giáo án family and friends special edition grade 3

CYLET Starter Review: Play  Script 1: shoes, pants, socks, coat  Script 2: presents, semester, cake, chocolate cookies, flowers, parrot, tiger, elephant Resources and materials  Trac

1 Have you got chicken?

2 Has he got a pizza?

3 Has she got a sandwich?

4 Has she got salad?

3 Match and write has or hasn’t

4 Listen and circle the beginning sounds you hear (Track 20)

6 She has a banana

Skills test total / 30

Review 2

1 Make the sentences negative

Answers

1 I don’t like fruit

2 She doesn’t like balloons

3 He doesn’t like chocolate

4 I don’t like nuts

5 He doesn’t like pastries

6 She doesn’t like sweets

2 Write the words in the correct order Make questions and answers

Answers

1 What does she like? She likes sweets

2 Does he like pastries? Yes, he does

3 Does she like bananas? No, she doesn’t

4 What does he like? He likes nuts

1 like / don’t like

2 doesn’t like / likes

3 likes / doesn’t like

2 No, she doesn’t

3 Yes, she does

Hello, I’m Helen

1 Look, nuts! I like nuts

2 Oh, balloons I don’t like balloons I’m scared of them

3 I don’t like cake, but my mom does

4 Mmm, I like plums They are my favorite fruit

5 Oh yes, I like candy It’s a special treat

Review 3

1 Write

Answers

1 It’s windy It’s cold

2 It’s raining It’s cold

3 It’s sunny It’s hot

2 Write sentences Use the present continuous

Answers

1 I’m taking photos

2 She’s brushing her hair

3 We’re listening to music

4 You’re listening to music

5 They’re making a cake

6 He’s washing the car

1 Put on your sun hat

2 Don’t open the door

3 Open the window

4 Don’t put your coat on

1 I’m wearing a T-shirt

2 He’s wearing boots

3 She’s wearing jeans

4 He’s wearing a scarf

5 Dad’s wearing a shirt

6 I’m wearing a skirt

2 Listen and number (Track 79)

Children’s own answers

Skills test total / 30

Review 4

1 Write Use than and a comparative adjective

Answers

1 The horse is bigger than the sheep The sheep is smaller than the horse

2 The donkey is louder than the goat The goat is quieter than the donkey

3 The horse is faster than the donkey The donkey is slower than the horse

2 Where were they yesterday?

Answers

1 He was at work at 9 o’clock

2 He was at school at 9 o’clock

3 They were at the park at 5 o’clock

4 They were at home at 8 o’clock

5 She was in bed at 8 o’clock

3 Write negative sentences about yesterday

Answers

1 He wasn’t at school at 6 o’clock

2 He wasn’t at home at 9 o’clock

3 They weren’t at the park at 9 o’clock

4 She wasn’t in bad at 5 o’clock

5 They weren’t at work at 8 o’clock

4 Write sentences

Answers

1 There are some teachers

2 There aren’t any pupils

3 There aren’t any tables

4 There are some chairs

5 There are some prizes

6 There aren’t any boards

1 There were two cows at the farm

2 There was a big horse

3 There was a white goose

4 There were three sheep

5 There were two donkeys

6 There was a black goat

1 The horse is faster than the goat

2 The donkey is smaller than the horse

4 The cow is slower than the horse

4 Read the text again Write T (true) or F (false)

Children’s own answers

Skills test total / 30

CYLET Starter Review: Play

 Script 1: shoes, pants, socks, coat

 Script 2: presents, semester, cake, chocolate cookies, flowers, parrot, tiger, elephant

Resources and materials

 Track 01

 Blank paper

Warmer

 Ask children to work in small groups Give each group a piece of blank paper and ask them to draw a simple picture of

a boy and girl Draw a picture on the board as an example

 Give them 2 minutes and ask them to label as many items of clothing on the picture as they can Monitor and help with spelling where needed

 Give each group chance to show their picture to the class and talk about the words The other groups can add any words they don’t have to their own pictures

Lead-in

 Ask the class to look at the picture on page 2

 Tell them to work in pairs and point to and name any items of clothing they can see

 Ask them to discuss what they think is happening in the picture

Play Script 1: Where is my hat?

Read the play script

 Ask the children to read the play script quickly to find out if their predictions are correct (Billy is looking for his

clothes.)

