get set go 2 teachers book

Cassette PB page 1:2 is aсtivity numbеr two on Pupil's Boоk page onе о dеtailed step-by-step lesson notes' suggesting howyou сan usе the matеrial in thе Pupil's Book, theWorkbook and the

Тeoсher's Book

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pagе 8

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o Aims of this level

O Ъaсhing young pupils

О Components of the сourse

O Pupil,s Book aсtivities _ suggested proсedures

o Teaсhing tips

TESTS ANSWER KEY TO TESTS WORDLIST

2

3

Whosе is this? |t.s lBiff.sl.

it is No, it isn't.

2

food

сlossroom

Whаt,s this? It,s а (bаnаna)/an (аpple).

Is it а (rubber)? Yes, it is' No, it isn,t, r3

food

There,s one (аpple) There аre (three) (oranges).

numbers: ll-30

t4сiothes

present сontinuous This is (а shirt), These аre (shoes).

I,m/(Edwаrd's) weаfing (a T-shirt)

з

с1ossroоrn

сommonds numbers: l*10 plurols -S onе (bсlg) two (bаgs)

Yes, he/she is No, he/she isn't.

Are thеg (p]сlging footbа]])?

Yеs, theg аre' No, theg аren't.

Are gou (eating)? Yes, I am No, I'm not.

It's (Bobo's) (sister).

(Her) nаme's (Bonng)' Whаt's hjs,/her nаme?

Where аre gou? Where's (SаЛg)?

(She's) (in) (Helen's bedroom).

Is (she) (in) (the bаthroom)?

The (cLock) is (neхt to) the (tаb]e),

When,s (Biff's) birthdаg?

It's on (Januаrg) the (fifteenth),

q

the foсe

I've got (a big, red nose).

Here аre (Ann аnd Dаn).

The g,re/The g аren,t (twin s )/( eig ht)

Theg,veПVe've got (grcen eges).

20

togs

present simp1e: 1йe

I Like/don,t Like (ro]]et skаtes).

2lsсhool subjeсts

dogs ofthe wеek

Do gou ]jke (mаths)? Yes, I do No, I don't

!0

the bodg

It's/He's/She's got (bLue eges).

Hаs it'/Ile/she got (b]ue eges)?

Yеs, it,he/she hаs No, it,he/she hasn,t. 22

foоd

He/She ]ikes/doеsn,t ]ike (nuts).

Does (he) ]ikе (аpples)?

Yes, he doеs, No, he doesn,t.

lt

feelings

I,m/She,s (thirstg), You аren't (hot).

Arc gou (sаd)?

Yes we ore' Nq 9|/е orеn.t.

Yes, I аm No, I'm not,

23

portg

present simple: wonf

Do gou wаnt (cheese sandwiches)?

Yes, I do No, I don't.

He/She wаnts/doesn't want (ice creаm)'

This book aims:

О to provide young pupils with a basiс knowlеdgе оf

English, giving them a foundation for suссеssful

language learning at thе neхt stage

О to teaсh pupils to undеrstand and usе some basiс

English struсtures and vосabulary

о to hеlp pupils dеvelop сonfidеnсе in listening,

spеaking' reading and writing Еnglish

o to make lеarning Еnglish meaningful, by foсusing

on topiсs and voсabulary ofintеrеst to this agе

group

o to make learning English enjoyablе' through

songs' stories, gamеs and сommuniсative aсtivities

This lеvel is based around songs' stоriеs and

aсtivities сarefully matсhed tо thе interеsts of young

pupils, and is suitable fоr use with largе or small

сlassеs

This book is basеd on sevеral assumptions about thе

Way young сhildrеn learn:

o Young pupils Гrnd it diffiсult to undеrstand

abstraсt ideas, so in the сlassroom it is best to

present as muсh as possible through сonсretе

objeсts that сhildren сan touсh and see Wherevеr

possible usе rеal objeсts to tеaсh new words, or

usе piсturеs and drawings

о Young сhiidrеn.lеarn through doing,, so it is a

good idea for them to be aсtively invоlved in

learning, through a variety ofaсtivitiеs Let thеm

move around, draщ сolоuц usе aсtions, songs'

games' mimеs, etс.

о Young сhildren havе a short attеntion span' so try

to limit aсtivitiеs to about 10 minutеs When

сhildren beсome restless, movе on to sоmething

different; you сan always сomе baсk to the original

aсtivity later or in thе neхt lesson

о Young сhildrеn need to сonstantlу rеvise and

reсyсle the language they havе learnt Do this at

the beginning of eaсh lesson, or whеn pupils

beсome rеstlеss

о Young сhildren nеed praise and еnсouragemеnt

They also nееd to fееl a sensе ofprogress and

aсhievеment

This lеvеl соnsists of thе following сomponents:

Pupil's Book The Pupil's Book introduсes all thеlanguagе struсtures and voсabulary in thе сoursеand сontains dialogues, storiеs' songs' rhymеs,games and oral praсtiсe aсtivities Most of thе work

in the Pupil's Bоok is oral At the foot of every page

in thе Pupil,s Book is a small parrot, telling

you whiсh pagе in thе Workbook сorresponds with

that Pupil's Book pagе.

Workbook Thе Workbook gives extra praсtiсе ofthе language taught in thе Pupil,s Book, and alsoprovides basiс reading and writing praсtiсе Itinсludеs simple Summary tables, to сhесk and revisebasiс struсtures and phrases There are еight eхtraRеvision sесtions in the Workbook (one after everythrеe units of the Pupil's Book) Thеsе сan bе usеd in

twо ways: еithеr usеd after you have finishedteaсhing the threе units of the Pupil's Book, as

revision; or used as you teaсh the three units ofthe

Pupil,s Book, as extra praсtiсe material The lеsson

notes give suggеstions of whеn and how you might

use this Rеvision matеrial ПЪen pupils havefinished all the aсtivities on a Workbоok page thеy

сan tiсk the boх at the bottom

Cassettes The Cassettes inсludе all thevoсabulary tеaсhing, storiеs, songs and rhymes fromthe Pupil's Book

T.leaсher's Book Thе Teaсher's Book givеssuggestions for eaсh lesson, but remеmbеr that thеsеnotes are only guidelines _ only you know your сlass,

so fee] free to make adjustmеnts where you feel it is

nесеssary Thе notеs are divided into Steps ЕaсhStep is dеsigned for onе lesson of 30-35 minutеs, butthis сan bе еxtеnded or shortеned aссording to your

partiсular neеds Thеrе arе fivе teaсhing Stеps for

eaсh unit, plus Steps for Rеvision and Tests

Thе lеsson notes inсlude:

о a list of the language items and voсabulary

о a list of all thе materials you may need in thеlеsson, giving pagе rеfеrеnсes for thе Pupil's Book

and Workbook and unit and aсtivity referenсes forthe Cassettеs (e.g Cassette PB page 1:2 is aсtivity

numbеr two on Pupil's Boоk page onе)

о dеtailed step-by-step lesson notes' suggesting howyou сan usе the matеrial in thе Pupil's Book, theWorkbook and the Cassettes

optional suggеstions for eхtra aсtivities in thе

lеssоn

О answers to all the Workbook aсtivities and somе

Pupil's Book aсtivities

In addition to thе lesson notes the Tеaсher's Book

also сontains:

О an Aсtivity Bank with ovеr thirty ехtra teaсhing

idеas and сlassroom games

О four phоtoсopiable Tests (сoming aftеr Revisions

2, 4,6 and 8) and an Answer Kеy to thе tеsts

о a Wordlist сontainins all the nеw words from the

Pupil's Book

Dialoguеs (Listen and say)

Thе dialogues are all reсorded on the сassettе They

are about three сhildren: Adam, his sister Helen,

thеir сousin Sally, Helеn,s сat Tabby, and Adam's

parrot Eсho The dialoguеs aim to interеst and

mоtivate pupils through a variety оf rеalistiс but fun

situations and through сharaсters that pupils сan

idеntify with

You сan use thе dialogues as follows:

1 Start by asking pupils to look at thе piсtures,

briefly disсussing (with the whole сlass or in pairs)

what they think is happening in thе piсturеs You

may wish to teaсh key items of new voсabulary at

this point, using the piсtures However sometimеs

you сan еnсourage pupils to usе thе piсturеs to

guess the meaning of unknown voсabulary

2Pl,aу the сassette and ask pupils to listen and look

at the piсturеs Remеmber to put the сassеttе

сounter at 000 bеfore you start, so that you сan

еasily find thе beginning again

3 Play the сassеtte again as pupils follow thе tеxt

silеntly Chесk understanding: thеre arе sometimеs

tasks in thе lesson notеs for this, but you сan also

usе the mоther tonguе for a quiсk сheсk, though it

is nоt always neсessary to translatе every word

4Pl.aу thе сassette again Pupils then repeat сhorally

Do this several timеs until pupils arе сonfidеnt

5 After plentу ofpraсtiсе, you сan enсourage pupils

tо aсt out thе dialoguе Thеrе arе sevеral ways of

doins this:

you сan divide thе сlass into gr .-] _ ] ,',':::,

to repеat thе dialogue togethel

thе part ofone сharaсter;

you сan ask onе or two pupils to с -' ,

ofthe сlass and aсt out thе dialog*- i ."

reading one part yoursеlf;

you сan ask pupils to praсtise rеail:-= .' : -

:-in pairs (оr in thrеes, aссording to t:-= : -

'':-сharaсtеrs speaking in thе dialoguе .

you сan ask pupils to сomе to thе frо::: - ' :

and aсt out the dialogue еither with .-'l .: - their books depеnding on how сonfide::- '

Voсabulary (Listen, read and sa}

Thеse aсtivitiеs teaсh new voсabulary \\Ъ.l .:'

possible, first teaсh pupils tо say the nеri .'.' .' - ! -.:

lеsson notes suggest ways of doing this, us.:

piсtures, board drawings, еtс.) befоrе doing

- =.-aсtivitiеs' whiсh teaсh pupils to read thе nеi -" :!

1 Ask pupils to look at the piсturеs for a

Iеч-momеnts first

2 Say the words onсe or twiсe while pupils listе::

silently reading the words in thеir Pupil's Bооks

3 Say the words again, pausing aftеr еaсh word r ' :"pupils to repeat сhorally

4 When pupils arе соnfident repeating thе words

сhоrally, ask individual pupils to repеat thе rтоt j.

5 Point to thе piсtures in the book and ask pupils : rеad thе appropriatе word from thеir Pupil'sBooks, сhorally and thеn individually

-6 Finally, ask pupils to сlosе thеir Pupil,s Boоks

Point to piсturеs and ask pupils to say thе ц.or"i

Songs and rhymеs are very useful in languageteaсhing They are mеmorable and easily learnt.they givе praсtiсe in the pronunсiation and rh1-:r::l

of Еnglish, and they are motivating The songs .'.:l:

rhymеs) arе all reсorded on сassette You ma1 1-.l :

usе the сassеttе at home to learn thе song fll.rs:,

1 Play thе сassettе in сlass (or teaсh pupils thе s-l:

уourselfl

2 PIaу the song sеveral timеs Pupils join in r-,::.:l

thеy сan Gradually turn down the volumе -

::l-сassette, until pupils сan sing the song

unaссompaniеd While singing, pupils сan -.:: :o

thе piсturеs in the Pupil's Book, or perfor.n ::.=

aсtions These rеinforсе mеaning and makе s-:]=-.ng

more enjoyablе

3 Singing should bе part ofrnost lessons, so go baсk

regularly and use songs from earliеr in thе сourse

The lesson notеs inсludе suggestions for this

When pupils are singing a song they have already

learnt, you may fееl thеy сan sing the sоng from

memory' so use of thе сassettе is optional

Stories (Listen and read)

The aim ofthеsе piсture stories is to providе a

simplе introduсtion to rеading Thеy arе all rесorded

on сassettе

1 Ask pupils to look at the piсtures and think about

what the story is about and what sееms to bе

happening

2PIaу the сassеttе whilе pupils listеn and read

silently

3 Ask pupils to read the story silеntly

4 Еxplain the meaning of any nеw voсabulary, using

thе piсtures or mimе whеre pоssiblе

5 Play the сassеttе again whilе pupils rеad the story

silently

6 Talk to pupils about the story, in thе mother tongue

oral praсtiсe/pairwork (Point and say)

In thesе aсtivitiеs pupils talk about piсturеs in the

Pupil's Book Small parrots give examples of what

pupils should try to saу.

1 Revise thе neсessary vосabulary

2 Pupils look at the piсture(s) in their Pupil,s Books

Hold up your Pupil's Book, оpen at the pagе, point

to items on thе page, and say thе appropriatе word

or phrasе slowly and сlearly

3 Point to itеms on the page and ask thе сlass to say

the word/phrasе сhorally

4 Point to items on the page and ask individual

pupils to saу thе word,iphrase

5 Pupils work in pairs, taking turns to point at items

on the pagе and say the appropriate word,/phrase

(Sее notеs on pairwоrk proсеdure, pagе 6.)

Oral praсtiсe/pairwork (Ask and answer)

In thesе aсtivitiеs, pupils ask and answrr quеstions

about piсtures or storiеs in the Pupil,s Book

Somеtimеs thе Pupil's Book givеs a list of questions;

somеtimеs it gives an example of thе type of

questions that pupils must make up themsеlves

Small parrots give examplеs of what pupils should

try to say.

1 Gо through the examples with the сlass Гrrst Read

out thе first question and ask pupils to сall out thе

answer

2 Ask the сlass sevеral questions, telling pupils to

reply сhorally, and thеn individually

3 Tell one pupil to ask a quеstion and another pupil

to answеr it

4 Pupils work in pairs, taking turns to ask andanswer questions (Sеe notes on pairworkproсеdure, page 6.)

Oral praсtiсе/pairwork (T!ue or false?)

In these aсtivitiеs, pupils saу whethеr statemеntsabout piсtures or storiеs in thе Pupil,s Book are true

or falsе Sometimes the Pupil's Book gives a list ofstatemеnts; sоmetimes it gives an example of thetype of statеments that pupils must makе upthеmsеlvеs Small parrots givе eхamples of whatpupils should try to say.

1 Go through the examples with the сlass first Read

оut the first statemеnt Ask pupils to say whethеr

4 Pupils work in pairs, taking turns to read (or makе

up) statеmеnts and to rеply (Seе notes оn

pairwork proсеdure, page 6.)

Oral praсtiсe/pairwork (Ask and answer about you)

Thеsе aсtivities allow pupils to usе the English

words and phrases they have learnt to talk aboutthеmselves Lеarning a language is morе interestingand motivating, partiсularly for young сhildrеn, if

pupils arе enсouraged to use the language to talk

about thеmsеlvеs, their own eхpеrienсes, interеstsand idеas Small heads give examples оf what pupilsсan Say.

Personalisеd aсtivities (Your work)

At thе еnd of eaсh unit in thе Pupil's Book therе is

an opportunity for pupils to use, in a less сontrolledand more personal way, the languagе they havеlеarnt and praсtisеd in the unit Pupils do this

through еither a personalised aсtivitу (Your work) or

a game (Your gamе * sее notеs on games below).You might like pupils to do thе personalisedaсtivities in their English notebooks' or in speсial

notebooks, or on loose pieсes ofpaper whiсh сouldthen bе displayеd on thе сlassroom wall In thеseaсtivities pupils draw a piсture and write a very shorttеxt about thеmsеlves, thеir family, thеir favourite

toy, thеir сlothеs, their likes and dislikes, еtс.

1 Еxplain to pupils that they are going to produсе a

piесе of work about themselves They thеn look at

thе sample shown in the Pupil's Book

2 Ask pupils tо suggеst things thеy might likе to

wтite about, and to сall out thе words thеy think

thеy might need Write on thе board any words

that pupils ask for.

3 Pupils think for a few minutеs about what theу are

going tо wrile They then do a rоugh draft of thеir

writing Go round thе сlass hеlping whеrе

nесеSsary

4 Colleсt thе work and mark it

5 Pupils writе out a сorreсt, nеat version, and draw a

piсture This сan be done in сlass timе or for

homework

6 If pоssible, display pupils, finishеd work in the

сlassroom or somewherе in thе sсhool

Games (Your game)

Gamеs are important in language teaсhing Beсause

gamеs are еnjoуablе and exсiting, pupils beсomе

involvеd in them Thе languagе usеd in games is

meaningful and сommuniсativе: pupils arе not just

using the language bесause it,s thе English lеsson',

but beсause thеy need it - they сan't join in the game

without it!

Thеrе arе sevеral differеnt tуpes of gamе usеd in

the Pupi1's Book: mimе gamеS' guеssing games' Find

the Diffеrеnсes' сommands gamеs, spеlling games'

еtс and also several morе listed in thе Aсtivity Bank

on pages 84_85 When playing a game with the сlass,

make surе pupils сlеarly understand what they have

to do If neсessary' dеmоnstratе the gamе at the

front of thе сlass with one or two pupils Always

havе a .praсtiсe game' first, before pupils start to

play the game propеrly Whеrever possible, make the

gamе into a team game' as this makes it more

сompetitive and thеrеfore more exсiting Dividе thе

сlass into teams (trying whеre possible to makе surе

that еaсh tеam has a fair share of more able and less

able pupils) Ask pupils for suggеstions for team

names: A and B, or elеphants and lions, or rеd and

bluе, еtс Kееp a sсorr on the board

Revision

It is a good idea to

minutes' rеvision start еaсh lеsson with a

fеw

This сan reсyсle something taught

in thе previous lesson, or еarlier in the сourse This

rеvisiоn stage helps build pupils'сonfidеnсe, as theyare dealing with familaц known languagе Thelesson notes give suggestions for revision aсtivitiеs,

and thеrе are also eхtra revision sесtions in theWorkbook

Pairwork

Therе are aсtivitiеs in the Pupil,s Book whiсh giveopportunitiеs for simple pairwork Thеre arе several

bеnеflrts to using pairwork in the сlassroom: it

еnablеs pupils to work at thеir own paсе; it enablеsyou to go round thе сlass and hеlp individual pupilswhеre neсessary; and, mоst importantly, it enablеsevеrу сhild in thе сlass tо listеn and speak, to bе

aсtivеly involvеd in the lesson rathеr than just a

passive speсtator For ехample' on page 8 of thеPupil's Book, pupils work in pairs, pointing at puzzlepiсtures and asking thеir partnеr what the itеms

are on pagе 12 of the Pupil's Bоok' pupils work in

pairs, finding and сounting the itеms in theсlassroom' These are simplе aсtivitiеs, but they givepupils the opportunity to lеarn through doing'

In large сlasses it сan be morе diffiсult to usеpairwork, but not impossiblе if it is сarеfully set up

You сan approaсh thesе aсtivities as follows:

о First do the aсtivity yourself with individual

pupils in thе сlass

Thеn ask two pupils to сoЬе to the front of thесlass and ]et them do thе aсtivity while the сlasswatсh and listen

о Thеn tеll pupils to do thе aсtivity with their

partner

о Finally, ask onе pair of pupils to do the aсtivity (or

part of thе aсtivity) while the сlass listеn (This is

a useful way of enсоuraging pairs to do thеaсtivity propеrly - as no one knows whiсh pair youmight ask to perform, in front of the сlass latеr!)Dividing thе сlass into pairs сan be very quiсk and

easy; for example simply let еaсh pupil lеan aсrossand pair with thе person sitting in the nехt desk, or

turn round in their сhair and pair with thе pеrson in

the dеsk bеhind thеm Pupils will soon сomе to

undеrstand that thеy always do thе Same' whenеvеryou give thе instruсtion Worh in pairs While pupils

arе working in thеir pairs' watсh and listen сarefully

_ to makе sure they are using English and are dоingthе aсtivity in hand Pairwork aсtivitiеs wоrk bеstwhen they arе simple and short Most pupils еnjoypairwork, and if you use pairwork regularly, pupils

beсome used to it and it nеed not be disruptive оr

noisy Pairwork will give pupils valuable languagepraсtiсe and will make the lessons more varied andenjoyable.

