у ли see the pond? Loo1* a: the *-ed boat. Wnots L'ne l-euer? Write
the tertiyr in bo* rurber 1. I pause!

Can уэс see the fish? Wnct's the letter? Write rn? etrer ir ocx number 2. ipause]
Look, at the woman She's gor a h e hat. 'What's the letter? Write it ir box 3 [pause’
The womon has gat a dog. What's the letter? Write ’t ifl onx •1 [pause!

Con jQu see the girh? They re eating ice creams Look at the big umbre la. Whais (he
letter? Write ir in box number 5. Ip?u>el

Look under the table Can you see the cat? What: tne etlrr? Write it in box 6 [pause]
Look. Ui the tree. Cen you spp the b rdr What's rh? rtter? Write it in box number 7. pause’
What's jndEr the tree? RobuilS1 What's the letter? Wrre it n bo* number Я [pause
Can you see the man? Hes go: c book What's the letter? Write it in box number 9. Ipausel
Can you see the flywu”5? Whatfs tne letter? Write it in box nur’ber 10. pause!

Look at the boys. Theyve gat о ball. What's the etter? Write it in box гшгпоег I ' [pause)
Naw read the words!

WB answers

Exercise 3: king, ring, ring, king, wings, sing
LeSSOn 5 Class composition (РВрюэ) Session 1

Session 1 Warm-up

Sing The action sang from PB p1DR. CD2
track SI.

1 Read Lhu wards Talk about th* picture!. Choose arid write.

Uidt! Urtcn’ jpu« rncfcrt iifjuii ilari

.'jiiIIj can w vjuiI nwij hcairrtul blade л1 iir

5 Ask what is in the next picture stars, tae
sky. Draw the first two lines with the
exclamation marks as in the book.

Ask what word begins the first line.
Elicit Look/Write it on the board.

Dan's box

Ask <i child to read the sentences, Write
them qnthe board. Class reads. Underline
the verbs.
------------------------

Activity 1

1 leH the class to do what you tell them.
Soy LooJc up/ LKten.J Class follows the
instructions.

2 Read, or ask children to read, the word*
in the boxes.

3 Write Lo-crtr/ on the board Ask l/Vhaf rs •—•—
jn pfrture? A space rocker.
Write Jt is a space rocket. Write Lfsten?
Ask /s the rocker gofer? Wo. ft is noisy.
Write ft is noisy. Class reads the first
two lines.

4 Continue asking questions to prompt
the target writing.*

Class roads the finished writing,

109

6 Point oat the stars in the picture. Ask
What are they? Elicit and write They
are stars.

Ask what word begins the next line.

Elicit Listen* Ask Arc the nor.sy?
1V0. They arc quret-

Write this on the board.

7 Continue asking questions to prompt
the target writing **

8 Individuals and/pr the class reads all the
sentences.

9 Child!un write in their hooks. Remove
some of the words from the board.
Children fill in the gaps as they write.
Go around helping and monitoring
as they work. You mau wish to give
slower children fewer target sentences
to write.

Homework tasks

Dictionary

Children revise all words on pl3.

Grammar Practice Book

Children complete Unit 10.
Writing skills (wb P98) Composition practice (we P9<j) Session 2

Session 2 Warm-up

Pia у CD 2 track 35. Children follow
on PB p96

Exercise 1

1 Write the sentences an the board.
Tell the class to do the octions,

2 Children match the commands
with the pictures and write them
underneath

Exercise 2

Children read the words for actions.
They find ond circle them in the
sentences.

Summary box

Lesson aim Writing

Lesson target Children:

• write uh out space objects

• identify verbs

Text type Information

Key structure car? (ability)

Keywords Vocabulary from Unit 10

Time division

Session 2

Session 1

Materials PB p 109; WB ppBB-99; CD2 tracks 35, 51

Exercise 1

1 Children read the words in the
boxes and use them to make
sentences abni.it the pictures.
Sentence order may vary.
Faster children may write
additional sentences. Accept any
that make sense and give correct
facts. 5et fewer target sentences
for slower children,

2 Go around helping and
monitoring os they work. When
they have finished, or in another
lesson, ask a few children to read
their sentences.

Homework tasks

Portfolio (see Resource box)

Check-up 10 WB ррКЮ-101
(Answers on page 161)

Resource box

* Suggested questitins to prampt tne target sentences: Con the space rocket
fly? Where ran ft fly? Who* cofour fs fl? /s fl smo/J? fs rt short?

* * Are fhcflj beflut.'ftj? What co/oor ore the*/? Cart we гсн/nf Jh? stars?

Class camposition: target writing

(Look!) It is a spare rocket. {Listen!) It is noisy. The space racket can fly It con
fly ta the moon. It is while arid red. It is big and it is very toll, it is very fast.

Look! They are stars. Listen! They сие quiet. The stars are beautiful. They ore
white, rhe sky is black. We tan see the stars at night. We cannot count the stars.

Composition practice: target writing

(Look!) It/This is a space man. He is big and he is toll He has got о space suit.

It is white.

Look! itZThis is о space rocket- Listen! it is noisy, it can fly to the moon. It is
fast It is black and white,

WB answers

p98 Exercise 1 г 1 Look ot the rocket! 2 Come here! 3 Sit down! -«1 Count the

stars! 5 Stand up! Slump!

Portfolio

Follow the procedure as on o89.
11 Up in Space

Lesson 1 New words and speaking (pb PP11O -111)

i Warm-up

Ask dif'crcnI children Cun ycu- «>?д? Can yew draw? Can you
count? Can you' read?

Poster 11

1 Show poster 11. Read the Lille Class
looks for a few moments.

4 Ask questions:

/s Krng Tub happy? Yes,, he is, Whot
CO/? he scu? The Earth. И/h at cofourj$
rhe sfcg? Btodc.

2 Show flashcards 123-129. Name the
kinds of weather. Class repeats.

3 Say different weather words. Ask
children to find and point to weather
in the small pictures.

5 Play C02 track 53. Children listen
and look at the poster Point to
the wen the r cn th? vrmens as it is
mentioned. Point to each of tne
rhnrnrtprs when theij speak.

— Make sure the ch idrer. understand
that the small pictures show different
weather that King Tun says is
happening in different places on
Earth.

PB Dialogue

Activity 1 •

1 Children look at the big
picture in their books for a
few moments.

2 Show flashcards. Class
names the weather.

3 Say weather words.
Children point to the
pictures in the box. Show
flashcards. Children check
they are pointing to the
correct picture,

— ----------------------------,

4 Say weather words in a
different order. Children
find the weather type in
the big picture in their
books.

——Activity 2

Play CD2 track 53. Children
listen and follow th? dialogue.

Activity 3

1 Ploy CD2 track 54. Children
follow and repeat in the
onuses. If they find a
sentence difficult, pause the
track. They say it once or
twice more.

2 Play CD2 track 54 again.
Class listens and follows

3 Individuals iead or act the
dialogue*

Un i i 11 N ew words and spea king

138
Words, Learning to learn (wb рр1О2-юз)

Check that children
understand the tasks before
they begin.

Exercise 1

Children look ot the pictures,
read the two sentences and •-
tick the one that matches the
picture.

Exercise 2

Children look at the pictures
and write the words in the
puzzle.

Summary box

Lesson aim Speaking

Lesson targets Children:

learn and practise new vocabulary

* listen to the dialogue

read and follow the dialogue

• repeat the dialogue

net the dialogue

Гime division

• practise thinking and sequencing skills

Key structure present continuous I /You affirmative

Key language Whofs the weather McePJt's cloudy.

Key words hot cold, sunny, cloudy, windy, raining, snowing

Materials PB ppi 10-111; poster 11; COZ tracks 53, 54; flashcards 123-129.

WB pp1O2-lO3
Learning io learn

< IX'iHW III* IBlrt >4llLNV

Exercise 1

Children look at the three
sets of pictures and decide
what the next one in the
sequence should be. This
exercise is a simple visual
sequencing task.

Exercise 2

Children look at the pictures.
They read the sentences and
write those that match the
picture.

Resource box

* Give us rnuny children us possible u chance to act the scene. Encourage
confident children to soy their lines without looking at the words.