 Write the following questions on the board and ask the children to find out the answers

Where are Billy’s shoes? (Under the chair)

Where is Billy’s coat? (In the cabinet)

Where is Billy’s hat? (On his head)

What happens at the end of the story? (It’s sunny so everyone takes their warm clothes off)

Read again Practice

 Put the children into seven groups and give each group a character, Billy, Rosy, Mom, Dad, Grandma, Grandpa, Tim

 Ask the children to practice the lines for their character in their group

 Read through the play script with the groups saying the lines for their character in chorus

Song (Track 01)

 Tell children that there is a song in the play and there is a verse for each scene

 Show them the words of the song in the play script

 Play the song through once for the children to listen and play it again for them to sing along

Act (Track 01)

 Put the children into groups with one of each of the characters in the play (If there are not enough children, some

children can play more than one character)

 Ask the groups to practice acting out the play

 Ask each group to come to the front of the class and act out the play, the whole class can sing along with the song

 If you like, ask the class to vote on the best performance

Play Script 2: A present for Miss Jones

Read the play script

 Ask the children to read the play script quickly to find out if their predictions are correct

 Write the following questions on the board and ask the children to find out the answers

What present does John have? (a cake)

What present does Ella have? (chocolate cookies)

What present does Max have? (flowers)

What is Rosy’s idea? (draw some animals)

What happens to the presents? (they get spoilt)

What do the children do instead? (sing a song)

Read again Practice

 Put the children into seven groups and give each group a character, Rosy, Tim, John, Ella, Max, Lily, Miss Jones

 Ask the children to practice the lines for their character in their group

 Read through the play script with the groups saying the lines for their character in chorus

Act

 Put the children into groups with one of each of the characters in the play (If there are not enough children, some children can play more than one character)

 Ask the groups to practice acting out the play

 Ask each group to come to the front of the class and act out the play, the whole class can sing along with the song

 If you like, ask the class to vote on the best performance

CYLET Starters Starter Unit Review

Aims

 Revising topics, vocabulary, grammar and test skills

Starters practice

 The Review Unit will help to prepare learners for all parts of the Starters Tests

Resources and materials

 Track 0103

Warmer

 Sing along with the song from the previous play script (Track 01) to warm up the class and review the vocabulary

 Split the class into two halves and have a singing competition where the children take turns to sing along with the track See if they can remember the words and sing the song without looking on the page

Lead-in

 Write the headings Clothes, Food, Animals, Things in the house, and Colors on the board Ask the class to say

vocabulary for each heading Write their suggestions on the board

 Erase the words on the board Ask children around the class to say three words from one of the groups

1 Look at the picture for one minute Listen to your teacher and write the answers

 Ask children to look at the picture for one minute, then turn the page over

 Ask questions about the picture For example: Where is the bird / cow / pig / cat / horse / goat / frog / fish / duck?

 Tell the children to write their answers in their notebooks

Answers

The bird is on the wall

The cow is between the tree and the house

The pig is under the window / in front of the house

The cat is on the house

The horse is behind the house

The goat is next to the horse

The frog is in front of the pig / in the pond

The fish is next to the frog / in the pond

The duck is behind the fish / in the pond

2 Look at the pictures Do the crossword

 Allow the children time to look at the pictures and complete the crossword on the page

Answers

Down:

1 bathroom 3 hall 4 garden

Across:

1 bedroom 2 kitchen 5 living room

3 Find ten differences Talk to your friend about the pictures

 Ask children to look at the pictures and say what they can see

 Tell the class that there are ten differences between the two pictures The children work in pairs to find and talk about the ten differences

Answers

Picture 1: eight apples; Picture 2: eight pears

Picture 1: a sun; Picture 2: no sun

Picture 1: light grey door; Picture 2: dark grey door

Picture 1: seven flowers; Picture 2: six flowers

Picture 1: a grandma and grandpa; Picture 2: a grandma

Picture 1: two birds; Picture 2: three birds

Picture 1: black T-shirt; Picture 2: white T-shirt

Picture 1: no glasses; Picture 2: glasses

Picture 1: boy has a bag; Picture 2: boy hasn’t got a bag

Picture 1: chair and table; Picture 2: two chairs, no table

4 What’s in Sue’s bag? Listen and draw lines (Track 02)

 Play the first part of the track and point out the example

 Tell the pupils that they should listen, find the correct items outside the big picture, then draw lines to the bag

 Play the track twice for the pupils to complete the activity

Answers

In Sue’s bag: skirt, shirt, socks, banana, orange, glasses

Transcript (Track 02)

Sue: I’m going to Lucy’s house now, Mum!

Mum: Oh, but have you got all your things, Sue? What’s in your bag?

Sue: Oh… well… a skirt… and a shirt

Mum: Good… and some shoes?

Sue: No Mum I’m wearing my shoes!

Mum: OK, some clean socks then?

Sue: Yes, Mum, my blue socks are in the bag

Mum: And these purple trousers?

Sue: No thanks, Mum!

Mum: Well some fruit then? Put a banana in your bag

Sue: A banana? Oh, OK

Mum: And some grapes, Sue

Sue: No Mum I don’t like grapes!