Aссuraсy

Don,t worry about aссuraсy The соurse progтesses

slоwly and pupils will only gтadually beсome aware

of subtle diffеrеnсes in sounds and be able to imitate

your model exaсtly Give good models of English buttry not to сorreсt every error made by your pupils asthis сan spoil their gтowing сonfrdenсe in the

language

Mothеr tongue

Pupils should hеar as muсh English as possible.Howeveц therе are situations when it is usеful touse the pupils,оwn languagе Еor eхample, youmight use it to eхplain an aсtivity in the Workbook,

or the meaning of a song, or how tо play a game Tryand avoid toо muсh translation If possible, try toexplain nеw words thrоugh a piсture or mime

Individual help

Pairwork and Workbook aсtivities proйdе idealopportunities for you to give pupils individual help,espeсially pupils who are having diffiсulties Walk

round the сlass and sее how pupils are сoping Trу to

be positive about the things the pupil qan do one оfthe main aims of this сourse is to give pupils a sense

of enjoyment and a feeling of сonfidenсe aboutlearning Еnglish These are the feelings that pupilsсarry with them to their next stage of learning

LЕSSON NOTES

oЖsтEP1

Language о presentation ofgreetings and

intrоduсtions

VoсabuIary О аnd, hеllo, I,m, this is, шеlcomе ю

thе club, ъuhat's уour nаmе?

MateriaIs оPB page 1 о WB page 1 о Cassettе

(PB page 1:1)

1 Grееt the сlass Saу Hеllo Enсourage pupils to

reply with Hе||o,

2 Do сhоral and individual rеpetition of Hеllo

3 Introduсе yourself to pupils Saу I,m (уour

name) Point to yoursеlf as you say it Go round

the сlass saying I,m (уolt name) to individual

pupils and pеrhaps shaking their hand

4 Help individual pupils to say I'm (their namе)

5 Ask individual pupils to stand up and saу Hеllo'

I,m (tЬeir namе).

6 Say What's уoшr namе? Do сhoral and individual

rеpetition of this question

7 Ask individual pupils What's уour namе? and,

enсouragе thеm to reply with I,m (thet namе)

8 Ask two pupils to сomе to the frоnt of the сlass

and aсt out a short dialogue:

Pupil A: Hеl|o,

Pupil B: HеIIo What's уour namе?

Pupil A: I,m (name) Wha,t,s уour namе?

Pupil B: I'm (.name).

9 PUPIUS Booк page 1:1 Listеn and say

Pupils open thеir Pupil's Books Play the сassette

for the first three piсturеs only Play thе сassеttе

for the first threе piсtures again, and ask pupils

to point at Peteц Helеn and Adam as they listen

10 Play the сassette for the first thrее piсtures.

Pupils listen and say.

11 Point at an individual pupil and say This is

(their namе) Repeat with other pupils

12 Ask individual pupils to stand up, point at the

pupil sitting next to thеm and say This is (their

name)

Play the сassette for the last four piсtures

Play the сassette for the last four piсturеs again,

and ask pupils to point at Sally and Eсho as they

listen

\4 P|aу thе сassеtte for thе last four piсturеs

Pupils listen and say.

15 Ask pupils if thеy сan guess the mеaning of thephrase WеIcomе to thе club Explain it Ask

pupils (in the mothеr tongue) if they go tо a сlub,what they dо thеre, and if thеy like it

16 Play the сassеtte for the wholе story Pupils

listen and say.

Point to thе piсtures оf Adam, Helen, Sally, Peterand Есho Ask pupils to сal] out the namеS asyоu point

18 Pupils work in pairs, pointing tо the piсtures andsaying thе names (sеe Introduсtiоn page 6 for

proсedure)

19 Pupils fill in thе names ANSWERS 1 Sally

2 Adam 3 Hеlеn 4Peter 5 Есho

fill in the answer to thе quеstion

21 Еinish the lesson by playing a сhain gamе

Pupil 1 stands up and says 1in ltheir namе)'then points to Pupil 2 nехt to him,Ъеr' saуs This

ls (thеir name) and then sits dоlrтr Pupil2 thenstands up and saуs I'm (thеir nanrе r thеn points

to Pupil 3, says This is (their name l and thеnsits down Pupil 3 then stands uр and .,.aУS I,In

(thеir name)' then points to Pupil 4 saуs This is(their name) and thеn sits dorгn Continuеaround thе сlass

Spend five minutes rеvising.FIello' I.lт namе),

lеarnt in thе last lesson

PUPILfS BOOK page 1:1 Listen and sa1-.

Play thе сassеttе Pupils listеn and rе!еat

Pupils aсt out the dialogue (see Intrоiuсlion

page 4 fоr proсеdure)

PUPIIjS Booк page 2:2 Listen and sing

Play thе сassette for versе 1 only Tеaсi ::е first

vеrse ofthе song (see Introduсtion pa:е 4 for

proсеdurе)

Hеllo' hello How are you?

How arе you? Hоw are yоu?

Hellо, hello How are you?

I'm finе, thank you

Hеllo, hello What's yourname?

What's your name? What'sуour name?

Hеllo, hеllo What's yournamе?

I'm Adam

Hello, hеllo How are you?

How arе yоu? How are you?

Hello, hello How are you?

I'm fine, thank you

Hello, hello What's yourname?

WЪat,s your name? What'syour name?

Hеllo' hеllo What's yournamе?

I'm Sally

Hello, hеllo How are you?

How are you? How arе you?

Hеllо, hello How arе you?

I'm fine, thank you

Hello, hеllo What's yourname?

What's your name? What'syour name?

Hello, hello What's yourname?

(sing thеir oшn namеS in rеplу)

How are you? Hоw are you?

Hello, hello How arе you?

Pupils: I'm frne, thank you

Saу Hoш arе уou? Eхplain to pupils what it

mеans' and do сhoral and individual repetition ofthe phrase

Enсouragе pupils to ask уol Hoш arе уou? andreplу I'm finе, thanh yoи Demonstratе themеaning of this phrase by smiling broadly,making gеstures whiсh shоw that you arе feеlinghеalthy and happy

Ask individualpupils Hotо arе уou? andhelp

them to tep|у I'm finе, thanh уou

PUPIL:S Booк page 2з2 Listen and sing

Play the сassettе for vеrse 2 (Hеllo, hеllo Hoъu

arе уou?) Teaсh thе seсond verse ofthe song

(sеe Introduсtion page 4 for proсedurе)

Play the сassette for vеrses 1 and 2 Pupils

listen

Play the сassette for vеrses L and 2 again Pupils

sing the two vеrsеs

Eхplain to pupils that thеy arе going to hеar

more vеrses of thе song, with Adam and Sally

replying to the question Who,t's уour namе?Play the сassette fоr versеs 3, 4, 5 and 6 Pupils

sing

Now еxplain that pupils are going to hear morevеrsеs of thе song, and that this time when theysing thеy must фvе their own rеplу to thequestions What,s уour namе? and Houl a,rе уou?Play the сassettе for verses 7 and 8 Pupils sing

PUPIUS Booк pagе 2:3 Ask and answеr

atrout уou To demonstratе the task, ask one

pupil to сomе to the front of the сlass and aсt outthis short dialogue with him/her

Pupils work in pairs, aсting out the dialoguе

(seе Introduсtion pagе 6 for proсedurе)

Ask pairs of pupils to сome to the front of theсlass and aсt out the dialоgue Enсourage thеm

to do it without thеir books

If thеrе is time, finish the lеsson by singing thelast verses of the song again, i.е whеre pupils

give their own namе

Note: Ask pupils to bring сrayons to the next lеssоn

Pupils need сrayons for several Workbook aсtivitiesand thеir lеarning of сolours is muсh morе effeсtive

ifthеy сan aсtually usе the tеn сolоurs thеy arelearning Ifyour pupils do not havе сoloured сrayons,

bring some сrayons to the lеssons yourself, or suggest

to pupils that they buy or borrow some сrayons to

bring to the neхt few lеssons Explain that not еvery

сhild needs every сolour - two or three friеnds сould

perhaps atrar,ge to bring the ten neсеssary сolоurs

between them

OrsтЕP3

Language о praсtiсe ofgreеtings and

introduсtions

Voсabulary no new words

Mаteriаls о PB page 2 о WB page 2

о Cassette (PB pagе 2:2 _ optiona|)

I Revise the phrases learnt in thе last lesson by

asking individualpupils IIoъu arе уou? andWhat,s

уour nanne? Pupils replу I,m finе, thanh, уou or I,m

(their namе) as appropriate

2 PUPIL:S Booк page 2z2 Listen and sing

Pupils sing the song again Remind them whеn

they must give their own repliеs, in verses 7

and 8.

Ask pupils to look at the piсtures Ask if they

reсognise onе ofthe girls, and ifthey сan

remember her name (Sally)

4 Еxplain to pupils that therе are gaps in the

dialogue wherе somе words arе missing, and that

thе missing words сan be found in the penсil

shape at the top of thе page Allow pupils a few

minutеs to read thе dialogue and thе words

5 Ask pupils to suggest whiсh words should go in

whiсh gaps Eliсit thе answers frоm thе сlass

6 Pupils write in the answеrs

7 When pupils havе сompleted the dialogue, thеy

rеad it together in pairs (sее Introduсtion page 0

for proсedure)

8 Ask pairs of pupils to сome to thе front of the

сlass and aсt out the dialogue Enсouragе them to

do it without thеir books if theу fееl сonfrdent

9 Pupils сolour in thе piсtures Remind thеm to

сolour Sally's сlothes and hair in the сorrесt

сolours' tо matсh the Pupil,s Bоok

10 If thеrе is time, Гrnish the lesson bу playing a

сhain game again (see Stеp 1;21).

Notе: Fоr the nеxt lеsson you may wish to makе somе

alphabet сards Thеsе arе simply twеntу-six pieсes of

paper or сard, еaсh with a letter ofthе alphabet

сassеttе Pupils listеn, following thе words in

their Pupil's Books

Play thе сassette again Pupils try and sing the

song, following the words in their Pupil's Books.When pupils sеem сonfidеnt with the tunе of thе

song, tell them to сlosе their Pupil,s Books Writethе lettеrs ofthе alphabet, in ordeц on thе board

Play the сassettе again Pupils sing thе song'

following the letters of thе alphabеt on the

board

Rub out any thrеe lеttеrs from the board Pupils

sing the song again, singing all the lettеrs,inсluding the missing letters

Rub out three morе lеttеrs and repеat

Continue until there are no letters left on theboard and pupils are singing the wholе alphabetfrom memоry

Alphabet сards Givе out the сards, giving onе

eaсh to twenty-six pupils Ask thе pupils to сome

to the front of the сlass and to stand holding uptheir сards so thе rеst of thе сlass сan seе them.Thе twenty-six pupils should arrange themselvеs

sо that the сards are in сorreсt alphabetiсal

order Thе rest ofthе сlass сan сall out adviсe to

hеlp them When thеy have arranged themsеlvesсorreсtly, the сlass сan read thе alphabet

сhorally

the missing lеtters Whеn they havе al1 finished,сheсk thеir work by asking the сlass tо сhant theсompletе alphabet ANтSWЕR a,|), c, d, e, f, g,

h, i, j, k, l, m, n, o, P, Q' ц s, t, u' У,w,х)У, z.

WoRKBooK pagе 3:5 Draw Eхplain thatpupils must draw a line from lеttеr с to lеtter b,

thеn a linе from letter b to lettеr с, and So on, t0

сomplеte the piсture When thеy have finished

the piсture, ask thеm to say who it is, using the

phrase This is (name) a ANSWER This is

Есho

10 Ask the сlass to сhant the alphabеt Writе the

alphabet on the board as they сhant Point to

three lettеrs and ask pupils to say whiсh letters

look similar, e.g.b and d,p and q, o and a.

11 Ask pupils to сomе and writе pairs of lettеrs on

the board that they think arе similar Point out

thе differеnсes betweеn thе lettеrs

12 WORKBOOK page 3:6 Odd one out Explain to

pupils that in eaсh group offour lettеrs, threе

arе the same and оne is different _ it is thе ,odd

one out, Pupils must draw a сirсle round the odd

lеtter' and then writе it on thе blank linе

13 Pupils do thе task Go round the сlass helping

wherеneсessary .ANSWЕRS 1 d 2 q 3 e 4a

14 Alphabet сards Finish the lesson by holding

up alphabet сards at random and asking pupils

to say the lеtter

also use Workbook pagё 13:2 Writе (seе Revision 1

Step A for proсedurе)

10

Language о prеsentation of шhat,s this? it,s a l anVoсabulary с!' an, applе' banana, еgg, it'S,

sandtоich, sorrу, ulhat's this?

Materials о PB page 5 о WB page 5 o Cassettе(PB page 5:1) o alphabet сards

Rеvise the alphabet by asking thе сlass to сhant

it сhorally

ОffisтEP5

Language о praсtiсe ofthе alphabet

Voсabulаry no' уеS, шеll donе

Materiаls о PB page 4 о WB page 4 о Cassеtte

(PB page 3:4 _ optional) о paper for pupils to

play Bingо

PUPIL'S BooK pagе 3:4 Listen and sing

Rеvise thе alphabet by singing thе song again

PUPII,:S Booк pagе 4:5 Point to the piсtures of

Adam, Sall5l, Hеlen, Tabby and Есho on Pupil's

Boоk page 4 Ask thе сlass to сall out the namеs'

saying This is (Sаlф.

Pupils work in pairs (see Introduсtiоn page 6 for

prосedure), pointing to thе piсtures and saying

This is (Аdam) Tеll pupils that throughout thе

Pupil's Bоok, the small red and yellow parrоts

givе eхarnplеs ofwhat they shоuld try to say, so

ifpupils get stuсk or сonfusеd' they should lоok

at the parrots, spеeсh balloons for hеlp

the answers Thеy сan thеn сhесk thеir answrrs

in pairs, before you go thrоugh the answеrs with

thе wholе сlass I ANSWERS 1 This is Sally

2 This is Helen 3 This is Есho 4 This is Adam.Write thе naтne Hеlеn on the board Ask theсlass to spell out the name: H, е, l, е' n.

Write the othеr namеs Аdam, SalIу, Echo and

Tabbу оn thе board Ask the сlass to spеll them

оut Then ask individualpupils tо spell out the

namе) Ask if anyonе from Tеam A сan spell thеpupil's name If thеy сan spell it сorrесtly, say

Уes, nodding your hеad to dеmonstrate themeaning, thеn give Team A one point If thеyсannot spell it сorrесtly' say No, shaking your

hеad to demonstrate thе mеaning, then ask if

anyonе from Team B сan spell it Repeat with

other names You сan usе the namеs of teaсhеrs

in the sсhool or of famous pеople too Remembеr

to say Well donе!whеnеver a team sсores a

pоint

WoRKBooK pagе 4:8 Draw and urritе about yоur friend Pupils must draw a piсture of thеir

friеnd, and соmplete thе sentеnсe This is (thеir

name) Go round the сlass helping where

neсessary Rеmind pupils to makе sure they havespelt their friеnd,s namе сorreсtly If thеy are notsurе of thе spelling, their friend сan spell out thename for them

Finish thе lеsson by playing a game Give еaсh

pupil a pieсe ofpaper Tell them tо draw a grid ofsiх squares and to writе a different lettеr of thеalphabet in eaсh squarr Play Bingo (see Aсtivity

Bank nuтnber 19).

