Longman yazoo 2 teachers book

In addition, it provides: • an interactive exercise for each lesson spread including the Review and CLIL spreads • animated versions of the extended stories also available to learners on

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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 useful classroom language

• 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 2 Components

Rachel Finnie

www.pearsonlongman.com

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LE VEL 2

Teacher’s Book

Rachel Finnie

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Y a z o o 2 Contents

pi Introduction to the Teacher’s Book

pviii List of Flashcards

pix Classroom language

pxi Classroom games

Speaking: Picture dictation

Listening: Listen and colour

Writing: Identify full sentences

Write about your school things

2

p18

Birthday presents

What are they? They’re (balloons)

This is a (watch) That’s a (robot)

Imperatives: Close the door!

Parts of the school

This is the (offi ce)

Here’s the (canteen)

S: Ask and answer about family

L: Identify family members

W: Capital letters and full stops

Write about personal details

4

p34

Dressing up to be (we/you/they): affi rmative,

negative, questions and short answers

R: story The grey duck L: Identify the people

W: Long and short forms of be

Write about your family

Toys Possessive adjectives: my, your,

his, her, its, our, their

R: My toysL: Identify possessions

S: Talk about your favourite toy

L: Identify the correct object

W: Identify word boundaries

Capitals and full stops Write about your toys

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Y a z o o 2 6

p50

Parts of the body

have got: affi rmative, negative, questions and short answers

R: story Sam, the circus boy! L: Identify the correct person

W: Identify adjectives

Write about a friend

Science p56

Classifying animals

(Whales) have got (big bodies)

They haven’t got (arms) or (legs)

Project: Write about your favourite animal

7

p60

In the playground

There is / There are Prepositions: in, on, under, next to

Let’s (go to the park)

R: My townL: Identify location

S: Decide what to do

Hobbies can: affi rmative, negative,

questions and short answers

R: story Where’s my mobile phone?

L: Identify the correct answer

W: Commas with and in a list

Write about your bedroom

Science p72

Our senses

We smell with our noses We can smell fl owers and plants

Project: Write about your senses

9

p76

Food present simple: like, want

affi rmative, negative, questions and short answers

R: What’s on the menu?

L: Identify likes and dislikesS: Order food and drink

L: Identify what children like and don’t like

W: and, or and but Write about what you like and don’t like

10

p82

Daily routines present simple for routines

at (seven) o’clock, every day, on (Monday)

R: story Superboy! L: Identify the correct

Project: Write about your life

11

p92

Activities, Clothes

present continuous: affi rmative R: Me and my friends

L: Identify the children

S: Describe and identify the correct child

L: Identify the correct information

W: Short forms of is and has

Write you and a friend

12

p98

Sports present continuous: negative,

questions and short answers

R: story Jane and the giant L: Identify the correct activity

W: Apostrophes Write about what you, your family and friends are doing

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Principles of the course

In the Primary classroom, it is especially important that English language lessons are enjoyable and unthreatening A key aim of the Yazoo series 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 2 is correlated with Cambridge Young Learners

Starters level Greetings, numbers and colours are reviewed in the Starter section An Alphabet chart revises the sounds and letters of the English alphabet using a mixture of known and new vocabulary

Structures that were introduced in Yazoo 1 are revised and extended in new contexts A Let’s learn! box draws attention

to the forms through examples In the Pupils’ Book, practice tasks mainly require learners to circle or match, while simple write-in tasks are introduced in later units The Activity Book includes write-in tasks from the start as well as the writing skills development strand

Unit structure

In addition to the Starter section, Yazoo 2 contains 12 six-page units, each focusing on a topic Each unit is divided into a, b and c spreads The a and b spreads present the target vocabulary and structures and practise them through games, songs and personalisation activities The c spread consolidates the language presented and develops reading, listening and speaking skills; work on writing skills and paragraph writing is found in the Activity Book

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

Yazoo 2 organisation

Lesson

Review Lesson

Lesson

Review Lesson

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

The recommended plan for teaching Yazoo 2 during the academic year is as follows:

Term 1 – Starter, Units 1, 2, 3, 4 and Festival 1 Term 2 – Units 5, 6, 7 and 8

Term 3 – Units 9, 10, 11 and 12, Festival 2 and the Music Show

i

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 a 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