Mum: Well, an orange then

Sue: OK, Mum I like oranges

Mum: Oh… and your glasses, Sue!

Sue: Yes, they’re in the bag!

Mum: Good And your watch?

Sue: No, I don’t want that!

Mum: This dress is very nice!

Sue: Oh Mum… no That dress is very big! I’m going now! Bye!

Mum: Oh, OK then Bye Sue… And Sue!

Sue: What now Mum?

Mum: Have a great time!

Sue: Oh… thanks Mum!

5 Look at the picture Write the words

 The children work in pairs They write the time when they start the activity, then find and complete the words below the picture When they have completed all the words, they write the time when they finished, then put their hands

Starter Unit Mini-test

 Ask the class to say what words they can remember for food Write their suggestions on the board

 Point to the words on the board and ask children around the class to say whether each word is a singular noun or a plural noun

Starters tip: Teach learners how to ask for repetition or clarification in English This will make them more confident if they

don’t understand something during the Starters Speaking Test Teach them phrases such as I don’t understand I don’t know Sorry? Pardon? Can you say that again, please?

1 Look at the picture in Exercise 2 Write sentences about where to put these things

 Ask children to look at the picture in Exercise 2 Ask children around the class to say what they can see in the picture

 Read out the words around the picture

 Tell the children to work in pairs Point to the boxes in Exercise 1 and explain that one child in each pair should write sentences in the first box (Child A) and the other child in each pair should write sentences in the second box (Child B)

 Tell children to use the prepositions of place and the words in the box to write sentences about where their partner should put the different foods (in the picture in 2)

 Allow the children time to write sentences on the page, then invite children around the class to read out their

sentences

Answers

Children’s own answers

2 Tell your friend where to put the things Listen and draw lines

 Tell the class that they are now going to work in pairs and tell their partner where to put the different foods They should use the sentences they write in 1 Their partner should listen and draw lines from the smaller pictures to the main picture on the page Then the children should swap roles

 Move around the class as the children carry out the speaking activity in pairs Monitor their performance and help if necessary

 Invite children around the class to talk about where each item is in their completed picture

Answers

Children’s own answers

3 Tell your friends about: your house; your favourite food; your family

 Ask children to think about their house, their favourite food and their family and decide what they want to tell their group

 Ask the children to practice in pairs, then put them into small groups to talk about one of the topics

Answers

Children’s own answers

Grammar Starter Unit About us

 family, dad, mum, grandpa, grandpa, uncle, aunt, cousin

British English American English

 Ask children to draw their own family tree, then talk to a partner about it

 Ask them Have you got a big family or a small family?

Have got

 Look at the picture and look at the boy Explain that this is the boy’s family

 Give children time to read the sentences and point to the people in the picture

 Read the grammar box together

1 Complete the sentences

 Look at the sentences and the words and the word box Explain that the children need to complete the sentences with the words in the box

 Give them time to complete the activity individually

 Allow them to check their answers in pairs, then as a class

Answers

1 I’ve got / I’ve got

2 She’s got / She’s got

3 She’s got / She’s got

4 He’s got / He’s got

2 Write the words in the correct order Then match

 Write the first jumbled sentence on the board and elicit the correct word order from the class (She’s got curly hair)

Leave this sentence on the board to support the children with the rest of the activity

 Show children that when they have completed the sentence they must match it with the picture

 Give children time to complete the activity Monitor and help where needed

 Invite individual children to write the sentences in the correct order on the board Allow the class to call out the matching picture

Answers

1 She’s got curly hair – a

2 He’s got black hair – c

3 She’s got long hair – d

4 She hasn’t got curly hair – d

5 He hasn’t got black hair – b

6 She hasn’t got black hair – a

7 She hasn’t got straight hair - a

3 Make the sentences negative

 Look at the example together and allow the children time to complete the sentences

 Invite children to write the negative sentences on the board for the class to check

Answers

1 he hasn’t got brown hair

2 She hasn’t got long hair

3 I haven’t got short hair

4 He hasn’t got curly hair

There is and there are; prepositions of place

 Ask children to look at the picture of the bedroom and read the word bubble

 Read the grammar box together

 Put the children into pairs and ask them to talk about the picture They should say what there is, what there are, and

where the things are in the bedroom Monitor and help where needed

 Ask a few pairs to share a sentence with the class

4 Look at page 12 True or false Write T or F

 Ask children to read the sentences in pairs and decide if they are true or false

 Ask them to write T or F next to the sentences

 Check answers with the full class

 Children can swap the questions back and check the answers

5 Look at page 12 Answer the questions

 Look at the example sentence together

 Give children time to complete the activity Remind them that they should answer in full sentences