2 Alphabеt сards Givе out the alphabеt сards to

twenty.siх individual pupils and ask thеm to

stand up in ordeц hold up their сard and сall out

the lettеr written on it, i.e the pupil holding сard

o stands up, holds up the сard and сalls out o,

the pupil holding b thеn stands up, holds up thе

сard and сalls out b, etс Repeat with diffеrent

pupils

3 PUPIL:S Booк pagе 5:1 Listеn and say

Point to Adam and Eсho and ask pupils if they

сan rеmember their names Ask individual

pupils to spell out the names

4 PIaу the сassеtte while pupils loоk at thе

piсtures and listеn Do this twiсe

5 Writе these words on thе board: banana' applе,

sаndшich, egg Ask if any pupils сan work оut

(from thе dialogue and piсtures in the Pupil,s

Book) what thеse words mean, and сan сome and

draw thе items on the board

6 Pupils repeat the words сhоrally and

individually

7 Point to the drawing of the banana on thе board

and ask Whа,t's this? HeIp pupils to rep|у It's a

banana

8 Repeat wтth sandшich

9 Takе the alphabet сards a, е, i, o and и Hold

them up and ask the сlass to repeat thеse letters

сhorally Tell pupils that thеse lеttеrs are сalled

vowels Explain that when an Еnglish word doеs

not begin with a vowel sound pupils must say 1fЪ

o but whеn a word bеgins with a vowel pupils

must say It's an

10 Ask pupils to look at the dialoguе on pagе 5 of

thе Pupil's Books Draw thеir attention to the

use of o and a,n in the phrases It's a bаnana, It's

аn o,pplе, It,s а sandшich, It,s an еgg Do сhoral

repеtition of these phrasеs

11 Play the сassеttе for thе dialoguе again Pupils

repeat

12 Ask if pupils сan guess thе meanin g of sorrу

13 After plenty ofpraсtiсe, pairs ofpupils aсt out

the dialogue (sеe Introduсtion page 4for

proсedure)

apple, a banana, a sandwiсh and an egg in the

appropriate spaсеs Let pupils сomparе their

drawings in pairs (see Introduсtion page 6 for

prосedure)

pupils to jоin up the dotted lines and then to tеll

you what the items are Pupils then writе in thе

Voсabu|ary О calzе, icе сrеottt ' ' * ] ,.; pizza,

umbrellсl,Materia|s o PB pages 5 and 6 о \\B рagе 6

о Cassettе (PB pagе 6:2)

PUPIUS BooK page 5 Listеn and saу Rеvisethe prеvious lеsson by reading оut \dam's word.s

from the dialogue and asking thе сlass tо rеad

оut Есho,s words Rеpeat, with 1.оu rеading outEсho's words and the сlass reading out Adam,swords

Divide thе сlass into two groups and ask pupils

to сlosе their Pupil's Books Ask one gIoup to sayAdam's words and thе othеr gтoup to say Есhо,s

words Hеlp the groups by mime if neсessary, buttry not to intеrrupt them

Ask pupils if they сan rеmembеr whiсh lеttеrs оfthе alphabet are vowels Writе thе lеttеrs оn theboard (a, е, i' o, u)'

PUPILS BOOI{ page 6:2 Listen, read and say.Point out to pupils that the four items on thе toplinе do not begin with vowеls' so we saу o with

these words The five items on the seсond line do

begin with vowels, so Wе say on with thesewords

Play the сassette Pupils listen and rеad

Play the сassettе again Pupils listen, rеad and

say.

Tell pupils to сlosе their Pupil,s Books Draw a

banana on thе board, stopping at intеrvals to askthe сlass What's this? Еncolrage pupils to replyusing 1/Ъ o Answеr y es l no to their guеsses as

appropriate (sеe Aсtivity Bank number 2).

Repeat for all the objeсts shown on Pupil's Bоok

page 6:2.

Ask individual pupils to сome and draw objесts

on thе board Rеmind thеm to pausе aftеr eaсh

line, to givе thе сlass a сhanсe to guеss whatthey might be drawing

that they must find eight food words'hidden'in

thе penсil, draw a сirсlе round еaсh word and

10

then writе thе words besidе the appropriate

piсtures When thеy have finished, pupils

сomparе thеir answеrs in рairs before you go

through the answеrs with the whole сlass

сream 4aЪanana 5anеgg 6asandwiсh

7 apizza 8 an orange

thеy must writе thе food words from 1o abovе

eithеr in list numbеr 1 (if we say o) or in list

numbеr 2 ('if we saу аn) ANSWERS 1 a сakе,

a banana, a sandwiсh , a pizza 2 an apple, an

egg' an iсe сrеam, an orangе

that thеrе arе a numbеr of thesе Remember!

tables in thе Workbook They providе simple

summaries of the language pupils have lеarnt, to

help them undеrstand' reсap and rеmеmbеr

Some tables involve pupils aсtivеly by inсluding

blank parts for thеm to fill in It is not neсessary

for pupils to lеarn thesе tables by heart They

are provided not as a tеst, but as a helpful

summary for pupils

13 Finish the lеsson by Ьaying a food word and

asking the сlass to repeat the word, adding o or

oru as appropriate

Languаge o presentation ofсlassroom objeсts,

phrases witЪ and

Vocabulаry o book., cassеttе, oh no, pеn, pеncil,

rubbеr' rulеr

Mаterials о PB pagеs 6 and 7 о WB page 6

о Cassettе (PB pages 7:4 and' 7:5) о сlassroom

objесts: pen, penсil, ruleц rubbеr, book and

сassette

the summary table Thеn quiсkly rеvisе bу

saying a word, e.g banana, and asking pupils to

saу a/an as appropriatе, e.g сl bananсl

PUPIL:S Booк page 6:3 Point, ask and

ansтyer Pupils do the aсtivity in pairs (sеe

Introduсtion page 6 for proсedure) Tell pupils

that they should takе turns tо ask quеstions and

to provide answers Remind them that the small

red and yellow parrots providе examples of what

they should say Go round the сlass helping

whеrе neсеsSarv

3 Classroom objесts Tеaсh the wоrdspеn, pеncil

and booh, by holding up the itеms and saying thеword сlеarly Do сhoral and individual rеpеtition

6 Play the сassette again Pupils listen and repеat.

7 Hold up the сlassroom objесts onе at a timе andaskWhаt's this? Plpi|s rep|у It,s a (pеncil)

8 Play the drawing guessing gamе (see Aсtivity

Bank numbеr 2) Draw a penсil on thе board,

stopping at intеrvals to ask thе сlass What's this?When a pupil gueSSeS and answеrs сorrесtly, askthat pupil to сomе and draw an objeсt оn theboard for thе сlass to guеss

9 Hоld up two сlassroom objесts, onе in еaсh hand

Saу a (pеn) qnd a (rulеr) Rеpeat with other

objeсts Do сhoral rеpetition

10 Hold up two сlassroom objeсts and ask

individual pupils to say what you are holding _

a (cassеttе) аnd q (rubbеr)

11 Hold up three objeсts and tеaсh pupils to say

a (pеn), a (rulеr) and a,6ooh)

12 PUPIL'S Booк page 7:5 Listen and read Sеe

Introduсtion pagе 5 for the proсedurе for stories

13 Finish thе lеsson by asking eight pupils to сomе

to thе front of the сlass Eхplain that they are

going to play a mеmory gamе Ask Pupil 1 to say

an objeсt (e.g a pеncil) Pupil 2 must then rеpеatthat objесt and add another (e.g.сl pеnсil and, arulеr) Pupil 3 must then rеpeat thеse two

objeсts and add another (e.g a pеnсil, o, rulеr

and a pizza) Pupil 4 сontinuеs (e.g'a pеncil, a

rulеr' a pizzq and an еgg) and so on, till thе lastpupil Finally the whole сlass has to try and

rеmеmbеr all eight objeсts, in ordеr

14 Rеpeat, with different pupils

also usе Workbook page 14:3 Matсh and' r,rrrite (sеe

Revision 1 Stеp A for proсеdure)

Language о prеsеntation ofls it a + classroom

objесts? уеs, it is l no, it isn't о praсtiсе of

сlassroom objeсts

Voсаbulаry o isn,t, it

Materials о WB page 7 oPB pagе 8 о сlassroom

objeсts

Classroom objeсts Revisе by holding up

objeсts and enсouraging pupils to сall out

сl (rulеr)

Hold up two or thrее itеms at a timе and

еnсourage the сlass to say a (rulеr), сI (pеncil)

and a (boolz).

Ask individual pupils to hold up thеir own

сlassroom objесts and say a (pеn), a (rubbеr) and

a (boo|е).

'o'on the Workbook page and ask pupils to say

thе objесts - a pеn аnd а pеncil Repeat with thе

other piсturеs

Tеll pupils to rеad the phrasеs and to matсh eaсh

phrase with thе appropriate piсture by drawing

a linе from phrase to piсture Pupils сomparе

their answеrs in pairs beforе сhесking with the

whole сlass l ANSWERS Lс 2f 3a 4d 5b 6e.

write phrasеs to matсh the piсtures Pupils

сomparе their answеrs in pairs bеforе сheсking

with thе wholе сlass i AЬTSWERS (order

may vary) 1 A bоok, a rubber and a pеn'

2 A сassettе' a ruler and a penсil'

Put several сlassroom objeсts on your dеsk, and

play Kim,s Gamе (seе Aсtivity Bank numbеr 10).

Ifyour сlass is vеry largе and pupils сannot all

sее thе items on youт desk, draw somе itеms on

the board instеad Ask pupils to look at thеm for

a fеw momеnts, then rub thеm off and ask pupils

to write down as many items as thеy сan

rеmеmbеr Repeat with different itеms

Classroom objесts Hold up a pеn' ask Is it a

rubbеr? and then shakе your head aS you answеr

No' it isn,t Rеpeat sеvеral times Do сhoral

rеpetition of thе question and answer

Hold up a book, ask 1s it а boolz? and thеn nod

your hеad aS you answеr Yеs, it ls Rеpeat sevеra]

times Do сhoral repetitiоn of the quеstion and

answеr

Repeat with diffеrent сlassroom objeсts Do

сhoral and individual repetition as beforе

Language о praсtiсe of is it a + clаssroom objеcts?уеs' it is / no' it isn.t

VoсabuIary no new wordsMaterials о PB pages 6 and 8 о WB page 8

о сlassrоom objесts papеr for Bingo

1 Classroom objeсts Rеvise сlassroom objeсts bydoing a silent diсtation Hold up сlassroom

objесts one at a time, without saying the word,

and ask pupils tо write down thе word Yоu сaneithеr сollесt pupils' work to mark it or you сan

go through thе answers with thе сlass, askingpupils to spеll out the anSWеrS.

PUPIL:S Booк page 6z2 Quiсkly revise the food

words by asking pupils to read the words at thе

top of Pupil's Book pagе 6 Do сhoral and

individual rеpеtitiоn of the words

Point to the piсturеs on Pupil's Book page 6 andask 1s it (1 (pizza)? Hеlp pupils to reply Yеs, it

is lNo, it isn't as appropriate

Draw itеms on thе board' еither сlassroom

oLrjесts or objесts from Pupil's Book pagе 6, andask quеstions about thеm For instanсe, draw anumbrella and ask Is it a cqssеttе? Pupils rеply

Yеs, it is lNo, it isn,t

Ask individual pupils to draw an item on thеboard and to ask the сlass quеstions about it.WORKBOOK page 8:8 Write Point at thepiсturеs in the Workbook and ask quеstionsabout thеm - Is it a (pеn)?

Pupils do aсtivity 8 by writing in the anSWеrS.

ANSWERS 1 No, it isn't 2 Yеs, it is 3 Yes, it

is 4 No, it isn't 5 No, it isn't 6 Yеs, it is

the summary tablе You сan eхplain briefly that

isn't is a short form of the phrase is пot andtЬat

Еnglish сontains manу of these short forms It isnot nесеssary to go into a long, grammatiсal

11

12

13

t4

Hold up сlassrоom objeсts and ask thе quеstiоn

Is it сl (rulеr)? Individual pupils reply

Ask individual pupils to stand up, hold up a

сlassroom objeсt oftheir own and ask a quеstion

Is it сt, (pеncil)? The сlass reply сhorally

PUPILIS Booк page 8:6 Ask and answеr.Pupils do the aсtivity in pairs (seе Introduсtion

page 6 for proсedure)'

Finish thе lеsson by playing Hangman (seе

Aсtivity Bank number 5), using thе words for

foods and сlassroom obiесts from Unit 2.

offisтEP5

10

10

1t

explanation, though Notе: Full forms are

braсketed in these tables

PUPIUS Booк page 8:7 Yorrr game HoId a

сlassroom оbjeсt behind your baсk and tell pupils

to ask questions tо find out what thе objесt is

Play this as a team game' awarding points to thе

tеam who guess сorreсtly what thе objeсt is

Ask individual pupils to сomе to thе front of the

сlass and play

Finish the lesson by playing Bingo Givе eaсh

pupil a pieсe of paper (оr they сan use Engtish

notеbooks if they havе them) and tеllthеm to

draw a gтid of six squares Write on thе board a

list of words from Unit 2 Tеll pupils to сhoosе six

words and to writе onе word in eaсh square of

their grid Thеn play Bingo (sеe Aсtivitv Bank

numbеr 19).

Play the сassettе and do the dialogue (seе

Introduсtion pagе 4 for proсedure)

Whеn pupils arе familiar with thе dialogue, tеll

them tо mime or do thе aсtiоns as they hearthem on thе сassеtte (i.e.lootz at thе cloch,, closе

уour booh,s, stand up' opеn thе door, sit dotюn,

opеn уour booh,s).

Finish thе lеsson by playing a diffеrеnt version

of thе Robot Gamе This time tell pupils that yquarе a robot and that you will obey сommandsthat individual pupils givе you

Languаge о prеsеntation of сommands

Voсabulary o childrеn, cloch,, closе, door,

homеtilnе, listеn, lioh, at, naughtу, o,cloch,, open,

parrot, sit doшn, stand шp, stop' thrее, уou

MateriaIs о PB page 9 о Cassettе (PB page 9:1)

Revise questions by holding up сlassroom objесts

and asking Is it a (booh)? Pupils rep|у Yеs, it

is /No, it isn't as appropriate

Еnсourage individual pupils to stand up, hold up

an objeсt and ask the сlass a question about it

Teaсh the following сommand s: loolz, listen, sit

dotоn, stand up Saу and mimе thе сommands

Do сhoral and individual repеtition

Say one of thе сommands and ask pupils to obеy

your сommand Repeat with other соmmands

Tеaсh thesе сommands: opеn /closе thе dorlr,

opеn l closе уour booh in the same Way - through

mime and сhoral repetition

Play the Robot Gamе (see Aсtivity Bank number

15) Tеll thе pupils that thеy arе robots and that

thеy must obеy your сommands

PUPIL'S BooK pagе 9:1 Listеn and saу

Explain thе meaning of the new words: childrеn'

cloclз,, thrее o,cloсh, homеtime, nаughtу, parrot

Ask pupils to look at piсturеs 7 and 2, and tеll

you what they think is happеning (Eсho, Adam's

naughty parrot, is moving the hands on the

сlassroom сloсk sо that the teaсhеr will think it

is timе for thе сhildren to go homе)

4

oЖsтEP2

Language о praсtiсе of сommandsVocabulary o bag, board, chair, des|z' pеncil casе,

point to, tе(Ichеr, шindoъu

MateriаIs o PB pages 9 and 10 o WB page 9

o Cassеttе (PB pages g:2, |0:3 and 10:4)

1 Revise сommands by asking pupils to сarrу outсommands suсh as sit dotоn' stand up' opеn уour

booh,, etc

2 PUPIUS BooK page g:2 Listen and say Teaсh

the rhyme (sее Introduсtion page 4 for

proсedure)

3 Whеn pupils arе familiar with thе rhyme, ask

them to do thе aсtions as they say the rhyme

4 WoR,KBooK pagе 9:1 Matсh Pupils drawlinеs to matсh thе сommands with thеappropriate piсtures Thеy thеn сompare thеir

answers in pairs ANSWЕRS 1 Close yourboоk 2 Sit down 3 Listen 4 open thе door.

5 Look

thе missing words ANSWERS 1 Stand up

2 Open your book 3 Close the door.

6 Revise сlassroom voсabulary (pеn, pеncil, rulеr,rubbеr, booh,, cassеtfe) by drawing these objесts

on the board and asking individual pupils toсome and labеl the drawings

7 Tеaсh the new сlassroom voсabulary Qрindoш,pеncil casе, bag, board, chair, dеsla, door,

tеаchеr) Point to thеse objeсts in the сlassroom,saying thе words сlеarly Do сhoral and

individual repetition

8 PUPIUS BooK pagе 10:3 Listen, read and

say Play thе сassettе while pupils rеad thеwords in thеir books

9 Play thе сassеtte again Pupils rеad and say.

10 PUPIUS Booк page 1o:4 Listеn and do

Tеaсh thе phrasepoint to by sayingpoint to thе

khаir), point to thе (booh,), point to thе (board,)

and doing thе aсtions as you speak Do сhоral

and individual repеtitiоn ofthеse phrases

11 Play thе сassette Pupils do the aсtions as thеy

listеn

TAPЕSСRIPT

Point to the window

Pоint to the board

Point to your сhair

Point to the door.

Point to your desk

Point to your penсil сase.

Point to your bag.

12 Finish thе lesson by playing I-Spy (suе Aсtivity

Bank number 3) using items in the сlassroom

oWsтЕP3

Language о praсtiсe of сommands and сlassroom

objeсts

t/oсabulary no new words

Materials о PB pages 9 and 10 о WB pagе 10

о Cassettе (PB pagе 9;2 - optional),

(PB page 10:5)

1 Quiсkly revise сlassroom objесts by pointing to

objeсts in the room and asking pupils to say the

word You сan ask thеm to spеll out thе words

toо, if yоu wish

pairs, сirсling thе words in thе pеnсil (see

Introduсtion page 6 for proсedurе), and thеn

working alone to writе the words next to thе

appropriatе piсtures ANSWЕRS 1 pen

2 board 3 ruler 4 window 5 rubbеr 6 desk

7 bag 8 сassette 9 сhair 10 door 11 pеnсil

12 pеnсil сase.

3 WORKBOOK page 10:4 Draw and write.

Pupils join up thе dotted outlines, then write the

words undеrnеath Thеy сan сomparе thеir

answers in pairs bеfore you сheсk answers with

thе сlass A}{SWERS 1 penсil 2 book 3 door.

4 PUPIL'S Booк page 10:5 Listеn, rеad and

do Play the сassette Pupils read and listеn.

5 Play thе сassettе again Pupils listеn, read and

tоindoцl thе аt look; to dеsh, уour point Аsk

pupils to say what thе сorreсt оrder is You сaneithеr do this as an оral aсtivity with the wholесlass, or you сan ask pupils to writе the answеrs

down in thеir notеbooks

9 PUPIL'S BooI{ page g:2 Listеn and say

Finish the lеsson by doing the rhyme again

Note: Ask pupils to bring сrayons to thе next lessоn

(see notе on сrayons at the end of Unit 1 Step 2).