The Yazoo course 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 provides

a gentle introduction to English The focus is on speaking

and listening skills, while pre-reading and pre-writing tasks

are also included Yazoo 1 introduces learners to the English

alphabet and gradually builds learners’ confidence and

competence in reading and writing in English Yazoo 2 reviews

the alphabet and places greater emphasis on reading and

writing longer texts

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

suggestions for games in this Teacher’s Book, as well as

digital resources and printable/photocopiable 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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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 There is also one Listening activity

in every Activity Book unit This is intended to be used in the classroom and can be found on the Class CD

Yazoo 2 provides teachers and learners with plenty of options

to vary classroom or home activities The Active Teach CD-ROM provides a range of printable/photocopiable worksheets to vary or extend classroom procedures

Additionally, the CD-ROM provides learners with fun digital interactive exercises and games

Skills development

Yazoo 2 provides a range of different reading text types in addition to the cartoon presentations In the c lessons of odd units (1c, 3c, etc), there is a variety of short reading texts, which also provide a model for writing In the c lessons of even units (2c, 4c, etc), there are longer, self-contained cartoon stories for extensive reading In these stories, new vocabulary is presented in the context of known structures

CLIL (Content) lessons recycle key vocabulary and structures

by examining topics from other areas of the primary school curriculum, such as Social Science Four or five new target vocabulary items are presented in the text and practised They are included in the Picture Dictionary at the end of the Activity Book

A progressive Writing development syllabus is integrated into Yazoo 2 Activity Book and is found in the c lesson of every unit A feature of the writing skill such as punctuation, linking words, etc is focused on in each lesson and practised

Learners then complete a personalised paragraph-length writing task There is always a model to help and guide them

Speaking practice is integrated into every lesson Learners are encouraged to practise speaking in games or guided dialogue 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 In the c lessons of odd units (1c, 3c, etc), listening tasks often provide familiarisation with Cambridge Young Learners English Tests Starters Listening paper

Learners can practise listening further at home with parents/

carers by using the Pupils’ CD This contains the presentations, songs and stories, the Pronunciation chants in the Review lessons, the Festivals and My Picture Dictionary

Language presentation

New vocabulary is presented at the beginning of a lesson

through simple pictures The new words are recorded so that

children can hear and repeat them

In the a and b spreads, the new words and the target

structures are contextualised in a humourous, self-contained

cartoon story featuring the Yazoo 2 characters Yazoo 2 is set

in a zoo and the main characters are five zoo animals that

wear clothes, talk and play in a band: Trumpet the elephant,

who also featured in Level 1, Chatter the monkey, Tag the

tiger, Karla the kangaroo and Patty the penguin Sally the

zoo keeper supplies the adult human element needed in a

primary course Additionally, Rob and Vicky, the two children

from Level 1, again feature throughout

Each story has two episodes This breaks the language

down into manageable chunks and gives the children the

opportunity to guess what happens next and to look forward

to the conclusion Through the stories, the learners get to know

the characters, identify with them and share their adventures

They 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 2 syllabus, with each new item introduced

building on previous knowledge Grammar items are always

introduced in the context of the story

Simple examples of the target language for a lesson are

provided in a Let’s learn! box and the meaning reinforced

by means of humorous cartoons 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

For each area of grammar, extra printable/photocopiable

resources are provided on Yazoo 2 Active Teach CD-ROM 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 is appropriate for the age group, vocabulary is presented

visually throughout Yazoo 2 Each language presentation

begins by introducing the key vocabulary in pictures Learners

then encounter the key vocabulary in the context of the story

Comprehensive and varied practice sequences in the Pupils’

Book and Activity Book help learners to reinforce and retain

new vocabulary

A Picture Dictionary is provided at the end of the Activity Book

for reinforcement and review exercises

Yazoo 2 Active Teach CD-ROM provides vocabulary

worksheets for each area of vocabulary

ii

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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/

spatial, interpersonal and intrapersonal

Recycling and Review

The Yazoo 2 syllabus is structured to ensure that new language is 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 every two units allows teachers and learners to revise new language and will highlight any weaknesses which may need reviewing The recorded Picture Dictionary in the Activity Book can be used at this point to review active vocabulary

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 2 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 I can do it! self-evaluation worksheets provided on the Active Teach CD-ROM 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 2 provides a comprehensive range of printable resources designed to measure progress and attainment throughout the school year, which are easily downloadable from Yazoo 2 Active Teach CD-ROM