 Invite individual children to come to the board to write the sentences

 Ask the class to check if they are correct

Answers

1 There are eight kites

2 There are three teddies

3 There are six dolls

4 There are two balls

5 There are five books

6 There are five puzzles

6 Look at page 12 Complete the description

 Ask children to look at the paragraph and the words in the word box Tell them they should use each word only once

 Give children time to complete the paragraph

 Invite children to read out sentences to the class

Unit test

Testing and evaluation

There are twelve one-page Unit tests which cover the vocabulary and grammar content presented in each core unit Each test contains vocabulary activities and grammar activities The Unit Tests can be administered at the end of each unit

Administering a test

Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before setting a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own

learning process All the Unit tests in American Family and Friends Special Edition Grade 3 have a total of 15 marks

Grading for Unit tests is as follows:

CYLET Starters Unit 1 Going to the zoo

Lesson 1 Words

Topics

 Wild animals

Functions

 Identifying wild animals

 Completing gapped words

 Numbering pictures in the correct order

 Reading and Writing, Part 3

Resources and materials

 Blank paper

 Audio Track 03

Warmer

 Play Hangman to warm the class up and introduce some words for wild animals

 Divide the class into two teams Draw a line for each letter in your chosen word on the board

 Invite children from each team in turn to guess one of the missing letters If the team correctly guesses a missing letter, write the letter on the correct line(s) on the board

 If the team guesses a letter that is not in the word, draw the first part of a simple picture (a flower with five petals, a stem, and two leaves / a house with three windows, a door, and a chimney)

 If a team guesses the word before you have completed the picture, award them one point If not, continue the game with another word

 If children don’t know the word, draw a simple picture of the animal on the board to help them

Lead-in

 Ask the class to say what words they can remember for wild animals Write their suggestions on the board

 Ask children around the class to describe the animals on the board You can ask questions such as How many legs has

it got? What color is its body? Has it got a tail? Can it swim / run / fly?

1 Complete the animal words Listen and number (Track 03)

 Point to the picture of Sam and Lucy and read out the speech bubble

 Point to the pictures and ask the children to name the animals

 Focus attention on the gapped words beneath each picture Tell the class that they need to look at the pictures and write the correct letters to complete the words

 Allow the children time to complete the activity on the page

 Check answers by asking children to say, then spell, the words

 Tell the children that they are going to hear the children talking about the zoo with Mom Explain that they need to listen for the animal words and number the pictures in the order they hear them

 Play the track twice for the children to complete the activity Check answers by asking What’s number (1)?

Answers

1 crocodile

Mom: What shall we do at the zoo today? You can choose!

Tom: Well, I’d like to see the crocodiles, please

Mom: OK, do you like crocodiles?

Tom: Yes, I do!

2

Mom: What would you like to see, Nick?

Nick: Oh, I’d like to see the snakes!

Lucy: Oh, I don’t like snakes

Nick: Why not?

Lucy: They’re ugly!

Nick: Oh

3

Mom: Would you like to see the monkeys, Sam? They’re really funny animals

Sam: Yes, I would! I like monkeys!

4

Ann: Well, my favorite animals are giraffes!

Mom: OK, we can see some giraffes at the zoo

5

Sam: Would you like to see the tigers, Ann?

Ann: No, I wouldn’t! I think they’re very angry animals I don’t like them!

Sam: No, they aren’t

Ann: Yes, they are!

6

Mom: OK, would you like to see the hippos next?

Jill: I would They’re really nice animals I’ve got a toy hippo!

7

Tom: And there are some very big spiders at the zoo

Jill: Oh, I wouldn’t like to see them!

8

Tom: Why? I think they’re great! And lizards are good too! I’d like to see them!

Mom: Would you?

Tom: Yes, I really would!

9

Lucy: And then we can see some really big fish!

Sam: OK, I’d like to see the fish

10

Nick: And can we see the birds there too?

Mom: The birds – OK I’d like to do that! Well, here we are!

All children: Yes! Let’s go in now!

Starters tip

 Remind learners to think about double consonants and combinations of consonants which make other sounds (for

example ph, mb) when they are spelling words

 Tell the children that the animal words on page 15 are singular, but the animal words on the recording are plural Ask the children to say the singular and plural forms of each of the animal words

2 Which animal don’t the children talk about?

 Ask the children to look at their answers in Exercise 1 and say which animal the children don’t mention

 Play the track again for the children to check their answers

Answer

The elephant is not mentioned

What’s the picture?

