Kids box 2 teacher 39 s resource pack 2008

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Reinforcement worksheet 1

@ Pupils look at the picture and spell the word in order

to complete each sentence They then answer the

questions They will need to count the number of

objects in the classroom to give an accurate answer

Key: 1 desk, 2 bookcase, 3 board, 4 ruler, 5 cupboard,

6 teacher

worksheets and write questions about different

classroom objects Pupils then swap worksheets and

answer the questions

@ Pupils use the pictures to help them follow the letter

trail in the word maze from in to out Pupils then

write the words below the pictures

Key: 1 cupboard, 2 teacher, 3 desk, 4 bookcase, 5 ruler,

and B Pupil A spells aloud one of the words from the

worksheet Pupil B says the word Pupils exchange

roles

Extension worksheet 1

@ The code gives the colour of each book Words with

an initial letter ‘b’ are coloured grey, those with an

initial letter ‘c’, blue, etc Pupils look at the picture on

each book, write the name of the object under the

correct heading and colour in the book

Key: 1 book, 2 board, 3 bookcase, 4 bag, 5 cupboard,

6 computer, 7 desk, 8 pencil, 9 pen, 10 table,

11 teacher, 12 ruler, 13 eraser

@ Optional follow-up activity: Pupils write as many

words as possible (from any lexical set) beginning

with the initial letters used in the exercise They then

compare their lists by taking it in turns to read them

® This can be done as a listening exercise (CD3) or a

reading exercise Pupils match the scenes from the

story with the missing text

Key: 5, 4, 2, 6, 1, 3

© Optional follow-up activity: Pupils work in pairs and play Pelmanism They cut out the cards and join the two packs Then they place the cards face down on the desk and turn over two cards at a time If the cards show a scene and the missing text, they form a pair When a pupil finds a pair, he/she reads the text and then has another go When the cards do not form a pair he/she puts the cards face down on the desk once more The winner is the pupil with the most pairs at the end of the game

Song worksheet

@ Pupils cut out the cards and place them in a row under the classroom scene You may wish to ask pupils to fold the page so that the lyrics are hidden Pupils listen to the song (CD4) and place the objects in

the correct position

@ Optional follow-up activity: Pupils work in pairs,

A and B Pupil A says a sentence, e.g The teacher is

on the bookcase Pupil B places the card accordingly Pupils exchange roles.

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there in your classroom?

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there in your classroom? in your classroom?

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p = yellow t = purple r= red e = brown

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Now, how many pencils are there?

There are 9, 10, 11 pencils

Now there’s an eraser

in the bag, Marie

Sorry Here you are

Pencils are my favourite food

OK, everybody This bag

~ is for school Let’s look

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ere’s G Cupboard on the penciis, yes there is

There’s a ruler on the cupboard,

There’s a bookcase on the ruler,

There’s a teacher on the bookcase, yes there is

L2)94(9099)221.01 2Á © Cambridge University Press 2008 _Kid’s Box Teacher's Resource Pack 2

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‘sorry, Maskman! please Say

Kid's Box Teacher's Resource Pack 2 © Cambridge University Press 2008 [ÂN T0)(0146)21712114

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The shoes are

What colour are the trousers?

The trousers are

Whose is this jacket?

What? That black jacket?

Yes, this black jacket

Whose is this jacket?

It’s John’s

Oh!

Whose are these shoe?

What? Those blue shoes?

Yes, these blue shoes

Whose are these shoes?

They're Sheila’s

Oh!

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Whose is this skirt?

What? That purple skirt?

Yes, this purple skirt

Whose is this skirt?

It’s Sue’s

Oh!

Whose are these trousers?

What? Those brown trousers?

Yes, these brown trousers

Whose are these trousers?

They're Tom

Oh!

Kid's Box Teacher's Resource Pack 2 @

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Key: 1 phone, 2 mirror, 3 clock, 4 sofa, 5 mat, 6 lamp

© Optional follow-up activity: Pupils work in pairs, A and B They cut out the picture cards, shuffle them and place them face down on the table Pupil A turns over two cards If they are different, play passes to Pupil B If they are the same, Pupil A says The (items

of furniture) are mine and has another go The winner

is the player with the most pairs at the end of the game

@ Pupils read the words and draw the furniture

They then look at the picture of the house and match the furniture to the correct room

Key: bedroom: lamp kitchen: clock, mat living room:

sofa, phone bathroom: mirror

They decide on a room and then take it in turns to

name all the items they know that are normally found

in that room The pupil who runs out of ideas or

repeats a word that has already been said loses, and

the other pupil gets a point They then repeat the process with items found in another room

@ Pupils look at the two houses and compare them to spot the differences They use their knowledge to complete the sentences In the first four sentences the pieces of furniture are given, but in the other sentences, pupils will need to realise which pieces of furniture, not already named, are present in house B but not in house A

Key: House A: 1 bedroom, 2 bathroom, 3 living room,

4 kitchen House B: 1 mirror, 2 phone, 3 clock, lamp,

sentences They then check their answers either by listening (CD7) or by comparing with the text in the Pupil’s Book Discuss with the class which alternative answers are valid and which are not

