Teacher's Book Yazoo Level 1

E V E L 1 L

s B o o k T e a c h e r ’ s

Rachel Finnie

E V E L 1 L

B o o k T e a c h e r ’ s

Rachel Finnie

E V E L 1 L

B o o k T e a c h e r ’ s

Rachel Finnie

Yazoo 1 Unit

Topic

Vocabular y

Contents

Language

Page

Introduction to the Teacher’s Book

i

List of Flashcards

viii

Classroom language

ix

Classroom games

xi

Hello

girl, boy, animals

Hello, I’m … . What ’s your name?

4

My name’s … . Goodbye.

1 2

The alphabet Aa–Zz

Let ter sounds and names

Numbers 1–10

one –ten

Colours

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

Scho Sc hool ol th thin ings gs

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

What is it? It’s It ’s a (book).

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

This is my (mum).

pupil, school, teacher, secretary, cook

This is my (school).

Family

Social Science: My school

6 How many?

12 13

14

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

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

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

Pet s

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

I’ve got /I haven’t got a (rabbit).

26

4

Parts of the body

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

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

30

Social Science: People are different!

long, short, straight, curly

34 36

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

Toys Having fu fun

Science: M Science: Ma aterials

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

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

40

Are they your dolls? Yes./No.

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

44

metal, plastic, rubber, wood

48

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

50

Unit

Topic

Vocabulary

Language

7

Home

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

52

8

Furniture

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

56

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

Page

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

eleven–twenty

60 62

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

10

Food and drink

Hobbies

Science: Food

messy

64

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

I like/don’t like (salad).

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

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

rice, bread, milk, plant, sausages

It’s from animals/plants.

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

12

Clothes

Going away

Social Science: Clothes and weather

74 76

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

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

78

photo, zoo, surprise, party, shout, home

Revision

82

hot, cold, rainy, sunglasses, boots, umbrella

It’s (hot).

86

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

88

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

70

Stand up. Sit down.

Review 5 Phonics: /ʧ/ 11

66

ice cream, carrot, gorilla, zebra

The Yazoo Music Show

90 92

Happy New Year!

dragon, lantern, present, money, fireworks

94

Book Day

story, brave, pirate

96

Wordlist

98

Introduction

Principles of the course

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

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

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

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

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

Yazoo 1

organisation

Lesson 1a

Lesson 1b

Lesson 2a

Lesson 2b

Lesson 3a

Lesson 3b

Lesson 4a

Lesson 4b

CLIL Content Review lesson lesson

CLIL Content Review lesson lesson

Story Time

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

i

Language presentation

Practice

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

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

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

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

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

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

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

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

ii

Games, fun and motivation

Recycling and Review

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

vi

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

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

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

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

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

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

Unit 4b hair nose mouth eyes ears

Unit 8b floor door box shelf

Unit 5a toys doll robot

Unit 9a hungry water chicken

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

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Classroom language Greeting the children

Managing the class

Good morning, (____________).

Put down/Pick up your pencils, please.

Good afternoon, (____________).

Come here, please.

Hello, (____________).

Sit down./Stand up.

I’m glad to see you.

Put your hand up/down, please.

Is everybody here?

Give this/these out, please.

Who is away today?

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

Getting started

Hurry up.

What day is it today?

Come in.

What is today’s date?

Wait a minute, please.

Write down today’s date, please.

Line up quietly.

Now we’re going to (____________).

It’s break time/lunch time.

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

Doing an exercise/lesson

Get your books and pencils out.

Look at number (___).

Open your books at page (___).

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

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Working in pairs/groups

Ending the lesson

Work with your partner/group.

That’s all for today.

Has everyone got a partner/group?

Collect the cards, please.

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

Put your books/things away, please.

Don’t show your partner.

The lesson is over.

Changes places with (____________), please.

OK, you can go now.

Change your partner.

See you on (___________).

Now ask your partner.

Have a nice (____________).

Sit back-to-back.

Say goodbye, everyone. Goodbye.

Giving praise Well done!

Useful phrases for pupils

Great work!

Can I have a (____________), please?

That’s excellent, (____________).

Here you are.

That’s very nice.

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

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

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

x

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

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

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

xi

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

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

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

xii

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

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

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

Listen, point and say. CD1 Track 02

1

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

Listen and read. CD1 Track 03

2

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

1

Listen, point and say.