 Invite a child to come to the front of the class and whisper the name of an animal for him / her to draw

 The child draws the picture on the board for the class to guess what it is

 The first child to guess the animal correctly comes to the front of the class to draw the next picture

 Put the children into small groups and give them some blank paper

 Ask them to repeat the activity in their groups Repeat until all of the target vocabulary has been used

Lesson 2 Words & writing

 Play Hangman to warm the class up and revise the words for wild animals

 Divide the class into two teams Draw a line for each letter in your chosen word on the board

 Invite children from each team in turn to guess one of the missing letters If the team correctly guesses a missing letter, write the letter on the correct line(s) on the board If the team guesses a letter that is not in the word, draw the first part of a simple picture (a flower with five petals, a stem, and two leaves / a house with three windows, a door, and a chimney)

 If a team guesses the word before you have completed the picture, award them one point If not, continue the game with another word

Lead-in

 Write the following words on the board: zoo, park, school, home, shops

 Ask children to say what you can see or do in each place If children have difficulty answering, ask Where can you have lessons / see elephants / play football / buy clothes / have dinner / ride a bike / see monkeys / talk to your

teacher?, and ask children to say the correct place

1 Match the pictures and words Say

 Ask the children to look at the pictures and say what they can see and what the people are doing in each picture

 Point to the picture of the grammar characters and read out the speech bubbles

 Explain to the class that they need to draw lines to match the activities to the pictures, then work in pairs and talk about what you can do in each place Tell them that they can do some of the activities in more than one place

 Read out the prompts in the box Tell the class that they can use some of these words to help them talk about what they can do in each place

 Once the children have drawn lines to match the activities to the places, act out a few example exchanges with children around the class Then allow the children time to talk about the places in pairs

 Move around the class as the children carry out the speaking activity Monitor their performance and help if

writing – school / home

flying a kite – park

taking photos – park

buying fruit – shops

You can see a giraffe / take photos / eat lunch at the zoo

You can choose shoes / buy a book at the shops

You can have a bath / write stories at home

You can ride a bike / fly a kite / take photos at the park

You can write stories / play basketball / eat lunch at school

Starters tip

 Teach learners to express their own opinions, using phrases such as I’d like to ; I want to…; I don’t like…; I love… This

will help them in Part 5 of the Starters Speaking Test

2 Read and write answers

 Read out the questions and the example answer Tell the children to think about themselves and what they want to

do in each of the places in the questions

 Tell the children to write sentences about themselves on the page Move around the class as the children work and help if necessary

 Invite the children around the class to read out their sentences

What would you like to do?

 Ask the children to shout out some activities and write them on the board, e.g., play football, do homework, go swimming, etc

 Ask them to choose five activities and write questions about them, using the questions in Activity 2 as examples Children can choose activities from the board or their own ideas

 Put the children into pairs and tell them to ask and answer the questions, e.g.,

A: Would you like to play football?

B: Yes, please I like football / No, thanks I don’t like football

 Monitor the activity and help with pronunciation Ask a few pairs of children to ask and answer the questions for the class

Answers

Children’s own answers

Lesson 3 Story & speaking

Topics

 Wild animals

 Actions happening now

Functions

 Understanding and acting out a story

 Talking about actions happening now

 Reading and Writing, Parts 2, 3, 4, & 5

 Listening, Parts 1, 3, & 4

 Speaking, Parts 1, 2, & 3

Resources and materials

 Audio Track 04

 Blank paper

 Colored pencils

Warmer

 Play a game of Bingo to warm the class up and revise the words for wild animals

 Tell the children to write six words for wild animals in their notebooks

 Call out words for wild animals in random order (keep a note of the words which you have called out)

 If a child has the word you called out in their notebooks, they can cross out that word The first child to cross out all their words wins the game

Lead-in

 Describe an animal without naming it, for the class to guess, e.g., It’s very big, it’s grey, it has big ears (elephant)

 Put the children into small groups and ask them to repeat the activity, describing an animal for others in the group to guess

1 Listen and read Then act (Track 04)

 Ask the children to look at the pictures in the story Ask What’s this? Who’s this? Where are they? What are they / is

it doing? about each picture

 Play the recording for the children to listen and follow the story on the page

 Play the recording again, pausing after each line for the children to listen and repeat, first chorally, then individually

 Divide the class into groups of three and allow the children time to practice acting out the story

 Invite groups of children to act out the story for the class

Can you remember?