WB answers

p102 Exercise 1: 1 II is ruining. 2 It is sunny 3 It is windy 4 It is cold 5 It is

snowing. 6 It is cloudy

Exercise 2. 1 umbrella 2 moon 3 sun 4 stars 5 clouds 6 Earth

pl03 Exercise 1: Children draw 2 one apple 3 three pencils

Exercise 2. A There is u nest in the tree В There are three eggs in the nest.
C There are three little birds in the nest They are noisy.
Lesson 2 Grammar (pb pH2) Session 1 Grammar in conversation (рврпз) Session 2

Session 1 Warm-up

Aik Meat's flie weataer Mte.7 Elicit answers. Write up one or
two sentences. Class reads.

Session 2 Warm-up

Ask children Haw? yvu gat p grandma ? Has she yo^ a phone?

Activity 1

1 Children look at the
down. Ask a child to read
the bubble. Clan repeats.

2 Read out the words in the
box Class repeats. Show
flashcards 130-132 Say
the words.

Point иы The clown ana
the bubble. Ask Wf?at Zs

Ле sowing?

Write- or i the ha ord and
say Pm stand... Prompt
Гт standing. Add .:nr;
Continue with pictures
7-5 and prompt I'm +-
fvecbj1 * /np.
------—--------- -------------

3 Children practise
sentences in pairs.*

------------------

—• Activity 1

1 Ask what the chlldien
in the phatos hove got.
They hove got phones.
The girl h os got о hot.
Ask Who is ihe? Listen to
same suggestions.

2 Tell the class to listen.
Ploy CD2 track 55.
Children listen and follow
in their books. Ask Vl/ha rs
the girl? Grandma.

Activity 2

Play CO2 track 56. Children
listen and repeat in the
pauses.

Activity 3

Practise with the whole
class.

Children practise the
conversation in pairs.

Activity 2

1 Explain that the Bodkins are play ng a game The first one is guessing what
the other one is doing. Read the bubbles to the class,

2 Put word cards luce down on your desk, Invite one or two children tn
choose cards and give them to you. Mime the action. Class guesses Yot/re
staging. You're flytag, etc.

3 Children play the gome.**

----------------------------------- ---------- --------------------- -----------I

Go ta Workbook Session 1

Activity 4

1 Point out the picture. Ask the class what they cun see in the picture, Ask
what the -weather is like.

2 Play CD2 track 57. Children listen. Make sure they understand what a
rainbow is. Play CD2 track 58 (music only), Children join in

Gala Workbook Session 2 X
Check that children
understand the tasks before
they begin.

Exercise 1

Children read the bubbles
and match them to the
children in the pictures
below.

Exercise 2

Children use the verbs in
the box to 'form the present
continuous. Paint out the
example and remind them
how it rs formed: / am +
/verbI * tng.

If children are completing
this page for homework,
check that they understand
the tasks.

r—-"Exercise 1

Children write a sentence

about the weather in each of

the pictures.

Exercise 2

Children draw and write
about what the weather is
like today.

Summary box

Lesson aim Grammar

Lesson targets Children;

• practise the target language
listen to о conversation

read and repent the
conversation

practise the conversation

* learn and sing a song

Key structure present continuous I / You affirmative

Key language HZhoCs the weather /r'ke? b's c/ooc/y. Js it cold?

Key words Vocabulary from lesson 1

Materials PB pp112-113; CD2 tracks 56-58; flashcards 130 132.

WB pp 104 105; word cards

Preparation Download or make word cards for Activity 2, PB p112.

Resource box

* Children take turis Lo point lu pictures and say the I11 person present
continuous.

’* A child takes a card from your desk and shows it to you, They mime the
action nnd the class guesses.

• ** Write on the board reod/'л^д boo£. Ask What e'se rs Jamesdo/ngr fodoy?
Write ideas on the board. Alternatively, stick up word cards, eg pJoyrng with
toys, drovwnp, wjtrrig if you wish, put up some weather words. Ask a child
to he Jnmes nnd go through the conversation. Prompt them to use different
answers by pointing ta рНгснеь on the board, or giving the phrases on cards.
Repeat with different children then the class practise in pairs.

WB answers

pl 04 Exercise 1: 1 E 2D 3 В 4 F 5A 6 C

Exercise 2; 2 I am looking 3 I am flying 4 I am drawing

p105 Exercise 1:2 It is raining. 3 It is sunny 4 It is cold. 5 It is snowing. 6 It is
cloudy. 7 It is windy.

Grammar Practice Book Unit 11

Follow the procedure as on p97.
LeSSOn 3 Reading (PBpH4) Session 1

Reading comprehension (pb pus) Session 2

Session 1 Warm-up

Revise the action verbs using flashcards
110-1 IS.

‘r ?

Activity 1

1 Teach the new wards using flashcards 133—
138. Demonstrate the verbs if necessary.

2 Children open their books. Give them time
to look at the whole page.

Ask volunteers to name the small objects
ond actions.

3 Point out the title. Play CD2 track 59
Children listen and follow

Rending ф

V4bu’ art yubditflg. Ji.P

Г er gj-ir; to |Ch»
th к гл .Il I vft» gil л hrr
hVbiT г.Ч?иг К

Г UTi taklitq Г*? k fa
П is

ftbal at к jt-j d^nq. I»a*r /1

E QTi in tlr2 ju'dji

r- is w-irq l_M< с*- W WM-'TMi*'1

RM-СЧ is Urd?

—• 4 Read the sentences tor the first picture. Elicit the
answer to Amy's question. Ask is it sunny? Wo. it is
reining. Read the other lines and ask questions.*

S Read the whole text. Children pm in and read with
you Repeat it the class is not confident

6 Ask the class to read on their own; or, ask groups
of children to read lines, ar., ask individuals to read
lines.

Optional homework tasks

Learn vocabulary words on pl4 of Dictionary 1.

Continue Grammar Practice Book Unit 11.

it» чт. сз ng. btfl If'

Г nr Iwinj <t Hi* taro
It is Su и- I liirl цИ 44iX.liSStk
-law чипу ЬизК a»W Ihwfc'

W-rtl s-и fa*- :n nj. Wm?
i nrr ««ipv| jn ce cr4im
r S >« V hn fui-ay

i1 I IftK *.« . can
Ji

1 Id IW II hr . ‘г. I. Пл.--

Session 2 Warm-up

Revise all the words for weather using
flashcards 123 129.

Activity 1

1 Ploy CD2 track 59 or read Wfiot are you
doing? again to the class.

2 Ask a child to read sentence 1 and the
question. Ask another to read the answer.
Tell the class to find Tom on pl 14 to check.

RtxlcLny LiMnpr t beHSiCn

1 Ruud Lta-t«iiiten<u3. l'-ч 4.uubbwi>.

I I nil 'r.tdiiiu illd kill* frluui'i I?

3 Continue with the other sentences ond questions.
Children look hock nt pl 14 as necessary,

4 When the activity has been completed, children da*
the WB Reading comprehension page in class or for
homework.
Reading comprehension (WBpioe) Session 2

Check that children understand the tasks before
they begin.

p— Exercise 2

Children reud the question. They look at the
pictures, count and write full sentences.

Exercise 1

Children read the bubbles and match them to the
pictures below. They write the letter of the picture
in the Ьок next to the bubble.

Summary box

Time division

Session 1 Session 2

Lesson aim Roading

Lesson targets Children:
* leam new vocabulary
• listen to and follow □ text
* understand the text
• read with good pronunciation
• answer simple comprehension questions

Key structure present continuous

Key words Atitc, st/ngi1asses, iriowmon, ho/c/r cat, p/my

Materials PB ppi 14-115; CD? track 59; flashcards T10-115, 123-129
133-138; WB p106

Resource box

* Use t^ese questions or any of your own:

И/hot co/our Л Tom4 k/te? /t fs red, green and yellow.

Where is Jill going? She fc going ta school.

H/hor ha? the snow/man got? A hat.

Is Betty in a car? ft/cz she is zn a boat

Mi at u Mux eating? He /s eating on /се cream.

PB answers

Activity 1: 2 Jill 3 Harry 4 Mux 5 Arny 6 Betty

WB answers

Exercise 1: 1 F 2 D ЗС4Д50 6 E

Exertise 2: 1 Thore are four unibrel las. 2 There ere five kites.

