Longman yazoo 1 teachers book

Before the children open their Pupils’ Books, you can follow these stages to present the alphabet words and letters for the lesson.. The children listen, point to the correct picture and

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which combines a clear grammar syllabus with a strong focus on communication and progressive skills development.

The Teacher’s Book provides

• an overview of the course principles and approach

• a list of classroom games

• step-by-step lesson notes plus optional activities

• audioscripts and answers for the Pupils’ Book and Activity Book

• unit word lists The Active Teach CD-ROM provides an interactive version of the Pupils’ Book and includes

• classroom audio

• animated stories

• ﬂ ashcards for all vocabulary items

• printable Teacher’s Resources

Level 1 Components

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LE VEL 1 Teacher’s Book

Rachel Finnie

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Y a z o o 1 Contents

Introduction to the Teacher’s Book i

Letter sounds and names 6

Numbers 1–10 one–ten How many? 12 Colours red, yellow, green, blue,

orange, pink, purple, black, white, brown, grey

13

1 School things pencil, book, ruler, bag, pen,

rubber, crayon, pencil case

What is it? It’s a (book).

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

14

2 Family mum, dad, sister, brother,

friend, elephant, lion, parrot

3 Pets pets, hamster, guinea pig,

rabbit, cat, dog, snake, bird

I’ve got/I haven’t got a (rabbit) 26

4 Parts of the

body

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

He’s got (four legs) She hasn’t got (wings)

His/Her (eyes are blue).

30

Social Science:

People are different!

long, short, straight, curly 34

Story Time 1:

Look at my pet.

5 Toys toys, doll, robot, car, teddy,

plane, train, ball, puzzle

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

Are they your dolls? Yes./No.

40

6 Having fun draw, skip, dance, ride a bike,

sing, jump, climb, swim, fl y

I can (draw) I can’t (ride a bike).

Can you (jump)? Yes./No.

44

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Y a z o o 1

7 Home bedroom, bathroom, kitchen,

living room, garden, house, high, low

Where’s (Cabu)? He/She is/isn’t in the (bedroom).

Is he in the (garden)? Yes, he is./No, he isn’t.

52

8 Furniture table, bed, chair, cupboard,

fl oor, door, box, shelf

Where are my (books)?

They’re in/on/under the (bed)

Is this your (bag)? Are they your (books)?

Put your (robot) (on the shelf).

9 Food and drink hungry, water, chicken,

cheese, salad, biscuits, sandwich, crisps, apples, tomatoes

I like/don’t like (salad).

Do you like (sandwiches)?

Yes, I do./No, I don’t.

66

10 Hobbies dancing, sport, football,

karate, gymnastics, turn, shake, left, right

Do you like (dancing)?

Yes, I do./No, I don’t.

Stand up Sit down.

11 Clothes T-shirt, skirt, trousers,

sweater, shorts, coat, hat, socks, shoes

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

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

Clothes and weather

hot, cold, rainy, sunglasses, boots, umbrella

Story Time 3:

Animals at the zoo!

ice cream, carrot, gorilla, zebra

90

Happy New Year! dragon, lantern, present, money, fi reworks 94 Book Day story, brave, pirate 96

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Principles of the course

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

Syllabus

Yazoo 1 focuses initially on listening and speaking skills and on gently developing young learners’ reading and writing skills

The sounds and letters of the English alphabet are introduced

in the first section along with a reminder of colours, numbers and greetings In the first six units of the Pupils’ Book, practice tasks require learners to tick, cross or match items only to complete tasks Similarly, the Activity Book provides exercises

to practise motor skills, word and phrase recognition and tracing After six units, the Pupils’ Book and Activity Book begin

to include some simple copying and writing tasks

A cross-curricular Content lesson and Review lesson are included after each pair of units, providing an opportunity to consolidate and extend new language in different contexts

Yazoo 1 organisation

Lesson 1a Lesson 1b Lesson 2a Lesson 2b CLIL Content lesson Review lesson Lesson 3a Lesson 3b

Lesson 4a Lesson 4b CLIL Content lesson Review lesson Story Time

A Story Time lesson is provided after every four units

A Music show and two Festivals lessons are provided at the back of the Pupils’ Book

The recommended plan for teaching Yazoo 1 during the academic year is as follows:

Term 1 – Starter, Units 1, 2, 3, 4, Story Time 1 and Festival

lesson 1

Term 2 – Units 5, 6, 7, 8, Story Time 2 and Festival lesson 2 Term 3 – Units 9, 10, 11, 12 and the Music show

Introduction

Yazoo is a motivating story-based course for young learners,

with five levels (Starter, 1–4) At each level, an appealing cast of

characters contextualise the language and make learning fun

The course combines a clear grammar syllabus with a strong

focus on communication and progressive development of

skills Regular cross-curricular Content lessons introduce

children to subjects across the school curriculum, such as

Maths, Science and Social Science

Constant in-built recycling and regular Reviews help to ensure

that no-one falls behind The wide variety of practice activities

throughout the course keep children interested and engaged

and also cater for different learning styles: visual, auditory,

kinaesthetic, musical and interpersonal

Yazoo is appropriate for children who have started learning

English in pre-school or for children who have no previous

knowledge of the language Yazoo Starter includes

pre-reading and writing tasks while Yazoo 1 reintroduces pupils to

the English alphabet and gradually builds learners’ confidence

and competence in reading and writing in English

On completion of Yazoo 4, children will have attained

communication competencies up to level A1 of the Council

of Europe’s Common European Framework for Modern

Languages (CEF)

A full range of support components is provided for the teacher,

including full teaching notes, optional activities and games in

this Teacher’s Book, as well as digital resources and printable

worksheets This ensures that lessons with Yazoo can proceed

smoothly, with clear learning objectives, logically staged

practice sequences and the option to vary procedures and

pace with additional fully correlated materials

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Language presentation

In Lesson a and b of each unit, four or five new words are

presented through simple pictures The new words are

recorded so that the children can hear and repeat them In

Lesson a, the new words and the target structures are then

contextualised in a humourous, self-contained cartoon story

featuring the Yazoo 1 characters In Lesson b, the language is

presented in a song The tunes are easy to learn and sing

The main characters are three friends – Trumpet, a young

elephant, Cabu, a lion cub and Paco, a parrot Additionally,

there are two child characters who feature throughout – Rob

and Vicky The stories are all set in the jungle, but in contexts

that reflect the children’s own world Trumpet, Cabu and Paco

make friends with Rob and Vicky, meet their family and pets,

play with them and their toys and in general lead the kind of

life that young children can easily relate to

Through the stories, the children get to know the characters,

identify with them and share their adventures The children

can act out the stories before moving on to practice exercises

This helps to reinforce the new language in a fun and

non-threatening way

Grammar

Grammatical structures are logically sequenced throughout

the Yazoo 1 syllabus, with each new item introduced building

on a learner’s previous knowledge Grammar items are

always introduced in a motivating context – either through the

stories or songs

A comprehensive practice sequence follows the introduction

of each new structure, including practice in the Activity Book

Once introduced, new language is regularly recycled in

subsequent units, using different contexts

For each area of grammar, extra photocopiable resources are

provided on Yazoo 1 Active Teach For faster learners these

resources provide extension exercises based on a particular

structure Where learners are finding some difficulties with the

structure, consolidation worksheets provide extra practice

Vocabulary

As appropriate for the age group, vocabulary is presented

visually throughout Yazoo 1 Each language presentation

begins by introducing the key vocabulary in pictures Learners

then encounter the key vocabulary in the context of the story or

song

Comprehensive and varied practice sequences in the Pupils’

Book and Activity Book, including sticker exercises, help

learners to reinforce and retain new vocabulary

A Picture Dictionary is provided at the end of the Pupils’ Book

for reinforcement and review exercises

Yazoo 1 Active Teach provides vocabulary worksheets for each

area of vocabulary which allow children to ‘collect and colour’

new words they have encountered in class

Practice

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

The Activity Book provides pencil-to-paper practice exercises

to consolidate the new language These may be allocated for homework, but can often also provide the opportunity for quiet time in the classroom The teacher’s notes offer suggestions for when an exercise may be used in class

Yazoo 1 provides teachers and learners with plenty of options

to vary classroom or home activities The Active Teach disk provides a range of photocopiable worksheets to vary or extend classroom procedures Additionally, the CD-ROM provides learners with fun digital interactive games and exercises

Skills development

Yazoo 1 provides a range of different reading text types CLIL (Content) lessons recycle key vocabulary and structures by examining topics from other areas of the primary school curriculum, such as Social Science Story Time lessons provide learners with an opportunity to begin to read for pleasure

A Writing development syllabus is integrated into Yazoo 1 Activity Book Exercises are designed to practise motor skills, handwriting and word and phrase recognition in the first six units of the book After six units, both the Pupils’ Book and Activity Book begin to include some simple copying and writing tasks

Learners are encouraged to practise speaking either in games

or through personalisation exercises A Listen and chant

exercise in each Review lesson practises key phonics and will aid learners with differentiating sounds and pronunciation

Listening exercises are integrated throughout practice sequences Learners can practise listening further at home with parents/carers by using the Pupils’ CD