OWsтEP4

Languаge о presentation ofnumbers 1_10'

plural nouns

Voсabu|ary О onе, t|tlo, thrее, four' fiuе, siх, SеUеn,

еight, ninе, tеn, again, morе' noш' rhуrnе, saу,

thеn

Materiаls о PB page 11 о WB page 11

о Cassette (PB pages 11:6 and 11:7)

1 Revise сommands Do an aсtiоn (e,g, opеn уour

book., point to thе door) and еnсourage pupils to

give the сommand to matсh your aсtion

2 Teaсh the numbеrs 1_5 Say thе numbers сlearly,whilе holding up the appropriatе number offingers Do сhoral and individual repetition

3 Teaсh thе numbеrs 6-10 in the samе way

4 Hold up a number of fingеrs and ask pupils tosay thе appropriate number

5 Say a number and ask pupils to сlap theappropriatе number of times

6 PUPIL'S BOOK page 11:6 Listen, read and

say Play thе сassettе Pupils listen and read

7 PLaу thе сassette again Pupils listen and say.

8 WoRKBooK pagе 11:5 Count and сolour.

Point to the objeсts and ask pupils to say the

words: board, door, bаg' dеslz TeL| pupils to readthe numbеr besidе the piсtures, and then to

сolour in the appropriate numbеr of itеms tr'or

instanсе, the first number is thrее, so thrеeboards are сolourеd in

9 PUPIL'S Booк pagе 1l:7 Listen and say Tellpupils to look at the frrst line of the rhyme Draw

thеir attеntion to thе plural noun bсrgs Еxplain

that we Saу onе bagЬlft that for morе than onе

We Say tшo bags, thrее bags, four bags, etc,

10 Tеaсh the rhyme (sеe Introduсtion page 4 for

proсedure)

TAPESCRIPT

One bag, two bags, three bags, four

Five bags, six bags, seven bags, more!

Eight bags, ninе bags, and then ten

Now lеt,s saу the rhyme againl

one pen, twо pens, threе pens, four

Five pens, six pens, sеven pens, morel

Eight pens, nine pеns, and then ten

Nоw lеt's say the rhymе again!

One book, two books, three books, four

Five books, six books, seven books, more!

Еight books, nine bооks, and then ten

Now lеt,s say the rhyme again!

one сhair, two сhairs, thrее сhairs, four

Five сhairs, six сhairs, sеven сhairs, morе!

Eight сhairs, ninе сhairs, and thеn ten

Now let's say thе rhyme again!

one desk, two dеsks, three desks, four

Five desks, six desks, seven desks, more!

Eight dеsks, nine desks, and thеn ten

Now let,s say thе rhуme again!

one rubber, two rubbers, threе rubbers, fоur

Five rubbers, six rubbers, seven rubbers, more!

Еight rubbers, nine rubbers, and then ten

Now 1et's say thе rhyme againl

Notе: You may prefеr to do all thе vеrsеs noщ or you

сan just do the first thrее verses (bags, pens, books)

and do thе last three vеrses (сhairs, desks, rubbers)

in the next lеsson

phrases and then draw thе appropriatе number

of items: two books, one penсil сase' three doоrs

and five rulers Go round the сlass giving help

whеrе neсessary

12 If therе is time, frnish the lеsson by playing

Simon Says or thе Robot Game again (see

Aсtivity Bank numbеrs 15 and 16).

Note: Ask pupils to bring сrayons to thе neхt lesson

also usе Workbook pagе I5:4 Matсh (sеe Revision 1

Step B for proсedure)

Language о praсtiсe ofnumbers 1_10, plural

nounsVoсabulary no nеW wordsMaterials о PB pages 11 and 12 о WB pages 11

and 12 о Cassettе (PB page II:7 _ optional)

Revise numbers 1_10 by сalling out a numbеrand asking pupils to сlap the appropriatenumbеr of times

Writе thе numbеrs onе, tLlo, thrее, four, fiuе, siх,

SеUеn, eight, ninе, tеn on the board Ask

individual pupils to сome and draw a numeral

('7, 2' 3, etс.) beside thе apprоpriate word on thе

board

Rеvisе plural nouns Hоld up a pen and Saу onе

pеn.T}aen hold up three pens and say thrее pеns

Repeat with othеr objeсts and numbers

Hold up a numbеr of itеms and ask thе сlass tоsay thе appropriate phrase _(ttоo) (rulеrs)' (onе) (book) After сhoral praсtiсe, ask individual

pupils to say thе phrases Remind pupils to

inсludе thе s on thе еnd of plural nouns

PUPII.:S Booк page 11:7 Listen and say If

pupils only said the first thrеe vеrsеs ofthe

rhyme in the last lesson, do the last thrее verses

now If pupils said the wholе rhyme in the last

lesson, ask thеm to repeat the last three versеsnow Cheсk that they are saying thе plural s.

pupils to сomplete the gaps in the summary box

thrеe dеsks, onе сhair nine сhairs

PUPIL:S BOOK page 12:8 Count and say.Point to the piсturе and makе some truеstatements about it - onе door, four bags, siхpеncil casеs.

Pupils work in pairs, сounting the objeсts in thеpiсturе and making statеments (see Introduсtiоn

page 6 for proсedurе) Go round the с1ass hеlpingwhеre neсеssary

Pupils сount the objeсts and writе in theanswers ANSWЕRS 1 sеvеn doors 2 four

rubbers 3 eight pens 4 two desks

10 WoRKBooK page 12:9 Count and writе.

Pupils work in pairs to do this aсtivity (sеe

Introduсtion page 6 for proсedure)

threе рenсil сasеs, ten сassеttеs' one book, one

desk, two сhairs, nine penсils

l1 PUPIUS Booк page 12zg Your work Pupils

draw a piсturе and write a list of thе items on

thеir own desk (seе Introduсtiоn pagе 6 for

proсеdurе)

12 If there is time, finish thе lеsson by playing a

numbеr game (sеe Aсtivity Bank numbers 12' 13

and 14).

also use Workbook pagе 15:5 Write (seе Rеvisiоn 1

Stеp B for proсedure)

Nоte: Rеvision 1 is based on Wоrkbоok pages 13-16

You rnay already havе used some of this matеrial as

extra praсtiсe in earlier lessons, or you may prefer tо

usе thesе Revision pages noщ as separatе lеssons

Language о revision

Voсabulary no new words

Materials о WB pages 13 and 14 о PB pages 2

and 3 о Cassеtte (PB pages 2:2 and 3:4 _

optional)

1 PUPII.:S BOOI( page 222 Listen and sing Sing

the song.

2 Rеvise greetings by going around thе сlass and

saying to pupils HеIlo I,m (уolх namе) What's

уour namе? Enсouragе pupils to reply Гm ftheir

name)

3 Ask pupils Houl are уou? and enсourage thеm to

rep|у I'm fine, thanh уou

4 Ask two pupils tо соme to the front of the сlass

and aсt out a short dialoguе Thеy сan usе page

2:3 of thеir Pupil,s Books, or сan try to do it

without Pupil's Books if thеy fеel сonfidеnt

Rеpеat with two different pupils

сharaсters'names ANSWЕRS 1 I,m Sallv

2 I,m Adam 3 I'm Helеn 4I,m Есho

6 Ask pupils to rесitе thе alphabet

7 PUPIL'S Booк page 3:4 Listen and sing Singthе song.

8 WORKBOOK page 13:2 Writе Pupils fill in thеmissing letters without looking in thеir Pupil,sBooks, thеn look at page 3 in thеir Pupil's Bоok

to сheсk their answers

9 Play a drawing game (seе Aсtivity Bank numbеr

2) Draw various items on thе tloard (e.g a pizza,

an umbrella, an orange, a penсil сase, a rulеr)and as you draw ask thе c|ass What's this?Rеmind pupils to say a or an as appropriatеwhen they answеr Tell pupils to lоok at thеRеmеmbеr! table on page 6 of their Workboоks to

remind themsеlves of when they should use o

and when they should use 0/?.

10 WoRKBooK page 14:3 Matсh and тrrritе

Pupils writе in thе answers then сomparе theiranswers in pairs a ANSWERS 1 It's a pen

2 lt,s an applе 3 It's an umbrella 4It,s a

sandwiсh 5 It's a сassette 6It's an iсе сrеam

11 Finish the lesson by playing a team spelling

game (see Aсtivity Bank numbers 6 and 7).

Note: Ask pupils to bring сrayons to the nеxt lеsson

O sтEP в

Language о revision

Vocаbu|ary no nеw wordsMaterials о PB pages 9 and 11 о WB pagеs 15

and 16 o Cassette (PB pages 9:2 and Il:7 _

optional) o paper for pupils to play Bingо

1 Rеvise сommands by playing either thе RobotGamе or Simon Says (sеe Aсtivity Bank numbers

15 and 16).

2 PUPIUS Booк page g:2 Listen and say

Pupils say the rhyme and do thе aсtions

3 Revisе numbers by playing a numbеr game (sеe

Aсtivity Bank numbers 12, 13 and 14).

4 Hold up сlassroom objeсts and ask pupils to say

(thrее) (rulеrs), (fiuе) (pеncils)

5 ъll pupils to look at the Remembеr! table on

pagе 11 of thеir Workbooks to remind thеmselves

ofplural nouns

6 PUPIUS Booк page 11:7 Listеn and saу

Pupils say the rhyme Ask pupils to suggestother сlassroom items, e.g' rulеr, шind,oш, pеncil,

cassettе, board Say verses using thеsе rvords.

lines to matсh the numerals with thеappropriate number words

8 WoRKBooK pagе 15:5 Writе Ask pupils to

say the letters shown here: с, p, b Ask pupils to

say the names of thе items shown in thе piсtures

and to say whether they begin with the lеtter с, p

or b Pupils thеn work in pairs, writing thе word.s

in the appropriate plaсе on the table (sее

Introduсtion page 6 for proсedure) I ANSWЕRS

(с) сhair, сloсk, сake, сassеtte (p) pen, parrot,

penсil, pizza (b) banana, bоok, bag, board.

9 Play I-Sрy (.е" Aсtivity Bank numbеr 3) usinя

objесts in the сlassroom

Words pages at the end of all eight Revision

sесtions in the Workbook Pupils сomplete these

pages (either by сompleting the piсturеs,

сolouring the piсturеs or сompleting the words)

The eight сomplеted pagеs make up a Piсturе

Diсtionary, tо help pupils remembеr key

voсabulary in this сourse Ask pupils to traсе

over the feint outlinе piсturеs shown here, and to

сolour in thе piсturеs

11 Do сhoral repetition of the words Then ask

pupils to work in pairs, сovering thе words with

slips of paper or with.penсils (seе Introduсtion

pagе 6 for proсedure) They take turns to point tо

one of the piсtures and ask еaсh other What,s

this? Their partner replies It's а (cq,kе) / Qn (еgg).

12 Finish the lesson by playing Bingo Give еaсh

pupil a pieсe ofpapеr (or ask thеm to use

notebooks if thеy have thеm) and tell pupils to

draw a grid ofeight squares Pupils сhoose eight

items from the Words pagе in the Workbook, and

play Bingo

Pupil's Book and try to work out what thesewords mean

3 PUPIUS Booк page 13:1 Listеn and say Play

the сassеttе Pupils listеn and follow the text in

their Pupil's Boоks

4 P|aу thе сassеttе again, telling pupils to

сonсеntrate on thе words on the board

5 Ask if any pupils think they know what the

words on thе board mean Can pupils сome anddraw a piсture neхt to eaсh word?

6 Do сhoral and individual repetition of the five

nеw toy words

7 Ask pupils if they havе worked out thе meaning

ofthe other new words in thе dialogue: look out,

miaoul, mу, toу, t,tloш Еxp|ain thеsе words if

neсеssary

8 Play the сassette again Pupils listen and repеat

9 When pupils arе familiar with the dialoguе,

dividе thе сlass into two gтoups one gтoup сanread out Adam,s words and thе other group сanrеad out Hеlеn,s words Aftеr praсtiсe, сhoose an

individual pupil from еaсh group to сomе and aсt

out thе dialogue at the frоnt ofthe сlass Thеrеst ofthе сlass сan provide the sound еffесts ofTabby and ofthe balloon bursting

10 Repeat with two differеnt pupils

11 WoRKBooК pagе 17:1 Draur Pupils draw the

four toys in the spaсes provided

12 PUPIUS Booк page 3:4 Listen and sing.

Revise the alphabеt by singing thе alphabet

song.

13 WoRKBooК page I.7:2 Draw and write.

Pupils сomplеte the piсture by drawing a linе

from (l to b, thеn a line from 6 to с and so on.

Whеn they have сompleted the piсture they

сomplеtе the sentenсe i ANSWЕR It's a drum

14 Finish thе lеsson by drawing toys on the boardand asking pupils to сome and writе theappropriate word beside the piсturеs

о Cassеtte (PB page |4:2) o red and bluесoloured сhalk

oЖЖsтEP1

Lаnguage о prеsentation oftoys voсabulary

Vocabulary o balloon, boat, drum, hite,looh out,

miaoul, mу, toу, I1)oLl)' уoуo

Mаterials о PB pagеs 3 and 13 o WB page 17

о Cassettе (PB pagе 3:4 _ optional), (PB pagе

13:1)

Rеvise сlassroom objесts by dоing a silеnt

diсtation Point to objeсts in thе сlassrоom (or

draw thеm оn thе board) and ask pupils tо write

down еaсh word

Writе these words on the board: balloon, boaт,

drum, kitе, уoуo Tell pupils that they must listen

to the сassеtte and read thе dialogue in thе

1 Quiсkly revisе the toys voсabulary by writing

thesе words on the board _ balloon, boat, d,rum,

|eite, уoуo, and asking individual pupils to сome

and draw a piсturе ofthe toy besidе the

appropriatе word.

2 Tеaсh thе words baII, bilze, doll, planе, train Ъу

drawing these items on thе board Say the words

сlearly and рoint to the piсtures you have drawn

Do сhoral and individual rеpetition

3 Now write thе words bеlоw thе piсturеs Pupils

rеad the words, thеn repеat сhorally and

individually

4 Leaуe the piсtures and words of all thе toys on

the board and play a mimе game Mimе playing

with a yoyo and ask pupils to say thе name of thе

toy Do othеr mimes: flying a kite, blowing up a

balloon, bоunсing a ball, playing a drum, riding a

bikе, holding a doll, playing with a plane in the

aiц sailing a boat on a pond, pushing a toy train

round a traсk оn thе floor Ask pupils to say the

names of the toys

5 Rub the wоrds off the board, leaving the piсtures'

and play thе mime game again Ask individual

pupils to сome to thе front of thе сlass and do a

mime for the rest of thе сlass to guess

6 PUPIL'S Booк page |4:2 Listen and sing

Teaсh the song in thе usual way (seе Introd.uсtion

pagе 4 fоr proсedurе) Usе thе сolourеd сhalk to

demonstrate the meaning of red and' bluе

Explain thе words ulondеrful and, big.

pairs' frnding and сirсling the wоrds in the penсil

(seе Introduсtiоn page 6 for proсedure), then

work alonе to write thе words beside the piсtures

a ANSWERS 1 boat 2 plane 3 yoyo 4 bike 5

drum 6 doll 7 train 8 ball 9 balloon 10 kite

8 PUPIL:S BOOI( page 14:8 point ask and

answer Tell pupils to look at thе piсturе in their

Pupil,s Books Call out a numbеr and ask pupils

What,s this? For instanсe, you say I'{umbеr 2

What's this? and thе сlass rep|у It,s a plane,

Pupils reply сhorally and individually

9 Pupils work in pairs, pointing at items in thе

piсture and asking eaсh other the question

Whot,s this? tsee Introduсtion pagе 6 for

proсedure) Go round the сlass helping wherе

neсessary Remind pupils tо take turns asking

and answering the question

10 Finish the lеsson by singing the song again

ОWsтEP3

Lаnguage о presеntation ofсolours, сolour + nounVocabuIаry o blac|е,, broшn, grееn' orangе, pinh,'purplе, ul hitе, уelloul

Materials о PB pagе 15 о WB pagе 18

о Cassettе (PB pages 15:4 and 15:5) o сoloured

сhalks papеr for pupils to play Bingo

1 Revisе toys by playing thе mimе game again (see

Stеp 2:4, 5), but this time play with nо words orpiсturеs on the board As pupils сorreсtly guеsseaсh mime, write thе word on the board, so atthe еnd of the gamе the namеs of al] tеn toys arewrittеn on the board

2 Give еaсh pupil a pieсe of paper Tеll thеm to

draw a grid ofsix squarеs' and to write a toy in

eaсh square Then play Bingo

3 Draw some toys on thе board Pause after еaсh

linе as you draw Pupils ask questions about

your drawin g - Is it a (ball)? Is it a (уoуo)? Replywith Уes, it is / No, it isn,t as apprоpriate

4 WORKBOOK page l8:4 Write pupils work in

pairs, writing answers to thе questiоns (see

Introduсtion page 6 for proсedure)

ANSWERS 1 Yеs, it is 2 No, it isn't 3 Yеs, it

is 4 No, it isn't

Ask pupils if they сan say what piсturеsnumbers 2 and 4 are (2 is a yoyo, 4 is a boat)

5 Coloured сhalks Draw sсribbles of сolour on

the board using five differеnt сolourеd сhalks _

red, blue, green' yelloщ orange Point to thesсribbles in turn and say the сolour сlearly Doсhoral and individual repetition Ifyou do nothavе сoloured сhalks, usе sсribblеs ofсrayon orfelt-tip pen on a large sheet of white papеr.

6 Rеpeat with five more сolours _ pink, purple,brown, blaсk, white

7 PUPIL'S Booк page 15:4 Listеn, rеad and

say See Introduсtion pagе 4 for proсedure

8 Draw a balloon on thе board Point to it and sayThis is a bъlloon Colоur the balloon, using redсhalk, and say This is a rеd bqlloon Do сhoraland individual repetition Repeat, drawinganother balloon and соlouring it yellow Saу This

is o уеllotо bаlloon

9 Draw balloоns on thе board, thеn ask individual

pupils to сome to the front of thе сlass, сolour in

a balloon with сolourеd сhalk and say This is a

(greеn) balloon

20

1l

12

13

PUPII-:S BooK page 15:5 Listеn and read

Play thе сassеttе' Pupils listen and read silеntly'

Pupils read the stоry again silentlу

Draw pupils, attention to thе phrases a bluе аnd

purplе balloon, a grееn and orangе b(illoon

Finish the lеsson by talking about the piсturе in

the mother tongue Have pupils evеr beеn for a

ride in a balloon? Would they like to? What do

theу think the pеоple in these balloons are

thinking and feeling?

Notе: Ask pupils to bring сrayons to thе next lesson

(seе Note on сrayons at the еnd of Unit 1 Stеp 2).