3 There aie three boats.
LeSSOn 4 Phonics (pb pi 15) Listening (pbph6)

Warm-up

PIйq Start the i-voru1 with ng and word
beginningsAv, st fv/' and n. Class reads the
words.

Mr Jolly's box

1 Children find Mr Jolly. Tell them to point to
the box and listen.

Play CD2 truck 60. Children Fisten the first
time Then they repeat in the pauses.

2 Write // and be// an the board. Paint to
each one. Class says the sound and the
wardv

Repeat until they say them accurate/у and
confidently.

Activity 1 e™.

1 Give children a few moments to look at
the picture. Ask the tfwVdren ?/л

srhcwL Ask them to name some things in
the room, e.g. deskr bag, book, apple, etc.

2 Play CD2 track. 62. Children listen and point
to the person they think is speaking.

See Resource box for audioscript.

3 Play the track a second time if children
hove di Hi cutty fallowing it

Li\lriung

1 фкиик. itiMcia**! pJbir

Activity 1

1 Three children hold the cards for br e and W. Stand
them n a line facing the class, with space between
them. Point and say each sound. Class says the
sounds with you.

2 Move the ehildrcn closer. Point to uarh cord and
say the sounds with less pause. Class says them with
you. Keep doing this until the cards touch, Class
says the whale x-vord.

3 CMdren point in their bunks, say each phoneme
and the whole word.

4 De th и same with hr//. we/J and do/J.

Activity 2

' -* 1 Ask who or what are m the picture Play CD2 track
61 Cl ass I istens a nd fa ll о ws.

2 Read each line. Class repeats. Class says the whole
rhyme. They may learn it if you wish.

Activity 2

Play the track again. Children write the names.

—• Activity 3

Read, or ask children to read. the bubbles. Explain the
guessing game: a child mimes the action ol one of the
characters in the picture. Other children guess what
the activity is. then name the person.

Let volunteers corrie forward to mime. Class guesses
Phonics (wb Pi07)

Moke sure that children understand the tasks before
they begin.

Exercise 1

Children say the phonemes in each ward. They write
the whole word.

Exercise 2

Children write the word under the correct picture.

Exercise 3

Children write the // phoneme tn complete each
word. They write the whole word.

Exercise 4

Children use words they have learned ta complete
the sentences.

Check children's work at the end of the lesson or at
the beginning of the next if these exercisesore done
for homework.

For Exercises 2 and 3, osk different children to say
the whole words they have written.

For Exercise 4, ask different children to read out the
com piece sentences.

Summary box

Lesson aim Phonics and Listening

Lesson targets Children:

• sound out, read and write words ending
with the // phoneme

* listen for gist and detail

* play □ mime guessing game A ►

Key words be/L hill, we//r du//. ba//, wa/t she/"/

Time division

Key language Vocabulary and structures from Unit 11

Materials PR ppi 15 116; CD2 tracks 50-62; WO p107

Preparation Moke phoneme cards for be//, we/J, hi// and den1/, with each
phoneme on « separate card, as shown in the PR

Resource box

Activity 1 oudioscript (CD2 track 62)

Girl 1 Hi. i‘m Ann. H reading a Ьсэк.

Boy 1. Look at ne I'm Ned I'm ploying with my ball, [bouncing ba/l]

Giri 2: Hello. My name's Ainy I in looking in my flag. ‘Wnere are mg penci s’

Buy 2: Мц name's Ji in. I'm earing on apple [c/uncn]

Gid 3- My лп^е’5 Meg I’-i drciwing 5 picture.

Boy 3: I'm standing an a chair. I'n jumping up ond down My папез 5cm.

Gn 4 [Tro l<? 'nJ I'm singing a sone. My Home's Sue. [Tra Io 'a]

Boy 4; I'rr pointing ct a oiclcre. Its a boat I I ke it. My nirue's Rpo

Boy 3: Quick! Quick. Sit Gown Miss Sr th is coring!

Mi:s Smith: Good mernnq everybody.

All Good morning M ss Smith.

WB answers

Exercise Л: 1 boll 2 wall 3 bell 4 doll
LcSSOn 5 Class composition (pb ₽117> Session 1

1 Session 1 Warm-up

। Sing the song from PB pl 13, CD2 truck 57. ।

L —____________-_________— — - J

[kin's box

1 Ask children to read the sentences.
Write them on the board. Class reads.

1 Read the words.

2 Underline th? questions words Ask
different children to answer the
questions.

Activity 1

1 Ask children to read the words in the
boxes. Write them on the board.

Ask a child to read the question. «-------

Write it on the hoard. Class repeats.

2 Do the same with the first sentence. •-----

Point out the second verb. Ask children
to look at the picture. Ask What is
Ле doing? Prompt the second target
sentence. Ask Whar /5 tfte weather //Ле?
Elicit an answer. Write it on the board
Class reads.

3 Point out the question mark. A$k the
class to think of a question. Remind
them of the question words, if
necessary. Write the question on the
board, Class reads.

______________________________________J

Writing loc-a

Write.

2 Reud the worth.

slurdiirj

у_н и iq

Wrrlc.

Whal an? lol a
111 pla^/ig in.

Vtfluern u the fish?

Wat ccjour is Ike 4sh?

How гпалу Flowers are there?

hr-kling

oning чмпск|

Activity 2

1 Ask children to read the words in the
boxes. Write them on the board.

Point out the question mark at the end
of the line. Ask Whot rs the question?
Point out the question in the first piece
of writing if necessary. Write it on the
board.

2 Ask the class what the girl answers.
Point out the first verb Prompt I am
standing rn a boat.

Continue to prompt the target
sentences using the prompt words
Different children read the sentences on
the board Class reads all the sentences

3 Lea^e some of the writing on the board
if necessary. Remove as many words as
possible.

Children write in their backs. Remind
them they have the words in the boxes
to help them.

Go [Hound helping and monitoring as
the у work.

4 When they ha ye finished, ask a few
children to read some of their sentences
to the class

Homework tasks

Dictionary

Children revise all words on p14.

Grammar Practice Book

Children complete Unit 11.
Writing skills (wb pw) Composition practice (ювртоэ) Session 2

Session 2 Warm-up

Ask quest ions using И/h pre ...?

LVibert co/our Wobv mony ... ?л e.g,

Where is the book? What colour .s
/t? Mow гяалу pend/s Aaw? / got?r
etc. ।

....... — — — -j

Dan's box

Write the sentences on the board.
Ask volunteers to underline the
question words.

Exercise 1

Children write the words under the
correct objects.

Cnn^ioMlIm pt ndliv

Exercise 1

-* * 1 Point out the question and the
verbs. Ask VW/icrtis t/te weather like?
Children complete the first two
sentences using the verbs in the
boxes.

2 They write a sentence about
the wenthcr. They make up two
questions about things in the
picture.

Children write the question for the
1—♦—« next picture and write sentences
as far the first one.

Go around helping and
monitoring os they work?

Exercise 2

Children use the words to write
sentences about the weather.

Exercise 3

Children complete sentences
using question words.

Homework tasks

Portfolio (see Resource box)
Check-up 11 WB ppi 10-111
(Answers on page 161)

Exercise 2

Children colour.

Summary box

Lesson aim Writing

Lesson targets Children:

• write about doing things in the
1st person

practise composing questions

* describe present actions
and weather

Text type Account with repeated language

Key structure present continuous

Key words Vocabulary from Unit 11

Materials PB p117. WB ppi 08-109; CD2 track 5/

Resource box

* You rtnay wish to give blower children fewer target sentences to write.

Class composition: target writing

I am holding rrу plane. It is raining and it is windy What colour is try train? How
many planes arc there ! What uгы you doing?

What are you doing,. (Betty?) I arm standing in a boat. I am eating an ice cream. It
is sunny and it is hot. Wnat colour is the boat/my ice cream?

Composition practice: target writing

(I am) holding an umbrella. (I am) eating an ice cream. (It is) sunny/hot. What
colour is the/my umbrella/ice cream? Ifow many umbrellas arc there?

What are you doing? I urn standing in die guideri. I urn looking ut the birds. It
is snowing/culd. Haw many birds ore there/сап you see? Where/What colour are
the birds/Ь my coat?

WB answers

p 10B Exercise 3; 1 What 2 How many 3 Where 4 What 5 Where

Portfolio

Follow the procedure as on pB9.
12 Welcome home!