After each unit, a quick printable/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 I can

do it! self-evaluation worksheets are also provided

Cambridge Young Learners English Tests

Yazoo 2 is correlated with Cambridge Young Learners

Starters level and provides gentle familiarisation with exam style tasks Exam style listening tasks can be found in the c lessons of odd units (e.g Unit 1c, 7c) and further exam style tasks are found in the Activity Book Reviews (e.g Review 3, 4)

Songs

Songs are one of the best ways for children to learn and

remember language Singing songs helps young learners

to build confidence in the language through repetition, and

promotes musical skills and development of rhythm Yazoo 2

uses songs to consolidate new language in the a lesson of a

unit All songs have a ‘karaoke’ version, with the music only

Many songs in Yazoo 2 have accompanying actions, which

also supports kinaesthetic learners

The Yazoo 2 songs are available on both the Class CDs and on

the Pupils’ CD for learners to listen again and sing at home

Games and motivation

Keeping children motivated to learn English is a core objective

of the materials provided in Yazoo 2 Games provide

motivating and meaningful ways of practising the new

language in a genuinely communicative context, and are very

popular with children

All units include two games 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 classroom games on

page xi of this Teacher’s Introduction

CLIL (Content and Language Integrated

Learning)

The regular CLIL lessons in Yazoo 2 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

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 covered The children are then able to

apply this knowledge in their first language to the CLIL lesson

in English

Typically, CLIL lessons in Yazoo 2 include work on the four

skills - reading, listening, speaking and writing Four or five

new target vocabulary items are presented in the text and

practised They are included in the Picture Dictionary at the

end of the Activity Book Each CLIL lesson ends with 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 2 has been designed

iii

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• interactive exercises for every unit of the Pupils’ Book

• listening practice exercises

• song-based exercises in every unit including a style exercise in every second unit

karaoke-• interactive practice of CLIL lessons

• interactive practice exercises for Review lessons

• animated versions of the extended stories

For teachers

Teacher’s Book

The 144-page Teacher’s Book comprises:

• this Introduction, which includes a list of flashcards, useful classroom language and additional ideas for games

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

Book and Activity Book

• audioscripts and answer keys for the Pupils’ Book and Activity Book (see page 113)

• wordlist (see page 129)

The lesson-by-lesson notes are presented together with a reduced colour facsimile of the Pupils’ Book page, 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

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 Complete audioscripts for the recordings which are not included on the pages of the Pupils’ Book can be found at the end of this Teacher’s Book

Course components

For pupils

Pupils’ Book

The 112-page Pupils’ Book presents, practises and revises the

target language of the course It comprises:

• a two-page Hello lesson introducing the characters to

• 6 two-page ‘CLIL’ Content lessons after every two units

• 6 two-page Review lessons after every two units

• a Music Show to be performed by the children

• two Festival lessons: World Animal Day and International

Children’s Day

• full-colour stickers for use with the sticker listening

exercises

Pupils’ CD

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

all of the presentations, the songs and extended stories for

children to listen to at home with their parents It also includes

the Pronunciation chants in the Review lessons, the Festivals

and My Picture Dictionary

Activity Book

The 112-page Activity Book provides further practice and

consolidation of the language presented in the Pupils’ Book It

comprises:

• a four-page Starter section with practice exercises for the

alphabet, numbers and colours

• 12 six-page units with practice exercises for all of the key

language introduced in the Pupils’ Book, as well as the

writing skills development strand

• six pages of activities to practise language used in the CLIL

content lessons

• six pages of revision exercises, including a My English

self-evaluation exercise

• a full colour Picture Dictionary illustrating all the key words

from the Pupils’ Book

• full colour cut outs for use in a number of games

Suggestions on how to use the cut outs are given in the

relevant lessons

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

to use the Activity Book exercises

iv

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Flashcards

There are two sets of flashcards, packaged separately:

38 Alphabet and colours flashcards and 115 vocabulary

flashcards for the key items presented in the Pupils’ Book The

flashcards reproduce the vocabulary pictures from each unit of

the Pupils’ Book

Active Teach for Interactive Whiteboards

Yazoo 2 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 interactive exercise for each lesson spread including the

Review and CLIL spreads

• animated versions of the extended stories (also available

to learners on the CD-ROM)

• interactive flashcards for all the vocabulary in the Pupils’

Book, accessible by topic or in alphabetical order

Yazoo 2 Active Teach also contains the following printable/

photocopiable Teacher’s Resources:

Additional activities:

