Kids box new generation 2 activity book teachers notes

• Pupils work individually, read and colour the correct number of stars in the colours they choose.. Elicit answers, then tell the pupils to read the sentences, look at the picture and c

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Unit 1 Hello again!

AB4 ACTIVITY 1

Write the words.

• Say Open your Activity Books at page 4, please Look

at Activity 1 Who can you see? Show page 4 on the

whiteboard and point to the example Point to each

person in turn Elicit from pupils what they write, e.g

point to I’m Suzy Pupils respond She’s Suzy Pupils

work individually

• Correct the activity orally with the whole class

Key: Simon She’s Suzy He’s Mr Star She’s Mrs Star

He’s Grandpa (Star)

AB4 ACTIVITY 2

Write and draw.

• Say Look at Activity 2, please Point to the drawing frame

on the whiteboard and say Who goes here? Explain that

pupils need to draw themselves Point to each of the

questions and elicit the response from a few pupils

• Pupils draw a picture of themselves and write the

answers Remind them to use I’m and to write their

age in words

AB5 ACTIVITY 1

Colour the stars.

MATERIALS

• Coloured pencils or crayons

at Activity 1 Show page 5 on the whiteboard and point

to the example Elicit the sentence (Colour two stars)

Say What colour? Pupils say the colour (Blue) Repeat for

number 2, asking pupils to suggest a colour

• Pupils work individually, read and colour the correct

number of stars in the colours they choose They can

work together Pupils check in pairs Check with the class

AB5 ACTIVITY 2

Match the questions and the answers.

• Say One and one is Wait for the class to respond two

Repeat with other simple sums

• Say Look at Activity 2, please Show page 5 on the

whiteboard Read the example sum (four and one is …)

and elicit the response Follow the line in the example

to 5 and then five Say Now draw the lines for the

other sums.

• Pupils work individually and then check in pairs Check

with the class

Key: 2 3, three; 3 7, seven; 4 9, nine; 5 6, six; 6 8, eight; 10, ten

AB6 ACTIVITY 1

Listen and colour There is one example

MATERIALS

• Say Open your Activity Books at page 6, please Look at

Activity 1 Tell pupils to take out their pencils or crayons

Say Ready? Listen and colour Play the audio Pupils listen

and place a coloured dot on the letter

• Play the audio again for pupils to check Ask, e.g

What colour is p? What letter is purple? Pupils colour

the letters Note: All these letters have the same pronunciation pattern /i:/ This phonetic grouping is aimed at pupils who do not use the Roman alphabet in their first language

Key: b = orange, v = purple, p = pink, c = yellow, t = brown,

e = green, d = blue 2

Colour g black Colour b orange Colour v purple Colour

p pink Colour c yellow Colour t brown Colour e green Colour d blue

AB6 ACTIVITY 2

Listen and point Write the words

MATERIALS

• Photocopiable 1 letter cards

• Say Look at Activity 2 Write the two example anagrams crossed out in the stars on the board Tell pupils the first

is a name and the second a number Then write them correctly on the board Encourage pupils to use their letter cards from Photocopiable 1 for the other anagrams: they move the cards around to make the correct spelling, helping kinaesthetic learners in particular

• Pupils check in pairs Play the audio for pupils to listen and check

Key: 2 Simon, seven; 3 Suzy, four 3

1 This is Stella She’s eight

2 This is Simon He’s seven

3 This is Suzy She’s four

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Unit 1 Hello again!

AB7 ACTIVITY 1

Read the questions Listen and write a name

or a number There are two examples

• Say Open your Activity Books at page 7, please

• Point to the picture of the boy and girl on the whiteboard

and elicit what they are doing (reading) and what pupils

can see (e.g books, a library, pencils).

• Say Listen and write a name or a number Let’s look at

the examples Read the example questions with the class

Play the examples on the audio and pause to indicate

the answers Ask Name or number? (Name Number.)

Before playing the rest of the audio, encourage pupils to

read each of the questions and think about whether the

answer will be a name or a number

• Play the audio Pupils write their answers Play the audio

again for pupils to check They compare answers in pairs

Check as a class or in open pairs

Key: 1 Grace, 2 10/ten, 3 Sun, 4 6/six, 5 Mouse

4

Hello, Lucy Is this a picture of your friends?

Yes The boy’s name is Dan

Yes, that’s right

Can you see the answers? Now you listen and write a

Yes, she is

3 Where does Dan live?

He lives in Sun Street

S-U-N?

That’s right

4 What number is Dan’s house?

It’s number six

Number six?

Yes

5 What is the name of Grace’s book?

It’s Mouse House

Is that M-O-U-S-E?

Yes!

AB8 ACTIVITY 1

Complete the words Look and say.

• Say Open your Activity Books at page 8, please Point to

the first question on the whiteboard and complete it as

the example

• Pupils read and complete the questions with the missing letters They practise asking the questions (without finding the answers at this stage)

Key: 1 Where’s the white whale?, 2 Where’s the red whale?,

3 Where’s the blue whale?, 4 Where’s the yellow whale?

AB8 ACTIVITY 2

Correct the words Circle ‘yes’ or ‘no’.

• Say Look at Activity 2 Pupils correct the spelling of the

highlighted words and write their answers on the lines Elicit answers, then tell the pupils to read the sentences,

look at the picture and circle true or false.

• They compare answers in pairs Check as a class

Extra challenge Pupils correct the false sentences by rewriting them

Key: o, 2 wheel – yes, 3 whale – yes, 4 white whale – no

AB8 ACTIVITY 3

Ask and answer

• Say Look at Activity 3 Pupils work in pairs They point

to items in the picture in Activity 1 and challenge their partner to spell the word Model the question and answer with a volunteer before pupils work in their pairs

• Call volunteer pairs to say a few questions and answers for the class

AB9 ACTIVITY 1

Listen and write Stick.