Warm-up

Sing a favourite song.

LeSSOn 1 New words and speaking (pb PPi 18-119)

Poster 12

1 show poster 12. Read the title. Class
looks for n few moment*;.

2 Show flashcards 139-141. Name the
actions. Class repeats.

3 Ask different children to find and
point to actions on the poster.

PB Dialogue

Activity 1 •

1 Children look at the big
picture in their books fora
Few moments.

2 Show flashcards 139-141,
Class names the actions.

3 Nome the actions. Children
point in the box. Show
flashcards. Children check
they arc pointing to the
correct picture.

4 Name the actions in a
different order. Children
find ths people doing them
in the big picture in their
books.

4 Ask questions:

Who con jou see in the picture?

Children name the characteis. What is
tong Tub doing? Jumping, Hov» many
bailoarr, are there? Eighteen. Whoi
colours are they? Yellow. purple, blue,
green, red.

5 Piny CD2 track 63. Children listen and
look at the poster

Point to the actions OS theq ar?
mentioned.

Point to each of the characters when
they speak.

—* Activity 2

Play CD? track 63. Children
listen and follow the dialogue.

Activity 3

1 Play CD? track 64. Children
follow and repeat m the
pauses. If they find о
sentence difficult, pause the
back. They say it once or
twice more

2 Play CD2 (rack 64 again.
Class listens and follows.

3 Individuals read or act the
dialogue.4
Words, Learning to learn (wb PP112-113)

Check that children
understand the tasks before
they begin.

Exercise 1

Children match the pictures

□nd sentences.

Exercise 2

Children find the words
and use them to complete •
sentences. Point out that
they must choose the correct
verb for each sentence.

iJ- Words

i F nalch and wrH* Un Irtlin.

Summary box
Lesson aim Speaking
Lesson targets Children:
• learn and practise new vocabulary
• listen to the dialogue
* read ond follow the dialogue
• repeat the dialogue
• net the dialogue
• practise sequencing and thinking skills
Key structure present continuous W^/She/They
Key language adverbs ioudly
Key words jumping, laughing, singing; party
Materials PB pp118 119; poster 12; flashcards 139-141, WB pp112-113;
CD2 tracks 63, 64

Time division
Exercise 1

Г This is a logic and sequencing
task. Point out the example:
In row A the tree is picture
1. Children look at the other
two tree pictures.

The next in the sequence
(with flowers) is in column 3.
The third In the sequence
(with fruit) is in column 2.

Children look at the next
picture 1. They find the other
two in the sequence and
number them in order.

Exercise 2

Children write the sentences
in the correct sequence under
the pictures.

Resource box

* If possible, let groups of children come forward tu ac.t the scene or stand up
fn their places and say the lines.

WB answers

p112 Exercise 1. 1 D Л 3 A 4C 5 F 6B

Exercise 2; singing, holding, looking, eating, flying, going; 1 eating 2 holding

3 flying 4 singing 5 going b looking

pl 13 Exercise 1: A 1. 2, 2 В 1, 3, 3 C 1, 3, 3 D 1, 2, 2

Exercise 2: 1 It is cloudy. 2 It is snowing. 3 The children arc very happy. 4 Look

□t th? big snowman!
LeSSOn 2 Grammar (pb pizo) Session 1 Grammar in conversation (pb pun Session 2

1 Session 1 Warm-up

I Revise all the action words using flashcards 111-115,136-138.

J Session 2 Warm-up

Given child an acton cc'd. The child does the action.
Ask What d hfi/jhe da/ng? Ctou gtrejs.

Activity 1

1 Read, or ask children
tu read, the bubbles. If
you wish revise how the
tense is farmed; He/Sfto/Jt
+ verb + /ng. Use word
cards to let children
practice on the board.*
Different children rend
out the bubbles. Children
look at the pictures.

2 Ask which picture
matches He's laughing.
Elicit an answer. Check
with th? class. Children
writ? in their books.

3 Ask about the other
sentences and pictures.

GrainfiiOf

GiCmmcir :n reinversfliion

Activity 1

Children look at the
pictures Different children
rend out the sentences.

Ask which picture matches
each sentence.

3 ‘I’ Llbiii and мц.

4 №vji/iiiI

—♦ Activity 2

Explain that the children
in the photos are playing
a game. Ploy CD2 track 65.
Children listen and follow in
their books.

If necessary, explain that
the girl is asking the boy
tn da things in a way that
matches the word he chose.
He talks slowly and counts
slowly. Then th? girl guesses
s/oiv/y.

Activity 2

1 Ask two children to read the bubbles to the class. Other children read
the words rn the box.

Class looks at the first picture. Ask what the children are saying. ♦—
Elicit M/e're reading. Continue with the other pictures.

2 Do the some with the remaining pictures.

3 Practise the verb forms with the whole class if you wish.

Go to Workbook Session 1

Activity 3

Play CD2 track 66. Children listen and repeat in the pauses.

Activity 4

Children play the game. Write the four adverbs on the board. Volunteers
carry out instructions in the manner of the word. Choose some tasks, e.g.
wo/fc fa the door, орел the door, sag M/o, count to six, etc. Class guesses
from the way they are done what the adverb is.

Go tu Work hook Session 2 -Л-
Grammar cwb pii4j Session 1 Grammar in conversation (wb phs) Session 2

Check that children
understand the tasks before
they begin.

Exercise 1

Children complete the
sentences using the correct
form of the verb to be.

Exercise 2

Children write present *
continuous verbs to complete
sentences.

Grciiriiriiir In conversation

Grammar

1 W'IIp 4 hi лы

___ИПВ» U

Li.iUrfi:

Th*

Exercise 2

Children write complete
sentences. Moke sure they
realise they must choose о
word from each bo*.

If children are completing
this page for homework,
check that they understand
the tasks.

- ./ ‘W£

-• Exercise 1

Children decide which is
the correct word to end the
sentence. They colour it.

'hi л*ц

Summary box

Lesson aim Grammar

Lesson targets Children:

* practise the target language

• I isten to a conve rsatio n

* rend and repeat the conversation

• practise the conversation

Key structure present continuous

He / She / It / We / They

Time division

Key language adverbs loudly, quietly, quickly, slowly

Key words fcrug-h/ng, reading, drawing, jumping, standing, eating
Materials P8 pp12O 121,-CD2 tracks 65. 66; flashcards 111-115, 136-138;

WB ppi 14 115

Preparation Download ur make word cards for Activity 1. PB p120; prepare
some tasks on pieces of paper for Activity 4. PB p 121

Resource box

* Put verb cards nn the booid. Bring pairs forward. They choose a card and
bay, e.y. L'Ve'/t? draw/ng They mime the action. Ask the class What are they
doing? They're drawing.

To make this a game, children choose a verb and tell you what it is so the
other children do not near. Children rninie the activity. Other children guess,
e.g. They're singing. If you wish, ask the children A/e you srngmg7 Children
answer we are singing or No, we are not singing. The game can also be
played with individual ch dore n.

WB answers

pl 14 Exercise 1; 1 is 2 is Jure 4 is

Exercise 2:2 She is holding 3 They are eating 4 it is jumping.

5 He is looking 6 They ore counting

pl 15 Exercise 1; 1 loudly- 2 slowly. 3 quietly 4quickly.

Exercise 2: 2 The children are playing quietly. 3 The woman is singing loudly.
4 The bird is flying quickly. 5 The teacher is talking slowly.

Grammar Practice Book Unit 12

Follow the procedure as on p97.
LeSSOII 3 Reading (pb pi22> Session 1

Reading comprehension <pb pi23) Session 2

[ Session 1 Warm-up

I Play CDZ track. 57 from PB p! 13. Children join in ।

Activity 1

1 Tench the new words using flashcards
142-145,

2 Children open their books. Explain the story
is about a birthday party. Give then time
to look at the whole puge. Ask volunteers
to name the small objects and actions.

3 Point out the title Play CD2 track 67.
Children listen and follow.

Reading ф

niu-.f м .:к

1—** 4 Read the lines under the picture first, then the
bubbles.

Ask Where- are firt/y ond Mrify going? Ta cr birthday
party.

Read the other lines and ask questions.*

5 Read the whole text Children join in ond read with
you. Repeat if the class is not confident.

6 Ask the class to rend on their own; or, ask groups of
children to read lines or bubbles,- qr, ask in-dividuuls
to read lines.