 Play a memory game Tell the class to look at the story for one minute and try to remember the lines

 Tell the class to turn the page over

 Divide the class into two teams

 Ask a child from Team A to say the first line Ask a child from Team B to say the second line, and so on

 If a child can’t remember the next line, play passes to the other team Award one point for each correct line

2 Look and say

 Ask the children to look at the pictures and name the animals

 Point to the picture of the grammar character Read out the speech bubble and ask the children to point to the correct picture

 Point to each picture and ask the children to say whether the animals are close to Lucy / Sam / Nick or far away

Remind the class that we use these for plural nouns which are close to us and those for plural nouns which are far away from us Tell the class that we use here to talk about things which are close to us and there to talk about things

which are far away from us

 Read out the verbs in the box and ask the children to point to the correct pictures

 Invite children around the class to talk about the pictures

Answers

1 Look at these lizards here Are they sleeping?

2 Look at these hippos here Are they drinking?

3 Look at those giraffes there Are they eating?

4 Look at those crocodiles there Are they swimming?

My zoo

 Put the children into small groups and give out blank paper and colored pencils

 Ask the children to work individually to draw a picture showing two animals close to them and two animals far away Tell them to draw each pair of animals doing a different activity, then write sentences about the animals in their picture using the sentences and questions in Activity 2 as examples

 Ask the children to show their group their pictures and read out their sentences

 The pictures could be displayed around the class after the activity

Lesson 4 Language practice

 Making and accepting / refusing suggestions

 Completing a speaking activity

 Revise the vocabulary learnt so far by playing Odd One Out

 Write three words from one vocabulary set and one word from a different vocabulary set on the board (in any order)

 Ask a child to say which word is the odd one out and why

 Repeat with other children and other sets of words (using Animals (wild and other), Adjectives, Means of transport, Daily activities, Times of day, Hobbies, Sports, Actions, Classroom objects, Parts of the body, Toys, Clothes, Food, Furniture, Color, and Number words)

 Put the children into small groups and ask them to play the game in teams

1 Write the answers to find the animal

 Ask the children to look at the pictures Ask them to name the items and spell the words out for the class

 Focus attention on the puzzle grid Tell the children they should write the words in the grid and find the mystery animal word in the shaded squares

 Allow the children time to complete the puzzle on the page Call out the numbers and ask children around the class to say the correct words Then ask the children to say and spell the mystery animal word

Mystery word: crocodile

2 Find the animals

 Tell children to look at the pictures next to the word search and say what animals they can see

 Tell the children that the word for each animal is hidden in the word search

 Allow the children time to find and circle the words in the word search

 Ask children to check with their partners and try to find all the circled words on the page

Answers

Circled words:

(Down) tiger, cow, hippo

(Up) spider, horse

(Across) giraffe, elephant, monkey, fish, crocodile

Memory game

 Say to the class I went to see tigers at the zoo Invite a child to add an animal to the sentence, for example I went to see tigers and giraffes at the zoo

 Invite children around the class to add an animal to the list If a child can’t remember the whole list or can’t think of

an animal to add, they are out of the game

 When the children understand how to play, put them into small groups to continue the game together The last child

in each group is the winner

Make your own word search

 Give each pair of children a 10 x 10 grid with no letters in it (or ask them to use a ruler and a pen to draw one on a piece of paper)

 Tell the pairs to think of six of the words they have learnt recently and write them in the grid; either up, down, or across They should use the activity in Lesson 2 as a model

 Ask the children to fill up the other empty squares with random letters to hide the words, and then draw a simple picture clue at the side of the grid for each word

 When they have finished, they swap their grid with another pair and try to find the hidden words

 In Part 5 of the Starters Reading and Writing Test, learners will need to answer different kinds of questions, for

example, Who is…? What’s…? Where’s…? Which…? How many…? What colour is…? What is… doing? Help learners to

become familiar with these question forms

Look at the pictures and read the questions Write one-word answers

 Tell the children to look at the example questions Point to the picture and read out the questions Ask the children to give one-word answers

 Show the class the example answers

 Tell the children to look at the pictures, read the questions, and complete the answers with one word

 Allow the children time to complete the test on the page

 Check answers by reading out the questions and asking children around the class to answer

Look at the pictures again

 Ask more questions about the pictures For example, Picture 1: What is the girl wearing? What color is the man’s bag? Where is the mother giraffe? Picture 2: Where is the hippo? Which animals are in the tree? What color is the snake?

Listening, Part 4

Resources and materials

 Colored pencils (pink, blue, red, yellow, green, orange)

 Audio Track 05

Lead-in

 Revise prepositions of place by asking children questions about the pictures on page 19 For example: Where’s the girl

in picture 1? Where’s the frog in picture 2? Where’s the baby giraffe in picture 1? Where’s the snake in picture 2?

Starters tip

 In Starters Listening Part 4, teach learners to look at the picture and try to find all seven of the same items (in this case, the fish) before they start listening and coloring

Listen and colour (Track 05)

 Ask children to look at the picture Ask What’s this? Who’s this? Where is this fish? about the items in the picture

 Tell the children to take out their colored pencils Say Show me (orange) The children hold up the correct colors

 Play the first part of the recording while the children look at the example on the page

 Tell the children that they should listen, find the correct fish, then color them as in the example

 Play the track twice for the children to complete the test

 Check the answers as a class

Answers

The fish next to the hat: blue

The fish between the ducks: red

The fish under the shoe: yellow

The fish in front of the girl: green

The fish under the sun: orange

Transcript 05

Look at the picture Listen and look

Man: Hello, Anna Would you like to colour this picture?