Songs

Songs are one of the best ways for children to learn and remember language Yazoo 1 uses songs to present new language in each lesson b of a unit

Singing songs helps young learners to build confidence in the language through repetition, and promotes musical skills and development of rhythm Many songs in Yazoo 1 have accompanying actions, which also supports kinaesthetic learners

The Yazoo 1 songs are available on both the Class CDs and on the Pupils’ CD for learners to listen again and sing at home All the songs have a ‘karaoke’ version with the music only

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Games, fun and motivation

Having fun and keeping children motivated to learn English is

a core objective of the materials provided in Yazoo 1 All units

include two games, which come at the end of each lesson

Games provide motivating and meaningful ways of practising

the new language in a genuinely communicative context, and

are very popular with children Photos are provided to allow

teachers to set up games quickly and keep pupils on task

Additionally each Review lesson concludes with a fun quiz or

board game There is a further list of games on page xi of this

Teacher’s Book

CLIL (Content and Language Integrated

Learning)

The regular CLIL lessons in each unit of Yazoo 1 provide

learners with an opportunity to learn about other areas of the

primary school curriculum such as Social Science or Science

in English The lessons follow a guiding principle of CLIL that

English in these lessons is used to learn content, in addition to

language New language is kept to a minimum to ensure that

learners can focus on the topic in hand

CLIL lessons can help to promote critical thinking in language

learners and provide opportunities for children, even at young

ages, to encounter and use newly acquired language in a

meaningful way

CLIL lessons can also help children who are weaker at

language-learning, where they know and understand the

content which is being dealt with The children are then able to

apply this knowledge in their first language to the CLIL lesson

in English

Typically, CLIL lessons in Yazoo 1 include work on the four skills

– reading, writing, listening and speaking Each CLIL lesson in

Yazoo 1 includes a Your Project! task, which allows learners to

personalise language and content in a meaningful way and

to create a piece of work for the classroom wall or to show

parents as a measure of their progress in English

Multiple intelligences

No two people absorb and retain information, new skills

and knowledge in the same way, which means that English

language teaching classrooms are full of children who learn

more effectively in different ways! Yazoo 1 has been designed

to ensure that a broad range of children’s learning styles

are catered for, by providing a wide variety of materials and

practice activities

Similarly, interaction patterns are also varied, allowing for

individual work, pair work, group work and whole-class

modes of learning

The broad range of presentation types and practice activities

give opportunities for children to experiment with different

modes of learning and different intelligences – musical,

logical/mathematical, verbal/linguistic, kinaesthetic, visual/

special, interpersonal and intrapersonal

Recycling and Review

The Yazoo 1 syllabus is structured to ensure that new language can be recycled in subsequent lessons in different contexts

This maximises the number of times learners encounter new language and aids with language retention

A Review lesson at the end of each unit allows teachers and learners to revise new language and will highlight any weaknesses which may need reviewing The recorded Picture Dictionary at the end of the Pupils’ Book can be used at this point

The Activity Book also includes a Review page and concludes with a My English exercise for learners to complete and evaluate their progress

Home-school connections

Components and exercises are provided throughout Yazoo

1 which will allow parents to review the progress their child

is making in English lessons and provide relevant support

The My English exercises in the Activity Book Review lessons and self-evaluation worksheets provided on Yazoo 1 Active Teach encourage learners to reflect on their learning as they progress through the course

Both the Pupils’ CD and the Pupils’ CD-ROM provide fun exercises and extra practice for learners to use at home

Evaluation

Yazoo 1 provides a comprehensive range of photocopiable resources designed to measure progress and attainment throughout the school year, which are easily downloadable from Yazoo 1 Active Teach

After each unit, a quick photocopiable quiz is provided

to check a learner’s progress with new language More extensive attainment tests are provided for use at the end of every four units or at the end of each school term

Self-evaluation worksheets are also provided on the Yazoo 1 Active Teach

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• style exercise in every second unit

song-based exercises in every unit including a karaoke-• interactive practice of CLIL lessons

• interactive practice exercises of Review lessons

• interactive exercises on phonics

• animated versions of the three Story Time stories in the Pupils’ Book for extra reading and listening practice

For teachers

Teacher’s Book

The 112-page Teacher’s Book comprises:

• this Introduction, which includes a list of additional ideas for games (see page xi)

• detailed lesson-by-lesson teaching notes for the Pupils’

Book and Activity Book

• wordlistThe lesson-by-lesson notes are presented together with a reduced black and white facsimile of the Pupils’ Book spread, for easy reference Lesson objectives, target language, recycled language and a list of materials required for the lesson are given at the beginning of each lesson spread

The teaching notes provide a standard lesson plan, consisting

of these stages:

Lesson a

Warm-upPresentation of vocabularyPresentation of language through a cartoon storyExploitation of the story (acting out)

PracticeProduction – a gameActivity Book – setting homework / quiet class timeEnding the lesson

Lesson b

Warm-upPresentation of vocabularyPresentation of language through a song Exploitation of the song (TPR, singing)Practice

Production – a gameActivity Book – setting homework / quiet class timeEnding the lesson

Class CDs

The Class CDs contain all of the audio material in the Pupils’

Book, including the cartoon stories, listening tasks, songs and Picture Dictionary words Complete audioscripts for the recordings which are not included on the pages of the Pupils’

Book can be found in the lesson notes

Course components

For pupils

Pupils’ Book

The 104-page Pupils’ Book presents, practises and revises the

target language of the course It comprises:

• a two-page Hello lesson introducing the characters to

The Pupils’ CD is packaged with the Pupils’ Book and includes

all of the cartoon presentations and songs for children to listen

to at home with their parents

Activity Book

The 80-page Activity Book provides further practice and

consolidation of the language presented in the Pupils’ Book

The lesson notes in this Teacher’s Book give guidance on how

to use the Activity Book exercises

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There are 47 flashcards for the Starter section (alphabet,

numbers and colours) There are 97 vocabulary flashcards for

the key items presented in the Pupils’ Book The flashcards

reproduce the vocabulary pictures from each unit of the Pupils’

Book See the list of flashcards on page viii

Active Teach for interactive whiteboards

Yazoo 1 Active Teach is designed for use with any interactive

whiteboard (IWB) It can also be used with a computer and

projector It contains all the Pupils’ Book lesson pages in digital

form, together with the class audio material In addition, it

provides:

• an additional interactive exercise for each Unit

• interactive flashcards for all the vocabulary in the Pupils’

Book, accessible by topic or in alphabetical order

Yazoo 1 Active Teach also contains the following printable/

photocopiable Teacher’s Resources:

Additional activities:

• 12 Language Check worksheets – one for each unit of

the course

• 12 Grammar Consolidation worksheets designed to

provide extra practice for children finding difficulties with a

particular grammar point

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Members of The Great Teachers Primary Place will receive exclusive access to:

• free articles on current trends in the primary classroom!

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The practice stage of the lesson involves a variety of different activities, including further listening activities, speaking activities and games Simple heads down, pencil-to-paper activities are also included, such as drawing and colouring

There is an additional interactive practice activity on Yazoo 1 Active Teach

Procedure for games/role plays

• Ask the children to look at the photo in their Pupils’ Book and describe in L1 what is happening Elicit what they think the children are saying

• Demonstrate the game with a child or group, until everyone knows what to do

• Let the children play the game in groups or pairs, if they are able to do so Make sure they understand turn taking and when the game fi nishes

• If you feel that they are not ready for pair work, play the game as a team game, or with pairs / groups in front of the class

Procedure for teaching songs

• Invite the children to look at the picture(s) and talk about what they can see, saying who the characters are and what they are doing

• Play the CD The children listen and follow in their books

They can also clap the rhythm

• Recite the lines of the song rhythmically like a chant Say each line and ask the children to repeat Demonstrate the movements if the song lends itself to action

• Play the CD Ask the children to sing along and make the movements

• For some of the songs, you can divide the class into groups and give them a part to sing

• Use the lesson fl ashcards and hold them up as the words are heard in the song

• Use the karaoke version (music only) when the children are confi dent with the words of the song

Ending the lesson

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

Procedure for alphabet lessons in the Starter section

Each Alphabet lesson presents six letters in initial position

in three words e.g apple, ball, car Before the children open their Pupils’ Books, you can follow these stages to present the alphabet words and letters for the lesson

side up, to present the alphabet words for the lesson

and their names and sounds using the board

Teaching with Yazoo 1

Unit and lesson structure

Each of the 12 units of the course consist of two lessons –

lesson a and lesson b However, in teaching situations with

fewer hours available, it is possible to extend the unit over

four teaching periods The Activity Book provides additional

material that can be used in class for quiet time or alternatively

for homework

Lesson a presents new language through the cartoon story

The children act out the story and then further listening

and speaking practice is provided Lesson b presents new

language through a song As the book progresses, more

of the language taught in earlier lessons is recycled Each

lesson ends with a game allowing the children to activate the

language and relate it to themselves

Warm-up – getting started

It is a good idea to signal the beginning of the lesson clearly

and start with a warm-up activity that is enjoyable and

involves the whole class The step-by-step teaching notes

suggest a variety of warm-up activities

Procedure for presenting vocabulary

The new words for each lesson are always presented in

Picture Dictionary style at the top of the Pupils’ Book page and

are also on the CD

• Use the fl ashcards or classroom objects to present the

new words and their meaning (Relating the new words to

tangible objects in the classroom also helps to make the

words more memorable for the children.)