• Say Open your Activity Books at page 9, please Say

What colour is it? Listen to the spelling Play number 1

on the audio and elicit the colour Ask pupils to hold up the correct sticker They all stick the sticker in the first square

• Play the rest of the audio Pupils lay out the stickers on their desk in the correct order Monitor and check before they stick them in their books

• Point to the example word in square 1 on the

whiteboard Say Now write the words Pupils write the

name of the colour under each sticker

Extra support Write the colours on the board in a random order for pupils to copy

Key: 2 blue, 3 pink, 4 black, 5 yellow, 6 green 5

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Unit 1 Hello again!

AB9 My progress

Tick or cross

• Say Let’s read together Read the first sentence Count

to ten with the pupils Repeat for the other sentences

Pupils say the words in chorus

• Pupils work in pairs They take turns to point to a

sentence and do or show what it says Encourage pupils

to practise so that they can tick all the statements and

complete the star’s face to show how they feel about

their learning in this unit Demonstrate this on the

whiteboard first by adding a big smiley mouth, a neutral

mouth or a sad mouth to the star

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Unit 2 Back to school

AB10 ACTIVITY 1

Find and write the words.

MATERIALS

• Say Open your Activity Books at page 10, please Show

page 10 on the whiteboard and point to the picture of

the desk and the example answer circled in the puzzle

• Pupils work in pairs and circle the words, matching them

with the pictures Pupils then write the words under

the pictures

• Check by asking pupils to spell the words for the class

Key: cupboard, pen, pencil, board, ruler, eraser, bookcase,

classroom, bag, chair

AB10 ACTIVITY 2

Listen and colour There is one example.

• Tell pupils to have the following colours ready: orange,

yellow, red, blue, brown, black Note: The letters in the

puzzle are all part of the same pronunciation group If

you wish, remind pupils that these letters were on the

red splodges in the picture for the chant on Pupil’s Book

page 6

• Show page 10 on the whiteboard and point to the letters

Say Listen and colour Play the audio Pupils listen and

colour the letters appropriately They compare answers in

pairs Check the colours with the whole class

Key: X is black F is red L is brown M is yellow N is orange

• Say Open your Activity Books at page 11, please Look at

Activity 1 Check pupils know what to do Remind them

to check spelling in the Pupil’s Book

• Pupils work in pairs to solve the anagrams and write the

words correctly in their books

• Check by asking pupils to come to the board to write the

numbers Pupils can bring their books to help them

Key: fifteen, eighteen, twelve, twenty, thirteen

AB11 ACTIVITY 2

Read and colour.

• Say Look at Activity 2 Read and tell me the colours

you need Pupils read and say the colours: brown, pink,

green, blue, orange Point to the first sentence on the

whiteboard Check all pupils understand what to do Pupils work individually They read and colour the objects using the correct colours Monitor as they work

• Check with the class by asking, e.g What is brown? What

colour is the eraser? What colour is number 16?

AB12 ACTIVITY 1

Make true sentences.

• Say Open your Activity Books at page 12, please Show

page 12 on the whiteboard and focus on the example in Activity 1 Point out the punctuation

• Pupils work in pairs to reorder the words and write sentences on the lines underneath, carefully copying the capital letters and other punctuation

Extra support Write a similar sentence on the board, but without punctuation or capital letters Ask pupils how to rewrite the sentence correctly

Key: 2 There are 12 pencils on the desk 3 There’s a bag under the chair 4 There are 16 books in the bookcase

AB12 ACTIVITY 2

Look at the picture Answer the questions.

• Focus pupils on Activity 2 Elicit what they can see (monkeys, bananas, apples, burgers, oranges, cakes, ice creams) Ask a pupil to read the first question and another to read the example answer Pupils work in pairs and take turns to ask and answer about the other items in the picture They write the sentences following the example

• Check around the class using open pairs

Key: 2 There are twelve 3 There are fifteen 4 There are fourteen

5 There are eleven 6 There are seventeen

AB13 ACTIVITY 1

Look and read Write ‘yes’ or ‘no’.

• Say Open your Activity Books at page 13, please Read the example statement: There are two teachers in the

classroom Say Look at the picture Yes or no? Pupils

respond No Point to the example answer no on the whiteboard Elicit the correct sentence (There’s one

teacher in the classroom.).

• Pupils work individually and silently read the rest of the

statements They write yes or no on the lines to the right

Monitor and check they are looking at the picture to find out the answers Pupils check in pairs Elicit answers Choose individuals to correct the false sentences

Key: 1 yes, 2 yes, 3 no, 4 no, 5 no

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AB14 ACTIVITY 1

Complete the words Draw.

• Pupils read and complete the question and answer with

the missing letters (ee) Then they draw seventeen bees

in the tree (ask them to draw seventeen dots or make

seventeen marks if this takes too long)

• Ask pupils to take turn practising saying the question and

answer in their pairs

Key: How many bees do you see? There are seventeen bees in

the tree

AB14 ACTIVITY 2

Match and say.

• Say Open your Activity Books at page 14, please Point to

the letters on the left and the letters on the right on the

whiteboard Explain that they need to first match the letters

to make a word, and then join the word to the correct

picture Demonstrate with the example (nine – teen)

• Tell pupils to work in pairs to match the words first Then

they should say the words aloud while matching them to

the correct picture

Key: f – eet, fif – teen, gr – een, th – ree

AB14 ACTIVITY 3

Find the sound Draw a line

• Pupils draw lines through the only squares that contain

words with the sound /iː/ They compare answers in pairs

• Call volunteers to point to the correct route and say

the words

Key: Start – tree – 16 – bee – 14 – Finish

AB15 ACTIVITY 1

Complete the words Stick.