2

Listen and read.

girl

boy

animals

Be quiet!

1

Look! A boy! Look! A girl!

2

Look! Animals!

4 four 1_

4

_

_ 1

_ 1

_

.

1

1 :

:

For the next lesson

Extra!

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

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

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

3

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

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

3

Hello, I’m Vicky.

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

I’m Mr Kuma.

I’m Cabu. I’m Miss Maru. 3

Goodbye!

Listen and sing.

Hello, girls and boys!



I’m Trumpet.

I’m Cabu.

I’m Paco.

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

_

_ 1

_ 1

_

.

five

5 1

1 :

:

5

Alphabet Aa–Ff

3 Listen and chant. CD1 Track 08

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

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

1

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

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

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

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

Activity Book page 2 Find and colour.

1

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

Match and trace.

2

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

Circle and trace.

3

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

1

Listen, point and say. Then circle.

A a

CD1 Track 06 a /æ/ apple b /b/ ball 2

c /k/ car d /d/ dog

e /e/ egg f /f / fish

D d

Listen and tick. CD1 Track 07

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

2

d og

ball

e

c ar

F f

gg

f i sh

2

e

3

a f

4

d

f

e

b

✔

3

Listen and chant.

g h i j k l m

b c d e f

a

n o p

q r s t u v

w x

y z

six

6 1_

6

E e

c

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

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

pple

C c

Listen and tick. 1

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

a

B b

_

_ 1

_ 1

_

.

1

1 :

:

Alphabet Gg–Ll

• Check their answers as a class.

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

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

2

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


1

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

1

J j 2

g orilla

H h

j ell y

K k

I i

2

l

h orse

3

b c d

L l

_

_ 1

_ 1

_

.

3

Listen and chant. CD1 Track 11

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

kit e 3

c

l orry

2 4

k

h

j

Find and match.

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

Trace and circle.

i

• The children trace the letters and circle the pictures.

a

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

3

Trace and match.

Round-up

g h i j k l e f m

q r s t u

n o p

v w x

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

y z

7

seven

1_

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

1

Listen and chant.

a


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

i nse ct

✔

g

k /k/ kite l /l/ lorry

Activity Book page 3

Listen and tick. 1

/ɪ/ insect /dʒ/ jelly

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


G g

i j

1

1 :

:

7

Alphabet Mm–Rr

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

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

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


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

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


o /ɒ/ orange p /p/ pen

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

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

Circle and trace.

3

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

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

q /kw/ queen r /r/ rabbit

1



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

2

M m monkey

N n

P p

Q q q u een

pen

R r

rang e

o

r a bbit

Listen and tick. 2

queen

✔

pen

jelly

3

rabbit

monkey

gorilla

nut

dog

fish

4

orange

Listen and chant. CD1 Track 14 3

ball

horse

Listen and chant.

b c d e f

a

g h i j k l

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

m n

eight

8 1_

O o

nut

1

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

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

8

Match and trace.

2

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

3

Find and colour.

1

Warm-up

1

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

_

_ 1

_ 1

_

.

1

1 :

:

Alphabet Ss–Ww

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

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

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

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


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

1

s ta r

V v 2

T t

U u umbr e lla

t re e

W w

vio li n

3


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

Activity Book page 5 1

Find and match.

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

watch

Listen and tick.

1

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

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


S s


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

Warm-up

1

v /v/ violin w /w/ watch

2

2

Trace and draw.

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

egg

✔

queen

star

3

tree

nut

4

violin 3

umbrella

lorry

monkey

rabbit

b c d e f g

h i j k l

watch

Round-up

_ 1

_ 1

_

.

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

m n o

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

_

Trace and match.


Listen and chant.

a

1_

3

9 1

1 :

:

9

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

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

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

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

Activity Book page 6 Match and trace.

1


Find and stick.

2 1


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

CD1 Track 18 x /ks/ fox 2

y / j/ yo-yo

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

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

1

X x

z /z/ zebra 2


f o x

✔

10

zebra

kite

3

orange

3

yo-yo

1_

violin

star

fox

horse

monkey

watch

tree

Listen and chant.

b c d e f g

10

zebra

4


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

y o -yo

2

pen

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

Z z

Listen and tick.

a

3

Y y

1

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

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


h i j k l m

n o p

q r s t u v w

x

y z

ten _

_ 1

_ 1

_

.