Key: 1 play, 2 close, count, 3 are, is, tail, under, chair,

4 feet, see, next, 5 in, cupboard, hair, 6 horse

© Optional follow-up activity: Pupils cut out the characters and sentences and stick them in their notebooks according to who says what in the story Pupils work in groups They each choose a character and act out the story Pupils exchange roles

Song worksheet

@ Pupils listen to the song (CD8) and number the verses

Key: See Pupil’s Book, page 23

of three Each pupil cuts out the shoe outlines Pupil

A puts his/her set face down in a pile whilst B and C put their sets face down on the table in front of them Pupil A turns over the first shoe and sings the verse Pupils B and C each turn over one of their shoes and

whoever finds the corresponding verse takes over the

role of singing the lyrics by turning over the next shoe

on the pile If neither B nor C turns over the verse,

Pupil A sings the next verse

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EL €)@ Read and draw Look | |

bedroom

kitchen

bathroom

(28) Kid's Box Teacher's Resource Pack 2 @© Cambridge University Press2008 | J (0/0 vui) 044

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K There's a sofa and a phone

¡10 PP elon mmesveens anda in

@ There’s a clock in the the living room

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paSe oe e+e 1

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Kid's Box Teacher's Resource Pack 2

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Key: 1 Mummy, 2 Daddy, 3 Grandpa, 4 Grandma,

5 cousin, 6 baby

@ Pupils look at the first picture of the family group

In each of the successive pictures, one character is missing They identify the missing character and complete the sentence with an action that character might be doing They then write sentences about what their own family is doing

Key: Pupils choose their own answers

© Optional follow-up activity: Pupils draw a chart in their notebook with the headings Grandpa, Grandma, Mummy and Daddy at the top of four columns They mingle, asking, e.g What is Grandpa doing? and replying with the answers they wrote for the pictures

They record the answers they receive on their chart

When pupils have completed their charts, compare the answers to see which is the most popular action for each character

@ This can be done as a listening exercise (CDg) or

a reading exercise Pupils read each of the speech bubbles and decide which scene they belong to They

write the scene number in the small accompanying

box

Key: 4, 1, 6, 5, 2, 3-

@ Optional follow-up activity: Pupils work in groups

They take it in turns to read one of the speech bubbles The first person to say the next line of the dialogue in the story has the next go

Song worksheet

Pupils listen to the song (CD10) and number the pictures in order Ask pupils to draw themselves running in the blank square Pupils then listen again and number the lyrics

They cut out the individual cards and shuffle them,

each keeping their own pack On the word Go! they each turn over their top card If they are the same, the first pupil to say Snap! wins the cards (plus any others that haven’t been won) If the cards are different, they each turn over the next card and play continues The winner is the pupil who has the most cards at the end of the game

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What are you doing? }

What are you ) doing, Trevor?

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It’s beautiful and white

My baby sister’s And me?

sleeping, I’m very happy,

My grandma’s My brother

isn’t jumping, He’s kicking his football

My cousin’s got

the ball now,

And now he’s throwing it

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® Pupils write the name of the food on the dashes under the pictures They then cut the six cards out and cut along the dotted lines They invent new food

by sticking the halves together at random on a separate piece of paper As they do so, a new name will appear, which may or may not be pronounceable!

Key: 1 rice, 2 chips, 3 egg, 4 chicken, 5 bread, 6 water

A and B Pupil A is the waiter and Pupil B the customer The customer points to one of the pictures and asks What's this? The other replies, It’s (invented name) Having asked about two

of the foods, the customer then says Can / have some (invented name), please? Pupils exchange roles

The first pupil to give the correct and complete answer (It's or They’ .) gets a point and the next go

Key: juice, chicken, egg, chips, bread, milk

@ Tell pupils that the words are the characters’ favourite food and drink As they read each word, pupils find the correct food picture and colour in a square in the

chart When all the information has been recorded,

pupils name the most popular food

Key: ice cream

© Optional follow-up activity: Ask pupils to copy the chart into their notebooks Pupils work in groups They take it in turns to ask, e.g Do you like bread? All pupils answer and record the group's answers in their chart

The next pupil asks the next question Once the chart has been completed, pupils tell the class the most popular food in their group

@ This can be done as a listening exercise (CD11) or a reading exercise Pupils match the scenes from the story with the text

Key: 4, Ó, 1, 5, 3, 2

on the desk and turn over two cards at a time If the

cards show a scene and the missing text, they form

a pair When a pupil finds a pair, he/she reads the text and then has another go When the cards do not form

a pair, he/she puts the cards face down on the desk once more The winner is the pupil with the most pairs

at the end of the game

Song worksheet

@ Ask pupils what time it is on each of the clocks

Ask what they do at these times Elicit / eat breakfast/

lunch/tea/dinner Pupils listen to the song (CD12) and complete the lyrics

Ask them to draw the food they usually eat and to tell their partner what they eat and when They need only say / eat for breakfast/lunch/tea/dinner