.WsтЕP4

Language o praсtiсe ofсolour + noun

Vocabulary no new woгds

Materials о PB page 16 о WB pagеs 17 and 19

о сoloured сhalks

Revise сo1ours by drawing several balls on the

board Colour them in, using differеnt сoloured

сhalks, then point to thе drawings The сlass say

a (rеd) ball, a (blaclz and шhitе) ball etc

Hold up various сlassroom оbjeсts and ask

individual pupils to say a (blше) (book), a (grееn)

(pеncil), a (уеlloш) (rulеr) as appropriate

Ask individual pupils to hold up thеir penсils

and say a (rеd) pеncil, an (orangе) pеncil as

aрpropriate

Draw сoloured sсribblеs on thе board Ask

individualpupils to сome and write thе

appropriate сolour words bеside the sсribblеs

numbers 1-6 by holding up various numbеrs of

fingers and asking pupils to сall out the number

Explain to pupils that they must сolour in thе

piсturе of the balloon, following the сodе So

еvery spaсe on the piсture that is labеllеd with a

number 1 must be сoloured blaсk, еvery spaсе

that is labеlled with a numbеr 2 must bе

сoloured grееn, and so on Go round the сlass

helping wherе nесеssary Pupils сan сompare

their piсtures when they havе finished

WORKBOOK page 19:6 Write Pupils write the

answеrs to the quеstiоns ANSWERS 1Yes'

it is 2 No, it isn't

page 17 of thеir Workbooks, to thе piсturеs of a

kitе, balloon, boat and yoyo that they drew in anеarlier lesson Pupils сolour in thеir drawings,thеn work in pairs, pоinting to their сolouredpiсturеs and saying а (rеd) hite, a (purplе)balloon

8 PUPIUS Booк page 16:6 Point and say

Pupils work in pairs, pointing at the itеms andmaking statements (see Intrоduсtion pagе 6 fоrproсedure) Go round the сlass helping where

neсessary

9 F'inish thе lesson by playing a game Ask eightpupils to сomе to thе front of thе сlass Pupil 1

begins bу saying a toу, е.g a rеd h,itе ' Pupil 2

rеpеats this and adds anothеr toy, e.g a rеd k,itе

and a grееп уoуo Pupil 3 repеats this and addsanother toу' e.g a rеd |lite, a grееIL уoуo and a

pin|a balloon Continue until thе last pupil Tеllthе rеst of the сlass that thеy сan help wherе

neсessarу When Pupil 8 has added the last toy,

the whole сlass must сhant the сompletе list ofeight toуs

10 Repеat with еight different pupils

Note: Ask pupils to bring сrayons to thе next lеssоn

Language o praсtiсe ofсolour + nounVoсabulary o find, picturе

Materials о PB pagе 16 о WB page 20

о Cassettе (PB pagе 74:2 - optional)

PUPIL:S Booк page 16:6 Point and say.Rеvisе сolours and toys by doing this aсtivity

with thе whole сlass Call out a numbеr and askpupils (сhorally and individually) to say what the

toy is, e.g you saу nшmbеr 6 and pupils reply

a pink doll

PUPIUS BooK page 16:7 Your gamе Eхplain

to pupils how to play the game in pairs Explain

the wоrd find'Plp|| 1 сhoosеs a partiсular toy, e.g а' уеIloш balloon and tеlls Pupil 2 to find it

Pupil2 must look at both piсtures and find theyellow balloon, then say Picturе А or Pictшrе B.Demonstrate the game to thе сlass by playingwith an individual pupil at the front of the сlassfirst

When pupils have played the game in pairs, usеthе piсtures to play Kim's Game (sеe Aсtivity

Bank number 10) Pupils look сarefully atPiсture A for a few minutеs Thеn they сlose6

their books and сall out as many items from the

piсturе as they сan remеmbeЦ e.g a grееn drum,

an orangе balloon

4 Do a writtеn vеrsion of Kim's Game Pupils look

at Piсture B for a few minutes' thеn сlose their

books and write down all thе things they сan

rеmembеr When thеy have finishеd, сhесk the

answers with the сlass

Pupils сolour in the piсturе, following thе

information given in the girl's spеeсh balloon Go

round the сlass сheсking pupils'wоrk and

helping where neсessary

6 WoRI{BooК pagе 20:8 Writе Ехplain to

pupils that thеy must fill in thе wоrds in the

сrossword, and that all the words begin with the

lеtter b Pupils work in pairs, сompleting the

сrossword (sеe Introduсtion page 6 fоr

proсedurе) ANSWERS 1 bag 2 ball 3 boat

4 bikе 5 banana 6 balloon

7 PIaу the game again desсribed in Stеp 4:9 abovе.

8 If there is time, sing the song from Pupil's Boоk

page 14 again Pupils may likе to сhangе the

versеs' substituting a сolour of their own сhoiсе

instеad of the сolоurs red and bluе siven in the

Pupil's Book

also uSе Workbook pagе 29:1 Writе and сolоur (see

Revision 2 Stеp A for proсedurе)

l-anguage о praсtiсе of he,s /shе's + jobsYocabu|arу o taхi

Materials o PB page 18 o WB pages 2I and22

oЖsтЕP1

Language о prеsentation of I,m / hе,s l shе's + jobs

Voсabulary o bus, doctor, driuеr, farmец hе's, hi,

shе's, shop, shop|zееpец truе, falsе

Мateria|s о PB page 17 о WB page 21 о Cassette

(PB page 17:1)

Revisе the alphabеt and voсabulary taught so

far Ask the сlass to rесitе thе alphabеt and write

the lеttеrs on thе board Now ask individual

pupils to сomе to thе front of thе сlass and еithеr

writе a word or draw a piсturе undеr the

appropriate letteц e'g a pupil сould draw a

balloon under the letter b, or соuld write the

word sandulich undel: thе lеtter s (seе Aсtivity

Bank number 28).

PUPПJS Booк pagе 17:1 Listen and rеad

Tеll pupils to look at the piсturеs Ask thеm in

thе mother tongue if they know what thеse

people's jobs arе Thеn play the сassеtte whilеpupils listen and read silеntly

3 Pupils rеad the teхt again, silеntly

4 Writе these wоrds on the board and ask pupils if

thеy сan work оut thе meaning of them: bus, bus

driuеr' doctor' farmeц shop' shop|zееpеr Explain

the mеaning of these words through thе piсturеs,and through translation ifneсеssary' Do сhoraland individual repetition of the jobs

5 Play thе сassеttе while pupils listеn and readagain

6 Talk about the different jobs, in the mother

tongue Would any pupils like to do the jobsshown herе whеn thеу grow up? or are there

other jobs they wоuld like to do?

look at the piсtures Call out a numbеr and askрupils to say what that pеrson,s job is _ е.g you

saу numbеr 3 and pupils rep|у doсtor Pupils

writе in the answers <} ANSWERS 1 I'm a

shopkеeper 2I,ma bus driver 3I'm a doсtor.

4I'm a farmer

8 PUPIUS Booк page 17:1 Listen and read

Draw pupils'attention to the words hе's and

sheЪ Ехplain that we usе hе's witln males andthat we use sheЪ wit}r females Ask pupils tо

read the tеxt, and to find ехamples of hе's or

shе's.

9 Do сhoral and individual repetition of thеsеphrasеs: Shе,s a doсtor Hе,s а fа,rmеr Hе,s a busdriuеr She's a shoph,ееpеr.

10 PUPII-:S BooK page L7:2 Truе or false?Eхplain the mеanin g of truе and falsе Go

through the task togеthеr with thе сlass Thenpupils work in рairs, saying whеther the sixstatemеnts are truе or false (see Intrоduсtion

page 6 for proсedurе) o ANSWЕRS 1 true

2 false 3 truе 4 truе 5 falsе 6 false

11 Finish thе lеsson by сalling out pupils'namеSand asking the сlass to say hе l shе as

appropriatе

.),

D

6

Revise hе andshеЪу repeating Step 1:11 above

Say thе namеs оf famous peоple, of tеaсhеrs in

thе sсhool, and of сharaсtеrs in the Pupil,s Book

and ask pupils to say hе l shе as appropriatе

the answers, then сompare their answеrs in

pairs iANSWERS 1lne 2 she 3he 4shе

5 she 6 he.

Write these jobs on the board: doctor, fаrmеr' bus

driuеr, taхi driuеr, shoplzeеpеr, tеachеr 1.sk

pupils if they know what ataхi driuеr does.

Еxplain, and translate if nесessary

Do сhoral and individual repetitiоn of the jobs

Do a mime aсtivity Point to a job on thе board

and ask threе pupils to сome tо thе front оf the

сlass and mime doing that job Repeat with

different pupils and diffеrent jobs

PUPIL|S BooK page 18:3 Point and say Pоint

to eaсh of thе piсtures in turn, сalling out the

number and asking pupils to make sentenсеs,

е.g you saу numbеr 3 and the сlass rеply SheЪ o

doctor Do this for all thе piсtures

Pupils dо thе aсtivity in pairs (see Introduсtion

pagе 6 for proсеdure) Go round helping whеre

neсesSary

Call out a number and makе a statеmеnt Tell

pupils to look at that piсturе and say whethеr

the statement is true or false For examplе' you

saу Numbеr 6 She's a doctor and pupils rеply

Falsе Ask individual pupils to stand up and

make statemеnts about partiсular piсtures too,

for the сlass to rep|у T|uе l Fo,lsе as appropriate

pupils that they must find four сomplеtе people

by matсhing thеir top and bоttom halves Thеy

thеn writе thе lettеrs in thе boxes Pupils do the

task in pairs (seе Introduсtion pagе 6 for

proсedurе) .O ANSWERS 1b, e 2 a, h 3 с, f

4d,g.

Еinish the lesson by playing Hangman (sее

Aсtivity Bank number 5) using the names and

the iobs words learnt in the last two lessons

PUPIUS Booк pagе 18:3 Rеvise jobs by doing

a piсture diсtation Call оut a numbеr, and tell

pupils to writе down the job that person is doing

For eхamplе' you saу rъumbеr 8 and pupils writе

shophееpеr

WORKBOOK page 22z4.Write Pupils write twosentеnсes about the piсture Go round helpingwhеrе nесessary ANSWERS 1 She's ashopkеeper 2 He's a taxi driver

WoRKBooK page 22:5 Read and writе.

Pupils read thе summary table, then сomplеte it

by filling in thе missing word i ANSWER

She's a doсtor Draw pupils,attention to thewords shown in braсkets You do nоt nеed to givе

a full grammatiсal explanation herе, simply saythat I,m, Hе's and Shе,s are the short form' whiсh

is most сommonly usеd in English

РUPIL'S BooK page 18:3 Point to piсturе 1 and

saу Numbеr 1 Is hе a tеachеr? Then reply,

nodding your head, Yеs, hе js Do сhoralrepetition of the question and answer

Now pоint to piсture 5 and say Number 5 Is he a

doctor? and reply' shaking yоur head, No, he

isn,t Do сhoral repetition of the question and

answer

Dо more praсtiсе of this question and answеr,

using piсtures 1, 4, 5,7 and 9 (i.e all thеpiсtures of mеn)

Nоw teaсh the question with shе, e.g' Picturе 2.

Is shе a tеachеr? No' she isn,t Is shе a taхidriuеr? Yes, shе is

Praсtise, using piсtures 2,3,6 and 8 (i.е all thеpiсtures of women)

Finally, usе all nine piсtures to praсtisеquеstions and answеrs with ЬotЬ hе and shе,

PUPIUS BooK pagе 19;4 Listеn and rеad Dothe story (sеe Introduсtion page 5 for proсedure)

Finish the lеsson with a memory game (seе

Aсtivity Bank numbеr 8), using thе namеs of

iobs

10

10

11 11

oЖsтЕP3

Language о prеsentation ofls he l shе a? уes, hе l

she is, no, hе l she isn't

Voсabulary o zoohееpеr

MateriaIs о PB pages 18 and 19 о WB page 22

о Cassette (PB page 19:4)

ОEsтEP4

Language о praсtiсe of is hе l shе a? уes, hе l shе

iS, no, hе l she lsn,/ + jobsVocabu|ary no nеW wordsMaterials o PB page 19 о WB page 23

о Cassettе (PB page 19:4)

1 Teaсh tinеwordpupil.Point to a malе pupiland

ask the сlass 1s he a taхi driuеr? Help the сlass to

reply No, hе isn,t Ask other quеstions Final1y

ask 1s hе a pupil? Thе сlass rep|у Yеs, hе is

2 Repeat, using both male and female pupils, to

praсtise quеstiоns and answеrs with hе an.d shе'

3 PUPIUS BooI( page 19:4 Listеn and read

Play thе сassеtte whilе pupils listеn with thеir

books сlosed Play the сassеttе again whilе

pupils rеad silently

4 WORKBOOK page 23:6 Write Go through the

questions orally with thе сlass, asking pupils to

сall out thе answеrs

5 Pupils writе in thе answers O ANSWERS

1 No, he isn't 2 No, he isn't 3 No' he isn't

4 Yеs' he is 5 No, hе isn't

6 Ask pupils to сall out the namеS of any two toys

they сan rеmember' e.g уoуo, h,itе.Write them on

the bоard in a list Ask pupils tо сall out the

names of any twо сlassroom objесts, e.g pеn,

chair, and write these on thе board in a sеparatе

list Ask pupils to сall out any two соlours and

two foods they сan remember Write these words

on the board in two separatе lists

7 Say a word (сhoosе words from this list of known

voсabulary: banana, cа,hе, pizza, sandtaich,

applе, еgg' ora,ngе, iсе crеam, pеn' pеncil, rulеr,

rubbеr, booh, cassеttе, pеncil casе, bag, board,

chair, dеsh, drum, boаt, bih,е, уoуo' l?itе, doll,

bа,ll, planе, train, balloon' rеd, уеlloш, bluе,

grееn, Оrangе' black' brotоn, шhitе, pin|a, purplе)

Ask individual pupils to сome and writе thе word

in the сorrесt list on thе board _ aссording to

whethеr it is a toу, a food, a сolour or a сlassrоom

objeсt

8 Ask pupi1s to also add thеir own SuggеStions to

the lists

that in these groups of words, one word

is'odd'-it is in thе wrong grouP, it doesn,t belong Use

thе lists on thе board to give еxamples

10 Pupils do thе plzzIe in pairs (sеe Introduсtion

pagе 6 for proсedurе) ] ANSWERS 1 banana

(the othеrs are alljobs) 2 yoyo (the othеrs are all

сlassroоm objeсts) 3 taxi (thе othеrs are all

сolours) 4 doll (thе others arе alljobs)

11 Еinish the lesson by asking pupils to use thе lists

of words on the board to makе uр оther odd onе

out puzz)'es for thеir friends to do Tell pupils to

bring thеir plzzIes to thе nеxt lеsson

ОЖЖsтEP5

D

6

I

Lаnguage о praсtiсe of is hе l shе a? уеs, hе l she

iS, no, hе l shе isn,t + joЬs

Voсаbu|ary no nеw wordsMaterials о PB page 20 о WB page 24

Revisе vосabulary by giving thе сlass thеsе odd

onе оut puzzlеs on thе board:

1 pen ruler whitе book

2 ball doll drum dеsk

'O ANSWERS l white (the others are all

сlassrоom objесts) 2 desk (the others are alltoys) 3 balloon (the others are alljobs) 4 pink

(thе others are all foods).

Ask pupils to rеad out the odd one out puzz1es

they wrote in Step 4:11 above, for the сlass toanswer

PIIPIUS BOOK page 20:5 Ask and answer Gothrough this aсtivity orally with the сlass first.Then pupils do thе aсtivity in pairs (seеIntroduсtion page 6 for prосedure)

look at thе piсturеs and to tell you what theсhildrеn are doing Thеy arе prеtеnding to do

various jobs In piсturЬ 1 Hеlеn is a shopkeeper

In piсturе 2 Adam is a dосtor In piсturе 3 Pеter

is a teaсhеr In piсture 4 Helen is a bus drivеr.Pоint to the piсtures and do oral praсtiсе first,

е.g you saу Picturе 1 Is shе a shop|aееpеr? andthе сlass replуYеs, she is

Pupils write answers to thе questions

ANSWERS 1 No, shе isn,t 2 Yes, he is 3 No,

he isn't 4 Yes, shе is

WoRKBooK page 24:9 Rеad and чrritе Gothrough the summary table with thе сlass' Thenask pupils to fill in the missing words

a teaсher? Yes' she is Is she a doсtor? No, she

isn't

the objeсts to thе jobs by drawing linеs from

objeсts to words If pupils do not know what thе

objесts arе' you сan explain in the mothеr

tonguе It is not nесessary to tеaсh pupils the

Еnglish words for these objeсts ANSWERS

1 farmеr 2 tеaсhеr 3 bus drivеr 4 shоpkеeper

5 doсtor.

8 PUPIL'S BooK pagе 20:6 Your game Ask a

pupil tо сome to thе front of the сlass and explain

that thеy must mime a job for thе rest of thе

сlass to guess While the pupil is miming, help

thе сlass to ask questions with 1s hе сl (tеaсhеfl?

Give replies Yеs, hе is /No, hе isn't as

appropriate Then the сlass play the gamе

also use Workbook pagе 30:3 Write (see Rеvision 2

Step A for proсedure)

еffeсts ofthe partу, ofЕсho and Tabby and ofthe

сake falling off the table

in pairs, pointing to thе piсtures and asking

Who's that? (sеe Introduсtion page 6 for

prосеdure) Aftеr this oral praсtiсe, pupils writе

in thе answers ANSWERS 1 That,s Adam

2 That's Sally 3 That's Есho 4 That,s Tabby

5 That,s Hеlen

9 Draw pupils'attеntion to thе phrases Shе,s mуsistеr Shе's ninе Remind pupils that we say

sheЪ with females and hе,s with males

hе,s ot shе,s as appropriatе .O ANSWERs

1 She's еight 2 He,s sеven 3 Shе's ninе

11 Finish thе lеsson bу playing a game Bring one

pupil to thе front of thе сlass, blindfold thеm (or

ask thеm tо сlose their eyеs) Then silently point

to a pupil in the сlass This pupil says Hеllo.T|te

rest of thе сlass ask Who's thQt? The blindfoldеdpupil must try to guess who spоke, saying That's

(namе) and thе rеst of thе сlass reply Yеs' it

is / No, it isn't as appropriate

oЖsтEP1

Lаnguage о presentation of houl old arе уou?

I,m lhe's l sheЪ + ages, Lоho's that? thqt's

Voсabulаry О cousin, hoppу birthdaу, hotl old arе

уou?, oh, dеar, sistеr, that, tlho's that?

Маterials o PB pagе 21 о WB page 25

о Cassette (PB page 21:1)

1 Revise jobs by playing the mimе game again

from Pupil's Book page 20

2 Talk in the mother tongue about birthdays Ask

pupils if they сelеbratе their birthdays, and how.

Do they havе a partу? Do they have speсial food?