1

1

1 :1 :

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

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

Listen and draw. CD1 Track 21

1

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

1

a

u

b l

x e

g h i

2

w

l W e l e ! d o n

h i j k l m

n o p

q r s

x t u v w

y z eleven

1_

_

_ 1

_ 1

_

.

11

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

Round-up

Listen and chant.

b c d e f g


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

q

n

a

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

For the next lesson

v

r j

m s

f

2

f i j n v w

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

z

o

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

Teacher’s Tip

d

t

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

p

c y k

Extra!

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

Listen and draw.

Start!

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

11 1

1 :11:

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

11

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

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

1


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

2

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

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

Listen and sing. CD1 Tracks 24 and 25

3

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

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

1

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

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

Count and write. How many?

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

1

1

3

one

2

three

two 2

1_

5

five

4 four

7

6 six

seven

9

8

nine

eight

10 ten

Count and write. How many?

3

apples 8

balls

horse

dogs

fish

rabbits

insects

kites

stars

trees

Listen and sing.

1 2 3 4 5 6 7 8 9 10

twelve

12

12


_

_ 1

_ 1

_

.

1

1

1 :11: 1

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

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

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

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

1


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

2

Listen and number. CD1 Track 27

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

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


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


Read and colour.

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

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

13

1a

It’s a book.

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

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


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

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


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

Find, circle and colour.

2

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

1a 1


pencil


2

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


1

book

ruler

bag

Listen and read. 1

Look! A bag! A pink bag.

2

What is it? It’s red.

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

Let me see.

4

My bag!

Listen again. Then act out. CD1 Track 31

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

It’s a ruler.

3

Thank you.

Here you are.

Listen again. Then act out.

14 fourteen 1_

14

_

_ 1

_ 1

_

1.

1

1

1 :1 :

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

Listen and stick. Then circle. CD1 Track 32

4

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

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

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

4

Look at 4 and match.

Play the game.

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

Listen and stick. Then circle.

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

2 pencil / ruler

3 ruler / book

4 pencil / bag


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

3

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

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

6

Play the game.

It’s green. What is it? a

b

Match and trace.

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

It’s a bag. c

Read and draw.

d

Round-up

fifteen 1_

_

_ 1

_ 1

_

1.

1

15 1

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

1 :1 :

15

1b

Is it a pencil?

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

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

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


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


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

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

1

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

Colour, trace and circle.

2

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

1b


1

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


pen 2

16

pencil case

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

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

Look and match.

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

crayon

Listen and sing.

3

3

rubber

Look and match.

1 Stand up.

2 Sit down.

b

a

3 Shake your head.

c

16 sixteen 1_

_

_ 1

_ 1

_

1.

1

1

1 :1 :

Lesson 2

5

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


4

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

4

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

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

Look and circle.

Play the game.

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

Listen and number.

1

Activity Book page 11 Tom 5

3

Emma

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

Look and circle.

4 Yasmin

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

Alex

What about you? Draw and trace.

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

Round-up

Play the game.

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

Yes.

Is it your ruler?

Read and write the numbers in the bag.

No.

No.

Photocopiable Resources Here you are.

Thank you. 17

seventeen 1_

_

_ 1

_ 1

_

1.

1

1

1 :1 :

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

17

2a

This is my mum.

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

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


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


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


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

18

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

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



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

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

Find and circle.

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

Lesson 2

5

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

Listen and tick or cross. CD 1 Track 41

4

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

4

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

Look and match.

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

Draw. Then ask and answer.

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

Extra!

Listen and tick or cross.

1

2

3

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

4

Activity Book page 13 ✘

5

3

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

Look and match.

1

She’s my

dad.

2

He’s my

brother.

3

She’s my

sister.

4

He’s my

6

mum.

Draw. Then ask and answer.

Round-up

This is Adam.

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

Who’s he?

He’s my brother.

nineteen 1_

_

Number and circle. Then trace.

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

Emma

4

Find and circle.

_ 1

_ 1

_

1.

1

19 1

1 :1 :

19

Here’s Trumpet.