• Tell the children to open their books and look at the

pictures Play the CD The children point, listen and repeat

• Hold up the fl ashcards again in random order and elicit the

words

• You can also present the vocabulary on an IWB, using the

fl ashcards on Yazoo 1 Active Teach

Procedure for cartoon stories

• Invite the children to look at the pictures Use L1 to ask

questions about the pictures and prompt discussion

• Play the CD The children listen and point to each character

as they are speaking Ask simple questions in L1/English to

check understanding

• Play the CD again, pausing after each line for the children

to repeat

• Divide the class into groups, and give each group the role

of a character Play the CD again The children repeat their

parts Encourage them to copy the characters’ voice and

intonation and to mime some of the actions

• Let the children practise in groups Invite a group or groups

to perform for the class

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• Word recognition Use the Alphabet flashcards, word side

up, to practice whole word recognition

Demonstrate each exercise in the Pupils’ Book using the board

as necessary, until the children are used to the exercise types

At the end of each lesson, the children sing the alphabet chant

until finally they can chant the entire alphabet

The corresponding pages in the Activity Book provide practice

in forming lower case and capital letters and developing

handwriting skills Again, demonstrate each exercise first until

children understand what they have to do

Procedure for CLIL (Content) lessons in

Yazoo 1

Yazoo 1 includes a CLIL lesson at the end of every second unit

The lessons are divided into two sections Exercises on the

left-hand page are usually receptive skills, requiring learners

to listen, read and understand the information they are given

about a content area (Science, Maths, Social Science, etc.) in

English Exercises on the right-hand page are productive, and

require pupils to engage with the key vocabulary associated

with the content of the lesson, then use the language in a fun

activity or game and finally personalise the language in a Your

Project! activity

Key vocabulary in the CLIL lessons is included in the recorded

Picture Dictionary at the end of the Pupils’ Book

• Invite the children to look at the photos Use L1 to ask

questions about the pictures and prompt discussion Use L1

to identify the topic of each lesson

• Play the CD The children listen and point to each photo as

they listen to the recording of the text Play the CD again,

pausing after each section, and ask simple questions in L1/

English to check understanding

• For the listening exercise (Exercise 2), play the CD twice,

pausing the second time to allow children to complete the

exercise

• For the games, ask the children to look at the photo in their

Pupils’ Book and describe in L1 what is happening Model

the example dialogue Demonstrate the game with a child

or group, until everyone knows what to do

• Your Project! tasks require the use of colouring pens or

pencils The projects can be given to children to complete

at home or they can also be completed in a subsequent

lesson

• Give children an opportunity to show and talk about their

projects in class They can then be put on the classroom

wall for display, or given to children to present to their

family at home

Using My Picture Dictionary

The Picture Dictionary in Yazoo 1 is at the end of the Pupils’

Book The target vocabulary from each unit of the Pupils’ Book can be found on pages 98–102 The key vocabulary from the CLIL (cross-curricular) lessons and the Festivals can be found

on pages 103–104 The Picture Dictionary offers a way to review the words the children have learned so far The words from the main units and CLIL lessons are recorded on the Class CD and the Pupils’ CD in the sequence in which they are presented in the Pupils’ Book

You can use the Picture Dictionary to review the curricular vocabulary after completing each CLIL lesson

cross-Alternatively, you can review the vocabulary from the previous two units and the CLIL lesson after completing the review

• Ask the children to find the correct page of the Picture Dictionary in their Activity Books

• Ask them to look at the pictures; elicit all the words they can remember

• If there is time in class, play the audio CD The children listen, point to the correct picture and repeat the word

in chorus

• Ask them to listen to their Pupils’ CD again at home and learn the words in preparation for the Progress Review (available on the Active Teach CD-ROM)

The Picture Dictionary can also be used to revise previously taught vocabulary at the beginning of a lesson as a warm-up

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Unit 2a

mumdadsisterbrother

Unit 2b

friendelephantlionparrot

Unit 3a

pethamsterguinea pigrabbit

Unit 3b

catdogsnakebird

Unit 4a

bodyarmslegswings tail

Unit 4b

hairnosemoutheyesears

Unit 5a

toysdollrobot

carteddy

Unit 5b

planetrainballpuzzle

Unit 6a

drawskipdanceride a bikesing

Unit 6b

jumpclimbswimfly

Unit 7a

bedroombathroomkitchenliving room

Unit 7b

gardenhousehighlow

Unit 8a

tablebedchaircupboard

Unit 8b

floordoorboxshelf

Unit 9a

hungrywaterchicken

cheesesaladbiscuits

Unit 9b

sandwichescrispsapplestomatoes

Unit 10a

dancing sportfootballkarategymnastics

Unit 10b

turnshakeleftright

Unit 11a

T-shirtskirttrouserssweatershorts

Unit 11b

coathatsocksshoes

Unit 12a

photozoosurpriseparty

Unit 12b

shouthome

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What day is it today?

What is today’s date?

Write down today’s date, please

Now we’re going to ( )

Today we’re going to ( )

Let’s start

Are you ready?

Get your books and pencils out

Open your books at page ( _)

Managing the class

Put down/Pick up your pencils, please

Come here, please

Sit down./Stand up

Put your hand up/down, please

Give this/these out, please

Hold up your picture./Show me your picture

Draw/Colour/Stick/Cut out the picture

Come up to the board

Write in your notebooks

Can you read this, please?

Say/Repeat after me

Let’s listen to the ( )

Let’s sing/say it together

Sorry, I don’t understand

Can you say that again, please?

What’s (L1) in English?

What is it in (L1)?

Who knows the answer?

How do you spell it?

Who wants to write on the board?

Volunteers, please

Is that right?

Let’s check the homework

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Working in pairs/groups

Work with your partner/group

Has everyone got a partner/group?

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

Don’t show your partner

Changes places with ( ), please

Change your partner

Now ask your partner

That’s very nice

Encouraging good behaviour

Please stop talking Thank you

Quiet, please

Settle down and listen Well done

Is everyone sitting quietly? Good!

And now we’re waiting for ( )

Could you sit down like the others, please?

Ending the lesson

That’s all for today

Collect the cards, please

Put your books/things away, please

The lesson is over

OK, you can go now

See you on ( _)

Have a nice ( )

Say goodbye, everyone

Goodbye

Useful phrases for pupils

Can I have a ( ), please?

Here you are

I don’t know

Can I go to the toilet, please?

Can you help me, please?

Can I go out?

Can I answer the question?

It’s my/your turn

Sorry

Thank you

Finished

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Classroom games

Flashcard games

Guess the word Display a flashcard and cover it with a piece

of paper Slowly reveal the card The children guess the word

Can you remember? Display a set of flashcards on the board

and number them Ask What’s Number 1? What’s Number 5?

etc For each correct answer, turn the flashcard over When

all the flashcards are hidden, repeat the questions Turn the

flashcard over to check the answer If the answer is correct,

remove it and continue You can play this as a team game

Teams win a point for each correct answer

Drilling games

Volume control To vary drilling patterns and ensure children

are thinking about what they are repeating, vary the way you

ask them to repeat a word by whispering, saying the word

silently or shouting the word or phrase

Blind drilling Hold a set of flashcards facing away from the

class The children have to guess which flashcard you are

holding in order to win it Once all of the flashcards from the

set have been won, the child with the most cards becomes

the teacher

Word and picture games (word

recognition)

Matching Put the flashcards and corresponding word cards

face up on the board Say a word and ask a child to come to

the board and find the matching picture and word cards

Pelmanism Put the flashcards and corresponding word

cards on the board face down in random order Ask different

children to come to the board and turn over two cards The

aim is to match a picture card with the correct word card If the

cards don’t match, replace them in the same position If they

match, take the cards off the board You can also play this as a

team game Teams win a point for each correct match

Pictionary Write a set of vocabulary items which the pupils

know on different pieces of paper Ask two pairs of pupils to

come to the board Show one pupil from each pair a word

and ask them to draw a picture representing the word on the

board The first pupil to guess the word for his/her team wins

a point

Miming games

Mime the word Invite a child to come to the front of the class

and give him/her a flashcard The child then has to mime the word in some way for the class to guess the word Whoever guesses correctly takes the next turn You can also play this as

a team game

Simon says Use this game to review actions and classroom

instructions The children have to follow instructions and do

as they are told when they hear Simon says … (or you can use Trumpet says) but do nothing when an instruction is not preceded by these words

Every time a child makes a mistake, they miss a turn After three mistakes, they are out and have to stop playing You can play this as a team game The team with the fewest missed turns or the group with most children still in the

game wins

In an alternative version of the game, carry out the instructions yourself as you say them, but make some mistakes Children who copy you miss a turn

Other games

Picture dictation This game can be used to review words that

are easy to draw Give each child a piece of blank paper Say for example Draw a pencil Draw a rubber Draw a (yellow) bag The children draw a picture of the word they hear

Letter dictation This game helps pupils to remember the

letters of the alphabet and to remember the spelling of new words Dictate a series of letters to the class, which include a hidden word For example, dictate X, P, A, D, O, G, Y, where the hidden word is DOG The children write down the letters and try to find the hidden word as quickly as possible