Anna: Oh, yes, please!

Man: OK Can you see the fish under the helicopter?

Anna: Under the helicopter? Yes!

Man: Well, can you colour it pink?

Anna: Pink?

Man: Yes, please

This is an example

1

Man: Now can you see the man? He’s fishing

Anna: Yes – but look! He hasn’t got a fish, he’s got a hat!

Man: Yes, but there’s a fish next to the hat, can you see?

Anna: Next to the hat? Oh, yes, I see

Man: Well, can you colour that fish blue?

Anna: Blue? OK

2

Man: Now, there’s a fish between the ducks

Anna: Where?

Man: Can you see it? Look… between the ducks - there

Anna: Oh, yes!

Man: Well, colour that fish red

Anna: OK I’m colouring it red now

Man: Great!

3

Anna: Can I colour the fish under the shoe now?

Man: Under the shoe? Oh, yes – OK

Anna: Shall I colour it yellow?

Man: Yes, yellow’s a nice colour

Anna: Thanks!

4

Anna: That girl’s nice And she’s got a fish in her hand Can I colour that one?

Man: No, can you colour the fish in front of the girl?

Anna: In front of the girl? Oh, yes, OK Can I colour it green?

Man: Yes, green’s a great colour!

5

Man: Now there’s a very nice fish under the sun Can you see it?

Anna: Under the sun… ah… yes

Man: Well, would you like to colour that fish orange?

Anna: Yes, I like the colour orange!

Man: Good That’s a beautiful picture now!

Anna: I know I like colouring!

Man: I can see that!

Memory game

 Tell the children to look at the picture in the listening test for one minute and think about what color each fish is and where each fish is

 Ask the children to turn the page over Then ask What color is the fish (under the shoe)? Where is the (red) fish?

 Tell children to work in pairs to test each other

 Draw a simple outline of the worksheet on the board (Or enlarge the worksheet so the class can see it.)

 Point to the pictures and elicit the activities (play a board game, read a book, paint a picture, sing a song, write a story, do homework)

 Choose one student and ask the question Would you like to play a board game? Demonstrate marking the worksheet

with a check or cross depending on their answer

 Tell the children to go round the class interviewing their friends about each of the activities shown in the pictures

across the top of the worksheet They should use the question Would you like to (read a book)?

 They should write the names of the children they interviewed in the first column, and record their answers

 Act out a few example exchanges with children around the class, and then allow the children to carry out the activity Move around the classroom as the children work and help if necessary

 Invite children to report back on what they found out about their friends

Pronunciation

 While the children are completing the activity, make a note of any common pronunciation errors

 Go through the corrections with the class and drill the pronunciation

Grammar: My room

Objectives

 There’s and There are (affirmative)

 Is there (interrogative) with short answers (singular only)

 Yes, there is No, there isn’t

Language

 Bedroom items: bed, cupboard, toy box, shelf, pillow, rug, blanket (puzzle)

British English American English

Resources and materials

 Blank paper

Lead-in

 Ask children to work in pairs and talk about what things there are in their bedrooms

 Call out some furniture items and write them on the board

 Practice pronunciation as they are called out

There’s and There are

 Ask children to look at the picture on page 22 and tell their partner what things they can see in the house

 Draw their attention to the grammar box and read it together

 Ask the children to look around the classroom and call out an example of something there is or some things there are

 In pairs, tell children to talk about more examples in the classroom

 Monitor and help where needed

1 Match

 Ask children to look at the picture and tell you what they can see

 Children should work individually to match the sentences with the pictures and give them some time to do this

 Elicit the answers and write them on the board

Answers

1 e 2 a 3 c 4 b 5 f 6 d

2 Write the words in the correct box

 Ask children to look at the instructions and read the examples

 Give them time to complete the activity individually

 Invite two children to come to the board to write the words in the correct box

Answers

There’s: a bed, a cupboard, a doll, a shelf, a blanket

There are: eight books, two pillows, five pencils, ten cars, six puzzles

My classroom race

 Put the children into small groups and give each group two pieces of blank paper Ask them to write There’s on the top of one piece of paper and There are on the top of the other

 Give the groups three minutes and ask them to write lists of things there is and there are in the classroom

 After three minutes, the groups should count how many examples they have and the group with the most is the winner!