Point to the scrambled word in the first square and

the example answer on the whiteboard Elicit the

word (teacher)

• Say Look at the letters Unscramble the letters and write

words They are school words Pupils work individually or

in pairs to solve the anagrams Check answers

• Pupils lay out the stickers on their desk in the correct

order Monitor to check before they stick them in

their books

Key: board, ruler, desk, bookcase, cupboard

AB15 My progress

Tick or cross

• Say Let’s read together Read the first sentence Point to

different objects in the classroom for pupils Repeat for

the other sentences Pupils say the words in chorus

• Pupils work in pairs They take turns to point to a sentence and do or show what it says Encourage pupils

to practise so that they can tick all the statements and complete the star’s face to show how they feel about their learning in this unit

AB16 ACTIVITY 1

Listen and draw.

• Say Open your Activity Books at page 16, please Explain

that pupils will hear a boy describing his classroom and

a girl describing her pencil case They need to draw the missing bars in graph 1 and missing pictures in graph 2

• Look carefully at the graphs with the pupils, making sure they understand the labels and pictures

• Play the first part of the audio Pupils draw the bars Play the audio again for pupils to check

• Point to the pictures in the pictogram (graph 2) on the whiteboard and elicit the classroom items

• Play the second part of the audio Pupils draw the missing classroom items

• Play the audio again for pupils to check their answers 7

1 In my pencil case, there’s one compass, there are four pencils,

there are three pens and there are two sharpeners

There isn’t a calculator, but there’s one eraser

2 In my pencil case, there’s one calculator

There are three pencils, there are two rulers, there are five crayons, and there are four erasers

AB16 ACTIVITY 2

Draw a bar chart or pictogram.

• Tell the pupils they are going to draw a graph for their own pencil case, using the models shown in Activity 1 Explain that they can choose to draw a graph with bars

or pictures

• Demonstrate the activity on the board first by drawing two simple graphs on the board Look in your own pencil case and count the items, recording the results in both graphs

• Tell pupils to look in their pencil cases and choose four items They should count how many of each item they have and draw their own graph They draw and label the graph, as necessary Monitor and help

AB16 ACTIVITY 3

Ask and answer.

• Pupils take turns to ask and answer about what’s in their pencil case, as in the speech bubbles

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AB17 ACTIVITY 1

Read and complete.

• Say Open your Activity Books at page 17, please Point

to the six pictures on the whiteboard Point to the gaps

in the dialogues and the phrases in the box Go through

the example with the class, inviting two volunteers to

read and act out the dialogue

• Say Read and complete Pupils work in pairs to complete

the dialogues

• Pairs check with pairs Check comprehension of After

you and Yes, of course.

Key: 2 help you, 3 Is it, 4 listen, 5 Here’s a, 6 Can you

AB17 ACTIVITY 2

Act out and say.

• Pupils work in pairs to act out the dialogues

• Monitor and encourage volunteers to act out their

dialogues in front of the class

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Unit 3 Play time!

AB18 ACTIVITY 1

Read Circle the toy words Write.

• Say Open your Activity Books at page 18, please Copy the

first sentence on the board Circle kite, as in the example,

and ask Can you see a kite? Pupils show you Point to the

writing lines with the word kite on the whiteboard.

• Pupils work individually They read the text and circle the

toy words They check in pairs They match the word with

the picture and then copy the word underneath

• Correct as a class Ask pupils to spell the words

Key: Pupils circle: robot, teddy bear, board game, tablet, watch

and write (from left to right, top to bottom): watch, tablet, teddy

bear, board game, robot

AB18 ACTIVITY 2

Listen Tick (✓) a box.

• Say Look at Activity 2 Play the example Elicit the

sentence Play the rest of the audio Pupils listen and tick

They check in pairs Play the audio again and check after

each one

Key: 2 c, 3 a, 4 a

8

1 My computer game’s my favourite toy

2 This is Pat She’s playing with her robot

3 There’s a lorry under the chair

4 Anna’s flying her kite

AB19 ACTIVITY 1

Make true sentences Colour the toys.

MATERIALS

at Activity 1 Point to the picture of the plane on the

whiteboard and say the first sentence: This (hold up one

finger to show it’s singular) is a red plane Hold up your

finger again to show it’s one plane and elicit the colour

(red) Pupils colour the plane red Repeat for the second

sentence, holding up three fingers this time to show use

of These/watches and eliciting the colour (purple).

• Hold up one finger and say This is a pencil Hold up three

fingers and say These are pencils Continue with other

known items

• Pupils work in pairs They do the activity orally first

Check with the class Tell pupils to write the words in the

sentences

Key: 3 These, 4 This, 5 These, 6 These, 7 These, 8 These

AB19 ACTIVITY 2

Match and write.

• Say Look at Activity 2 Point to the two example answers

on the whiteboard and show how they were made by

matching letters on the left and right Say Make some

more words Do the activity in pairs Monitor pupils as

they are working and help if necessary

• Elicit words Pupils spell them out and you write them

on the board Check understanding of the words,

e.g trousers If pupils make the word trane, don’t

immediately say it’s wrong Remind them that this is how we say the word, but that we spell it in a different

• Pupils put their pencils or crayons on their desks (green,

purple, orange, yellow, black, pink) Say Open your

Activity Books at page 20, please Look at Activity 1

Ask pupils who they can see (Simon, Stella, Suzy, Alex, Lenny and Meera) Play the first question and answer Ask

Whose is the black kite? Pupils respond Simon’s Hold up

the black crayon Follow the line from Simon to his kite

• Play the audio Stop after each item Pupils listen for the name and find the character They follow the line from the character to their kite and colour the kite Then ask them to check in pairs Play the audio again Check with the class

• Then point to the first question and example answer

on the whiteboard Focus pupils on the capital letter Remind them how to write the other capitals (A, L, M) and how to use the possessive apostrophe They write the names

Key: 2 Alex’s, 3 Meera’s, 4 Stella’s 5 Lenny’s, 6 Suzy’s 9

Whose is this kite?

It’s Simon’s It’s black

Whose is this kite?

It’s Suzy’s Colour it pink

Whose is this kite?

It’s Alex’s Colour it purple

Whose is this kite?

It’s Lenny’s Colour it orange

Whose is this kite?