Bingo Use this game to revise simple objects, colours and

numbers Prepare multiple A4 size photocopies of a Bingo grid with six or eight squares and give each child a copy Display flashcards of the words you want to review There should

be more flashcards than squares on the Bingo grid Tell the children to draw a different picture or colour in each square

on their grid, or write a number, depending on what set you are reviewing Then call out the words at random When the children hear a word that is on their grid, they cross it out The first child to cross out all their words in one row is the winner

The game can continue until another row is completed and another winner is found

Trang 16

Guess the object (feelie-bag) Put various objects into a large

cloth bag or a pillow case that the children have learned the

names of, e.g a pen, pencil, an apple Gather the children

round your desk or walk round the class Invite a child to put

his/her hand in the bag, take hold of an object and try to

guess what it is by touch The child should say the name then

show the object If the child has guessed correctly, he/she

takes the bag and leads the game

Board races Divide the class into two or more teams Write a

series of numbers or a vocabulary set randomly scattered on

the board The game works best with at least sixteen different

words on the board Invite one child from each team to the

board Say a word or number from the random selection and

the first child to find and touch it on the board wins a point for

their team

Chinese whispers Prepare a list of target words or sentences

Whisper a word/sentence to one pupil once He/she must

then whisper it to another pupil and so on until the whisper

has made its way around the class Ask the last pupil to say

the word/sentence out loud to check it is the same as at the

beginning To keep pupils busy, have two or three whispers

going around the class at once

Colours game Use any classroom objects, pictures, posters

or the children’s clothes and shoes which are in colours the

children know Say, for example, I can see something yellow

and green The children have to find and point to or touch

an object in these colours This can be played in teams with

points scored for each correct answer

Wordsnake Select a group of words which the pupils know

Write them on the board without leaving a space between the

words (for example BLUEREDGREENORANGEBLACKBROWN)

The pupils have to correctly identify the individual words

and write them down You can play this game in teams or

individually Set time limits to make the game more fun

Trang 17

4 four

1

2

Listen and read.

Listen, point and say

1

1 Listen, point and say CD1 Track 02

• Display the fl ashcards of the target language Say the words for the children to repeat Ask the children to point to the matching pictures in their books

• Play the CD Pause after each word for the children to point

to and repeat the word

• Play the CD again without pausing The children say all three words

• Point to each fl ashcard again in random order and elicit the words

2 Listen and read CD1 Track 03

• Focus on the story Play the CD and ask the children to follow the words in their books Discuss who they think Miss Maru and Mr Kuma are (Miss Maru is a teacher in the jungle school Mr Kuma is her brother and he teaches sport.)

• Play the CD again Pause after each line for the children to repeat the sentence Encourage them to mimic the voices and gestures of the characters Repeat as necessary until the children are confi dent

• Call out names at random (e.g Vicky ), asking Girl, boy or animal? and elicit the correct response (e.g girl)

Hello!

Aims: to meet the book characters; to learn common

greetings

Target language: Hello/Hi, I’m … , What’s your name?

My name’s … , Goodbye, girl, boy, animals

Receptive language: Look!, Be quiet!, We love you!, Mr, Miss

Materials: class CD, vocabulary fl ashcards

Warm-up

• Introduce yourself to the class by saying Hello, girls and

boys I’m [name] Walk round the class greeting each child

and eliciting their fi rst name Encourage them to say Hello,

I’m [name]

• Ask the children to introduce themselves to each other

round the class using Hello, I’m [name]

Lead-in

• Hold up the Pupils’ Book and talk about/introduce the

characters on the cover Use this opportunity to introduce

the target words animals, boy, girl Point to the three

animals and say Look at the animals Explain that they

live in the jungle See if any of the children know what the

animals are called in English If not, tell them that one is a

lion, one is an elephant and one is a parrot Explain that

they are friends

• Point to the animals again Say This is Cabu She’s a lion

This is Trumpet He’s an elephant This is Paco He’s a

parrot Point to the two children Say Look, a boy Look, a

girl Explain that they are staying in the jungle Explain that

they are staying with their mum and dad in the house

• Point to the two children again Say This is Rob He’s a boy

This is Vicky She’s a girl

• Tell the class that they will get to know all of these characters

during their English lessons and will share their adventures

• Say Open your books at page four Write the page number

on the board Open your own book and hold it up You

could use this as standard procedure for showing the

children which page to open their books at

• Give them a moment to look at the pictures Then elicit

what/who they can see in each picture Focus on the fi rst

picture of the story Say Point to a boy The children point

to Rob Repeat for a girl/Vicky Focus on the second picture

Say Point to animals Repeat for the third picture on

page fi ve

Trang 18

fi ve

3

Listen and sing.

Goodbye!

Hi, I’m Rob

What’s your name?

Hello, girls and boys!

We love you!

Extra!

Put the children in groups of seven Allocate parts in

each group (Rob, Vicky, Cabu, Trumpet, Paco, Miss Maru,

Mr Kuma) The children act out the story in their groups

3 Listen and sing CD1 Tracks 04 and 05

• Ask the children to tell you who they can see in the picture

(Trumpet, Cabu, Paco)

• Play the CD The children listen and follow the words in

their books

• Play the CD again Ask the children to act out by waving

their hands whenever they hear Hello and to join in with as

much of the song as they can

• Divide the class into three groups and allocate an animal

role to each group Have the class sing the song with each

group singing their part They all sing the last two lines

For the next lesson

You could ask the children to learn the song by heart and sing

it again at the start of the next lesson Remind them they can listen to the Pupils’ CD at home with their parents

Round-up

• Draw one of the Yazoo characters (Cabu, Trumpet or Paco)

on the board slowly The children call out the name of the character when they recognise who it is

• Say Goodbye, class! and wave your hand Ask the children

to repeat Goodbye [your name] You can do this at the end

of every class

Trang 19

✔

six

Listen, point and say Then circle.

Listen and tick.

1

2

Listen and chant.

a f

f b

d e

a b c d e f g h i j k l m n o p q r s t u v w x y z

Alphabet Aa–Ff

Aims: to learn/review the names and sounds of the

alphabet A–F; to learn the alphabet words

Target language: apple, ball, car, dog, egg, fi sh

Materials: class CD, alphabet fl ashcards Aa–Ff

Warm-up

• Tell the children they are going to practise the alphabet

in English Ask if any of the children knows the English

alphabet If so, see if they can recite it If not, invite them to

recite the alphabet in their own language

1 Listen, point and say Then circle CD1 Track 06

• Introduce the idea that letters have a name and a sound

With books closed, hold up the alphabet fl ashcards one at

a time Each time, say the name of the letter then the sound

For example, for a, point to the letter and say /eɪ/ Explain

that this is the name of the letter Point to the picture and

say and say /æ/ apple Explain that the letter /eɪ/ makes the

sound /æ/ Ask the children to repeat the name, sound and

word Do this for all the letters as you teach them

• Say Open your books at page 6 Ask the children to look at

the letters Go through the letters as above

• Say Listen and point Play the CD for the children to point

while they listen

• Say Say Play the CD again Pause after each section The

children listen and repeat

• Say Circle Demonstrate by writing each letter pair and

word on the board and circling the letter in the word each

time Then ask the children to do the exercise individually

2 Listen and tick CD1 Track 07

• Write apple and car on the board Say car and tick the word

car on the board

• Play the CD Pause after the fi rst section and ask which

word the children heard (car) Ask which letter they are

going to tick (c)

• Play the rest of the CD, pausing after each section to allow

the children time to tick

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

3 Listen and chant CD1 Track 08

• Play the CD Ask the children to listen

• Play the CD again The children sing along

• Repeat the chant as a class

CD1 Track 08

Hello! I’m Cabu! How are you?

I can say the alphabet

Can you say it too?

a b c d e f

Activity Book page 2

1 Find and colour.

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

2 Match and trace

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

3 Circle and trace

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

Trang 20

Alphabet Gg–Ll

alphabet G–L; to learn the alphabet words

Target language: gorilla, horse, insect, jelly, kite, lorry

Recycled language: car, apple

Materials: class CD, alphabet fl ashcards Gg–Ll

Warm-up

• Play the alphabet chant a–f Encourage the children to sing

along

• Review the letters learned so far Start by saying a and

invite the children to recite the other letters

• Say Open your books at page 7 Go through the letters with

the children

while they listen

• Say Say Play the CD again, pausing for the children to

repeat each letter

• Say Circle Demonstrate by writing Gg and gorilla on the

board and circling the g Then ask the children to do the

exercise individually Monitor

• Check their answers as a class

CD1 Track 09

7

✔

seven

1

2

c h

i a

k j

• Write f and d on the board Say fi sh and dog Tick d on the board

• Play the CD Pause after the fi rst section and ask which word the children heard (lorry ) and which letter they are going to tick (l )

• Play the rest of the CD, pausing after each section to allow the children time to tick

• Check answers as a class

• Play the CD Ask the children to point to the letters as they hear them

• Play the CD again Ask the children to sing along with the chant

• Repeat the chant as a class without the CD

CD1 Track 11

Hello! I’m Trumpet! How are you?