 Tell groups to compare their lists with another group to see if the things they wrote were the same or different

3 Count Write sentences

 Ask children to look at the picture and discuss in pairs what they can see

 Draw their attention to the examples and remind them of the rule there’s for one thing and there are for more than

one

 Give children time to complete the sentences individually

 Go through the answers with the class

Answers

1 There’s one teddy

2 There are five dolls

3 There are two balls

4 There’s one puzzle

5 There’s one kite

6 There are seven books

7 There’s one bed

8 There’s one shelf

Is there…?

 Write a shoe? and a sock? on the board and elicit the question form

 Ask children to look at the picture on page 24 and ask them Is there a boy?

 Ask children to look at the grammar box Write the sentence There’s a pillow on the bed on the board and

demonstrate how to change the word order to make a question

 Ask children to turn the page over and explain to their partner how to make a question using there’s

4 Write the words in the correct order Make questions

 Do the first question on the board as an example Write on the board there Is a pillow and elicit the correct word

order from the class

 Ask children to look at the page and complete Exercise 4 individually

 Check answers in pairs, then as a class

Yes, there is No, there isn’t

 Ask children to look at the pictures and grammar box on page 25

 Write Yes, there is and No, there isn’t on the board

 Drill the pronunciation with the children Make sure that you practice a rising intonation for Yes, there is and falling intonation for No, there isn’t

 Ask children to look back at Exercise 4 and practice asking and answering the questions they made to their partner,

e.g., Is there a pillow? Yes, there is Is there a toy box? No, there isn’t

5 Tick () the correct short answer

 Tell children to look at the picture and tell their partner what they can see

 Give them time to work individually to tick the correct short answer

 Go through the answers as a class

Answers

1 Yes, there is

2 Yes, there is

3 No, there isn’t

4 No, there isn’t

6 Look and write

 Write the first question on the board and elicit the answer

 Give children time to complete the activity and to check their answers in pairs

 Ask three children to come to the front and write the answers to the remaining questions on the board

Answers

1 Yes, there is

2 No, there isn’t

3 Yes, there is

4 No, there isn’t

What’s in the room?

 Ask children to draw a simple room with some furniture and toys in their notebooks Tell them this is just a simple drawing and they have only two minutes to do it

 In pairs, children ask questions about each other’s drawing, e.g., Is there a bed? Is there a doll? Their partner gives the

appropriate short answer

 Ask children how many things they guessed correctly

TOEFL Primary Listening

1 Listen and look at the pictures Circle A, B, or C (Track 06)

Girl: There’s a doll on my blanket Do you like it?

Boy: Yes, I do It’s nice

2

Girl: Your bedroom is very neat Where are your toys?

Boy: They’re in the cabinet

3

Boy: What’s this?

Girl: It’s a pot

2 Listen Which sentence or conversation sounds correct? Circle A, B, or C (Track 07)

Girl: Mom, where’s my school bag?

Woman: It’s blue

B

Boy: Mom, where’s my school bag?

Woman: It’s in the living room

C

Boy: Mom, where’s my school bag?

Woman: They’re in the bedroom

2-A

Girl: I like this bedroom There are a lot of toys and books!

Boy: Yes It’s my bedroom

B

Girl: I like this bedroom There are a lot of toys and books!

Boy: Yes, it’s a pillow

C

Boy: I like this bedroom There are a lot of toys and books!

Girl: No, I don’t

3-A

Man: Look at the living room There are toys on the rug

Girl: Do you like the living room?

B

Man: Look at the living room There are toys on the rug

Girl: Sorry I can tidy up

C

Man: Look at the living room There are toys on the rug

Boy: Yes, Dad They are toys

3 Listen and read Circle A, B, or C (Track 08)

Hello! My name is Anh This is my apartment Please come in

This is my sister in the living room She likes TV

Here is my bedroom I have lots of books and toys I like books Let me see

There are 16 books on the shelf This is my favorite book There are lots of dolls on my bed And there are lots of toys on

my red rug This is my favorite toy It’s a long, green train I hope you like my apartment

4 Listen and draw (Track 09)

 The children should listen to the recording and draw on the picture for Exercise 4 They do not need colors Time is given in the recording to draw, but you may want to pause the recording to give the children more time if they need

it

Answers

Students should draw on the picture as follows:

A pillow on the bed,

A blanket on the bed,

A teddy on the rug,

Three books on the shelf,

A T-shirt in the cupboard,

Shoes (2 or more) under the bed,

Three socks on the chair

Transcript 09

Boy: This is my bedroom I have a nice pillow and a blanket They are on the bed

Draw the pillow and the blanket on the bed

Well done Let’s continue

Boy: There is a teddy bear on the rug and three books on the shelf

I have lots of clothes There is a T-shirt in the cabinet and my shoes are under the bed

Oh, and there are three socks on the chair Three socks? Hmm, that’s strange!