• 12 Language Activity Worksheets – one for each unit of

the course

• 12 Grammar Consolidation Worksheets designed to

provide extra practice for children having difficulties with a

particular grammar point

• 12 Grammar Extension Worksheets designed to provide

more challenging practice for children on a particular

grammar point

• 12 Vocabulary Worksheets which group together the key

vocabulary areas of the course

Evaluation resources:

• 12 Unit Quiz Worksheets for use after each unit

• 12 I can do it! Self-Evaluation Worksheets for use after

each unit

• 6 Progress Tests for use after each pair of units

• 3 Attainment Tests for use after every four units

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Teaching with Yazoo 2

Unit and lesson structure

Each of the 12 units of the course consists of three spreads, a, b

and c Each spread is designed to be taught over two lessons

However, in teaching situations with shorter periods, it is

possible to extend the material over three teaching periods

The Activity Book provides additional material that can be

used in class for quiet time or alternatively for homework

The fi nal spread in each unit consolidates language and

develops communicative skills Lesson 1 usually focuses

on receptive skills, requiring learners to listen, read and

understand a text Further reading practice is provided in

the Activity Book Lesson 2 focuses on the productive skills of

speaking and writing, as well as listening The Activity Book

contains the Writing skill strand

As the book progresses, more of the language taught in

earlier lessons is recycled

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 listen, point 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 2 Active Teach

Procedure for cartoon stories

• Invite the children to look at the pictures Talk about each

frame and prompt discussion Use L1 if necessary

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

their books

• Play the CD again, pausing after each frame to ask simple

questions to check understanding and focus on the new

vocabulary

• Play the CD a third time, pausing for the children to repeat

as a class

• Do the comprehension exercise on the story

• 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

• Repeat without playing the CD

• Let the children practise acting out the story in groups

• Invite a group or groups to perform for the class

Procedure for Let’s learn!

The teaching notes give specifi c guidance in each lesson

• Ask the children to look at the pictures and tell you who or what they can see

• Play the CD The children listen, point and read the examples silently

• Play the CD again and pause after each item The children repeat as a class

• Use fl ashcards, objects or mime to substitute other items in the examples to show how a structure works with different words The children repeat the new sentences as a class

• Invite individual children/pairs to repeat around the class

• Ask the children to practise in pairs where appropriate

Practice

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

There are also interactive practice activities on Yazoo 2 Active Teach

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 actions if the song lends itself to them

• Play the CD Ask the children to sing along and do the actions

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

• Use the vocabulary 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

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Procedure for games/role-plays

• Ask the children to look at the photo in their Pupils’ Book

Elicit or explain what is happening Read the speech

bubbles aloud with the class

• Ask the children to cut out the cards from their Activity Book

if the game requires these Check the children can name

the items in the pictures

• 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 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

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 CLIL (Content) lessons in

Yazoo 2

Yazoo 2 includes a CLIL spread after every second unit The

spread is designed to be taught over two lessons Lesson 1

focuses on receptive skills, requiring learners to listen to,

read and understand the information they are given about

a content area (Science, Maths, Social Science) in English

Exercises in Lesson 2 are productive, and require pupils to

engage with the key vocabulary associated with the content

of the lesson, then use the language in a communicative

activity and finally personalise the language in a Your Project!

writing task The key vocabulary in each CLIL lesson is

included in the Picture Dictionary at the end of the Activity Book

and recorded on the Class and Pupils’ CD

• Introduce the topic of the CLIL spread in the Warm-up and

find out what prior knowledge the children have

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

photos/pictures Ask questions about them and prompt

discussion

• 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 to

check understanding

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

pausing the second time to allow children to complete the

exercise

• The Your Project! tasks require the children to draw pictures

or find pictures/photos to illustrate a piece of writing 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 2 is at the end of the Activity Book The target vocabulary from each unit of the Pupils’

Book can be found on pages 90-97 The key vocabulary from the cross-curricular lessons and the Festivals can be found

on pages 97-98 The Picture Dictionary offers a way for the children to review the words they have learned so far They label the pictures and build up their own reference dictionary

All the words (except for the Festivals) 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 all the vocabulary from the previous two units and the CLIL lesson after completing Review lesson 2

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

• Ask them to look at the pictures and 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

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Unit 3a

sunnyfamilymumdadbrothersister

Unit 3b

babyboygirlgrandmagrandpafriend

Unit 4c The grey duck

duckswansadhappysmallbig

Unit 5a

cloudykitecomputer gameradio

bikeoldnew

Unit 5b

toysrollerbladestrainwinnerprizefastslow

Unit 6c Sam, the circus boy!