Optional homework tasks

Learn vocabulary words on pl5 of Dictionary 1.

Continue Grammar Practice Book Unit 12.

| Session 2 Warm-up

’ Revise all the words for actions using
( flashcards 111-115, 136-138.

Activity 1

1 Play CD2 track 67 or read A birthday party
for Pete again to the class.

2 Ask о child to read the first question. Elicit •-—
an answer. Check the class agrees. Remind
them they can look at pl 22 to check the
answer. Class says the answer.

limbing fi.imprfhrnyon

1 Answer the qucsik-^s.

fr. I Whn Mil.j

i Wc i 5II.-1T.ldi u?

1 I' opw ng rinnrt

* is ihc p« «ini l w P-iio1

h ’.M'H’ • J H l₽ : In ill —«I

4 Hva manu (l lldiei art-

? VMtaL ur«i the chldi«n dbrJcincrf

3 Children write in their books.

4 When the activity has been completed, children do
the WE3 Reading comprehension page in class or for
homework.
Check children understand the tasks before they
begin.

Exercise 1

Children reod the sentences and match them to the
pictures below. They write the letter of the picture
in the box beside each sentence.

1 Rffld. rtr r»» lii» itUtn.
t*lly ...l-Mi.....

Ml U h u wMd.

-> Cil l и b:* n: : ihi ui

116

□

Reading cumprchciiUun

Exercise 2

Children read the sentences. They find the correct
picture and colour the object as described in the
sentence.

2 Rrnri Чпг1 IM .-.irrrvt pkliiiF Г*1л|_г the- 6ЦМ1

Summary box

Lesson oim Reading

Lesson targets Children:
* learn new vocabulary
• listen to and follow a text
• understand the text
• read with goad pronunciation

* answer simple comprehension questions

Session 1

Time division

Session 2

Key structure present continuous

Key words orange juice, drink, open, walk

Materials PB pp122 123; CD2 tracks 57. 67; flashcards 111-115, 136-138,
142-145; WB pl 16

Resource box

* Use these questions or any of your own:
(Picture 2) What is Pete doing? Ho is opening the door. He is laughing loudly.

(Picture 3) WhCFf is the present for Pete?

(Picture 4} VVhar co/our is the plane? What ate the children doing?

(Picture 5} What ore the chi/dren doing?

(Picture 6} What ore the children eating? drinking?

WB answers

Exercise 1: 1 D 2 С ЗА 4 В

Exercise 2: 1 picture C 2 picture В 3 picture D 4 picture A
Lesson 4 Phonics (pb pi23) Listening (pb p 124)

1 Warm-up •

1 <

I Soy the rhyme from PB pl 15, CD? track 61. |

Mr Jolly's box

1 Children find Mr Jolhj. Tell them to point to
the box and listen.

Play CD2 track 63. Children listen the first
time. Then they repeat in the pauses.

2 Write at and sock on the board. Point to
each one. Class soys the sound and the
word.

Repeat until they say them accurately and
confidently

Activity 1

1 Three children hold the cards for s. a and ck. Stand
them in a line facing the class, with space between
them Point and say each round. Class says the
sounds with you.

2 Move the children closer. Point to each card and
say the sounds with less pause. Class says, them with
you. Keep doing this until the cards touch. Class
says the whole word.

3 Chilnren point in their books, say each phoneme
and the whole1 word. 4

4 Do the same with sock and duck

Activity 2

—1 Ask who or what are in the pictures. Play CD2 track

69. Class listens and follows.

Activity 1

1 Ask the class what the children in the
pictures are doing. Elicit as much as you
can from the class, e.g. They arc eating,
swimming, jumping, etc. Play CD? track 70.
Children listen and follow.

2 Ploy CD2 track 70 cig-ain. Encourage
children to join m wrth the chorus.

3 Play CD? track 70 again. This time. children
mime action for each activity. Decide with
the whole class what the mime tor each
one should be

2 Read each line. Class repeats. Cluss says the whole
rhyme. They may learn it if you wish.

Activity 2

Play CD2 track 71 (music only). Children sing the song
and do the actions.

If you wish, divide the class into five groups. Give each
group an action, eating ice creams, swimming, etc.
The groups sing the words and do the actions for their
lines only?
Phonics (WBpii7)

Make sure that children understand the tasks before
they begin.

Exercise 1

Check that children can say the sounds in this
exercise accurately.

□□□ □1~~ГП И ZZEZQ

Exercise 2

Children write th-e phoneme cfc to make words. They
write the whole word.

Exercise 3

Children find nnd circle the words.

Exercise 4

Children use-the words in the box to complete the
story. They read the story.

Phonics

Check children's work at the end of the lesson or at
the beginning of the next if these exercises ar? done
for homework.

7 Wittv rk Mrtvlhr Hrcrd-i JktI Itwh'rrtb

For Exercises 2 and 3, ask different children to say
the whole word.

For Exercise 4, -ask different children to read parts of
the story they have completed.

Summary box

Lesson aim Phonics and Listening

Lesson targets Children:

• sound out read and write words ending
with th? dr phoneme

» listen to a song

* sing and learn a song

Key language Vocabulary and structures from Unit 12

Time division

Key words sodc. sodc, duck, kj'ck

Materials PB pp123-124; CD2 tracks 61, 66-71, WB pl 17

Preparation Make phoneme cards fur sack, yadc ard dack with each phoneme
on о separate card, as shown in the PB.

Resource box

* If your class is crowded and children have little room to move, let five
children al a time torne forward and do the actions.

Children can learn the song end do the actions together, This would be n
good one to perform to another class or to parents if a hall or large space is
available.

WB answers

Exercise 3: kickP sock, sock, duck

Exercise 4: 2 ckr kick, kick 3 sockr sock 4 sack, duck
Lesson 5 Class composition (pspus)

J Session 1 Warm-up

I Ploy the Action mm? game. Give two

1 children an action card. They do or mime

the action. Ask W?at are they doing?

। Class answers. ।

1 Ri-ijlI tTi-ё words Talk abuuC The pkturub. Write lh<? МОГЦ.

Dan's box

1 Ask о child to read the sentence. Write
on it on the board.

2 Ask Who is doing something? Elicit Pete
□nd underline. Ask What /she doing?
Elicit and underline the verb in another
colour. Ask What rs he opening? Elicit
and underline the door.

5 On the some tor the other pictures.

Ask questions about the other pictures
to prompt the target sentences. Write
them cm the board. Class reads.

When the sentences are complete, ask
different children to read parts of the
whole story on the board.

Class reads all the sentences.

6 Children complete the sentences in
their hooks and write the last two.

Go around helping and monitoring g&
they work.

When then have finished, ask a few
children to read some of their story to
the class.

Activity 1

1 Tell children to look at the pictures for
a few moments. Ask different children
or the whole class to read out all the
words in the boxes, picture by picture.

2 Tell the class to look at picture 1. •—

Ask Whot are the chtfdren doing?
Remind the class to look at the words
in the box. Elicit They are ploying.
Write the target sentence on the board.
Class reads.

opening kiujb ng l.>jcll*j new

Homework tasks

Dictionary

Children revise all words on pl5.

Grammar Practice Book

Children complete Unit 12.

125

3 Ask questions to prompt the target
language,, e g. Whot hoi/e they got?
A plane. What is ri c/omg? ft rs ftying.
What /5 on the wcj// ? A cat, Whcrt fs it
doing?, etc.

4 Write the sentences. Class reads.
Writing skills (wb Pns) Composition practice (wb piw) Session 2

[ Session 2 Warm-up

1 Say the chant from PR pl23, CD2
! track 69.

Don's box

Write the sentence on the board.
Remind the class of the order: the
person, the action (verb), the object.
Check children understand the tasks
before they begin.

Exercise 1

Children identify words for doing
actions (verbs) and things (objects).

Exercise 2

Children use the words in Exercise 1
to complete the sentences.

They read the finished sentence.

Summary box

Lesson aim Writing

Lesson targets Children:
• write a story from
pictures and
word prompts
» identify verbs

and -objKts

Wilting skills

Cviripo^illon p»SKtkv

l |n-i ri Vi. ,. I Jib* «nil #

c-.....