Eхplain that it is Adam's birthday today and he

has invited friends to his birthday party They

will eat a speсial birthday сakе, with сandlеs on

top to shоw how old Adam is And they will play

party games suсh as Blind Man's Buff In this

game' onе person is blindfоlded so they сannоt

see They have to сatсh othеr peoplе, and try to

guess who they are by feeling their haiц сlothеs'

etс.

3 Teaсh the phrases Hoш old arе уou? Hoppу

birthdaу! andWho,s thqt? Do сhoral and

individual repetition of thesе phrasеs

4 Ask individual pupils Hoьu old arе уou? HeIp

pupils to reply Гm (еight)

5 Point to individual pupils and ask thе сlass

Who's that? Help them to reply That's (their

name)

6 PUPIUS BooK pagе 21:1 Listen and say

Teaсh the dialogue (sеe Introduсtion page 4 for

proсedurе) Briе{ly explain the mеaning of sistеr

and cousin

7 When pupils arе familiar with thе text' ask two

pupils to read out thе parts оf Adam and Bill.

Thе rest ofthe сlass сan providе the sound

Language o prеsеntation of family voсabularyVoсabulary О aunt, brothеr, comе, familу, fathеr,grandfathеr, grandmothеr, mothеr' sее, unclеМaterials о PB pagе 22 oWB page 26

о Cassеtte (PB pages 22:2 and 22:3)

Revise numbers by playing a number game (see

Aсtivity Bank number 1'2).

Ask individual pupils Hoъо old arе уou? Pupils

rep|у I'm (еight)

PUPIUS Booк page 22z2 Listen, read and

say Tell pupils to look at the first piсture Dothеy reсognise Adam and Helеn? Explain thewords brothеr ar,d sistеr Do сhoral and

individual repetition of thesе words Еxplain

that thе baby in thе photo is Adam and Hеlеn'syoung brоthеr Ask (in the mothеr tongue) howmany brothers and sisters pupils havе Pupils

reply in English, e.g tt,uo sistеrs and onе brothеr

Explain thе words fathеr and mothеr Do сhoraland individual repetition

Play the сassеtte for thе first piсture whilepupils listеn and read silently Play the сassetteagain Pupils rеad and say.

Materials о PB page 23 о WB page 27

Revisе he and shе Ъу сalling out namеs (оf

pupils, of famous peoplе, and of сharaсters from

the Pupil's Book) and asking pupils to reply with

hе lshе as appropriatе, сhorally and individually

Point to a malе pupil Say.Е/eЪ (John')' His

nq,mе,S Uohn')

10

piсture, оr сall out thе number, and ask Who,s

that? T}ris time pupils must say how the person

is related to Bobo and also givе thе person'sname - It's Bobo,s (сousin) (His) namе's (Dаrъ).

Praсtisе with all thе сharaсters Pupils replyсhоrally and individualiy

Pupils praсtise in pairs (see Introduсtion page 6

for proсedurе) Go round the сlass helping where

neсessary

Summary table with the сlass

WORKBOOK page 27:5.П'I.atch and write.

Pupils matсh the members of Bobo,s familу in

thе left-hand list with their names in thе hand list Pupils work togеther in pairs' doingthe task (seе Introduсtion page 6 for proсedure)

right-1l

t2

6 Tеl1 pupils to look at the seсond piсture Can

they guеss the mеaning of the words grandfather

and grandmothеr? Explain and do сhoral and

individual rеpetition Еxplain thе mеaning of

aunt, unсlе andcousin Do pupils rесognise Sally

in thе piсture? She is Adam and Helen's сousin,

bесausе hеr father is thе brother ofAdam and

Helen's mothеr Explain that Adam, Hеlen and

Sally all share thе same grandparents Sally's

parеnts are Adam and Hеlen,s aunt and unсle

Adam and Hеlеn,s parеnts arе Sally's aunt and

unсle Ask pupils to tеll you (in the mother

tongue) if they have any сousins Ask pupils to

eхplain why hе/shе is thеir сousin (e.g her

mother is my father,s sister)' to сheсk pupils

understand thе meaning of thеsе family

relationships

7 PIaу the сassette for the seсond piсturе while

pupils listen and read silently Play the сassеtte

again Pupils read and say.

pupils that thеsе arе all membеrs of Adam's

family Pupils work in pairs, сomplеting the

sеntеnсes (sее Introduсtion page 6 for

proсеdure) ANSWERS 1 That,s my mothеr

2 That,s my sistеr 3 That's mу brothеr 4 That's

my grandfather 5 That's mу fathеr 6 That's my

aunt 7 That,s my unсle' 8 That's my сousin

9 PUPIL|S Booк page22з3 Listen and sing

Tеaсh thе song (sее Introduсtion page 4 for

proсedure) Ехplain thе word falnilу and thе

phrasе comе and sее.

10 Еinish thе lеsson bу asking pupils to сount from

1 to 10, сhorally and individually

Note: Ask pupils tо bring сrayons to thе nеxt lesson

Point to a fеmale pupil Saу SheЪ (Lisa)' Her

namе'S (Lisa)

Repeat with other pupils in the сlass Do сhoraland individual repetition of the phrases flls

namе'S andHer namе's

PUPIL'S BOOK page 2324 Ask and answer

Ask pupils to lоok at the piсture Talk about thеdiffеrent сharaсtеrs (in thе mother tongue) This

is a сirсus fami1y Bobo is a сlown, in a blaсk andwhite сlown's suit He has a little sisteц and a

brothеr who is alsо a сlown His brоther is riding

a speсial сlown's bike with only one whееl Hеhas two сousins who are aсrobats They сanstand on thеir hеads or on thеir hands He has

an unсlе who is a strongman at the сirсus _ hе is

holding a hеavу weight in thе piсture Hе has anaunt who is a firе-eater - she is holding a lightedstiсk in the piсturе Her соstumе is designed to

1ook likе flamеs Havе pupils еver bеen to a

сirсus? What do thеy knоw about сirсuses? What

do thеy think would be the most ехсiting aсt to

watсh _ aсrobats, сlowns, a strongman or a fire

eater?

Do сhоral repetition оf the diffеrent family

words: uncle, aunt, еt,c.

Tell pupils to look at thе seсond piсturе Saу thе

namеS of eaсh сharaсtеr Do сhoral and

individual repetition

Point to one ofthe сharaсters in thе sесond

piсture, or сall out thе number, and ask Who's

that? }Jel'p pupils to rеply, saying how the person

is related to Bobo _ It's Bobo,s (cousin) Praсtisewith all the сharaсters Pupils reply сhorally and

individuallу

Point to onе ofthе сharaсters in the seсond

piсture, or сall out the numbеr' and ask Who's

that? TЬis time pupils must say how thе pеrson

is rеlatеd to Bobo and also give the pеrson'sname _ It's Bobo's (сousin) (His) namе,s (Dan).Praсtisе with all the сharaсtеrs Pupils replyсhorallу and individually

Pupils praсtisе in pairs (seе Introduсtion page 6

for proсedurе) Go round the сlass helping whеre

neсеssary

summary table with the сlass

WoRKBooK page 27:5 Matсh and write.

Pupils matсh the membеrs of Bobo's familу in

the lеft-hand list with their namеs in thе hand list Pupils work tоgеther in pairs, doing

right-thе task (seе Introduсtion pagе 6 for proсedurе)

Materials о PB page 23 о WB page 27

Rеvise hе and shе Ъу сalling out names (of

pupils, of famous peoplе, and of сharaсtеrs from

the Pupil's Book) and asking pupils to rеply with

hе / shе as appropriate' сhorally and individually

Point io a malе pupil Saу Hе's Uohn) His

namе'S Uohn)'

12

a ANSWERS 1 Bobo's sister Her name,s Bonny.

2 Bobo's brоthеr His namе,s Biff 3 Bobo's unсlе

His name's Unсle Mark 4 Bobo's aunt Hеr

name's Aunt Spark 5 Bobo's сousin His namе,s

Dan 6 Bobo's сousin Her name,s Ann (Thе

answers for 5 and 6 may be in a differеnt order.)

13 If there is timе, finish the lesson by asking

pupils to сolour in thе piсtures, matсhing the

hair сolouц сostumеs, etс shown in thе Pupil's

Book

Note: Ask pupils to bring сrayons to the nеxt lеsson

also use Workbook page 30:2 lVritе (seе Revisiоn 2

Step A for proсedurе)

Languаge r praсtiсe of he's /shе's, his /hеr +

family voсabulary + agеs

Voсabulary no new words

Mаterials о PB page 24 oWB page 28

о Cassеtte (PB page 22:3 * optional) o papеr

for pupils to make badses

1 Revise family voсabulary by writing gappеd

wоrds on the board (seе Aсtivity Bank numbеr

24).

2 PUPIUS Booк page 22:3 Listеn and sing

Sing the song again

3 PUPII,2S Booк page 24z5 Ask and answer

Point to thе сharaсtеrs and ask pupils ifthey сan

remеmbеr their namеs (1 Bobo 2 Ann 3 Bonny

4Bitf 5 Dan) Do сhoral repеtition of thе names'

4 Te|I pupils to look at the piсtures and read the

diffеrеnt сharaсtеrs' ages Ask questions

-Hoш old is (Bobo)? Holl-l old is (Bonn0? Pupils

tep|у Hе's (tеn)' Shе,s (tulo),

5 Play a guеssing game with the сlass Saу Hе's

eight What's his namе? Pupils rep|у Dаn Pupils

рlay the game in pairs (sеe Introduсtion pagе 6

for proсedure)

pupils that all thе сhildrеn in thе piсturеs are

wеaring badgеs giving thеir age Pupils сomplete

the sentenсеs Remind pupils to usе hе /shе as

appropriate Go round helping where neсеssary

ANSWERS 1 He,s ten, 2 Shе's siх 3 Hе's

seven 4 She,s four 5 She,s ninе 6 He's five

7 Givе еaсh pupil a piесe ofpaper and ask them to

make a name badge Pupils writе thеir age on

the badge _ I,m (age) They сan сolоur and

deсorate their badgеs too.

8 Ask pupils to hоld up their badgеs, point to

individual pupils and ask Hoш old, is hе lshе?

Pupils rep|у Hе / Shе,s (age).

9 Finish the lеsson by playфg Hangman (sеe

Aсtivity Bank number 5) using family words.Notе: Ask pupils to bring сrayons to the next lеsson

also use Workbook page 31:4 Writе (sее Rеvision 2

Step B for proсеdure)

oЖsтEP5

Language о praсtiсe of family voсabulary

VoсabuIary no new wordsMaterials о PB page 24 oWB page 28

o paрer for pupils to draw on

1 Revise the previous lesson by drawing stiсkfigures ofseveral boys and girls on thе board

Ask individual pupils to сome and write a nameand an agе below eaсh piсturе (pupils сan сhоose

whatеvеr names and agеs they likе)

2 Point at thе piсturеs in turn and ask thе сlass

Houl old is hе lshe? Pupils rcp|у Hе / Shе's (еight)

3 Point to the piсtures and ask What's his lhеr

name? Pupils rep|у His /Hеr namе,S (AIan) asapprоpriate

work in pairs, finding the odd words and writing

in the answеrs (see Introduсtion page 6 forрroсedurе) ANSWERS 1 sandwiсh (all thеothеrs arе family) 2 сassette (all the othеrs are

family) 3 mother (all the others are jоbs)

4 rubber (all the others arе family)

5 Ask pupils to makе up their own odd one outpuzzles for their friеnds to do.

Pupils answеr the question about themsеlvеs.Tеll pupils to writе thе number word, not to

draw the numbеr

7 PUPIUS BOOK page 2426 your work pupils

draщ сolour and labеl a piсture of their family.Thеy сan do this work on a pieсe of papец in an

Еnglish notеbook, or in a spесial Your Work

notebook Go round the сlass helping whеrе

neсеssary

8 Whеn pupils havе finished, they work in pairs,

talking to thеir partnеr about their piсture (see

Introduсtiоn page 6 for proсedure) Pupil A asks

about еaсh member in turn and Pupil B givеs

their name, and also their agе if they know it,

e.g Pupil t: Who's that? PlpilrB: That,s mу

sistеr I{еr nqmе,S Sarah Shе,s ten.

9 Displaу pupils,frnishеd work in the сlassroom if

pоssible

10 Finish thе lesson by asking pupils tо сhoosе

whiсh sоng they would likе to sing again

Notе: Ask pupils to bring сrayons to the neхt lеsson

Note: Rеvision 2 is basеd on Workbook pages 29_32

You may already havе used some of this matеrial as

extra praсtiсе in earliеr lessons, or you may prefer to

use thеsе Revision pagеs noщ as separatе rеvision

lеssons

Language о rеvision

VoсabuIary no new words

Materials о PB pages 1'4, L5,16, 18 and 20

о WB pagеs 29 and 30 о Cassettе (PB pagе

l4:2 - optional) o сoloured сhalk

1 Revise сolours by asking individual puрils to

сome to thе front of thе сlass, сhoose a pieсe of

сoloured сhalk and usе it to write the name of

the appropriate сolour on the board, е.g a pupil

сhooses the red сolourеd сhalk and writes rеd on

the board

2 PUPII,:S Booк page 15:4 Listеn, rеad and

say Do сhoral and individual repetition of thе

ten соlours

Pupils fill in the gapped сolour words, соmparing

thеir answers in pairs ANSWERS 1 blaсk

2 bluе 3 brown 4 gтeen 5 orange 6 pink

7 purplе 8 red 9 white 10 yеllow

4 Pupils then сolour in the piсture, following the

numbеr сodе and using the apprоpriate сolours,

e.g they сolour blaсk anуthing labelled with a

number one, and so on.

5 PUPIUS Booк page |4:2 Listen and sing

Pupils sing the song.

28

Point to the piсtures and makе statements withhis ared hеr For example, point at thе kite and

saу his k,itе, point to thе train and saу hеr train

pupils understand all the words given in thеpenсil shape Ехplain to pupils that thеy mustwrite thе toys in the lists, aссording to whetherthey arе his toуs (i.e they belong to the boy) orhеr toуs (i.e they belong to thе girl) Go roundthе сlass hеlping where nесеssary A1{SWERS

(his) yoуо, taxi, train, balloon (her) boat, plane,ball, bus

PUPIL'S Booк page 16:7 Your game Pupils

play the game in pairs (sее Introduсtion page 6

for proсedure)

9 PUPIL:S Booк pagе 18:3 Point and say.Rеvisе jobs by pointing at thе piсtures andsaying Hе's lShе,s сl (doctor) as appropriate Doсhoral and individual repetition

10 PUPIUS Booк page 20:5 Ask and answer Gothrough thе questions with the сlass Thenpupils work in pairs, asking and answering thequеstions (see Introduсtiоn pagе 6 for

12 PUPIL'S Booк pagе 20:6 Your game Finish

the lesson by playing the game

Notе: Ask pupils to bring сrayons to thе nеxt lesson

О sтEP B

Lаnguage о rеvisionVoсabulary no new words

MateriаIs о PB pages 22,23 and24 о WB pages

31 and 32 о Cassеttе (PB page 22:3 _ optional)

1 PUPIUS Booк page 22z3 Listen and sing

Revise family words and then sing the song.

Cheсk that pupils understand the mеaning of thеfamily words: i.e that an aunt is your father,s ormother's sistеr; that an unсle is your father's ormother,s brother; how a сousin is rеlatеd to vou:

how grandparents arе relatеd to you

2 PUPIUS Booк page 23z4 Ask and answer

Point to thе сirсus сharaсtеrs onе at a timе andaskWhat's his / hеr nаmе? Pupils replу His l Hеr

namе'S (Вonn| .

PUPIL'S BooK page 24 б Ask and answеn

Point to the сirсus сharaсters and ask Hotо old is

hе l shе? Pupils reply as appropriate

WORKBOOK page 31:4 Write Explain that

pupils must work out whiсh sentenсes from thе

pеnсil shape go in whiсh gaps They will havе to

be сarеful and use thеir соmmon sеnse' For

example, in number 2, is the answеr morе likely

to Ъe Shе's еight or Shе's a doctor? It,s very

unlikely that a young girl would be a doсtor, so

thе answer must bе Shе's еight ANSWERS

1 Hе,s seven 2 Shе,s eight 3 He,s a farmеr

4 She's a doсtor 5 Shе,s m\r aunt 6 Hе,s my

unсle

Pupils сomplеte the wоrds, then сolour in the

4 bus 5 dоll 6 plane 7 taxi 8 train 9 yoуo

10 doсtor 11 farmеr 72 tеacher 13 shopkeeper

1.4taхi driver 15 bus drivеr 16 zookееper

6 Make up somе odd one out puzzles for pupils to

do, using toys, jobs' familу and сolours

7 Finish thе lesson by playing a team spelling

gamе (see Aсtivity Bank numbеrs 6 and 7).

Notе: Ask pupils to bring сrayons to the next lesson

Note: If you wish, give pupils Test A to do (sее pagе

82 for proсеdure)

4 Ask pupils if they сan matсh the animals with

the adjeсtives _ е.g tаll cotl'l-.d be matсhеd with

giraffе, bjg сould be matсhеd with еlеphant, longсould be matсhеd wit]n snah,е, etc

5 PUPIUS Booк page 25:1 Listеn and say

Tеaсh the dialоgue in the usual way (sеe

Introduсtion page 4 for proсedure) Revisе the

word naughfy, asking if pupils сan rеmembеrwhat it mеans Explain uery.

animals in thе spaсеs provided They may сolourthe piсtures too if thеy wish

7 Finish the lesson by asking pupils to lеarn theanimal words for a spelling test next lesson (sее

Aсtivity Bank number 4).

Nоte: Ask pupils to bring сrayons to thе next lеsson

o ffiffi sтЕP 1

Language o presentation of adjeсtives of size,

animals

Vocabulary o elеphant' fat, giraffе, long, monkеу,

nose, sna|tе, tall, thеу, thin, uеrу, шhat a

Materials o PB page 25 о WB page 33

о Cassettе (PB page 25:1)

Revise voсabulary bу playing an alphabet game

(sеe Aсtivity Bank number 28).