2b

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

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


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

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


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

Match and trace.

2

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

2b 1


friend 2

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

elephant

lion

parrot

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

3

Extra!

Match and say.

1 elephant

2 lion

3 parrot

a

b

c

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

20 twenty 1_

20

Listen and stick. Then circle. CD1 Track 47

1


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

Match and say.

3

_

_ 1

_ 1

_

1.

1

1 :1 :

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

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

4

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

4

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

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

Read and tick the correct picture.

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

Play the game.

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


Read and tick the correct picture.

3

1

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

Here’s Emma. 2

Hello, Emma. How are you?

4

I’m fine, thank you.

6

Hello, Ben. How are you?


Round-up Here’s Mary.

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

Hello, Mary. How are you?


Photocopiable Resources 21

twenty-one 1_

_

_ 1

_ 1

_

1.

1

What about you? Draw and trace.

• The children draw their pictures and trace the words.

3

Play the game. Here’s Ben.

Look and circle.

1

1 :1 :1


21

Social Science:

My school

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

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

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

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

Activity Book page 16 Trace and match.

1

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

Listen, read and point. CD1 Track 48

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

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

Social Science

This is my school!

1

Listen, read and point.

a

b

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

This is my teacher.

1

d


c

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

This is the secretary. This is the cook. 2

Listen and number.

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

Circle. Then ask and answer.

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

Play the game.

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


1 cook / teacher One. WhoÕs he?

4

2 pupil / secretary

HeÕs a teacher.

3 secretary / cook Two. WhoÕs she?

Are you a secretary?

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


Circle and match.

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

Round-up

4 pupil / teacher

SheÕs a É

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

Play the game.

Are you a pupil?

Your Project! Draw and say.

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

My school 3

5

No.

My Picture Dictionary CD1 Track 52

Yes.

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

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

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

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

Look and number. Then say.

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


3

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

Circle the odd one out. Review 1

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

1

Look and number. Then say. dad 5

4

4

mum

3

1

brother

2 6

sister book crayon pen

8 7

bag Dad is number 4.

2 1 2 3 4

Circle the odd one out. red mum pencil parrot

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green dad blue lion

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

twenty-four

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pink pencil case ruler elephant

Listen and chant.

A p i nk

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friend sister rubber brother

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Find and circle 8 differences. Then point and say.

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

Read and tick or cross.

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

Trace and check. Now colour.

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

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

Extra!

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

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

My Picture Dictionary CD1 Tracks 51 and 52

4

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

Find and circle 8 differences. Then point and say.

It’s a parrot.

A

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

It’s a gorilla.

B

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3a

I’ve got a pet.

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

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


3

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

Activity Book page 18 Listen and colour. CD1 Track 56

1

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

Count and write.

2 1


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

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

3a 1

pets 2

guinea pig

rabbit

Look! I’ve got a pet.

2

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

Is it a hamster?

Can I see it, please?

No, it’s a guinea pig. 3

Yes, of course. 4

OH NO!

I’ve got it.

Look! What is it?

I don’t know. Quick!

3

Thank you.


26 twenty-six _

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hamster

Listen and read. 1


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


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

Listen and stick. CD1 Track 55

4

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6

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

5

Tom

Look at 4 and circle.

Emma

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

1 2

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

3


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

3 6

Make cards. Then play the game.

I’ve got a hamster.


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

Listen and stick.

Alex


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

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

5

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

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

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

Look and match.

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

I haven’t got a hamster.

4

Snap. I’ve got a hamster.

Circle and trace.

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

Round-up 27

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

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3b

Have you got a pet?

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

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

Listen, point and say. say. CD1 Track 57

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

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


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

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

3b 1


Listen and sing. CD1 Tracks 58 and 59 cat 2

dog

snake

bird

Listen and sing.

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

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

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

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

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

3

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

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

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

Match, trace and circle for you. you.

2

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


1

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

Look at 2 and circle. Then ask and answer.

1 Cabu, have you got a bird?

yes / no

2 Miss Maru, have you got a cat?

yes / no

3 Mr Kuma, have you got a dog?

yes / no

4 Trumpet, have you got a snake?

yes / no

Cabu

Miss Maru

Mr Kuma

Trumpet

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

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

1

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

4

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

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

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


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

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

Listen and number.