Exercise 1

j-—• 1 Ask children questions about
each picture to elicit the target
language, e.g. И/hat are the
dtfMrer? doing? What is Bitty
holding? И/h at гз the bird doing?,
etc.

2 Children write two sentences for
pictures 1-3 and three sentences
for picture 4, Go around helping
and monitoring as the у work.

3 When they have finished, pr in
another lesson, ask a few children
to read their sentences.

Homework tasks

Portfolio (see Resource box}

Check-up 12 WB рр12О-121

(Answers on page 160

Resource box

Class composition: target writing

Picture 1: The children are playing in the garden. The plane is flying. A cat is looking at
tn? plane.

Picture 2: The- children are leaking al the cat. The cat is jumping quickly.

Picture 3: The children are looking at the p one. The plane cannot fly. Giandpa is
holding a big box.

Picture 4: Potp is opening Ihe box. The chi dren ure laughing loudly. It is a new plane!

Composition practice: target writing

Picture 1: The children are pinging (in the garden}. Billy is holding a balloon.

Picture 2: A bird is standing on the balloon. The children canna? play.

Picture 3' The bird is walking on the balloon. A cat is looking at the bird-

Piclure 4: The cat is jumping The bird is fly ng. The children are laughing.

WB arswers

Time division

Session 2

Session 1

st₽p6

pructice

Writing ।
skills ।

Steps 3, 4

Text type A story with a familiar setting
Key structure present continuous

Key words Vocabulary from Unit 12

Materials PR p125; WB ppi 18-119; CD2 track 69

pl 18 Exercise 2. 2 standing, lc-q 3 eating, cakes 4 pointing, p’ane 5 holding, bulloon
Portfolio

Follow the procedure as on p89
Activity 1

1 Give children time to look at the four
pictures for a few moments. Children
read out the Bodkins' hubbies. Ask -
questions about picture ir e.g. Whet
CO/our /s ГЛе iky? Whal is Miff у / Bitty /
Fete cfomg? Who rs in the boat with the
children?

2 Ask about picture 2, e.g. Whcrt rs rhe
weather like? Can you see the sun? Ask
what eoch of the children is doing.

3 Ask about picture 3, e.g. Is it raining? is
it cold? Ask what each of the children is
doing.

4 Ask about picture 4, e.g. /s it snowing?
fs it dog or night? Is it cold? What con
they sec? Ask what each af the children
is doing.

Activity 2

1 Ask what each of the objects is. ।

Ask Where are the glosses? Elicit The
parses ore in picture 4, Thee/ are on
t/те snowmanJThe snowman has got
glasses.

2 Ask where the other objects are: rabbit,
picture 2, under the tree; teddy, picture
1. in the boat; mouse, picture 3, under
the table, plane, picture 1r in the sky;
cat, picture 4, on the log; dog; picture 2,
in the pond.

Revision 4

2 Find ihrv things. Wtkere ore ihuy?

«<S® 4> Й» W b

3 Rc?od.

In рмЛшг« 1 it is ho! Qrt<1 sunny. “Hie ihildrnn ar? Inntmej at tfr- 4 sli. й>
picture- 2 it >5 wind%| u iJ il is mining. and 5 11ц -ur« Stundirz; undar
и tRS Ji i p k.lu i* J it 11 wwwwwifr and it is cold. lh« r ar p tiv*lv» Ь*гск m
lift ytrdnrt in picture 4 the chi klirn uie looking .it Hip ct«s. и is nigln.
rhrj гоп Strt Iha big while mom.

126 Pu.-TT.iitи |. IJi -I 111-15

Activity 3

1 A child reads about picture 1. Other
children read the same sentences.

2 Da the some with the sentences about
the other pictures.

3 Divide the class into small groups. Ask
the different groups to road about one
of the pictures.

Ask confident children to read all or
part of the text to the class.

Extra activities

Class game

Children closetheir books. Make a
statement about one af the pictures, eg.
There rs a mouse under the table. Children
try to remember which picture it is (picture
3). Make statements about objects or
people, e.g. Mi fly is eating on ice cream
(picture 1).

Pair work

Children choose a picture. Child 1 mokes a
statement about something in it. Child 2
mokes another statement about the same
picture. They continue, until they cannot
think Of anything else to say. Go around
listening to them as they speak.
Project 4 A weather picture (₽e pi2?)

This project can be done with children
working in groups or individually. It gives
children the opportunity to draw a detoiled
picture and da a longer piece of writing.

Activity 1

Children choose at least two words from
the list to help them draw and write about
the weather in their picture.

Activity 2

Children choose which people to include in
their picture. If they have □ small family,
they can include several friends.

Activity 3

Children choose at least three different
actions for the people they are going ta
draw. Explain that two or more people
can be doing the same action if they wish

Summary box

Lesson aim Revision

Lesson targets Children:

talk about different weather in pictures

• talk about what people are doing in pictures

• read a text describing what is happening in the pictures

• make a poster;picture of an outdoor scene and write about what people

□re doing

Project 4 A weather picture

1 Whnt is the weoliici like? СЬппчр,

.^irvft| lurviu duiid^ rairinp <nrrwji»g hot nihl

2 Who in the plctuic? Ciions*

1>й11н1 (lister cod 1гк.|||н| father gnciiviwiullw ijKirwstntle-i

Wilul nrp ГКду doing? Chaos*.

lumping IolA,ii*.j point irg sfaridiiiq
'coding Jtutvirig hnkiiiij pk^nq kniJiini;

»A •

Й. >

Dreiw and write.

Talk ultoui th* picture.

It л *• niiq untf it j dnudij Ir $ nv!
«old Iks -ну Frien d, Anna, nu-l 1*1.1 :s
me. A't «•« L.mp.'i:] rii s > тцц brcchar.

Fh.i $ my tre^hrr
III ч ' n-.y sjcer
Thrj arc ,unp;nu.

Resource box

Portfolio

If you wish, this project may be
included in children's portfolio
□ f written work, if children
have worked in a group end
produced a lo«ye paster, take
photos of the pasters to odd
into individual portfolios.

---------------‘

Activity 4

Childiёп draw a picture und write about
it. They should try to write six sentences
using the words they have chosen.
Encourage able children ta write more,
if you wish, tell children to write in their
copy books first. Check their work before
they write neatly under their pictures.

Activity 5

When children have completed their
pictures or group posters, now or in
another lesson, let them show their work
to the class.

They may read out the sentences or show
the pictures and say the sentences.

Display all the work if possible and
encourage children to look at each other's
posters.

You may wish
children to
complete Tert 4
(on the website).
Answers arc also
on the website.

Project 4: A weather picture
Portfolio and Diploma 4: Units 10, 11 and 12 (wb ppiss-ne)

1 When children have
completed oil the work in
Units 10, 11 and 12 they
turn to WB p135.

2 This page allows them
to make their own
assessment ot what they
have learned in Units 10,
11 and 12.

Portfolio 4: Units Ю. 11 end 1'2

Полл Emi'

I Lmw lln-rtvOftKI

3 Explain that they may •——1
colour the pictures and/O-r
tick the words when they
are confident that they
know them.

tr.C-3

4 They colour and/or tick
each weather word when
they ore confident of it.

S They, tick each word they J
have learned in Phonics
which they can read and
spell confidently.

6 Check through the
completed Portfolio page
with each child. Some
children may take longer
to feel confident with the
work covered.

7 Tell children who are not
entirely confident (even
if they have coloured and
ticked everything on the
page) to spend extra time
learning words for Units
10, 11 and 12. They may
use pages 13-16 of the
Dictionary to help them
learn and revise.
1 When children are
confident with oil the
elements on p135 they
complete the Diploma
pace.

2 Thh contains a
representative task from
each field of work.

3 Children receive a sticker
for each task completed
ond one more when they
have finished the page,

4 These pages may
be taken out of the
Workbook and kept
in children's individual
portfolios of work along
with examples of their
best work from Units 10.
11 and 12.
Answers to Check-ups Units 10,11 and 12(WBppioo 101,110-111.120-121)

Check-up 10 fWB pp10Q-1Ql)

Exercise 1: 1 Read 2 Look 3 Jump 4 Listen 5 Sing 6Clnp

Exercise 2: 1 Yesr they con. 2 No. they can't. 3 Yes. we can.