I can say the alphabet Can you say it too?

a b c d e f g h i j k l

1 Find and match.

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

2 Trace and circle.

• The children trace the letters and circle the pictures

3 Trace and match

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

Round-up

• Hold up fl ashcards for the words the children have learned

so far, at random Each time ask the children to say the word then the initial letter

Trang 21

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

CD1 Track 14

Hello! I’m Paco! How are you?

a b c d e f g h i j k l m n o p q r

1 Find and colour.

• The children look at the letter, fi nd the word that begins with that letter and colour that picture

2 Match and trace.

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

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

Round-up

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

Alphabet Mm–Rr

alphabet M–R; to learn the alphabet words

Target language: monkey, nut, orange, pen, queen, rabbit

Recycled language: jelly, gorilla, ball, horse, dog, fi sh

Materials: class CD, alphabet fl ashcards Mm–Rr

Warm-up

• Start by reciting the letters a to l slowly Pause after every

two or three letters and ask the children to call out the next

letter Repeat three or four times

• With books closed, hold up the alphabet fl ashcards for this

lesson’s target vocabulary Elicit the words for the pictures

in L1

the children

while they listen

• Say Say Play the CD again Pause after each section

The children listen and repeat

• Say Circle Demonstrate by writing Mm and monkey on the

board and circling the m Then ask the children to do the

Listen and tick

1

Listen and tick Listen and tick 2

rabbit monkey gorilla

• Start by writing the words ball, car and egg on the board

Say egg and tick the word egg on the board

word the children are going to tick (pen)

• Play the CD Ask the children to point to the letters as they

hear them

• Play the CD again Ask the children to sing along with the

chant

Trang 22

Alphabet Ss–Ww

alphabet S–W; to learn the alphabet words

Target language: star, tree, umbrella, violin, watch

Recycled language: insect, egg, queen, nut, lorry, monkey,

rabbit,

Materials: class CD, alphabet fl ashcards Ss–Ww

Warm-up

• Say a then choose a child to say the next letter of the

alphabet The child says b then they choose another child

to say the next letter Continue to r

lesson Elicit the words for the pictures in L1

the children

while they listen

9

✔

nine

Listen and tick

1

Listen and tick

violin umbrella lorry

monkey rabbit watch

• Start by writing the words rabbit, nut and monkey on the board Say monkey and tick the word monkey on the board

• Play the CD Pause after the fi rst section and ask which word the children are going to tick (star )

• Play the rest of the CD, pausing after each section to allow the children time to tick

• Play the CD again The children to sing along

• Repeat the chant as a class without the CD Tap a rhythm with your feet – the children can join in

CD1 Track 17

Hello! I’m Vicky! How are you?

a b c d e f g h i j k l m n o p q r s t u v w

1 Find and match.

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

2 Trace and draw.

• The children trace the letters and draw the pictures

3 Trace and match

Round-up

• Say words the children have learned at random The children say the fi rst letter of that word Or, hold up the alphabet fl ashcard pictures instead of saying the word

Trang 23

• Play the CD Ask the children to point to the letters as they hear them.

• Play the CD again Ask the children to sing along with the chant

• Repeat the chant as a class without the CD Tap a rhythm with your feet – the children can join in

CD1 Track 20

Hello! I’m Rob! How are you?

a b c d e f g h i j k l m n o p q r s t u v w x y z

1 Match and trace.

2 Find and stick.

• The children fi nd the correct stickers and stick them in their books

Round-up

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

Alphabet Xx–Zz

alphabet X–Z; to learn the alphabet words

Target language: fox, yo-yo, zebra

Recycled language: pen, kite, violin, star, orange, horse,

monkey, watch, tree

Materials: class CD, alphabet fl ashcards Xx–Zz

Warm-up

• Write the alphabet from a to w on the board randomly

Invite children to the board to rub out the letters in

alphabetical order Each child rubs out either one or two

letters They could point to the letter they are going to

rub out and the rest of the class could say Yes or No, so

everyone is engaged

lesson’s target vocabulary Elicit the words for the pictures

in L1

• Say Open your books at page 10 Go through the letters

with the children

• Say Listen and point Play the CD for the children to point to

while they listen

• Say Circle then ask the children to do the exercise

individually Monitor

• Check their answers by asking the children to come to the

board to write the letters they circled

CD1 Track 18

10

✔

ten

Listen and tick

1

Listen and tick Listen and tick 2

orange yo-yo horse

word the children are going to tick (zebra)

CD1 Track 19

• Remind the children that this is the complete English

alphabet Ask the children to count the letters and say how

many (L1) Are there the same number of letters in their

alphabet?

Trang 24

Alphabet Aa–Zz

Aims: to review/consolidate the names and sounds of the

alphabet A–Z; to consolidate the alphabet words

Recycled language: apple, ball, car, dog, egg, fi sh, gorilla,

horse, insect, jelly, kite, lorry, monkey, nut, orange, pen,

queen, rabbit, star, tree, umbrella, violin, watch, fox, yo-yo,

zebra

Materials: class CD, alphabet fl ashcards Aa–Zz

Warm-up

• Say the alphabet chant as a class The children can stand

up and clap, tap their feet or move freely to the chant

1 Listen and draw CD1 Track 21

• The children open their books at the lesson page Write the

page number on the board and hold your book up

• Ask the children to look at the picture

• Ask What things can you see? Choose different children to

tell you one thing

• Explain that this is a maze and they are going to fi nd the

path out of the maze

• Explain they are going to hear the fi rst letter then the word

for the things in the picture

f

c

g x o

t

s w r

Start!

Well done!

Listen and draw.

1

2

a b c d e f g h i j k l m n o p q r s t u v w x y z

They have to draw lines from one picture to the next

The lines form the path out of the maze

• Play the CD Pause after each word

• Ask the children to put their hands up when if they have got

to the star

Extra!

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

• Play the CD again The children to sing along

• Put the class in two groups One group starts chanting the alphabet When they get to g, the other group starts Both groups chant the alphabet twice

CD1 Track 22

We’re your friends!

How are you?

We can say the alphabet

Can you say it too?

a b c d e f g h i j k l m n o p q r s t u v w x y z

Teacher’s Tip

Take every opportunity to review the alphabet until your class is confi dent with it Use the alphabet chant as a fi ller

For the next lesson

• Ask the children to ‘write’ their name in English in pictures

They draw one picture for each letter of their name, using the alphabet words/pictures they have learned For example, they draw a kite for k, an apple for a and a tree for t, etc

Round-up

• Write 12 different letters on the board (or use the alphabet

fl ashcards) The children look and memorise them (allow ten seconds) Ask the children to close their eyes Rub out (or remove) two letters The children say which letters have gone Repeat several times with different sets of letters

Trang 25

• Play the CD again and ask the children to sing along

1 How many? Circle, colour and trace.

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

Round-up

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

Listen, point and say.

Count and write How many?

Listen, point and say.

1

Count and write How many?

2

horse kites

balls insects

dogs stars

ﬁ sh trees 8

Numbers 1–10

Aim: to learn/review the numbers 1 to 10

Target language: one, two, three, four, fi ve, six, seven,

eight, nine, ten

Recycled language: apple, ball, horse, dog, fi sh, rabbit,

insect, kite, star, tree

Materials: class CD, alphabet and number fl ashcards 1–10

Warm-up

• Invite a child to the front Give him/her an alphabet

fl ashcard He/she acts out the word for the class The other

children guess the word Repeat with other children/words

• With books closed, explain that the children are going to

learn the numbers in English Start by asking them to count

to ten in L1

• Hold up the number fl ashcards one at a time Each time

say the number

• The children open their books at the lesson page

• Say Listen, point and say Play the CD Pause after each

number The children listen and repeat the number

• Play the CD again The children listen, point to the number

and word and repeat each time

2 Count and write How many?

• Draw three balls and two kites on the board Point to a

ball Ask How many? Point to the balls one at a time and

say One two, three – three balls Point to a kite Ask How

many? Point to the kites one at a time and elicit One, two –

two kites from the children

• Ask the children to look at the picture Choose different

children to tell you one thing they can see

• Ask How many apples? Start counting Encourage the

children to count with you and to point to the apples in the

picture as they count They count eight apples Point out the

8 in the example

• As a class, count the number of balls in the picture (7)

Ask the children to write the number seven in the box next

to the word balls

• The children complete the exercise individually or in pairs

Monitor and help where necessary

• Check the answers by asking How many … ? and

choosing children to answer each time

• In pairs, the children can ask and answer How many?

about the things in the picture Model this with a child fi rst

to demonstrate

Trang 26

• Say Listen, point and say

• Play the CD Pause after each colour The children listen and repeat the colour

• Play the CD again The children listen, point to the word and the picture and repeat the colour each time

Extra!