circusstartrunkfunnylongshortstrong

Unit 7a

treehouseswimming poolpark

riverplaygroundchildren

Unit 7b

treehouseshopswingslideclimbing framebus

hot

Unit 9a

breakfastbreadhoneymilkeggorangehungry

Unit 9b

lunchspaghettisoupchickenpotatoesfish

Unit 10a

seven o’clockget uphave breakfastclean my teeth

go to school

Unit 10c Superboy!

peoplepolice officerfire fighterhelpvisit

do my homework

Unit 11a

playreadsleephidecomewater pistol

Unit 12a

basketballvolleyballfootballtennisideatired

Unit 12b

noisedreamdrinkroarsnoreupstairs

Unit 12c Jane and the giant

giantliving roombathroomkitchenbedroomghost scared

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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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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

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

Change 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?

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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

I spy Select a set of flashcards from two lessons and hold

them in your hands Say I spy/I can see something beginning

with (b) Ask the children to guess the word When the children

guess correctly, show the flashcard

Play the same game with classroom objects, the children’s

clothes, pictures or posters Look around the room and say,

e.g I spy/I can see something beginning with (d) The children

have to guess the object This can be played in teams, with

points scored for each correct answer

Yes or no? Show flashcards one by one and say a word If the

word correctly matches the flashcards, the children shout Yes!

If it doesn’t match the flashcard, they shout No! and say the

correct word

Snap Divide the class into groups of three or four children

Allocate each group a set of flashcards from two or three topic

areas Deal them out to the players Each player holds his/her

cards face down in a pile In turn, they turn over the top card of

their pile and place it face up in the centre of the desk, making

a new pile If a card matches the topic of the previous one, the

player who first says Snap takes all the cards and adds them

face down to the bottom of his/her pile If a player runs out of

cards, he/she is out The winner is the player who manages to

get all of the cards

Drilling games

Volume Control To vary drilling patterns and ensure children

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

wish 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 distributed, the child with the most cards

becomes the teacher

Word and picture games

Matching Put the flashcards and pre-prepared corresponding

word cards face up on the board (or write the words 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 pre-prepared

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 children

to come to the board Show one child from each pair a word and ask them to draw a picture representing the word on the board The first child 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 … 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 car Draw a robot Draw a (yellow) pencil

The children draw a picture of the word they hear

Letter dictation This game helps children 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

Trang 16

Wordsnake Select a group of words which the children know

Write them on the board without leaving a space between

the words (e.g BLUEREDGREENORANGEBLACKBROWN)

The children 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

Hangman Use this game to review known words Choose a

word and write one dash for each letter on the board Children

guess letters Write the correct guesses into the word; for

incorrect guesses, draw one piece of the Hangman picture

If the children guess the word before you finish drawing the

hangman, they win

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

of 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

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

Noughts and crosses This game can be used to review a

range of language, vocabulary or structures Draw a 3x3 grid

on the board Write 1-3 across the top and a-c down one side

Divide the class into two teams, the Noughts and the Crosses

Prepare a set of questions The teams take turns to answer If

a team gets the answer right, they can choose a square in the

grid by giving a grid reference Write 0 or X in the square The

aim of the game is for a team to be the first to win three 0s or

Xs in a row, vertically, diagonally or horizontally

Examples of question items:

Word sets: Say, e.g Name an (animal) beginning with (t)

Correct the sentence e.g What is they?, etc

Yes or no? using flashcards (see game above)

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 the children busy, have two or three whispers going around the class at once

Guess the object (feelie-bag) Put various objects that the

children have learned the names of into a large cloth bag or

a pillow case, e.g a rubber, a crayon, a toy car, an orange

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

Trang 17

Hello, I’m Trumpet.

Hello, I’m Vicky.

Hello, my name’s Karla.

Hi, I’m Tag

Hi, I’m Rob

What’s your name?

A01_YAZO_PUB_02GLB_3252_PREL.indd 4 07/10/2010 12:09

Welcome to our zoo!