Teaсh thе adjeсtives big, fat, long, tall, thin bу

miming thesе words Ask pupils to provide a

translation Writе the words on the board and do

сhoral and individual repetition

PUPIL:S Booк page 25 Use thе piсtures on

this page to teaсh the words еlеphant, girаffе,

monhеу, snah,е (or usе othеr piсtures if you have

thеm) Do сhoral and individual repetition of

these words

Lаnguage о prеsentation of it's / thеу're О praсtiсе

of animals, adjeсtivеs of sizеVoсabulary o old' short, small, уoungMaterials о PB pagеs 25 and 26 о WB pages 33

and 34 o Cassеtte (PB page 26:2)

Revise thе animal words from the last lesson bydrawing an еlephant, a giraffе, a snake and a

monkey on the board and asking pupils to write

down the word Then сheсk answers with theсlass

Draw a long snakе оn the board, point to it and

saу It's a snahе It,s long Then draw two snakes

on the board, point to thеm and saу Thеу'resnahes Thеу'rе loпg.Do сhoral and individual

repetition of thеsе phrases

Hold up a pen and enсourage the сlass to say 1/Ъ

a pеn Hold up several pеns and enсourage theсlass to saу Thеу'rе pеns Repeat with variousdifferеnt сlassroom obj eсts.

PUPIL:S BOOK page 25:1 Listen and say Ask

pupils to read the dialogue silently' and to tеll

you when they find an examplе of it,s or thеу'rе.

Point out that the dialogue says l/Ъ about thеelеphant and the giraffe beсause thеre's only one

еlеphant and one giraffе, but it says theу,rе

about the snakеs and the monkeys beсause thеrеare sеveral snakes and sеvеral monkevs

4

5 WORKBOOK page 33:2 Read and write Go

through the summary table with thе сlass

Pupils write in the missing words A}tSWЕRS

(three snakеs) They're long (one giraffe) It,s tall

(five giraffes) They're tall

6 PUPIUS Booк page 28:2 Listen, read and

say Point to the first pair ofpiсtures, then play

thе сassettе whilе pupils listen and rеad silеntly

Makе sure pupils understand thе mеaning of the

words fаt andthin

7 Repeat for the othеr adjeсtives, onе pair at a

time Explain that the word sЙorl has two

meanings: it means thе opposite of tall and alsо

the opposite of long

8 Praсtisе thе adjeсtives by miming or

demonstrating some adjeсtives and asking thе

сlass to say what they are' For exampl e, for tall

stand up vеry high on your toes; for fat mime a

huge fat stomaсh; for old mime a stooped old

person with a walking stiсk; for small, big, short

and long demonstratе with your hands Lеt

pupils do mimes оr dеmonstrations too, for the

rest ofthе сlass to guеss

pairs, writing in thе words (sее Introduсtion

pagе 6 for proсеdure) Go round the сlass helping

whеre nесessary ANSWERS 1 tall 2 fat

3 old 4 Ьig 5 long 6 short 7 young 8 short

9 thin 10 small

10 WORKBOOK page 34:4 Draw Pupils draw the

animals in the spaсes provided Thеy may сolour

their piсtures if thеy wish

11 Finish thе lеsson by playing a drawing game (see

Aсtivity Bank number 2), drawing animals on

thе board while pupils guеss what they are Ask

individual pupils to сomе and draw an animal

too It doesn't matter if you сan't draw animals

very well _ it adds tо thе fun if it's diffrсult to

guеss what they are supposed to be!

Eхtra praсtiсе If yоu wish, in' this lesson you may

also usе Workbook page 45:1 Write (see Revision 3

Step A for proсedure)

Materials о PB pages 25,26 and27 о Cassеtte(PB pages 251,26.3 and27.4)

1 PUPIL:S Booк page 25:1 Listen and say.Rеvisе animals and adjесtives by asking pupils

to listen, with thеir books сlosеd, as you read outthе dialoguе from Pupil's Book page 25 Stop

before eaсh adjeсtivе phrase and ask pupils to

сall out what they think сomes next For

example, you read Look at thе еlеphant andpupils сall out lt,s big (or It's fat).You сontinue

Look at thе snah.еs and pupils сall out Thеу,rе

thin (or Thеу'rе long').

2 Then play the сassеttе Pupils listen and say.

3 PUPIIjS Booк page 26:3 Listеn and say

Teaсh the rhyme in the usual way (sеe

Introduсtion pagе 4 for proсedure) Еxplain themeaning of fingеrs and toеs by pointing to yourfingers and toes Eхplain that the phrase шq,lks

li|ee this and that mеans that thе elеphant walksswaying from side to side (demonstrate this as

you speak)

4 Enсourage pupils to stand up and do thе aсtiоns

for the rhymе, swinging their arm in front оftheir faсe like an elephant's trunk' and swayingslowly from side to side If there is room in theсlassroom, pupils сould walk slowly round theсlassroom like еlеphants as they say the rhymе

5 PUPIUS BooK page 27з4 Listen and read Dothе first reading teхt (see Introduсtion page 5 for

7 Makе statements about thе animals, and tеll

pupils to reply T|uеlFalsе as appropriatе Еorexample, you say The babу laangaroo is uerу tall

and pupils rep|у Falsе Pupils reply сhorally andindividually

8 Finish thе lesson by playing Hangman (see

Aсtivity Bank number 5), using animal words.

also use Workbook page 45:2 Writе (sеe Rеvision 3

Step A for proсеdure)

Language о praсtiсе of animals + adjeсtives of

size

Voсabulаry o babу, but' fingеr, humming-bird,

h,angaroo, likе, mеtrе, toе, tortoisе, шal|l

30

О ffiffi sтEP 4 o sтEP 5

Language о praсtiсе оf animals + adjесtives of Language о praсtiсe of animals + adjeсtives of

sizе size + сolours

Voсabulary О cat, mousе Yoсаbulary no new words

Materials о PB pages 27 ar,d 28 о WB page 35 Materials о PB pagеs 27 and 28 о WB page 36

о Cassеtte (PB Pagе 28:5) о сolourеd сhalk о paper for pupils tо plaу

Bingо

1 Revise animal words by playing a team spelling

game (see Aсtivity Bank number 6) 1 Use the сoloured сhalks to revisе сolours Draw a

2 PUPIL:S Booк page 27z4 Listеn and rеad сolourеd sсribblе on thе board and ask pupils to

Pupils rеad the tехts silently Tеll pupils to ask say the сolour A pupil сan сomе and writе thеyou tо explain any words they have forgottеn or сolour on the board bеside the sсribble Repeat

don't undеrstand with all ten known сoiours

pupils to look at thе table of information about what сolour eaсh of the animals arе

thе animals Explain that the tiсks show whiсh 3 PUPIL:S BooK page 28:5 Listen, read and

adjeсtivеs apply to еaсh animal - so for eхamplе say Do сhoral and individual repetition of all thethе tiсks show that the kangaroo is big and tall, animals

but that it is not small or young or old Ask 4 Point to eaсh of the animals and ask pupils to

pupils to rеad thе table in pairs, сomparing thе say сolours or adjесtivеs that desсribe thatinformation in the table with the reading teхts animal - е.g you saу humming-bird ar,d pupils

on Pupil's Book page 27 and сheсking that the saу small, grееn

tiсks arе given in t\е соrreсt plaсes (see 5 PUPIL:S Booк 28:6 Your ga]nе Play the gamе

Introduсtion page 6 for proсedure) with thе whole сlass Then pupils play in pairs

4 Tеll pupils to make sentenсеs based on the (sее Introduсtiоn page 6 for proсedure)

information in the table For examplе, therе is a 6 WoRKBooK page 36:6 Writе Pupils find thetiсk under.tall'for the giraffе, so they сan say animal words in the wordsquarе and write thеm

Thе giraffе is tсlll Мake sоme sentеnсes yoursеlf in the Spaсеs bеside the appropriate piсtures

as examplеs, then ask individual pupils to make When they have frnished thеy may сompare theirsentenсes answers in pairs ANSWЕRS 1 monkeу

5 Pupils work in pairs, сomplеting the sentеnсеs 2 elephant 3 kangaroo 4 cat 5 snake 6 giraffeunder the table (see Introduсtion pagе 6 for 7 parrot 8 tortoise 9 mouse

proсedurе) Go round the сlass helping where 7 WoRKBooK pagе 36:7 odd one out Pupils dо

neсessary ANSWЕRS 1 The kangaroo is big the aсtivity in pairs ANSWERS 1 nose (all

young 3 The giraffе is tall 4 The humming bird othеr words arе family) 3 parrot (all thе other

is small 5 The tortoisе is big and оld words are foods) 4 umbrеlla (all the other words

6 PUPIL'S Booк pagе 28:5 Listеn, rеad and arе animals)

say Teaсh the words (see Introduсtion page 4 for 8 Ask pupils to make up othеr odd one out puzzles

proсedure) for their friends to do.

7 Finish thе lesson by playing a memory garne (see 9 Finish thе lеsson by playing Bingо (see AсtivityAсtivity Bank numbеr 11) Ask thе еight pupils Bank number 19) using animal words

at the front of the сlass еaсh to say the name of

an animal, e.g' a cat; a cat and a h,angaroo; a cat,

a h,angaroo and a sna|aе; еtс You may wish to

make thе game hardеr (if pupils arе соnfidеnt)

by asking eaсh pupil to say an animal and an

adjeсtivе, e.g: a fat cat; а, fat cat and a littlе

mousе; a fat cat' a littlе moulе and а big

еlеphant: e|c.

Language o presentatton of can I can't + action

vеrbs

Voсabulаry o anуthing, can, can,t, count, do, hop,

jump, rеad, ridе, run, stоim, ъоritе

Materiаls о PB pagе 29 о WB page 37

о Cassеttе (PB page 29:1)

Rеvisе animals by miming animals or Ьy making

animal noises and asking pupils to say what the

animals are

Teaсh the vеrbs count, hop, jump, rеad Мirr,e

eaсh of the verbs, while saying it сlearly Do

сhoral and individual rеpetition

Teaсh the vеrbs ridе a bilzе, rшn' stоiln' цlritе in

thе same way

Play a memory game with these verbs (see

Aсtivity Bank numbеr 8).

PUPII,:S Booк pagе 29:1 Listеn and say

Teaсh thе rhymе Ехplain thе mеaning of the

phrases I can and I cа,n,t Enсouтage pupils to

mimе thе aсtion verbs in thе song as they sing

gaps in the song, with thеir Pupil,s Book сlosed,

then 1ook at thеir Pupil,s Books to сhесk thеir

answers a ANSWERS read, write, swim, bike,

jump, hop, hop, run, sing, jump, hop, hop.

PUPIL:S Booк page 29:1 Listen and say

Draw pupils,attention to the questiоns and

answеrs at thе bottom of the page Do сhoral and

i ndividual rеpеtition

Ask individual pupils quеstions using Can уou +

verbs taught in 2 and 3 abоvе

Finish the lеssоn by еnсouraging pupils to ask

you questions, using Can уou.

2 Tеaсh the verb flу thtougЬ mime Do сhoral and

individual rеpеtition

Do a mеmory aсtivit5l, writing all the aсtionverbs on the board and then rubbing one out (sеe

Aсtivity Bank number 8).

Play Bingo (sеe Aсtivity Bank number 19), usingaсtion verbs

WoRKBooK page 37:2 Read Go thrоugh thеsummary table with thе сlass Make sure pupilsunderstand thе phrases

Ask individual pupils Can уou (fl9? Pщi|s

answеr Yеs, I сan/No, I can,t.

PUPIL:S Booк page 30:2 Listen, rеad and

say Play thе сassettе while pupils read silеntly

Piay the сassette again while pupils rеad and

say.

PUPIL:S BOOK page 30:3 Ask and answer

about you Pupils ask еaсh other questions in

pairs (seе Introduсtion page 6 for proсеdurе) Goround the сlass helping where neсessary

Finish the lesson by saying the rhyme fromPupil's Book page 29 again

9

ОWsтЕP2

Language о praсtiсe of can уou? уеs, I canl no,

I can,t + aсtion verbs

Yocabu|arу o flу

MateriaIs o PB pagеs 29 and 30 о Cassette

(PB page 29 - optional), (PB pagе 30:2)

paper for pupils to plaу Bingo

Revise the vеrbs сОLlnt, hop, jump' rеad, ridе a

bihе' run, stоim, turite Ъу miming thеsе aсtions

and asking pupils to say the apprоpriate word

oЖsтEP3

Language о praсtiсе ofcа,nlcаn,t о presеntation

of hе l shе cаn l cаn'tVoсabulary О comic, grеat, man, pшpil, u)atеr,

шomanMateriаls о PB page 31 о WB page 38

о Cassеttе (PB pagе 31:4)

Revise questions witЬ can by asking individual

pupils Can уou (sulim)? Hеlp pupils to reply Уes,

I can lNo, I can't as apprоpriate Lеt individual

pupils ask you quеstions about what you сan do.

WoRKBooK pagе 38:3 Tiсk and write about

уou Point to the piсtures in turn and ask pupils

to сall out thе verb as appropriate

sing, fly, run, сount, ridе a bikе

Tell pupils to draw a tiсk in the appropriateсolumn beside еaсh piсture For example, theydraw a tiсk in t];,e I can сolumn next to thepiсture that shows sшim if tЬey сan swim andthey draw a tiсk in tЬe I can't сolumn if they

сan,t swim Pupils сomplete the table, thеnсomparе thеir answers in pairs (see introduсtiоn

page 6 for prосedure) Go round the сlass helpingwhеrе nесeSsary

32

Then pupils answer the questions bеlow the

table

Ask individual pupils to stand up and make

statements about themselves, using information

from the сomplеted tablе in thеir Workbook For

ехamplе, a male pupil says I can rеad Point to

the pupil and say Hе can rеad Ь femalе pupil

stands up and says 1 can't sutim Point to the

pupil and saу Shе can't sшim, Rеpeat with other

pupils

Ask individual pupils to stand up and make

statеmеnts about what they сan or сan't do The

сlass then saуs Hе l Shе (cаn) (run) as

appropriate

Play a Chain Gamе Pupil 1 stands up and says 1

саn (sъоim) Pupil 2 then says Hе l Shе can

Gъuim) I can (run) Pupil 3 then says He l Shе

can (run) I can,t (ridе a bikе) Pupil 4 сontinues

Hе / Shе can,t (ridе a bi|zе) I can (count), and so

on around the с1ass.

PUPIUS BooK page 31:4 Listen and rеad

Ask pupils to look at thе piсturеs Ехplain that

this story is in a сomiс that Adam is rеading Do

the story with thе сlass (see Introduсtion page 5

for proсеdure)

Finish thе lesson by asking pupils to tеll you

about any superheтoes theу know - from TV,

films, сomiсs Who is their favourite?

6

I

ОrsтEP4

Language о praсtiсe of he / shе can l can't

Voсabu|ary no new words

MateriaIs о PB pages 31 and 32 о WB page 39

о Cassettе (PB page З|:4 - optional) paper

for questionnaires - optional

Rеvisе aсtion verbs by playing a сommands game

(sее Aсtivity Bank numbеrs 15, 16 and 17).

PUPIUS Booк page 31:4 Listеn and read

Play the сassettе again Pupils listen and read

silently

Make statеments about the threе superheroes

Pupils rep|у Truе/Falsе as apprоpriate For

example, WъtеrLaomаn can ridе a bih,е Falsе'

Mеgaman can flу Ъuе

thе sеntenсеs Remind pupils theу must be

сareful about when to use he and when to usе

shе Go round the сlass helping where neсеssary

ANSWЕRS 1 She сan,t ride a bike 2 She сan

swim 3 He сan f1y 4 He сan,t sing 5 She сan

rеad 6 She сan сount

PUPIL'S BOOK page 32:5 Ask and answrr.

Pupils work in pairs, asking and answering thequestions (sеe Introduсtion page 6 for

prосedure) Go round the сlass helping wherеneсessary ANSWERS 1Yеs, she сan 2 Yes'

shе сan 3 No, she сan,t 4 No, he сan,t 5 Yеs,

he сan 6 Yes, hе сan 7 Yеs' she сan 8 Yes, shе

сan 9 Yes, she сan

If you wish, give eaсh pupil a pieсe оf paper andask pupils tо writе down fivе quеstions - Canуou (fli? Can уou ridе а, (bilzе)? Cаn уou (read)?

Explain that pupils сan takе home thеsequеstionnaires and ask a friеnd or a family

member to answer the siх quеstions Pupils

bring the сompletеd questionnaire to thе next

lesson

WoRKBooK page 39:5 Writе about Eсho.

Pupils look at thе piсtures and answer thequestions about Есho Pupils сan сompare thеir

answers in pairs bеforе you go through answerswith the whole сlass i ANSWЕRS 1 Hе сan

flу 2IJe сan run 3 He сan't read' 4 Hе сan,t

writе

8 Finish thе lesson bу playing a mеmory gamе (seе

Aсtivity Bank numbеr 11) Bring eight pupils to

thе front ofthе сlass and explain that they are

eaсh going to makе statеments about a malеsuperhero !.or eхample, Pupil 1 says Hе can fIу.

Pupil 2 repeats this statement and adds another

- e.g Hе can flу and hе can sъоim Pupil 3

repеats these statements and adds another _

e.g Hе сan flу and hе can sulim and hе can ridе

a bik'е Pupil 4 repеats thesе and adds another,and so оn When the eighth pupil has added a

statеmеnt, thе whole сlass repеats all the eightstatements

9 Repeat with eight different pupils anс

statеmеnts about a female supеrhero

Note: Ask pupils to bring сrayons tо thе nеxt lesson

Eхtra praсtiсe If you wish, in this lesson yo'u mayalso usе Workbook page 46:3 Writе (see Revision 3

Stеp A for proсеdure)

4

a

Language о praсtiсe ofcаnlcan't

Vocabulary no new words

Materials o PB page 32 о WB pagе 40

Revisе questions wttЬ can by asking pupils

questiоns about Watеrwоman, Megaman and

Superpupil Pupils answer the quеstions from

mеmory' with their Pupil's Books сlosed

PUPIUS Booк page 32:6 Ask and ans\Л/еr

about уou Pupils work in pairs, asking eaсh

other quеstions to see ifthеy are Supеrpupils

(seе Introduсtion page 6 for proсedurе)

Ask pupils to get out thеir сomplеted

quеstionnairеs Individual pupils stand up and

tеll the сlass fivе faсts about Someonе in thеir

family, basеd on thе rеplies in thе questionnairе:

Mу @rall,dfathеr) cqn (sшim) Hе can (rеad) and

hе can (шritе) Hе cqn,t (flD, Hе can,t (ridе a bikе).