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

2 Listen and number CD1 Track 27

• Ask the children to look at the pictures Elicit what they can see (fl owers with different colours) Elicit the names of the colours in each fl ower by saying the letter and asking different children to say one colour in that picture

• Tell the children they are going to hear someone talking about the fl owers Ask them to point to the appropriate

fl ower as they listen Play the CD all the way through

• Play the CD again Stop after section 1 and draw attention

to the example Explain that they should write the number

in the correct box as they listen a second time

• Play the rest of the CD Pause after section to allow time for the children to write the number

CD1 Track 27

2 Oh, it’s red, pink and yellow Red, pink and yellow

3 Look! It’s blue, white and yellow Blue, white and yellow

3 Listen and sing. CD1 Tracks 28 and 29

• Ask the children to look at the picture Ask Who can you see? (Paco, Trumpet and Cabu)

• Say different colours one at a time The children say the name of the character(s) with that colour in the picture

• Read through the words of the song with the children

• Play the CD again and ask the children to sing along

2 Read and colour.

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

Round-up

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

on the board

Colours

Aim: to learn/review colours

Target language: red, yellow, green, blue, orange, pink,

purple, black, white, brown, grey

Receptive language: Let’s learn, today

Materials: class CD, colour fl ashcards

Warm-up

• Say One Choose a child to say the next number; point to

another child to say the next number Move round the class

as fast as possible until the children have counted to ten

then start at one again Repeat several times

• With books closed, hold up the colour fl ashcards one at a

time Ask the children to say the colour in L1 Say the name

of the colour in English Each time, invite the children to hold

up a coloured pencil or marker of the same colour, if they

have one

• Ask the children to look at the pictures and see if their

favourite colour is there

Trang 27

14 fourteen

1a

Listen again Then act out

3

1

2 1

Aim: to ask and answer about classroom items

Target language: pencil, book, ruler, bag; What is it?

It’s a … It’s (green)

Recycled language: pink, red, blue, orange, brown, green

Receptive language: Here you are.

Materials: class CD, colour fl ashcards, drawing paper for

each child (optional)

Lesson 1

Warm-up

• Use the colour fl ashcards to revise the colour words Hold

up each fl ashcard, elicit the colour, then point to an object

in the classroom with that colour Say Look, it’s blue Repeat

with the whole class, then individual children, and have

them say Look, it’s [colour]

• Use classroom items to present the new vocabulary Say

What is it? A (bag) Ask the children to repeat the name of

each item

Ask them to look at the pictures

• Say Listen and point Play the CD once The children point

to each picture as they listen

• Say Listen, point and say Play the CD again, pausing after

each word for the children to point to the picture

and repeat

• Say the words in random order and ask the children to

point to the corresponding picture and repeat the word

• Give the children a minute to look at the story Ask them to

point to and name the characters they can see Ask them

to fi nd and point to the items/words from Exercise 1

• Play the CD The children follow the words in their books

• Play the CD again, pausing after each frame for the

children to read the dialogue

• Look at the story frames again and ask questions to elicit

target vocabulary For example, in frame 1, ask What is

it? and elicit A pink bag Prompt if necessary Repeat the

process for the other frames

3 Listen again Then act out CD1 Track 31

• Tell the children they are going to act out the story Play

the CD again Pause after each line for the children to

repeat as a class Encourage them to mimic the voices and

gestures of the characters Repeat as necessary

• Put the children in groups of fi ve and allocate the parts

of Paco, Trumpet, Cabu, Rob and Vicky Let them practise acting out the story together

• Invite groups to act out the story for the class

• Elicit the names of the four items in the pictures

• Play the CD twice The fi rst time, the children listen

The second time, they write the numbers

2 Find, circle and colour

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

Trang 28

fi fteen

Play the game

6

Listen and stick Then circle.

4

1 book / bag 2 pencil / ruler 3 ruler / book 4 pencil / bag

Look at 4 and match.

5

1 It’s pink It’s a bag

2 It’s blue It’s a ruler.

3 It’s orange It’s a book.

4 It’s brown It’s a pencil

It’s green What is it? It’s a bag

Lesson 2

Warm-up

• Walk round the class Hold up different items from the

children (pencil, ruler, book, bag) as you go round

The children say the word each time

4 Listen and stick Then circle. CD1 Track 32

• Tell the children to fi nd the stickers for this activity at the

back of their Pupils’ Book

• Play the CD and let the children listen all the way through

• Play the CD again Pause after each item and allow time

for the children to stick their stickers

• Ask What’s number one? Elicit It’s a book Say Circle Draw

attention to the example Continue as a class or let the

children do the exercise individually

• Check the answers

5 Look at 4 and match.

• Ask the children to look at Exercise 4 Say It’s pink What is it? Elicit a pencil

• Draw attention to the example in Exercise 5 Tell the children to follow the line Make sure they understand that they look at the colours of the items in Exercise 4 and then match the sentences

• Say Look and match and ask the children to do the exercise Monitor and help where necessary

6 Play the game.

• Demonstrate the game on the board Draw outlines of the target vocabulary on the board in different colours Say, e.g It’s yellow What is it? Elicit It’s a pencil etc

• Let the children play the game in pairs using the pictures in Exercise 6 Tell them to take it in turns to choose an object

to decribe and guess the answer

• Point out that they can choose an object at random

Extra!

Put the children in new pairs They play the game with their own belongings (pencil, book, ruler, bag) They take turns to say the colour and ask what the item is, e.g It’s blue What

is it? Their friend says what the item is, e.g It’s a book

3 Read and draw.

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

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

Round-up

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

Draw two orange fi sh., etc

Trang 29

2

Look and match

3

1 Listen and tick or cross Then circle CD1 Track 38

• The children listen and tick or cross depending on whether the word they hear matches the picture Then they circle the word they heard

CD1 Track 38

No, it isn’t It isn’t a rubber Yes, it is It’s a pencil case

2 Colour, trace and circle.

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

Is it a pencil?

Aim: to learn/review classroom language

Target language: rubber, crayon, pencil case; Is it a/your

(pencil)? Stand up Sit down Shake your head Here you are

Recycled language: pen, pencil, book

Receptive language: Guess again I don't know.

Materials: class CD, photocopiable Quiz and I can do it!

worksheet for Unit 1

Lesson 1

Warm-up

• Use classroom items to revise the vocabulary from the

previous lesson

• Use classroom items to present the new vocabulary

Ask What is it? A (crayon) Ask the children to repeat the

name of each item

• Say Listen and point Play the CD once The children point to

each picture as they listen

each word for the children to point to the picture and repeat

• Ask the children to look at the boy Ask Who is it? (Rob)

• Put a rubber in your hand without the children seeing it Put

your hand behind your back like Rob in the picture Say Is

it a bag? Shake your head and say No Repeat with pencil

Then say Is it a rubber? Yes, it is! Look! and show the

children the rubber

• Demonstrate stand up, sit down and shake your head

• Play the CD and ask the children to listen and follow the

words in their books

• Play the CD again This time, pause after each verse and

ask the children to read the words

• Play the CD again and ask the children to sing along They

can stand by their desks and mime to make it more fun

3 Look and match.

• Ask the children to look at the pictures then ask them to

look at you Shake your head and ask them to call out

a, b or c Then you call out one of the letters and ask the

children to mime the action

• Ask the children to look at the example

• Say Look and match and ask the children to do the exercise

individually in their books

Trang 30

seventeen

Play the game

6

Listen and number.

4

Look and circle.

5

1

1 Is it your pencil? yes / no

2 Is it your rubber? yes / no

3 Is it your book? yes / no

4 Is it your pencil case? yes / no

Alex

Emma

Yasmin Tom

5 Look and circle.

• Ask the children to look at the pictures Tell them that the girl is Yasmin and the boy is Alex They are friends of Tom and Emma

• Ask the children the names of the four items in the picture

• Point out that Yasmin is asking Alex questions like the ones Tom asked Emma in Exercise 4

• Tell the children to follow the lines to fi nd out which items belong to Alex They read the questions and circle yes

or no

• Let them work individually or in pairs to do the exercise

• Check the answers by asking the questions, e.g Alex, is it your pencil? Elicit the answers from different children

Answers

2 no 3 yes 4 no

• Ask the children to look at the photo Pick up a ruler from one of the children’s desks Ask another child Is this your ruler? Elicit No Repeat with a second child Then ask the original child Is this your ruler? Elicit Yes Hand the child the ruler and say Here you are Elicit Thank you

• Put the children in groups to play

• Tell the children to put some classroom objects they know

on the table They then jumble them up

• Explain that they take it in turns to choose an object and ask the question

• The game is over when the children have all their things back

3 Read and write the numbers in the bag.

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

4 What about you? Draw and trace

• The children draw the items in the school bag then trace the words

Round-up

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

Photocopiable Resources

• The children are now ready for Unit 1 Quiz

See the Active Teach Resources section

• You can use the I can do it! worksheet as a follow up to the Activity Book

Lesson 2

Warm-up

• Walk round the class Hold up different items (pencil, ruler,

book, bag) The children say the word

4 Listen and number.CD1 Track 37

• Ask the children to look at the pictures Tell them that the

boy is Tom and the girl is Emma

• Elicit the names of the four items in the picture (rubber, pen,

crayon, pencil case)

• Tell the children to listen to Tom and Emma and point to

each item as they listen Play the CD all the way through

• Tell the children to listen again This time they should

number each item in the order they hear them

• Play the CD Pause after each item

CD1 Track 37

Trang 31

2a This is my mum.

Aim: to learn/ask about families

Target language: mum, dad, sister, brother; This is my

(mum) He’s/She’s my … Who’s he/she?