It’s Stella’s Colour it green

Whose is this kite?

It’s Meera’s Colour it yellow

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Unit 3 Play time!

AB20 ACTIVITY 2

Write the questions.

• Say Look at Activity 2 Elicit the objects in the picture

Go through the example

• Pupils write the other questions in pairs Monitor as

they work

• Check orally with the class Write each question on

the board

Key: 2 Whose is the doll?, 3 Whose is the plane?, 4 Whose is

the car?, 5 Whose is the watch?

AB21 ACTIVITY 1

Look and read Put a tick or a cross in the box

There are two examples.

to the picture of the crayon and the example sentence on

the whiteboard Read aloud: This is a ruler and ask Is that

OK? Look at the box Pupils respond No Say No This is

a crayon There’s a cross in the box

• Point to the picture of the watches and the example

sentence Read aloud: These are watches and ask Is that

OK? Look at the box Pupils respond Yes/OK Say Yes

These are watches There’s a tick in the box Now read

the rest of the sentences and tick or cross.

• Pupils work silently on their own to read and tick or cross

Monitor and check they are reading carefully as well as

looking at the pictures Compare answers in pairs

• Check answers as a whole class Elicit the correct

sentences for those with a cross (i.e 2 This is a computer

game 3 This is a bike 4 These are planes.).

Key: 1 ✓, 2 ✗, 3 ✗, 4 ✗, 5 ✓

AB22 ACTIVITY 1

Look and write the words.

to the anagrams in the boxes and the pictures above

• Pupils solve the anagrams and write each word on the

lines below

Key: five, kites, white, bike

AB22 ACTIVITY 2

Look and write the words.

• Say Look at Activity 2 Explain that pupils need to look

at the picture to complete the sentence Count the kites

in the tree with the class and elicit the correct way to

complete the sentence

• Pupils complete the sentence and then, in their pairs,

take turns to say the sentence

Key: There are nine kites in the tree

AB22 ACTIVITY 3

Find and write the words.

• Focus the pupils on the table and check they know they have to sort the words according to the vowel sounds /iː/

(as in bee) or /aɪ/ (as in bike).

• Pupils work in pairs and write their answers in the table Check as a class and practise saying the words

Key: ee: three, tree, bee, fourteen; i_e: kite, five, bike, nine AB23 ACTIVITY 1

• Say Open your Activity Books at page 23, please Pupils prepare the toy stickers Say Which toy is it? Listen.

• Play number 1 on the audio and elicit the toy (kite) Ask pupils to hold up the correct sticker They all stick the sticker in the first space

• Play the rest of the audio Pupils lay the stickers out on their desk in the correct order Monitor around the class

to check before they stick them in their books

• Point to the example word on the line in square I (kite) on the whiteboard Say Now write the words Pupils write

the name of the toy under each sticker

Extra support Write the toy names on the board in a random order

• Play the audio again if necessary

Key: 2 camera, 3 computer game, 4 robot, 5 watch, 6 lorry 10

Stick the kite on number 1

Stick the robot on number 4

Stick the lorry on number 6

Stick the computer game on number 3

Stick the watch on number 5

Stick the camera on number 2

your favourite toy? What colour is it? Is it big?, etc

Repeat for the other sentence Pupils say the words

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• Pre-teach meatballs using a picture.

• Say Open your Activity Books at page 24, please Listen

Draw a line in pencil Play the first conversation Point out

the example line Play the rest of the audio Pupils draw

lines and match

Key: 1 girl playing the guitar – Lucy, 2 boy watching TV – Matt,

3 girl playing with cat – Eva, 4 boy eating meatballs – Bill,

5 girl reading – Alice

11

Look, Mum My friends are in the house

Oh, yes Who’s that boy? He’s in the bathroom

That’s my friend Dan

Dan’s enjoying his bath!

Yes, he is

Can you see the line? This is an example Now you listen

and draw lines

1 Who’s that girl? She’s playing the guitar

That’s Lucy

Lucy’s guitar is very nice

Yes, it is It’s new

2 Can you see my friend Matt?

Who’s Matt?

He’s in the living room

Is he watching animals on TV?

Yes, he is!

3 Where’s your friend Eva?

Eva’s in the kitchen

I can see her She’s playing with the cat

Yes It’s very small

4 Is that Bill?

Yes He’s in the kitchen, too

Bill’s eating meatballs

Yes They’re his favourite!

5 Look! There’s my friend Alice

Who’s Alice?

She’s in the bedroom She’s reading a book

I can see her You’ve got lots of friends!

Yes, I have!

AB24 ACTIVITY 2

Write the words Find the secret word and draw.

• Say Look at Activity 2 Do the example Pupils write the

words in the puzzle Then they find the letters in the puzzle

to match the numbers below and write the new word

Key: lamp, sofa, bath, mirror, clock, phone, bed secret word:

armchair

AB25 ACTIVITY 1

Read and write the number Draw the furniture.

to the first word sixteen on the whiteboard and say Read

the word Write this word as a number Show pupils the

each piece of furniture in the boxes! on the right Pupils

check their work in pairs

Key: 1 mirror, 2 lamp, 3 sofa AB25 ACTIVITY 2

Look and write the words

• Read the first sentence aloud and point to the example answer on the whiteboard Pupils work in pairs They read the sentences silently, find a suitable word and write it Check with the class

Key: 2 bath, 3 mirror, 4 face, 5 mat AB26 ACTIVITY 1

Write ‘yours’ or ‘mine’.

• Say Open your Activity Books at page 26, please Focus

pupils on the pictures and speech bubbles Use the example to check they know what to do Pupils complete the speech bubbles They check in pairs Check with the class

Key: 2 yours, 3 yours, 4 mine AB26 ACTIVITY 2

Listen and colour There is one example.

MATERIALS

• Pupils take out their pencils or crayons Play the audio Pupils listen and look first (without colouring) Play the audio again Pause after each section (marked // in the audio script) so pupils can colour

• They check in pairs Play the audio again if necessary

Check by asking, e.g What colour is the teddy bear on

the sofa?