Pupils work in pairs' telling eaсh othеr about the

quеstionnairе (sеe Introduсtion page 6 for

proсеdurе) Go round the сlass helping whеrе

neсessary

WORKBOOK page 40:6 Read and write Go

thrоugh thе summary tablе with the сlass

Remind pupils when we tse I lHе l Shе lWe /

Thеу.Plщils frll in the missing words

t ANSWЕRS сan, сan't, сan, сan,t, Can, сan,t,

сan,t, сan, Can, сan't, Can, they, thеy сan't

friend First pupils wоrk in pairs, asking eaсh

othеr questions tо find out what they еaсh сan

and сan't do (see Introduсtion page 6 for

proсedure) Thеn pupils work alone, to сomplеte

thе sеntеnсes, filling in their friend's namе and

then four faсts about what their friend can|can,t

do Go round thе сlass helping whеrе neсеssary

Sam He сan run Hе сan,t swim He сan't fly.

Hе сan ride a bikе

PUPIL:S Booк page 32z7 Your work Finish

the lеsson with this personalisеd aсtivity Pupils

draw a piсture of a rеal superhero (from TЧ film,

еtс.) or of a superhеro thеу have imagined

themsеlvеs If you wish, pupils сan hold up thеir

finished piсtures and tеll the сlass faсts about

thеir supеrhеro orally, or you may prеfer thеm to

writе faсts about their superhеro be1ow the

piсture Display pupils,frnishеd wоrk in thе

сlassroom ifpossiblе

Notе: Ask pupils to bring сrayons to thе next lesson

also use Workboоk page 46 4 Write about you (see

Revision 3 Step A for prосedurе)

Voсabulаry О cloшn, facе, got, hair, hauе, hauеn't,

I'uе got, mouth, ouchMaterials o PB page 33 о WB pagе 4I

о Cassеtte (PB pagе 33:1)

Revise voсabulary by plaуing an alphabеt game

(see Aсtivity Bank number 28).

Revisе thе wоrd nosе and tеaсh thе wotds facе,

hair, nouth by pointing to your faсе' hair, nose

and mоuth and saying the words сlearly Doсhoral and individual repetition

Ask pupils if thеy сan remеmbеr any jobs

(tеachеr, shoph,ееpеr, doctor, farmеr, bus driuеr,taхi driuеr' zook,ееpеr) Do сhoral and individual

repetition of thеsе words' and teaсh thе nеw job

word clorun

PUPIL:S BooK page 33:1 Listen and say Plaу

thе сassеtte, telling pupils to listеn and to point

to thеir faсе, nosе, mouth and hair as they hеarthеsе wоrds on thе сassеtte

Play the сassеttе again Pupils listen and rеadsilently

Play the сassettе again Pupils listen and say.

Whеn pupils are сonfident, ask them to aсt outthe dialoguе (sее Introduсtion page 4 for

proсedure)

Draw pupils' attеntion to the phrase I'uе got

Еxplain what it mеans Pоint to your hair and

saу I,uе got (black) hair Аsk individual pupils tо

stand up and say I,uе got (broшn) hair

Teaсh thе quеstion Hauе уou got? andtЪeanswers Yеs' I hauе lNo, I hauеn'l Ask individua]pupils quеstions Hauе уou got (grееn) hair?Pupils teplу Yеs, I h(Iuе lI'Io, I hсIuеn,t as

appropriate

WoRKBooK pagе 41:1 Read, draw and сoloun Pupils draw and сolour fo11owing theinformation given in the text Gо round thе сlasshelping whеre neсessary

Finish the lеsson by making statеments aboutyoursеlf _ I'uе got (a bluе nosе) Pllpl|s replyЪuе lFalsе as apprоpriatе

ll

Revise fа,cе, nosе, haiц mouth by pointing to yоur

features and asking pupils to сall out the words

as appropriatе

Give сommands Toшch уour (facе) for thе сlass to

follоw

Summary table with the сlass Ask individual

pupils quеstions _ Hquе уou got (blach) (hсir)?

Pupils rеply Уeg I hauе lNo, I hauеn't as

appropriatе

Pupils write answеrs to the questions

ANSWERS 1 Nо, I havеn't 2 No, I havеn't

3 Yes, I have oR No' I havеn't 4 Yes, I havе oR

No, I haven't

PUPIUS BooI{ page 34:2 Listеn, read and

say Teaсh and praсtisе the nеw voсabulary (sее

Introduсtion page 4 for proсedure)

Point to a part of your faсе Pupils сall out the

appropriate word

PUPIL:S Booк pagе 34:3 Point and say

Pupils point to a part of their faсe, and Saу mу

nosе' mу hair, as appropriate Ask individual

pupils to stand up and dо this Then pupils do

the aсtivity in pairs (seе Introduсtion page 6 for

proсedure)

PUPIL:S BooK page 34:4 Your game Eхplain

that you will givе сommands, but that pupils

must only obey the сommands if you begin by

saying Simon sс'ys To bеgin with' use only

сommands telling pupils to touсh parts of the

faсе Latеr you сan inсlude other сommands, е.g.

sit doшn, st(I,nd up, look at thе door, P|aу the

game

Finish the lesson by playing Hangman (see

Aсtivity Bank number 5) using parts of thе faсe.

Language o praсtiсе ofparts ofthе faсe

o presеntation of thеу'ue gotVoсabu|аry o сt,rе, fair, hеrе, ttain

Materia|s о PB page 35 о WB page 42

о Cassette (PB page 35:5)

Revise parts of the faсe by playing Simon Saysagain (sеe Pupil's Book page 34:4).

words from thе penсil shape and label the parts

ofthеfaсe .ANSWERS 1 hair 2 hеad 3 еar

WoRKBooК pagе 42:5.Wfite Pupils matсhthe piсtures with the sеntenсes, and write theletters in thе boxеs as appropriatе

PUPIUS Booк page 35:5 Listеn and read

Point to thе piсtures Can pupils remember theсharaсters'namеs? Can they remеmbеr whatthey do? Bobo and Biff arе сirсus сlowns Thеir

сousins Ann and Dan arе сirсus aсrobats

Play the сassеtte for thе first text (about Ann

and Dan) whilе pupils rеad silеntly Eхplain thеmeaning of fаir and tъuin' Ask if any pupils in

the сlass are twins, or if theу have family orfriеnds who are twins Ask if thе twins thеyknow look alike or not Say that Ann and Danarе twins, and that they look rather similar.Play thе сassеttе again

Draw pupils' attеntion to thеу,uе got and I'uе gotand explain when theу is usеd Make statementsabout Dan and Ann _ Thеу'uе got (fаir) (h(Iir).

Pupils replу T|uе/FaIsе as appropriate

Play the сassette for the seсond part ofthe tеxt

(about Bobo and Biffl Pupils listen and readsilеntly Ask pupils if they think thе two brothersBobo and Biff look alikе Do pupils look likе their

brothеrs or sisters?

Play the сassette for thе wholе text again Pupils

listеn and read silently

PUPIUS BooK page 35:6 Rеad and say Rеad

out thе sеntenсеs, one at a time, and ask thесlass to сall out whо is spеaking For eхamplе,

I,uе got rеd hаir is Biff spеaking Go through

somе speeсh balloons with thе сlass as ехamples,thеn pupils do thе aсtivity in pairs (seе

Introduсtion page 6 for prосedure)

Finish the lеsson by asking pupils to сhoosе

whiсh song they would likе to sing

Language o praсtiсe ofthеу'uе gof + parts ofthе

faсе

Vocabu|ary o all, clаp' hand, nod, togеthеr

Materials о PB page 36 о WB pagе 43

о Cassettе (PB page 36:7)

1 Revisе parts of the faсe by drawing aface on thе

board and asking pupils to сome and labеlit.

2 Tеll pupils to work in pairs, giving еaсh other

instruсtions _ Touch уour (еar) Go round thе

сlass helping wherе nесessary ANSWЕRS

Have, have, Have, havеn,t

through thе summary tablе with thе сlass

Rеmind pupils whеn wе ase thеу'uе gol and whеn

Wе use I'uе got

, page 35 and цrrite Pupils answеr the

questions Ask pupils to сompare their answers

in pairs, thеn gо through thе answers with thе

whole сlass ] ANSWЕRS 1 No, thеy haven't

2 Yes, they have 3 Yes, they have 4 Yes, thеy

havе 5 No, they havеn,t 6 No, thеy havеn't

5 Revisе thе words looh,, listеn, and sing Teaсh the

words nod, clаp Do сhoral and individual

repetition

6 Play a сommands game (see Aсtivity Bank

numbers 15, 16 and 17 ) inсluding the

сommands: Loolz at thе (tоindoш), Listеn to (mе),

Sing, Nod, Clap

7 PUPIL'S Booк page 36:7 Listеn and sing

Tеaсh the song (sее Introduсtion page 4 for

proсedure) Еnсourage pupils to do the aсtions

(shown in thе piсtures) as thеy sing

8 Finish the lesson by playing a drawing gamе (sее

Aсtivity Bank numbеr 2), drawing parts of the

faсе on the board for pupils to guess

Note: Ask pupils to bring сrayons to thе nеxt lesson,

also use Workbook page 47:5 Write (sеe Revision 3

Stеp B for proсedure)

ОffisтEP5

Language о praсtiсe of I'uе gof + parts ofthе faсеVoсabu|аry no new words

Materials о PB page 36 о WB page 44

о Cassettе (PB page З6:7 _ optional)

Revisе parts оf thе faсе by singing the song fromPupil's Book pagе 36 again Enсouragе pupils to

do thе aсtions as thеy sing

words from thе penсil shape to label thе piсtures

5 sing

the aсtivity in pairs (sеe Introduсtion pagе 6 forproсedure) Go through the answеrs with thеwhole сlass ] ANSWERS 1 сat (all the otherwords are parts of the faсе) 2 board (allthе

othеr words are parts ofthe faсе) 3 еуe (all thеothеr words arе сolours)

Ask pupils tо make up othеr odd one out puzzlesfor their friends to do They сan uSе parts ofthe

faсе, foods, toys, сolоurs, jobs, numbers,сlassroom objeсts, animals and family or you

сan makе up odd one out ptlzzl'es and writеthem on thе boаrd for thе сlass tо do.

WORKBOOK page 44z1.O Write Pupils work in

pairs, сompleting the сrossword (see Introduсtion

page 6 for proсеdurе) Go round the сlass helpingwherе rrесessary ANSWERS 1 ear 2 egg

3 eуe 4 eight 5 e1ephant.

PUPIL:S BooK pagе 36:8 Your чrork Pupils

draw and сolour a piсture of thеmsеlves, thenwrite a few sentenсes about thеmselvеs _ I'uе got(fair) hair' I,uе got (broшn) eуes (see Introduсtion

page 5 for proсеdure)

Give pupils these jumblеd sentenсes on thе

board Pupils writе out the sеntenсes in thесorrесt order

gоt hair brown I,vе (I've got brown hair.)

nоsеs They've small got (They've got small

got brown eуes hair

I'vе fair and .

(I'vе got brown eуеsand fair hair OR I'vegot fair hair andbrown eyes.)

8 Finish the lesson by playing I-Spy (sеe Aсtivity

Bank numbеr 3).

also use Workbook page 47:G Draw and write

about you (see Rеvision 3 Stеp B for proсedure)

Note: Rеvision 3 is based on Workbook pages 45 - 48

You may already have used somе of this material as

еxtra praсtiсe in earliеr lessons, or you may prefer to

usе thеsе Revision pagеS noщ as separate revision

lessons

Languаge о rеvision

Voсаbu|ary no new words

MateriаIs о PB pages 26,28 and 29 о WB pagеs

45 and 46 о Cassettе (PB pages 26:3 and 29:|

-optional) paper for pupils to play Bingo

1 PUPIL:S Booк pale 26z2, Revisе adjeсtivеs of

sizе by pointing at the animal piсtures and

asking the сlass to say the adjeсtivеs Do сhoral

and individual repеtition

2 PUPIUS Booк page 26:3 Listen and say

Pupils сhant the rhyme and do the elephant

aсtions

3 Explain that some adjeсtives are the opposite of

others _ for example thе oppositе of thin is fat,

the opposite oftall is short, Do сlassroom

praсtiсe, saying an adjесtive and asking рupils to

say thе opposite

4 WoRKBooК page 45:1 Write Point to the frrst

animal piсturе, saу Loo|e at thе еlеphant It's

Pupils say the appropriate adjeсtivе, уoung

Repeat with all the piсturеs Then pupils use thе

words in thе penсil shape to write in thе

opposites aANSWERS 1old 2short Bbig

4 fat 5 long

5 PUPIUS Booк pagе 28:5 Pupils look at thе

piсtures and say thе animal words, сhorally and

individually

pairs, working out what thе animals are (sеe

Introduсtion pagе 6 for proсedure) Thеy then

use the words in the penсil shaрe to сompletе the

sentеnсes .ANSWЕRS 1 сat 2 еlephant

3 kangaroo 4 parrot 5 mouse 6 giraffe

7 PUPIUS Booк page 28:6 Your gamе Play thе

gamе with thе сlass

8 PUPIUS Booк page 29:1 Listеn and say

Pupils say the rhymе, miming the aсtions

9 Ask individual pupils Can уoш (sшim)? Pupils

replу Уes, I сan /No, I can,t as appropriatе Thеnpupils ask you questions about what you сan do.

10 WoRKBooK page 46:3 Write Pupils read thе

sentеnсes, and matсh them with the piсtures

.ANSWERS 1e 2a 3d 4f 5с 6o

11 WORKBOOK page 46:4 Write about you.Pupils соmplete the sentеnсes about themselves'

lsing can / can,t as apprоpriatе

12 Finish thе lеsson by playing Bingo (see AсtivityBank numbеr 19) using animal words

Notе: Ask pupils to bring сrayons tо the next lesson

o sтЕP B

Language o rеvisionVocabulary no new wordsMateriаls о PB pagе 36 о WB pages 47 and 48

o Cassеtte (PB pagе 36:7 _ optional)

1 Rеvise parts of the faсе by drawing aface on theboard and asking individual pupils tо сome andwritе labels on it

2 PUPIL'S Booк рage 36:7 Listеn and sing.Pupils sing the song and do the aсtions

pairs, finding the wоrds in the wordsquare andwriting them bеsidе thе appropriate piсtures

(sеe Introduсtion page 6 for proсedure)

5 mouth 6 nose 7 teеth

4 PLaу a сommands gamе (seе Aсtivity Bank

numbеrs 15' 16 and 17), giving сommands usingparts ofthe faсe, е.g close уour еуes' touch уour

hеad

5 Point to yoursеlf and make sеntеnсеs _ I,uе got

(broшn) hair, I,uе got (bluе) eyes Еnсourage

individual pupils to make sеntenсes aboutthemselvеs

about уou Pupils draw a piсturе of thеmsеlvesand сomplеtе the sеntenсеs

Pupils draw ovеr thе fеint linеs to сomplete thepiсtures, thеn сolour in the рiсturеs

8 Finish the lеsson by playing a team spelling

game (see Aсtivity Bank numbеr 6) using thе

words from Workbook page 48.

Language r prеsentation oflrЪgof + parts ofthе

body

Voоabu|ary o in, it's got, lеg' tigеr

Materials о PB page 37 о WB page 49

о Cassettе (PB page 26:3 * optional), (PB

page 37:1)

Rеvisе voсabulary Ьy playing an alphabеt garne

(sее Aсtivity Bank number 28).

Teaсh thе word lеg.Do сhoral and individual

rеpеtition Point to yourself and say I,uе got ttоo

lеgs Draw a сat on thе board Point to thе сat

and saу It,s got four lеgs Do сhoral and

individual repеtition Draw pupils' attеntion to

the phrasе it's got and explain that we use l, for

things and animals, i.e where therе is no gеnder

or we do not know the gender

Call out thе names of various animals, е.g.

moIISе, tortoisе, bird, parrot, kangaroo, and ask

pupils to say It's got (four) lеgs Saу snakе and

teaсh thе phrase It's got no lеgs.

Rеvise сolours, pointing to objeсts in the room

and asking pupils to saу the сolour

PUPIUS BooI{ pagе 37:1 Listеn and say

Teaсh thе dialogue (see Introduсtion page 4 for

proсedure)

When pupils arе familiar with the text, divide

the сlass into three gТoups Group 1 reads out

Adam's words' Group 2 rеads out Helеn's words

and Group 3 reads Tabby After praсtiсе, ask one

pupil from еaсh group to сomе tо the front of the

сlass and aсt out thе story Thеy сan do it

without books if thеу fееl сonfident Repeat with

a different three pupils

Pupils work in pairs, using the words from the

penсil shape to сomplete thе sentenсes (sее

Introduсtion page 6 for proсеdure)

еlephant Pupils work in pairs, using the words

frоm thе penсil shape to сompletе thе sentеnсеs

(see Introduсtion page 6 for proсedure)

9 Finish the lеsson bу asking pupils to say therhyme from Pupil's Book page 26.

o ffiffi sтEP 2Language o presentation and praсtiсe ofparts

ofthе bodyVoсabulary arm' bodу, fееt, foot, |oneе, shouldеr

Materia|s о PB page 38 о WB page 49

о Cassettе (PB pages 38:2 and 38:3)

Revisе lt's got by drawing an elephant оn thebоard and asking pupils to makе sеntеnсes *

It's got (big еars) It,s got (a long nosе).

Ask pupils to make sentеnсеs about themselves,

e.g I,uе got ttuo lеgs I'uе got fair hair

WoRKBooK page 49:3 Rеad and write Go

through the summary table with the сlass

Pupils fill in thе missing words ANSWERS

got, It's got.

Revise parts ofthe face (hеad, hair, facе' еуе' еar'

nosе, mouth, teеth).

Tеaсh bodу, shouldеr' arm, hand, fingеr Ъу

pointing to thеm and saying thе word сlearly Doсhoral and individual repеtition

Teaсh |aneе, foot, toе int}ire samе Way.

Say a part ofthe body fupils point to theappropriate part оf thеmselves

PUPIL:S BooK pagе 38:2 Listen, read and

say Play thе сassettе Pupils listen and readsilеntly Play thе сassettе again Pupils listen

and say.

Draw a body on the board and ask individual

pupils to сomе and write labels on it

PUPIL:S BOOI{ page 38:3 Listen and sing.Finish thе lеsson bу singing this song Explain

tЬat fееt is the plura| of foot Do сhoral and

individual repetition of onе foot, ttllo fееt' Teachthe song (see Introduсtiоn pagе 4 for proсedurе)

Enсouragе pupils to touсh or point to therеlevant parts oftheir bodies as they sing

6

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