Recycled language: Hello

Receptive language: Sorry! Nice to meet you.

Materials: class CD, vocabulary fl ashcards, drawing paper

for each child (optional)

Lesson 1

Warm-up

• Play ‘I Spy’ for classroom objects with the class Start by

saying the letters r, p The children have to look around and

see what they can see with those initials (red pen) The fi rst

child to guess correctly takes over the game Make sure

they always use two letters – one for the colour and one for

the classroom object

• With books closed, use the fl ashcards to present the new

vocabulary Hold up the cards one at a time and say the

words Ask if the children know any of the words already

(they might know mum and dad) Ask how they say mum

and dad in L1

• Say Listen, point and say Play the CD again, pausing

after each word for the children to point to the picture

and repeat

• Give the children a minute to look at the story Ask them

to point to and name the characters they can see in

each frame

• Look at the story frames again and ask questions

Ask Who’s in picture one? Is it Dad? No, it’s Mum Then ask

Who’s in picture two? Is it Mum? Elicit No, it’s Lucy Repeat

with picture three

3 Listen again Then act out CD1 Track 40

• Tell the children they are going to act out the story Play

the CD again Pause after each line for the children to

repeat as a class Encourage them to mimic the voices and

gestures of the characters Repeat as necessary

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

• Invite groups to act out the story for the class

• Elicit the words for the four family members in pictures a–d

The second time, they write the numbers

CD1 Track 42

2 Find and circle.

• The children look at the picture and think of the correct word

Then they fi nd the word in the word snake and circle it

Trang 32

Listen and tick or cross.

4

Look and match.

5

Draw Then ask and answer.

• Write the family vocabulary words on the board as

anagrams (e.g umm, add, etc.) Point to the anagrams one

at a time The children work out the word and then say it

4 Listen and tick or cross CD 1 Track 41

• Explain that the elephants in the picture are Trumpet’s

family See if the children can guess which elephant is

Mum, Dad, etc

Make sure they understand they will tick the box below the

picture if it matches what they hear on the CD, and put a

cross if it doesn’t

for the children to tick or cross

CD 1 Track 41

Answers

2 ✓ 3 ✓ 4 ✗

• Ask the children to look at picture 1 Say She’s my … Pause then read out the target words (dad, brother, sister, mum)

Ask the children to follow the example line and elicit sister

Say Yes, she’s my sister

• Ask the children to look at picture 2 Say He’s my … and elicit dad Repeat with items 3 and 4 if necessary

• The children complete the exercises in their books

• Check answers by choosing different children to read the sentences

Answers

2 dad 3 mum 4 brother

6 Draw Then ask and answer.

• Ask the children to look at the example picture and read the dialogue as a class

• Make sure the children understand that they are going

to draw a picture of someone in their family (mum, dad, brother, sister) then ask and answer with friends about who the picture is of

• Distribute the drawing paper or have children use their notebooks Ask them to draw their pictures

• Put the children in pairs to ask and answer about their pictures Then put them into new pairs to ask and answer again

Extra!

Invite some children to the front with their pictures

The class asks who the person in the picture is

3 Find and circle.

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

4 Number and circle Then trace

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

Round-up

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

Trang 33

20 twenty

1

2

Here’s Trumpet, Trumpet, Trumpet

He’s an elephant

He’s my friend

Hello, Trumpet How are you?

How are you today?

I’m ﬁ ne, thank you

Let’s go and play

Here’s Cabu, Cabu, Cabu

Match and say.

Aim: to learn introductions

Target language: friend, elephant, lion, parrot; Here’s …

He’s/She’s a/n … Hello, (Ben) How are you? I’m fi ne,

thank you

Receptive language: Let’s go and play.

Materials: class CD, photocopiable Quiz and I can do it!

worksheet for Unit 2

Lesson 1

Warm-up

• Write on the board How are you today? I’m fi ne, thank you

Read the question and answer to the class Then say How

are you today? and point to a child to answer Elicit I’m

fi ne, thank you Prompt if necessary Repeat with as many

children as possible

• With books closed, remind children about the fi rst lesson,

when they fi rst met Paco, Trumpet and Cabu Ask Is

Trumpet a lion? Shake your head and say No, Trumpet’s an

elephant Repeat with Paco and Cabu

each word for the children to point to the picture and repeat

• Ask the children to look at the pictures and tell you who

they can see Explain that Rob and Vicky are brother and

sister and Trumpet, Paco and Cabu are friends

• Pre-teach Here’s … by inviting a child to the front then

introducing them to the children by saying Here’s [name]

• Play the CD and ask the children to listen and follow the

words in their book

• Play the CD again This time, pause after each verse and

ask the children to read the words

• Play the CD again The children sing along They can wave

as they sing the fi rst two lines of the chorus each time

Extra!

Put the children in three groups – Trumpet, Paco and Cabu

Ask them to sing the song again with each group singing

the verse about their character They can stand up and

act out too

3 Match and say.

• Ask the children to say the names of the characters

• Ask the children to look at the example Say elephant and ask the children which picture it is (b)

• Say Match and ask the children to match the other pictures and words by drawing lines

• Read the example together as a class Then prompt with Here’s Cabu and encourage the children to say the other sentences (She’s a lion She’s my friend.) Repeat with Paco

• Invite children to the front to talk about the pictures

1 Listen and stick Then circle CD1 Track 47

• The children fi nd the stickers They listen and stick the stickers Then they circle the correct words

CD1 Track 47

1 Look! This is my friend He’s an elephant

2 Look! This is my friend He’s a parrot

3 Look! This is my friend She’s a lion

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

Trang 34

twenty-one

Listen and circle Draw Rob and Vicky’s path.

4

Read and tick the correct picture

5

Play the game.

How are you?

I’m fine, thank you.

• Write on the board today? are How you Look at what

you’ve written, look at the children and look puzzled See

if any of them can tell you the correct order of the words

Prompt with the fi rst word if necessary Repeat the process

with you I’m fi ne, thank

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

CD1 Track 46

• Ask the children to look at the picture Go round the class

asking children to name one of the people/characters in

the picture

• Say Listen and circle Make sure the children understand

that they will be circling the characters as they hear them

introduced on the CD

• Play the CD Stop after each item Allow time for the

children to draw their circles

• Say Draw Rob and Vicky’s path The children work

individually to draw the path in their books Monitor and

help where necessary

• Check the answers by asking for the names along

the path

CD1 Track 46

Hello, Cabu How are you?

I’m fi ne, thank you

Hello, Miss Maru How are you?

Hello, Trumpet How are you?

5 Read and tick the correct picture.

• Ask the children to look at the exercise Explain that they are going to read the dialogue then tick the picture it matches

• Read through the dialogue with the class Then ask the children to read the dialogue as a class without you

• Tell the children to look at the pictures and to decide which one they are going to tick Ask if they are going to tick picture 1 (No) Repeat with picture 2 (No) and 3 (Yes)

• Discuss what is happening in the photos

• Read out the example dialogue as a class

• Demonstrate the game Invite three children to the front

Ask one child to stand with you The others form a queue

You introduce the fi rst child in the queue and the child with you greets her or him Then that child joins the child with you and you go to the back of the queue The child who was with you introduces the next child in the queue to the new child at the front, and so on

• Put the children into groups of four to play the game

Tell them to continue playing until you stop them

3 Look and circle.

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

4 What about you? Draw and trace

• The children draw their pictures and trace the words

Round-up

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

• The children are now ready for Unit 2 Quiz

• You can use the I can do it! worksheet as a follow up to the

Trang 35

This is the cook.

Aims: to learn about the different people who work in

a school

Target language: teacher, pupil, secretary, cook, school;

I’m a … This is the … Are you a …?

Recycled language: friend; My name’s … Who’s he/she?

• Start by talking with the children in L1 about school

Talk about school times, how many classroom/classes

there are in the school, what else there is in the school

(playground, sports hall, etc.) Ask the children to think

of people who work in the school Ask their names and

what they do Write the job titles on the board in English

Encourage the idea that there are a lot of important people

who work at a school, not only teachers

1 Listen, read and point.CD1 Track 48

• Ask the children to look at the photos Talk about each

photo Ask the children who they can see in each photo

Write the words secretary, pupil, cook, teacher on the

board Ask the children to fi nd those words on the page

• Play the CD all the way through and let the children follow

in their books

• Ask the children to look at picture 1 Read Will’s speech

bubble and ask the children to repeat

• Say Listen, read and point Play the CD again, this time

pausing after each item for the children to point to the

picture and repeat the speech bubble

• Say pupil Invite volunteers to say the letter of the picture

and read the speech bubble about the pupil Repeat with

teacher, cook and secretary

• Start by saying Look at photo a Who’s he? He’s a pupil

Ask Who’s he? again Elicit the answer Repeat for the

other photos

• Explain that the children are going to listen to the CD then

write numbers in the boxes next to the pictures according

to what they hear Tell them they will hear a boy and

girl asking and answering about who the people in the

pictures are

• Play the CD all the way through

• Play the CD again Stop after section 1 Draw attention to the example answer 1

• Play the rest of the CD, pausing after every section to allow time for the children to write the numbers

• Check the answers as a class

CD 1 Track 49

Teacher’s Tip!