Aims: to introduce the characters of the book; to practise

introductory phrases

Target language: zoo, elephant, monkey, kangaroo,

penguin, tiger, keeper

Hello, Hi, I’m …, What’s your name?, My name’s …,

How are you?, I’m ﬁ ne, thank you., Goodbye

Materials: Class CD

Warm-up

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

boys My name’s [name] Walk round the class greeting

each child and ask What’s your name? Encourage them to

say Hello, my name’s [name]

• Ask the children to introduce themselves to each other

round the class using Hello, my name’s [name]

Lead-in

• Ask the children to look at the cover of their Pupils’ Books

Ask them if they remember any of the characters from Level 1

Point to Trumpet, Rob and Vicky and ask Who’s this? Say/

elicit This is Trumpet He’s an elephant This is Rob He’s a

boy This is Vicky She’s a girl Remind them/explain that in

Level 1 Rob and Vicky were staying with their mum and dad

in the jungle There they met Trumpet and his friends Cabu

the lion and Paco the parrot At the end of Level 1 Rob and

Vicky left the jungle and went home Trumpet went with

them to live in the zoo

• Tell the class that Trumpet has made new friends in the zoo

They all play in a band called The Yazoo Band The children

will get to know all these characters during their English

lessons and will share their adventures – and there will be

lots of Yazoo Band songs in the book for them to sing

Welcome to our zoo! CD1 Track 2

• Ask the children to open their books at pages 4 and 5 Give them time to look at the picture and elicit what they can see

• Ask them to look at the speech bubbles and ﬁ nd Karla

Say: Karla is a kangaroo Repeat for the other animals:

Tag is a tiger, Patty is a penguin, Chatter is a monkey Ask them to ﬁ nd Sally and explain that she is a zoo keeper She looks after the animals Explain that Rob and Vicky visit the zoo regularly with their grandfather

• Play the CD Tell the class to listen and follow in their books the ﬁ rst time The second time, ask them to repeat

• Reinforce the introductory phrases Say Hello, I’m [name]

Ask a child What’s your name? Elicit Hello/Hi, I’m [name]

Have the children repeat the question and answer around the class

• Choose a child and ask How are you? Elicit I’m ﬁ ne, thanks

Repeat around the class

Trang 18

Sing along with the band! CD1 Tracks 3 and 4

• Draw a drum, a guitar, a trumpet, a tambourine and a

keyboard on the board Point to them at random Say the

name of the instrument so children learn it passively, but

don’t test them Ask the children to look at their books and

call out the name of the animal character that plays that

instrument

• Tell the children that The Yazoo Band is now going to sing a

welcome song for them

• Play the CD The children follow in their books

• Recite the song rhythmically, pausing every two lines for

the children to repeat

• Play the CD again The children can either clap to the song,

or join in if they feel conﬁ dent

• You can divide the class into six groups and allocate a

character to each group Each group sings the lines of their

character and the whole class sings the ﬁ nal lines

• Use the karaoke version (music only) when you think the

children are conﬁ dent enough

Round-up

• Write the names of the animal characters on the board

Point to them at random Each time, say the name, ask the children to repeat, then ask them to say what animal that character 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

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Listen, point and say Listen and chant.

Listen, point and say.

Aims: to review the letters and sounds of the alphabet

Target language: alphabet words apple to zebra

Recycled language: elephant, kangaroo, monkey,

penguin, tiger

Materials: Class CD, alphabet ﬂ ashcards

Warm-up

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

pictures Allow a minute or two and encourage them to

ﬁ nd pictures of the animals they already know (elephant,

kangaroo, monkey, penguin, tiger)

• Ask the children if they can see anything else in the pictures

that they know the English word for They may remember

the following words from Level 1: apple, dog, insect, jelly,

monkey, queen, rabbit, umbrella, fox, yo-yo, zebra

• Explain that they are going to learn/review the English

alphabet Ask the children to recite the alphabet in their

own language See if they can think of one word for

each letter

1 Listen, point and say CD1 Track 5

Audioscript: TB page 113

• Display the ﬂ ashcards for the letters Aa-Ff Say the words

apple, bear, etc and ask the class to repeat Point to them

again in random order and elicit the words

• Hold up the ﬂ ashcard for the letter Aa Say /ei/ and tell the

children this is the name of the letter Then cup your hand

to your ear, say /æ/ and tell them this is how the letter

sounds Then show the word on the back and say apple

Do this again and ask the class to repeat

• Tell them they are going to hear the letter names, letter

sounds and the words on the CD Ask them to point to

each picture in their books as they listen Play track 5

• Play track 5 again, pausing for the children to repeat

• Hold up the ﬂ ashcards again randomly and elicit the letter

name, the sound and the word

2 Listen and chant CD1 Track 6

• Tell the children they are going to learn the Alphabet chant

Play track 6 of the CD The children listen and follow in

their books

• Play track 6 again Encourage the children to join in with

the chant

• Repeat the chant as a class without the CD Clap the

rhythm to help them

1 Listen, point and say CD1 Tracks 7, 9, 11 and 13 Audioscript: TB page 113

2 Listen and chant CD1 Tracks 8, 10, 12 and 14 Audioscript: TB page 113

• Repeat the process with the remaining tracks to work through the whole alphabet This can be done over several lessons if you prefer