Key: See audio script

12Look at the room It’s a living room There are a lot of teddy bears in the room The teddy bear on the sofa is green // There’s a teddy bear under the big table It’s red // There’s

a teddy bear sitting on the mat It’s blue // Can you see the teddy bear behind the armchair? It’s yellow // And the teddy bear between the door and the small table is brown

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Unit 4 At home

AB27 ACTIVITY 1

Listen and draw lines There is one example

at the picture What can you see? Elicit the names of

the things pupils know (ruler, kite, robot, camera, doll,

watch, lorry).

• Say Listen Play the example Say What is it? The

ruler? The lorry? Elicit The kite Show page 27 on the

whiteboard and demonstrate drawing the example line

from Kim to the girl flying the kite.

• Say Listen and draw lines Use a pencil Tell pupils that

they will not hear about all the items in the picture Play

the rest of the audio Pupils listen and draw lines They

check in pairs Play the audio again Check by asking, e.g

Is Matt the boy with the robot? Elicit which item wasn’t

mentioned (the phone/phone camera)

Key: 1 boy with robot – Matt, 2 boy with the lorry – Nick, 3 girl

with ruler – Sue, 4 boy with watch – Hugo, 5 girl with doll – Grace

13

Look, Dad There are my friends They’re in the garden

Yes, they are Who’s that girl?

The girl with the kite? That’s Kim

Is Kim’s kite new?

Yes, it is She loves it

Can you see the line? This is an example Now you listen

and draw lines

1 Is that boy your friend, too?

Matt? Yes, Matt’s my friend

I like his robot

Me, too I want a robot like that!

2 Can you see Nick?

Who’s Nick? Has he got a lorry?

Yes, he has He got the lorry for his birthday

It’s cool!

3 Is that Sue?

Yes, it is Sue’s got a new ruler

Is the ruler for school?

Yes, it is

4 There’s my friend Hugo

Has Hugo got a new watch?

Yes, he has He loves watches He’s got six!

Wow!

5 What’s your friend Grace got?

She’s got a doll Grace really likes dolls

Do you like them too?

Yes, I do I’ve got three

That’s fantastic!

AB28 ACTIVITY 1

Write and draw.

• Say Open your Activity Books at page 28, please Direct

pupils to the anagrams in the box Look at the picture

together and elicit the missing words (Whose, nose)

Pupils complete the question in pairs Then they guess

and write the answer

Key: Whose … nose? It’s (a) mouse’s nose!

AB28 ACTIVITY 2

Write the questions.

• Elicit what pupils can see in the pictures Direct them to the word box

• Pupils work in pairs to complete the questions using the pictures and words Check with the whole class

• Put the pupils in pairs They practise asking the questions and trying to answer them

Key: 1 Whose … nose? 2 Whose … ears? 3 Whose … mouth?

4 Whose … eyes?

AB28 ACTIVITY 3

Ask and answer.

• Pupils practise making questions and guessing the answers in pairs Confirm answers when they have swapped roles, using open pairs

Key: 2 Whose are these eyes? Grandma Star’s 3 Whose is this ear? Grandpa Star’s

AB29 ACTIVITY 1

to the example answer on the whiteboard Elicit the

word (sofa) Say Write the letters They are all things in a

room Pupils work individually or in pairs to complete the

words Check answers

• Pupils prepare the stickers and lay them out on their desks in the correct order Check around the class before they stick them in their books

Key: 2 mat, 3 clock, 4 phone, 5 mirror, 6 lamp AB29 My progress

Tick or cross.

MATERIALS

• Flashcards: 49–54 (furniture)

• Say Let’s read together Read the first sentence Display

the flashcards of the furniture and ask different pupils

What’s this? Have you got one in your house? Where is it?, etc Repeat for the other sentence Pupils say the

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Unit 4 At home

AB30 ACTIVITY 1

What can Hiro make? Listen and tick.

to the photo on the whiteboard and say This is Hiro He’s

from Japan

• Point to the smaller photos on the whiteboard and elicit

what each origami object is

• Tell pupils they are going to listen to Hiro talking about

what he can make with origami Play the audio for pupils

to listen only Play it again for pupils to listen and tick

• Check answers as a class

Key: plane, fish, heart

I can make lots of things

I make things with my sister

Look at our boats!

What else can I make?

I can make a tree

I can make a plane

I can make a fish

And I can make a heart!

AB30 ACTIVITY 2

Fold, colour and write.

MATERIALS

• A square piece of paper for each child, a completed

origami fortune teller To make this, refer to the pictures

on Activity Book 2 page 30

• Point to the pictures on the whiteboard and tell pupils

they show the steps for making an origami game called a

fortune teller.

• Show pupils a finished example of the fortune teller that

you have already made Tell pupils that they are also

going to make their own games The steps are as follows:

2 Fold in each corner of a square piece of paper to meet

in the centre and make 4 triangular flaps

3 Turn the paper over

4 Fold 4 corners in again to meet in the centre and make

4 triangular flaps

5 Fold in half so that there are 4 squares – two on

each side

6 Turn the paper over

7 Put a thumb and forefinger in each square and bring

together to meet in the middle

8 You should now have four pyramid-type shapes

9 Move your fingers back and forth and in alternate

directions to open and close the game

• Give each pupil a square piece of paper and talk through the stages with the class

• When pupils have finished, they colour in the four outer squares with a different colour, then they number each

of the eight segments inside They then write a question under each of the segment flaps Write some example

questions on the board, e.g How old are you? What’s

your favourite food? Monitor as they write

• Pupils then play in pairs Pupil A asks Pupil B to choose

a colour Pupil A spells out the colour, one letter for each opening movement of the game On the last letter, Pupil A asks Pupil B to choose one of the revealed numbers Pupil A then counts the number with opening movements until the last number is counted to reveal a set of numbers again Pupil B chooses another number and Pupil A lifts the flap to ask the question inside Pupil

B then answers the question Pupils then swap

AB30 ACTIVITY 3

Play the game.