4 Yes. it con, 5 No. he can't.

Exercise 5: Tim can write. Tom cannot write. Tim con count. Tom cannot count.

Tim can draw. Tom cannot draw. I can fly.

Check-up 11 (WB ppHO-111)

Exercise 1: 1b Ze 3c 4a 5d

Exercise 2: 2 I am singing. 3 I am drawing. 4 I am jumping,
5 I am eating. 6 I am flying.

Exercise 4: it is windy, ft is raining. I am in my house. I am holding mg kitten.

Check-up 12 (WB ppi20-121)

Exercise 1: 2 is looking 3 ore flying 4 is holding 5 is sitting 6 are eating

Exercise 2: 1 slowly 2 quietly 3 loudly 4 quickly

Exercise 5: It is hot and sunny. Mum is reading a book. Dad is eating an apple.
Grandma is holding an umbrella. The girls are quiet. Grandpa is happy. The
boys are singing loudly.

Answers to Check-ups Units 10( 11 and 12t revision
V

Games *

Different games may be chosen according to different
teaching situations.

Whole class games

Alphabet gap

- Write the alphabet in small letters across the board.
Leave gaps. Children volunteer to come and write
them in.

- As above but with the alphabet in capital letters.

Flashcard and word card match

Put d-б flashcords on the board. Put the word cards in
a different order underneath. Children volunteer to
match flashcards and word cards.

Flashcard and colour word match

As above, but using colour cards and words for colours.

Number and number word match

As above, but using number cards and words for
numbers.

What is it?

Put up 6-8 flashcards, Number each one. Say, e.g. Find
number2. What is it? Children name the object, e.g.
ft's a cot.

Prompt a negative response, e.g. Find number 6. is it a
dog? No, it isn't, it's a ball.

Muddled numbers

Put the number cards on the board in muddled order.

Children find number 1, 2, etc. and put them in Order.
Class says the ordered numbers.

Muddled number words

As Muddled numbers but using the word cards for
numbers. Class reads the ordered numbers.

What's missing? with pictures

Put up 4-6 flashcards. Class names each one. Take the
cards down, Remove one. Put the others back on the
board. Children tell you which one is missing.

What's missing? with words

Put up 4-6 word cards. Class reads each one. Take the
cards dawn, Remove one. Put the others back on the
board. Children tell you which word is missing.

Number chain

Children number round the class, starting from 1.
Let them count OS for as they know, then start again
from 1.

The Letters game

Say □ letter. The first chi Id to say the exemplar wins a
point for their team.

Phonics games

Start the word

Put up cvc word endings thcit children know,
e.g. _ot, _an

Put letter cards underneath, e g. v, c, m, h, Children
volunteer to choose a letter card and place it with an
ending to make? □ whole word. Class reads the word.

Finish the word

Put up cvc word beginnings that the children
know, e.g. ca^ vo_ and ma_. Put letter cords
underneath, e.g. t and n. Children take turns to place
the letters to make о complete word. Class reads.

Muddled letters

Put the letters of a cvc word that the children know
on the board in muddled order. Children volunteer to
order the letters correctly. Class reads.

Letter changing game

Put letter cards on the board to spell a cvc word, e.g.
pen. Class reads. Change the p for h. Class reads.
Repeat with t and ten. Continue with other words
where one letter may be changed to make another,
e.g. red/bed; Ыл/р/га/Тш; log/dogftog.

Change middle letters, e.g. pin/pen; fogrfig; bugfoig.

Change final letters, e.g. bixybus; Ып/big; fogrfox.

Capital letters

Write names of characters or people that children
know on the board. Omit the capital letter. Children
volunteer to write it in.

Odd one out

Put up cvc ward cards with the some ending except
for one word, e.g. fog. log. fox, dog; pin, tin, big, bin;
mot, hat cot, mon. Children find the word with the
different ending.
Win □ word

Show a word card. The first child who reads it correctly
wins the cord. This game may be played in teams.

Active and team games

Team colours

Divide the class into several teams. Team leaders hold
□ colour flashcard. Name a colour. The team with that
colour stands up and says the word together. Do this
slowly at first then get quicker. Change the cards over
a few times during the game so that teams listen for u
different colour.

Team numbers

Divide the class into several teams Give teams three
or four numbers (figures). 5ay numbers in any order.
If the team have that number they put their hands up
and show the number.

Number sequencing

Bring five children forward. Give out consecutive
number cords 1-5 in muddled order. Children order
themselves correctly and hold up their cards. Class says
the numbers.

Repeat with 6-10. If you have space, do the same with
1-10.

When children hove learned 11-20. repeat the activity
with those numbers,

The game may also be played with word cards tor
numbers.

Name the object

Divide the class into two teams. Put eight or more
flashcards on the board. Number them. A child from
team A says a number. A child from Team В names the
object on the flashcard. The child from team A says
whether the answer is correct or not If both children
are correct they both get □ point. If the team В child
cannot name the object the team A child must name it
or lose a point.
Grammar Practice Book Answer Key

Unit 1

pl Exercise 1: Students colour the fish yellow ond the cat
brown.

Exercise 2: 1 No 2 It is 3 Is it 4 Is it 5 Yes 6 It is

p2 Exercise 1: 1 my 2 My 3 is 4 is

Exercise 2; 1 your 2 My 3 is 4 Bella
p3 Exercise 1: 1 is 2 My 3 it 4 Is 5 No
Exercise 2: h - H, w-Wr m - M, i -1, n - N, y-Y

Exercise 3: 1 Hello! 2 Hi! 3 What’s your name? 4 My
numeS Biffo. 5 Is it a car? 6 No. 7 Is it □ boat7 8 Yes.

Unit 2

pl Exercise 1: 1 c 2 a 3 b

Exercise 2; 1 It is 2 not 3 Is it 4 it is Ь No 6 Yes

p2 Exercise 1: Ib2c3a4f5d8e

Exercise 2: 1 bog 2 not 3 What 4 it 5 is 6 Is

p3 Exercise 1: 1 What 2 It is 3 is not 4 Is it 5 it is 6 Is it 7 Na

Exercise 2:1N2W3I4Y

Exercise 3: 1 Is 2 Yes 3 What 4 It's 5 Is 6 No

Unit3

p1 Exercise 1: 1 an 2 a 3 on 4 a 5 is not

Exercise 2: 1 is an 2 is not a 3 is a 4 is not □

p2 Exercise 1:1 b2<3a4b5a6c

Exercise 2: 1 Good morning 2 Mr Jolly 3 very well 4 Good
afternoon 5 How are you? б Гт fine, thank you.

p3 Exercise 1:1 Good 2 Good morning 3 are 4 fine 5 is that
6 an 7 is a 8 is not

Exercise 2: 1 It is a yellow taxi, 2 It is □ purple boat. 3 It is
an orange lorry. 4 It is a green umbrella.

Review 1

Exercise 1: 1 rt is a book. It is not a bug. 2 It is a kitten. It
is not □ dog. з it is an umbrella. It is not a bike. 4 It is a
pencil. It is not a pen.

Exercise 2: 1 Is it □ kitten? Yesr it is. 2 Is it a boll? Yes. it is.

3 Is it □ rabbit? No. it isn’t. 4 Is it a book? No, it isn't. 5 Is it
□ car? Yes, it is. 6 Is it о boat? Yes, it is.

Exercise 3: 1 о 2 an 3 an 4 an 5 a 6 an

Exercise 4; 1 It is a purple bog. 2 It is a green ball. 3 It is
on orange book. 4 It is a brown dog. 5 It is a yellow taxi.
6 It is □ blue boot.

Unit 4

p1 Exercise 1:1 d2e3l4a5b6c

Exercise 2: 1 big. 2 She 3 not 4 is S he 8 Is
p2 Exercise 1: 1 sad. 2 are. 3 aren't. 4 am 5 is
Exercise 2: 1 is 2 she 3 I. ore 4 от 5 She 6 Yes 7 No
p3 Exercise 1i 1 is 2 he 3 he 4 am 5 Am 6 are. 7 not
Exercise 2; 1 She is Miss Silver. 2 She isn't sad. 3 He is Biffo.
4 He isn't big.

Unit 5

p l Exercise 1; 1 There is one dog 2 There is one cat.