Read and draw.

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

4

1

5

What about you? Colour and trace your pets.

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

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

Round-up 1 bird / hamster

6

2 rabbit / cat

3 guinea pig / snake

Have you got a bird?

No.

4

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

dog / parrot

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

No.

Have you got a cat?

Yes.

Can I see it, please?

Yes, of course.

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

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She’ss got four legs. She’

4a

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

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

Listen, point and say. say. CD1 Track 62

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


3

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

Activity Book page 22 Look and circle.

1

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

What’s missing? Draw and match.

2

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

4a 1


Listen and read. CD1 Track 63 body

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

2

arms

wings

tail

Listen and read. 1

Is it Mr Kuma?

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

2

Is it Katy?

Who’s Katy? 3

4

She’s got four legs and a green body.

Extra!

Look! Here’s Katy!

Oh, dear! She hasn’t got wings.

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

She’s got a long tail. 3

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It’s OK. She’s my friend.

thirty

30

30

legs

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

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

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

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

Look and tick or cross.

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

Look at 5 and say.

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

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


Listen and circle. CD1 Track 65

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

Tick and trace.

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

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

31

4b

Her eyes are blue.

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

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


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

Activity Book page 24 Listen and stick. CD1 Track 70

1

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

Trace and circle.

2

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

4b 1

2



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

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

hair 2

Look and number. Then ask and answer.

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

nose

mouth

eyes

ears

Listen and sing.

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

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

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

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

3

1

Look and number. Then ask and answer. eyes nose

mouth 1

ear

1?

3

5

hair Her hair.

4

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Lesson 2

Answers 1 Daisy 2 Fred 3 Nick 4 Helen

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

Listen and match. Then listen and check.

4

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

4

2

Look and circle.

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

Look at 4 and play the game.

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


Listen and match. Then listen and check. 1

5

3

4

3

Read and colour.

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

Alex

Emma

Tom

4

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

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

Daisy

Helen

Nick

Round-up

Look and circle.

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

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

1 Daisy

3 Alex

4 His / Her name’s Yasmin. 2 Nick 6

Photocopiable Resources

4 Yasmin

Look at 4 and play the game.

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

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

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Social Science:

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

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

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

Look and circle.

1

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

Listen, read and point. CD2 Track 01

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

Social Science We’re all different.

1

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

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

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

I’ve got short hair and green eyes.


c

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

d

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

Listen and number.

1

I’ve got curly hair and brown eyes.

34 thirty-four _

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Look and circle. Then say.

3

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

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

Play the game.

4

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

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

Your Project! Draw and say.

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


Trace, read and draw.

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

1

1 2 3 4

Round-up

Look and circle. Then say. long long long long

short short short short

curly curly curly curly

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

2

straight straight straight straight 3

4

My Picture Dictionary CD2 Track 06

He’s got short, curly hair. 4

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

Play the game.

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

5

It’s Paul.

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

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

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

Listen and tick. Then say. CD2 Track 03

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


3

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

Review 2 1

Listen and tick. Then say.

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

1

✔

2

3

4

Look and tick or cross. Then say.

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

One. He hasn’t got a guinea pig. 2

Look and tick or cross. Then say. a body

✔

eyes

ears

✘

wings

hair

3

She hasn’t got ears.

arms

t i n

c a

r

a c a

wit h a

g r ey g u in e a p ig!

thirty-six

36 _

She’s got a body.

Listen and chant.

A

36

✔

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Play the game.

4

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

1

Read and circle.

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

Trace and check. Now colour.

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

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

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

My Picture Dictionary CD2 Tracks 05 and 06

4

Play the game.

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

2 T r ue Fa lse

1

She’s got a snak e.

I ha ven ’ t go t a t a i l.

3

True

Fa lse

Try again!

T r u e

4

He’s go t arms and legs.

5

She hasn’t got a r abbit

6

Try again!

Her ey es are blue.

e F a l s

False

T r u e

Lose 1 point. T r ue

T r u e

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

F al se

Lose 1 point.

Fa lse

Photocopiable Resources

His hair is black .

T r ue

Try again!

7

F a l s e

Lose 1 point. 8

He hasn’ t got w ings. Fa lse

T r ue

I’ve got a hamster.

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Story Time 1

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

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

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

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


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

Look and write.