• Pupils work in pairs to ask about different items on the page made from origami They point to the photos on the page

AB31 ACTIVITY 1

Look, read and match.

Look, read and match Focus pupils on the example

line drawn from the picture of the sock to phrase b Pupils complete the activity individually or in pairs They compare books to check Elicit answers

Key: 2 a, 3 d, 4 c AB31 ACTIVITY 2

Draw a robot You’ve got: four boxes, two socks,

a T-shirt, five pencils.

MATERIALS

• Optional: four boxes, two socks, a T-shirt, five pencils

• If you have the real items, use them to introduce the activity and call two or three volunteers to the front to make a robot Alternatively, pairs can draw a robot made

up of the items listed

• Pupils work in pairs to decide how to make the robot Tell pupils they don’t have to use all of the items

• Go around checking and ask pupils What have you got? They say e.g I’ve got four boxes, a T-shirt Ask What are

you making? They answer I’m making a robot.

Trang 12

Unit 4 At home

AB32 ACTIVITY 1

Look, read and match.

at the example Point to the first rectangle on the

whiteboard and say Read the number Elicit 7 Say It

matches the word Point to the word (Pupils point to

the other rectangle coloured grey in the bottom row)

Make sure they understand that the rectangle has been

coloured grey because the word seven matches the

number 7 in the other rectangle (and that rectangle

has grey written in it) Do the next one with the class

(nine matches figure 9 – and pupils have to colour both

rectangles green)

• Pupils get their pencils or crayons ready Tell them to

mark the rectangles with a coloured dot only They work

individually to match and mark the rectangles Pupils

compare their answers in pairs Check as a class

AB32 ACTIVITY 2

Listen and write the number.

MATERIALS

• Focus pupils on the pictures Play the first sentence

on the audio Point to the example answer ‘13’ on the

whiteboard on the picture of the living room Play the

rest of the audio Pupils listen and match Pupils check in

pairs Play the audio again Check with the class, playing

each one again if necessary

Key: 14, 17, 15, 13, 16, 18

15

13 The phone’s on the table

14 There are three teachers

15 Who’s that?

My teacher

16 How many toys are there on the mat?

Four There are three lorries and a robot

17 Whose ruler is this?

It’s mine

18 There’s an armchair next to the table

AB33 ACTIVITY 1

Write the questions Answer the questions.

• Say Open your Activity Books at page 33, please Pupils

use the grid to work out the questions that appear in

code They write the questions and then look at the

picture to find the answers

Key: 1 Under the bed 2 Whose toy is on the bed? Simon’s 3 Are

the shoes clean or dirty? Dirty 4 How many lorries are there? Five

5 Where is the camera? On the table 6 What is on the bed? A robot

Trang 13

Unit 5 Meet my family

AB34 ACTIVITY 1

Read and write the names.

• Review parts of the face by pointing to your hair, ears,

nose, etc and eliciting the words

• Say Open your Activity Books at page 34 Focus pupils

on the text Say Read quickly and find the family words

Underline them Pupils work in pairs Check around

the class

• Pupils then read the descriptions again and write the

names They check in pairs Check with the class

Key: 1 May, 2 Sam, 3 Lenny, 4 Frank

AB34 ACTIVITY 2

• Say Let’s do Activity 2 Pupils look at the words in

the box and write them in the correct column Do the

examples first They check in pairs and then as a class

Key: In the house: bath, mirror, lamp, bed, phone (pupils may

also choose desk and ruler) Family: grandma, baby, grandpa,

cousin, dad Toys: kite, lorry, robot, boat, doll At school: teacher,

desk, playground, board, ruler (pupils may also choose phone

and lamp)

AB35 ACTIVITY 1

Read and write the name Colour.

MATERIALS

• Say Open your Activity Books at page 35, please Elicit

what they can see (trolls) Focus pupils on the text and

do the first part with the class as an example Pupils write

the names and colour the trolls to match the description

Tell pupils to underline the colour words to help them

remember the colours to use Pupils work in pairs

Monitor pupils and then check as a class

Key: Tricia, Tony, Trudy, Tom

AB35 ACTIVITY 2

• Focus pupils on the anagrams in the book and on the

example Check they know what to do Pupils work

individually and unjumble the family words They write

them in the correct category for male/female or in both

Check with the class

Key: Male: grandfather, father, dad, cousin, brother; Female:

grandmother, mother, sister, cousin, mum

AB36 ACTIVITY 1

Listen and write the number.

Focus pupils on the pictures and elicit the names of the characters and the places, objects and food (e.g for the

first picture: Suzy, Simon, park, kite).

• Explain that the characters are talking to each other (each person is saying something – make sure pupils know that the person on the left speaks first) Tell pupils they are going to listen to the conversations and they need to write the correct number in the boxes

• Play the audio and pause after the first conversation Pupils confer in pairs Elicit the answer Pupils point to the correct picture Play the rest of the audio Pupils write their answers in pencil Play the audio again Check answers

Key: 3, 5, 1, 6, 2, 4 16

1 Whose shoes are you cleaning, Grandpa?

I’m cleaning Simon’s shoes

2 What are you drawing, Grandma?

I’m drawing Stella

3 Whose kite are you flying, Simon?

I’m flying your kite, Suzy

4 Which word are you spelling, Stella?

I’m spelling ‘beautiful’

5 What are you doing, Mum?

I’m making a cake

6 What are you eating, Dad?

I’m eating chocolate ice cream

AB36 ACTIVITY 2

Look at the pictures and write the letters.

• Focus pupils on the exchanges and the pictures Do the example with the class Pupils work in pairs and write the letters from the speech bubbles in the correct boxes Monitor pupils as they are working

Key: 2 a, b; 3 g, h; 4 e, f; 5 k, l; 6 i, j

Trang 14

Unit 5 Meet my family

AB37 ACTIVITY 1

Listen and tick the box There is one example.

the things and actions pupils can see Read the example

and say Listen Is it picture A, B or C? Play the example on

the audio Elicit the answer and say He’s watching TV It’s

picture C Point to the example tick on the whiteboard.