3 There is one rabbit. 4 There are two doqs. 5 There ere
tour cats. Б There ore three rabbits.

Exercise 2: 1 many 2 How. There 3 are, one 4 there, two
p2 Exercise 1: 1 No 2 Yes 3 Yes 4 Na 5 No 6 Yes
Exercise 2: 1 Are 2 Is 3 there 4 three 5 How 6 many
p3 Exercise 1; 1 is 2 there 3 arc 4 many 5 There 6 Are
Exercise 2: 1.2 . 3 ?/. 4 ?/. 5 ?/.

Unit 6

Pl Exercise 1; 1 d2a3b4e5c

Exercise 2: 1 arc 2 They 3 is 4 It 5 They

p2 Exercise 1:1e2d3a4c5b

Exercise 2: 1 old 2 are 3 We 4 How, you 5 am
p3 Exercise 1: 1 are 2 they 3 What 4 How 5 old
Exercise 2: 1 They are big trees. 2 It is □ green frog. 3 It is a
big cake. 4 They are red cars. 5 He is a sad clown.

Review 2

Exercise 1: 1 is 2 am 3 arc 4 am 5 is 6 is

Exercise 2: 1 Is she sad? 2 Is she happy? 3 Am I slow? 4 Am I
fast? 5 Is it fast? 6 Is it slow?

Exercise 3: 1 is 2 are 3 Is 4 are 5 are 6 is

Exercise 4: 1 What are they? 2 They ore cakes, 3 How old
are you? 4 I am seven. 5 They are flowers, 6 We аге six.

Unit 7

p1 Exercise 1: Check students have drawn the objects
correctly.

Exercise 2: 1 The teddy is in the box. 2 The lemons are on
the chair. 3 The balloons are under the umbrella. 4 The
flower is in the bag. 5 The bag is on the apples. 6 The
rubber is on the ruler.

p2 Exercise 1: 1 d2 c 3 o4b

Exercise 2: 1 Where, are 2 are. They, in 3 is. in 4 Where, ltr
in 5 is, is

p3 Exercise 1: 1 Where is 2 isr an 3 is my 4 is in 5 Where are
6 are under

Exercise 2: 1 He 2 She 3 They 4 He 5 They 6 It
Unit 8

p1 Exorcise 1: 1 hove got 2 have not 3 have got 4 Hove you
5 have b you got 7 I haven't

Exercise 2: I have 2 not 3 got 4 Have 5 No 6 got 7 have
p2 Exercise 1: Check students have chosen the correct
people.

Exercise 2: 1 Who 2 Is 3 She 4 this 5 Who

p3 Exercise 1: 1 have got 2 have not got 3 Have you

4 J have 5 you gat 6 No 7 Who is 8 She is

Exercise 2: 1 I am happy and you are happy. 2 There is an
apple and there arc two oranges. 3 He has got a sister and
he has got a brother.

Unit 9

pl Exercise 1: 1 d2c3c 4 f 5 a 6 b

Exercise 2: 1 got 2 not 3 has 4 has 5 Has, has 6 Has, got

p2 Exercise 1: 1 I like oranges. 2 I like grapes. 3 I like
apples. 4 I like melons.

Exercise 2: 1 like 2 How 3 I 4 about 5 you 6 melons

p3 Exercise 1: 1 has got 2 Has he 3 he got 4 he has Б How
about 5 I like 7 she got 8 she has

Exercise 2: 1 Miss Silver has got a big rocket. 2 King Tub
has got a new crown. 3 Pirate Jock has got an old hat.

4 Biffo has got red shoes.

Review 3

Exercise 1: 1 under 2 in 3 under 4 on S in 6 on

Exercise 2: I is, in 2 are. They 3 Where, in 4 is. is 5 Where,
in 6 is, in

Exercise 3: 1 have 2 have not 3 Have, have 4 has 5 has not
6 Has. hasn't.

Exercise 4; 1 Who is this? 2 This is my lather. 3 I like apples.

4 How about you? 5 This is my mother. 6 I like sweets.

Unit 10

ol Exercise 1: 1 can 2 cannot 3 Con, can 4 Can. can't

Exercise 2: 1 can 2 it 3 fly, No 4 can't
p2 Exercise 1;1b2e3d4f5c6a

Exercise 2:1 we, road 2 look 3 OK 4 cun

p3 Exercise 1: 1 He can't 2 I can't 3 Can, draw 4 it 5 Can

Ь Can. fly 7 con

Exercise 2; 1 sit 2 look 3 draw 4 count 5 read

Exercise 3: 1 Point 2 read 3 draw 4 Sit 5 Count

Unit 11

pl Exercise 1: 1 b2a3c4e5f6d

Exercise 2: 1 jumping 2 reading 3 I 4 You 5 am 6 are

p2 Exercise 1: 1 □ 2 b 3 b 4 □

Exercise 2' 1 like 2 hat 3 it 4 No 5 is 6 is

p3 Exercise 1: 1 What is the weather like? 2 Is it windy?

3 Is it hot?

Exercise 2:1e2c3f4a5b6d

Unit 12

p1 Exercise 1: 1 is 2 am 3 arc 4 is 5 is 6 are

Exercise 2: 1 is talking 2 are pointing 3 is reading 4 are
listening

p2 Exercise 1; 1 quickly 2 quietly 3 slowly 4 loudly

5 quietly 6 quickly

Exercise 2: 1 They are walking slowly, c 2 He is walking
quickly, a 3 I am talking loudly, d 4 She is talking quietly,
b

p3 Exercise 1: 1 is reading 2 is jumping 3 They, playing

4 are, drawing 5 is talking 6 They, walking

Exercise 2: 1 He is reading a book. 2 She is playing in the
garden. 3 We are eating sweets. 4 You are pointing at the
moon. 5 I arn going to school. 6 They are singing quietly.

Review 4

Exercise 1: 1 can 2 cannot 3 can 4 Can, cannot 5 Can, can

6 Can, cannot

Exercise 2: 1 Stop! 2 Cross! 3 Listen! 4 Look! 5 Read!

6 Write!

Exercise 3: 1 What's the weather like? It's sunny. 2 Is it hot?

Yes, it is. 3 Is it cold? No. it isn't. 4 Whet's the weather like?

It's cold. 5 Is it cold? Yesr it is. 6 Is it hat? No. it isn't.

Exercise 4; 1 I am reading. 2 She is running quickly. 3 They
are talking quietly. 4 We are jumping. 5 He is laughing
loudly. Б You are walking slowly.

Phonics & Spelling

Exercise 1: 1 hat 2 cat 3 fan 4 van 5 hen 6 ten 7 bed 8 tin

9 bin 10 fig

Exercise 2: 1 dog 2 log 3 box 4 fox 5 sun 6 nut 7 mug 8 ship
9 shell 10 fish

Exercise 3: 1 chip 2 choir 3 lunch 4 munch 5 mother

6 brother 7 they 8 bath 9 thick 10 three

Exercise 4: 1 king 2 wing 3 sing 4 ring 5 bell 6 hill 7 ball

8 sack 9 sock 10 duck
I SB*

а о г з с

English World is the first-ever integrated ten-level print and

The visually stunning printed resources are complemented by electronic ' * - -_-

materials for use with an interactive whiteboard and videos of all dialogues
using native-speaker students in context together with a complete teacher training
package with video masterclasses. Other features include a test builder, animated posters,
interactive phonics activities and singalong versions of songs.

digital English course for primary and secondary schools. Written by *
the authors of the best-selling Way Ahead and Macmillan English,
the course aims to give learners confidence In speaking, listening,
reading and writing. Thorough grammar and skills work is applied
In natural contexts In the real world through dialogues and cross-
curricular material. Independent learning is promoted through
portfolios, projects and the use of the dictionaries.

>* We believe \
*hnat,etrnin8 should be
ton hy9b,e herd^-
° but at the same time

flnd ’"torestingand
motivating.'

Mary Bowen and

чч Hocking

The adventure begins In Levels 1 and 2 of English World where children are introduced to
Dan, Lily, Mr Jolly and a wonderful cast of colourful characters. Level 1 Is for children who
have had some exposure to English, but are just beginning to read and write,

Poster

MACMILLAN

www fTiacmiilanengHsh.ccm/youngjedmefs

! Pupil's Book •
• -*

Teacher's Guide

Flashcards

DVD-ROM

Workbook

Grammar Practice Book

i Dictionary

Audio CD