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đu,

bananas ice cream

oranges

chicken bananas Cake

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It's morning, it’s morning

We're having breakfast with our mum

bu Bread and - -

breqd and -

It’s morning, it’s morning

It’s lunchtime, it’s lunchtime

We're having lunch with our friends

It’s lunchtime, it’s lunchtime

It’s afternoon, it’s afternoon

We're having tea in the garden

We're having tea in the afternoon

It’s evening, it’s evening

We're having dinner with mum and dad

It’s evening, it’s evening

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For each of the two puzzles, pupils look at the pictures

of the three animals and insert the missing letters

At the same time, they write the letters on the dashes

under the fourth box They then unjumble them and

draw the missing animal(s)

Key: 1 spider, 2 dog and cat

to say / love (animals) The other pupil says So do /

Optional follow-up activity: Pupils use the worksheet

as a model and prepare their own illustrations and exercise to represent their own likes and dislikes

Pupils swap and complete the worksheets

of the animals on the dashes They then classify the animals according to whether they love them, like them or don't like them

Key: 1 crocodile, 2 cow, 3 dog, 4 bird, 5 duck, 6 horse,

7 cat, 8 lizard, 9 sheep, 10 elephant, 11 goat

Optional follow-up activity: Pupils work in groups

They take it in turns to say which animals are in

each of the categories by saying, e.g | love cats One

member of the group records how many pupils say

So do | and how many say | don’t The answers can then be compared with other groups’ and the information transferred to a class bar chart

bled sentences and rewrite them

order They can check by listening

activity: Pupils work in groups

ey each draw a four by four grid and write eight of the words that

ence-ordering activity (without than once) One pupil acts as

by throwing a six on a dice)

first game is the caller in the

y the animals, rooms and

to the song (CD14) and

41

: Pupils work in groups

it out the cards One pupil

›r cards in a pile face down,

\eir cards face up on the table ler turns over the first card

reads the lyrics The other pupils

and down on the correct card

am wins two points In the case of

oint each Play continues until

ing!) all of his/her song cards

‘is the pupil with the most

e caller in the next round fer game, pupils can pick up

card

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cats mice catch can Farm

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L

® Pupils read the sentences and match them to the

correct picture

Key: 1 There is a café next to the park 2 There is a

hospital between the shop and the café 3 There is a

flat behind the park 4 There is a park in front of the

hospital 5 There is a shop between the hospital and

the café 6 There is a street in front of the hospital and

the flat 7 There is a shop next to the flat 8 There is a

street behind the park

sentences Pupils work in pairs, A and B Pupil A reads

his/her first sentence aloud Pupil B draws a picture

accordingly Pupils A and B compare the picture with

the sentence to check that they match Pupils exchange

roles They continue until they have pictures to match

all of their sentences

@ Pupils look at the chart and cross out the letters which

appear more than once They write the remaining

letters on the dashes and then unjumble them to

discover the hidden word

Key: flat, café

puzzle First they write the word they have chosen,

then they fill in the remaining squares with other

letters repeated once or twice Pupils swap and

complete the puzzles

Pupils look at the picture and use the words in the

word pool to fill in the gaps in the text

Key: 1 shoes, 2 pineapples, 3 dog, cat, 4 table, chair,

5 ball, 6 car, bus

They turn over their worksheets and ask and answer

questions about the city from memory, e.g Where's

the car? It’s behind the bus Oe

@ Pupils use the shape code to help them complete the sentences They then check their answers either by listening (CD 15) or by comparing with the text in the Pupil’s Book Discuss with the class which alternative answers are valid and which are not

Key: 1 behind, behind, 2's, dog, 3 coming, 4 Look, cat,

5 isn't, 6 Look, dog, ’s

© Optional follow-up activity: Pupils cut out the characters and sentences and stick them in their notebooks according to who says what in the story Pupils work in groups They each choose a character and act out the story Pupils exchange roles

Song worksheet

@ Pupils listen to the song (CD 16) and point to the correct picture They then listen again and number the lyrics

© Optional follow-up activity: Pupils work in groups and play Chinese whispers They stand in a line or sit ina circle One pupil whispers a line of the song to the pupil next to him/her He/she then whispers it to the next person, etc The last pupil in the group says the line aloud This line is compared with the original and pupils give each other a high five if they've got it right They can then reorganise the group to play again If you wish to make the game competitive, two teams can play against each other

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H (and the flat :

: ee and the café :

®s©ooeee°oooeeoeeeeeoeooeeeoeoeoeoeoeeoeoeeoeeeoeeooeoeoeeoeeeoeoeoeoeoeeoe®° )/191(9169)/.):2) 8-20 © Cambridge University Press 2008 _ Kid's Box Teacher's Resource Pack 2 @)

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L) Put some milk in the bowl L} Toss the pancake

B Put some flour in the bowl (J Put an egg in the bowl

on the pancake

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