• Play the rest of the audio, pausing to give pupils time to think

and tick Pupils compare answers in pairs Check as a class

Key: 1 picture C, 2 picture B, 3 picture C, 4 picture C

17

What is Dan doing?

Is Dan reading a book?

No, he isn’t

And he isn’t sleeping What’s he doing?

He’s watching TV

Can you see the tick? Now you listen and tick the box

1 Which girl is Anna?

I don’t know Anna Do you?

Yes, she’s not that girl She isn’t catching a ball

Is she flying the kite?

No That’s her She’s playing football

2 What’s Sue doing?

Is Sue in the kitchen?

Yes, she is

Oh, is she eating?

No, she’s drinking water

3 What’s Grandpa doing?

Where’s Grandpa? Is he riding his bike?

No, he’s on the bus now

Oh Is he listening to music?

No He’s reading

Oh, yes He likes books

4 What’s Sam drawing?

Are you drawing a robot, Sam?

No, Dad Can’t you see?

Is it a monster?

Dad!

I know It’s a lamp

Yes, you’re right

AB38 ACTIVITY 1

• Say Open your Activity Books at page 38, please Pupils

unscramble the letters and write the words on the lines

Key: cat, clock, crocodile

AB38 ACTIVITY 2

Look and write the words There is one example.

• Ask pupils to describe what they can see in the pictures

Then elicit how to complete the sentence below the first

picture (The cat’s got a camera.) Explain that they should

look at the pictures and complete the other sentences

with either has got or an action

• Pupils complete the sentences in pairs Once they have finished, put them into groups of four to share their sentences

Key: The cat’s got a camera The girl’s kicking a ball The monkey’s cleaning a car The crocodile’s got a clock

AB38 ACTIVITY 3

Ask and answer

• Pupils work in pairs: Pupil A and Pupil B Pupil B closes their book Pupil A picks a word on the page or from the lesson and invites Pupil B to spell it correctly by asking,

e.g Can you spell ‘kicking’? They swap roles

AB39 ACTIVITY 1

Who is it? Listen to the spelling Play number 1 on the

audio and elicit the family member Ask pupils to hold

up the correct sticker They all stick the sticker in the first square

• Play the rest of the audio Pupils lay out the stickers on their desk in the correct order Monitor and check before they stick them in their books

• Point to the example word in square 1 on the

whiteboard Say Now write the words Pupils write the

name of the colour under each sticker

Extra support Write the family words on the board in a random order for pupils to copy

Key: 2 grandpa, 3 baby, 4 mummy, 5 daddy, 6 cousin 18

Tick or cross.

• Say Let’s read the sentences together Read the first

sentence Elicit some information about a pupil’s family

and then say to the pupil Good You can talk about your

family Repeat for the second sentence.

• Pupils work in pairs They take turns to point to a sentence and do or show what it says Encourage pupils

to practise so that they can tick all the statements and complete the star’s face to show how they feel about their learning in this unit

Trang 15

Unit 6 Dinner time

AB40 ACTIVITY 1

Read and draw lines Play the game.

pupils on the two shopping lists and the grid of pictures

Check understanding of the vocabulary The following

words are new: potatoes, carrots, lemons, meat, salad

Pupils take out a pencil and a pen They find ‘A Start’

on the grid and read the first items on A’s shopping list

(oranges, salad, rice) They draw a line with the pencil

on the grid from oranges to salad to rice They work

individually for lists A and B, using the pen to drawn line

for B, until they reach ‘A Finish’ or ‘B Finish’

AB41 ACTIVITY 1

Colour the food.

MATERIALS

pupils on the sentences They work in pairs and find

all the food in the picture, e.g pears, carrots Check

with the class how many there are of each one Pupils

then colour the food according to the instructions

Extra support Check pupils know each food item by

inviting pupils to draw them on the board

Key: pears (4) green, carrots (5) orange, tomatoes (3) red, chicken

(1) brown, meat (1) red, lemons (5) yellow

AB41 ACTIVITY 2

Draw and write about your favourite food Ask

and answer.

• Ask pupils what their favourite food for breakfast/lunch/

dinner is They draw their favourite food for one of these

meals in the box provided, then write a description

• Monitor and help where necessary In pairs, pupils ask

and answer about their favourite food, using the speech

bubbles as models

AB42 ACTIVITY 1

Listen and circle the tick or cross.

what pupils can see Say Look at number 1 Play number 1

on the audio Elicit if it’s the right question or not (no)

Say No, it isn’t the right question The cross has a circle

• Play the audio Pupils circle the tick or cross They check

in pairs Play the audio again Check with the class

Extra challenge Elicit the corrected requests for the

crossed boxes

Key: 2 ✓, 3 ✗, 4 ✓

19

1 Can I have some carrots, please?

Here you are

2 Can I have some bread, please?

Here you are

3 Can I have a drink, please?

Milk, fruit juice or water?

Water, please

Here you are

4 Can I have some cake, please?

Here you are

AB42 ACTIVITY 2

Read and write the number.

• Focus pupils on the pictures in Activity 2 and on the text below Review/Elicit the language chunks from Activity Book Activity 1 and Pupil’s Book Activity 1

• Pupils work individually They look at the pictures and sequence the two conversations by numbering the sentences in each column They check in pairs Check with the class

Key: a 4, 1, 3, 2 b 2, 4, 1, 3 AB43 ACTIVITY 1

Read and choose a word from the box

Write the word next to numbers 1–5 There is one example

Read the instructions at the top of the page Read the text aloud, pausing at the spaces and talking about what type of word the pupils need to write, but not eliciting answers

• Make sure pupils know that they have to choose words from the box at the bottom of the page to complete the text (and that they don’t need to use all the words) Focus on the example answer and show them that it

is from the box Pupils work individually to complete the text They write in pencil and then compare their answers in pairs

• Elicit answers and ask pupils which words they didn’t use

(lunch, mirrors).