3

Story Time 1


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

Look at my cat. Her na me’s Kitty.

1

She’s sweet.

2

Miaow!

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

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

3

4

No, I haven’t.

Woof woof!

He’s big.

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

Woof woof!

1


3

Look and write. a

b

2

No, I haven’t.

Listen and read. 1 It’s a big dog.

c

d

b

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

thirty-eight

38 _

38

_

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_

.

1

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Round-up

Read and circle.

4

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

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

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

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

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

small

big

I’ve got a snake. His name is Sam.

5

scary

He’s small!

6

Hiss hiss!

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

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

7

Oh, she’s big!

8

Yes, she is.

4

No, I haven’t. Hello, Polly!

Hello, Polly!

Read and circle.

1

Miaow!

a

b

2

Hiss!

a

b

3

Woof Woof!

a

b

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They’re cars.

5a

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

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

1


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


3

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

Activity Book page 28 Listen and circle. CD2 Track 12

1

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

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

Draw. Then read and match.

2

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

5a 1


Extra!

toys

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

2

2

robot

car

Listen and read. 1

teddy

What are they?

What are they?

They’re cars.

2


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

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

3

They’re my dolls. 4

Look! Here’s my teddy! HELP!

I AM A ROBOT. They’re robots. Listen.

3

Don’t worry, Paco. They’re toys!


40 forty _

40

doll

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


4

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

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

4

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

Look and circle.

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

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

2

Teacher’s Tip!

5

6

Play the game.

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

Listen and stick.

1

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

3


Find and colour.

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

Look and circle.

4 1

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

2

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

3

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

4

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

6

Play the game. 1

4

Two. What are they?

2

3

5

6

Circle and trace.

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

Round-up

They’re dolls. They’re green dolls.

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

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Are they your dolls?

5b

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

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

1


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

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

Activity Book page 30 Listen and number. CD2 Track 17

1

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

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

Trace and circle.

2

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

5b 1


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

2

plane 2

puzzle

Listen and sing.


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

Circle. Then ask and answer. 1

2

puzzles / balls

3

books / cars

4

dolls / robots

trains / planes

Number 1. Are they balls?


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

42

ball

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

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

3

train

Yes.

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Lesson 2

5

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

Listen and match. CD2 Track 16

4

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

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


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

6


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


3

Listen and match.

Trace and match.

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

4

5

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

Look at 4 and circle. My favourite toy is my

1

2

ball / robot / car. My favourite toy is my

3

doll / plane / car.

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

My favourite toy is my

Round-up

plane / robot / train. 4

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

My favourite toy is my robot / car / doll.

Photocopiable Resources 6



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

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6a

I can draw.

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

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

1


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

2

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


3

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

Activity Book page 32 Look and number.

1

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

6a 1



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

draw 2

skip

dance

ride a bike

sing

Listen and read.

Look at me! I 2can skip!

1

Look at Trumpet!

I can draw Paco!

I can dance and sing!

Very good! I can’t ride a bike. Help!

3

4

That’s all rig ht.

Sorry, Vicky!

3

forty-four

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Lesson 2

Warm-up

5

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

Listen and circle. CD2 Track 20

4

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

CD2 Track 20 1

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

Answers 2 can’t 3 can’t 4 can


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

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

4

Look and circle.

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

6

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

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

Listen and circle.

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

2 Nick / Ben / Sam

3 Nick / Ben / Sam

Look and circle.


1 I can / can’t ride a bike. 6

2 I can / can’t dance.

3 I can / can’t skip.

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

4 I can / can’t draw.

4


I can skip and sing.

Look and number.

Match, circle and trace.

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

I can’t skip and draw.

Round-up

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

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6b

Can you jump?

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

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

1


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

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

Answers jump 1,3,6

climb 3,4,6


1

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

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

Trace and write Yes or No .

2

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

6b Listen, point and say.


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

3

swim 3,5,6


1

2

fly 1,2

jump 2

climb

swim

fly

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

Look and write numbers. Then say.

3

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

Look and write numbers. Then say.

1

2

jump

3

fly parrot

insect

4

5

cat

1

swim climb

6 Number one.

snake

fish

you

I can fly. I can’t swim.

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Teacher's Book Yazoo Level 1

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