Allow use of L1 in these more challenging discussions, but use the opportunity to provide English vocabulary whenever possible

1 Trace and match.

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

Trang 36

3 Circle Then ask and answer.

• Ask the children to look at the four pictures and say what

each one is

• Go through the example with the class Ask the children to

read the words then ask them which one is circled

The children complete the rest of the exercise

• Check the answers by calling out the picture numbers and

asking the class to call out the correct word each time

• Practise the questions and answers with the class

• Let the children practise again in pairs Walk round to

monitor and help where necessary

• Start by reading the example questions and answers as

a class

• Demonstrate the game by inviting a child to the front

Ask the child to mime being a teacher (writing on the

board, etc.) Ask Are you a pupil? Elicit the answer Ask Are

you a teacher? Elicit the answer

• The children play the game in pairs Tell them to take

it in turns to mime and to choose a different job each

time Walk round while they are playing and help where

necessary

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

of the class

5 Your Project! Draw and say.

• Ask the children to look at the photo Ask what the boy’s drawing is (a teacher)

• Distribute the drawing paper or children can use their notebooks

• Ask the children to draw a picture of someone who works

in their school

• When all the children have ﬁ nished drawing, ask them to read the example speech bubble as a class

• Choose children to come to the front with their pictures

They say who the person is and what they do using the example answer as a model

• Display the pictures on the classroom wall

2 Circle and match.

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

Round-up

• Play ‘Hangman’ as a class with words from the lesson

Choose the word but don’t say what it is Write a dash on the board for every letter of the word (e.g _ _ _ _ _ _ _ for teacher) The children guess letters to complete the word

When they guess correctly, write the letter When they guess wrongly, draw part of the Hangman picture, one line at a time:

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

My Picture Dictionary CD1 Track 52

See Introduction page vii

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

Trang 37

Review 1

twenty-four

4 3

5 1

8

7

2

6

Circle the odd one out.

Look and number Then say.

1

2

3

dad mum brother sister book crayon pen bag

4

1 red green friend pink

2 mum dad sister pencil case

3 pencil blue rubber ruler

4 parrot lion brother elephant

Dad is number 4.

Review 1

Aims: to practise/consolidate language from Units 1 and 2;

Recycled language: vocabulary and structures from Units 1

and 2

Materials: class CD, Progress Review Test 1 & 2

Warm-up

• Write the letter p on the board Ask the children to put up

their hands if they can think of a word in English starting

with that letter Help them by pointing to classroom items

(pen, pencil, pencil case) Repeat with the letter r (ruler,

rubber), the letter b (bag, book), etc You can play this as a

team game

1 Look and number Then say.

• Ask the children to look at the picture Elicit what they

can see (a family at home in the living room) Ask Who’s

number [1]? What’s number [6]? etc to elicit the words

• Focus on the example and say Dad is number four Ask the

children to write the correct number in the box next to each

word in the list to complete the exercise

• Check the answers as a class

• Elicit Mum is number one etc around the class

2 Circle the odd one out.

• Demonstrate the activity on the board Write e.g pencil

book bag lion Ask the children which word is different and

why (lion as it is an animal The other words are classroom

objects) Draw a circle round lion Say lion is the odd one out

• Ask the children to look at the example and tell you why

friend is the odd one out (the rest are colours)

• Let the children do the exercise individually or in pairs

Then check as a class

• This activity helps to practise and contrast the initial sounds /b/ /p/

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

• Play the CD Pause after the fi rst two lines and ask the children which sounds they hear (/p/ and /b/) Play the rest

of the CD all the way through Then play it again, pausing for the children to repeat

• Ask pupils to fi nd other words on the page beginning with /b/ and /p/

CD1 Track 50

p p p b b b

a pink parrot a pink parrot

a blue bag a blue bag

A pink parrot with a blue bag!

Trang 38

4 Find and circle 8 differences Then point

and say.

• Ask the children to look at picture A Go round the class

asking different children to tell you one thing they can see

• Explain that there are eight differences between picture A

and picture B Ask them to fi nd the picture on the wall Ask

What is it? Elicit It’s a parrot Tell them to look at the picture in

B Ask What is it? Elicit It’s a gorilla Repeat with the girl and

boy Ask e.g Is she a girl? Is he a boy? Model She’s a girl

He’s a boy Start writing a list of differences on the board

• Tell the children to work in pairs to fi nd the other differences

between the pictures They can circle them in pencil Set a

time limit Monitor and help as necessary Encourage them

to use English

• When they’ve fi nished, elicit the differences and complete

the list on the board

1 Read and tick or cross.

• The children look at the pictures and read the sentences

Then they tick or cross the boxes according to whether the sentence matches the picture or not

2 Trace and check Now colour.

• This is a self-assessment activity The children look at the pictures and trace the correct words They then check with you to see if their answer is correct and put a tick or cross

in each box accordingly

• The children then colour the correct face depending on the number of correct answers

Round-up

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

Extra!

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

My Picture Dictionary CD1 Tracks 51 and 52

See Introduction page vii

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

• You can use Progress Review 1 & 2 as a test in class

Trang 39

26 twenty-six

3a

2

1

No, it’s a guinea pig.

Can I see it, please?

Look! I’ve got a pet.

I’ve got it.

Is it a hamster?

Yes, of course.

I don’t know.

I’ve got a pet.

Aim: to learn/review how to talk about pets using have got

Target language: pet, hamster, guinea pig; I’ve got/I

haven’t got a [pet]

Recycled language: Thank you rabbit, orange, grey,

brown

Receptive language: Can I see it, please? Yes, of course.,

Quick! Snap

Materials: class CD, animal fl ashcards from Units 2 and 3,

pictures of animals from magazines (optional), cutouts from

Activity Book page 69, scissors, colouring pens

Lesson 1

Warm-up

• Use fl ashcards (or magazine pictures) to revise animal

vocabulary Hold up the cards or pictures and elicit

the names of the animals Have a class vote on the

most popular animals in different categories (zoo, pet,

jungle, etc.)

1 Listen, point and say. CD1 Track 53

• Use fl ashcards to present the new vocabulary Say the

word each time and ask the children to repeat

each word for the children to point to the picture

and repeat

• Give the children a minute to look at the story Ask them

to point to and name the animals from Exercise 1 they

can see

• With the children, talk about the fact that different pets have

different sorts of homes (LI)

• Look at the story frames again and ask questions to elicit

target vocabulary For example, in frame 1, ask What is

it? and elicit A guinea pig Repeat the process for the

other frames

• Ask What animal can Trumpet see? (It is a crocodile

but don’t confi rm any guesses at this stage as the story

continues in the next unit.)

3 Listen again Then act out. CD1 Track 54

• Put the children in groups of fi ve Allocate parts (Vicky, Rob, Trumpet, Cabu and Paco)

• Play the CD again Ask the children to listen out for their character

• The children then act out the story in their groups

Encourage them to try to imitate the voices and intonations

of their characters

1 Listen and colour. CD1 Track 56

• Elicit the names of the three animals in the pictures

The second time, they colour the pictures

CD1 Track 56

Look at my guinea pig It’s orange

Look at my hamster It’s brown

Look at my rabbit It’s grey

2 Count and write

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

Trang 40

1 I ’ve got / haven’t got a rabbit.

I ’ve got / haven’t got a hamster

2 I ’ve got / haven’t got a rabbit

I ’ve got / haven’t got a guinea pig

3 I ’ve got / haven’t got a hamster

I ’ve got / haven’t got a guinea pig

Make cards Then play the game.

6

Listen and stick.

4

Look at 4 and circle.

• Draw a tiny part of one of the lesson animals on the board

Invite the children to guess the animal If they can’t, draw a

bit more until they get it right Repeat

4 Listen and stick CD1 Track 55

• Ask the children if they remember who the children are

(Alex, Tom, Emma)

• Tell the children to fi nd the stickers for this activity at the

back of their Pupils’ Book

• Ask What pets can you see? (guinea pig, rabbit, hamster)

for children to stick their stickers

CD1 Track 55

I’ve got a pet

It’s a hamster

Look This is my hamster

I haven’t got a hamster

I’ve got a rabbit

Look This is my rabbit

I haven’t got a rabbit

I’ve got a guinea pig

Look This is my guinea pig

5 Look at 4 and circle.

• Ask the children to look at Exercise 4 to check which child has which pet

• Draw attention to the example in Exercise 5

• Say Look and circle and ask the children to do the exercise

Answers

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

6 Make cards Then play the game.

• Tell the children to look at the photo Say they are going to use picture cards to play the game Ask them to cut out the

fi rst four cards from their Activity Books page 69 Elicit the names of the animals

• Focus on the photo again and read the speech bubbles for the class to repeat Explain that the children are playing a matching game called ‘Snap!’ The players put their cards face down in front of them They take turns to turn over their top card and put it face up in the middle, making a new pile If another player has got the same card, he/she says Snap! and wins all the cards

• Put the class in groups of three Ask the children to put their cards in a pile face down in front of them Demonstrate the game with two or three groups until the children are confi dent Then let them play in their groups Walk round and help as necessary

• The children can colour their cards if they like Tell them

to keep them in a safe place They will use them again in Unit 3b Exercise 6

Teacher’s Tip!

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

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

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

Round-up

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

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