Key: 1 chair, 2 brother, 3 milk, 4 egg, 5 bananas AB44 ACTIVITY 1

Circle and write.

• Say Open your Activity Books at page 44, please Copy

the beginning of the word caterpillar on the board and

invite a pupil to come and circle the first word (chips)

• They work in pairs to find, circle and write the five words

• Pupils then work in pairs, taking turns to practise saying the words

Key: chips, lunch, chicken, chocolate, cheese

Trang 16

Unit 6 Dinner time

AB44 ACTIVITY 2

Complete the words Draw.

• Look at the incomplete sentence and elicit which letters

the pupils need to write to complete every gap (ch)

• Ask pupils to complete the sentence, then read it

aloud They should complete the image with the correct

information, i.e two children watching TV while sitting on

• Focus pupils on the table in Activity 3 and the examples

Ask why chocolate has been written in two columns

(because it has the letters ch and the letter c)

• Copy the table on the board Do one or two more

examples with the class (e.g say the word chips and ask

Which column?) Then ask pupils to complete the activity

in pairs

Key: ch: chips, lunch, chicken, cheese; c: crocodile, clock;

ck: chicken, clock; k: kite, bike, kiwi, kitchen

AB45 ACTIVITY 1

Point to the scrambled word in the first square and

the example answer on the whiteboard Elicit the

word (chicken)

• Say Look at the letters Unscramble the letters and write

words They are food words Pupils work individually or in

pairs to solve the anagrams Check answers

• Pupils lay out the stickers on their desk in the correct

order Monitor to check before they stick them in

their books

Key: eggs, chips, milk, rice, bread

AB45 My progress

Tick or cross.

• Say Let’s read the sentences together Read the first

sentence Elicit what different pupils’ favourite food is

Ask what they have for different meals for the second

sentence (e.g What do you have for breakfast?) For the

last sentence, elicit questions pupils could ask and write

them on the board

• Pupils work in pairs They take turns to point to a

sentence and do or show what it says Encourage pupils

to practise so that they can tick all the statements and

complete the star’s face to show how they feel about

their learning in this unit

AB46 ACTIVITY 1

Listen and write the number Write ‘plants’

or ‘animals’.

Focus pupils on the photos and elicit the foods they

can see: bananas, eggs, yoghurt, rice.

• Tell pupils they are going to listen to children talking about the photos First they need to match each speaker

to the food in the pictures Tell them not to worry that the sentences they hear are not complete

• Play the audio Pupils listen and look at the photos (without answering) Play the audio a second time for pupils to match the child speaking to the correct photo

by writing numbers in the boxes Check answers to this part of the activity

• Explain that pupils now need to write plants or animals

below each photo Pupils compare answers in pairs Play the audio a third time, pausing for pupils answer together

Key: a 3 (plants), b 2 (animals), c 4 (animals) d 1 (plants) 20

1 My mum is working in the rice fields Rice comes from …

2 I’m collecting eggs with my mum Eggs come from …

3 My grandpa is picking bananas Bananas come from

4 I’m making yoghurt with my dad Yoghurt comes from …. AB46 ACTIVITY 2

Read and complete Act it out.

• Ask pupils to look at the menu Elicit the foods they can

see, e.g ice cream, pasta, chips

• Read the words in the box Pupils repeat

• Pupils work individually to complete the menu using words from the box, looking at the pictures to help

• Check answers as a class Then read the meals to the

pupils and have them repeat after you, e.g fish and

chips Ask pupils what vegetarian means, then ask them

to identify the one meal on the menu that is vegetarian

(cheese and tomato pasta) Elicit why the other meals

aren’t vegetarian

• Now pupils work in pairs to order food from the menu Point to the example speech bubbles and read the speech Pupils act out the roles of waiter/customer and choose a main meal and dessert each Monitor the activity, helping out where necessary

Key: 2 cheese, 3 pasta, 4 meat, 5 carrot, 6 potato, 7 yoghurt

Trang 17

Unit 6 Dinner time

AB46 ACTIVITY 3

Play the game.

• Pupils work in pairs Pupil A says a sentence to describe

his/her favourite food and Pupil B guesses what it is If

Pupil B is wrong, Pupil A continues with another clue,

until Pupil B guesses correctly They swap roles and

play again

AB47 ACTIVITY 1

Draw your favourite food.

• Draw a plate on the board Under the plate write For

breakfast Then draw your favourite breakfast from the

foods in the lesson, e.g eggs, toast and juice Also draw

some fruit on the plate e.g an apple Point to the apple,

for example, and say What is it? Pupils answer apple

Write the word next to the food or ask confident pupils

to come and write the words (Leave the drawing on the

board for Activity 2)

to the circles Say Draw your favourite food Think about

your favourite food for breakfast, for lunch and for

dinner Pupils work individually to draw their favourite

food from the box (or their own ideas) on the three

plates Go around checking the pictures match the labels

AB47 ACTIVITY 2

Ask your friend Draw your friend’s favourite food.

• Read the question in the speech bubble: What’s your

favourite food for breakfast? Pupils read the example

answer I like oranges and apples Choose a confident

pupil and encourage him/her to ask you about the food

you have drawn on your plate on the board Say Now tell

your partner Draw your friend’s food.

• Pupils work in pairs to ask and answer in the same way

about their drawings from Activity 1 Go around listening

to the conversations and helping where necessary Make

sure pupils are speaking English as much as possible

Tiêu đề	Kids Box New Generation 2 Activity Book Teachers Notes
Trường học	Cambridge University Press & Assessment
Chuyên ngành	Education
Thể loại	Teaching Notes
Năm xuất bản	2023
Thành phố	Cambridge

Định dạng
Số trang	35
Dung lượng	1,76 MB