• Note that there is an activity in the Activity Book for each section of the alphabet (with Ss-Ww and Xx-Zz combined)

See the Activity Book section below

Extra!

Write all the letters of the alphabet on the board in capitals – scattered randomly Invite children to come up and write the corresponding lower case letter next to its capital

Trang 20

Activity Book pages 2 and 3

1 Look and write.

• This can be done after the Aa-Ff section of the alphabet

• The children look at the pictures and say what they can see

• They then write the ﬁ rst letter for each word

2 Match and write.

• This can be done after the Gg-Ll section of the alphabet

• They match the words and pictures and write the ﬁ rst letter

of each word, as in the example

3 Find and circle Then write.

• This can be done after the Mm-Rr section of the alphabet

• They circle the words in the wordsnake, then complete the

labels under each picture

4 Order the letters and write.

• This can be done after the ﬁ nal section of the alphabet

• They write the letters in the correct order to label the pictures

Trang 21

Listen, point and say

1

Look at 1 Listen and circle

2

3

20twenty

15

fifteen

10ten

5

five

19nineteen

14fourteen

9nine

4four

18

eighteen

13thirteen

8eight

3three

17seventeen

12twelve

7

seven

2two

1one

3

8

Sing along with the band!

One, two, three, four, ﬁ ve

Count from one to twenty!

Six, seven, eight, nine, ten.

Eleven, twelve, thirteen, Fourteen, ﬁ fteen

Sixteen, seventeen, Eighteen, nineteen, twenty.

A01_YAZO_PUB_02GLB_3252_PREL.indd 8 07/10/2010 12:10

Numbers 1–20

Lesson 1

Aims: to learn numbers 1–20

Target language: numbers 1–20

Receptive language: count

Materials: Class CD, 20 squares of paper/card for each

child to make number cards (optional)

Warm-up

• Ask if anyone remembers how to count to ten in English

If they do, let them count Repeat with twenty Praise them

if they can count in English If none of the children can

count in English, ask the class to count to twenty in their

own language

• Ask the children to look at the numbers and words

• Play the CD The children point to each number and word

and repeat

• Clap your hands any number of times between one

and twenty The children count along, then call out the

ﬁ nal number

2 Look at 1 Listen and circle CD1 Track 16

• Write the numbers 1 to 20 on the board Point to them at

random, each time eliciting the word from the children

• Explain that the children are going to hear some, but not all

of the numbers in Exercise 1 Tell them the numbers will not

be in order

• Play the CD The children listen and circle the numbers

they hear

• Check the answers as a class Point to the numbers you

wrote on the board If you point to a number they have

circled, the children shout Yes Otherwise they shout No

Draw a circle round the correct numbers

Extra!

Distribute the paper/cards Ask the children to make their own number cards – the word on the front and the digit on the back of each one In pairs, the children take turns to show their partner the digit side of their card; their partner says the number word Then children show their partner a number word; their partner shows the corresponding digit card

3 Sing along with the band! CD1 Tracks 17 and 18

• Call out the names of the characters holding up number cards The children say the number on the card

They can tap out the rhythm with a pencil as they listen

• Teach the song line by line, holding up the correct number

of ﬁ ngers for the 1 to 10 section

• Play the CD again Encourage the children to join in and do

ﬁ nger actions if they can keep up!

Activity Book page 4

• The children write the words or digits that are missing

Trang 22

3

Find, count and write.

4

Play the game.

6

Ask and answer.

5

rabbits apples insects ﬂ owers

Aims: to consolidate numbers 1–20

Target language: numbers 1–20

Receptive language: How many …?, Right Your turn.

Materials: Class CD, children’s number cards or Bingo grids

Warm-up

• Walk round the class saying different numbers to different

children The child holds up the appropriate number card

(or they use their ﬁ ngers – e.g they hold up 1 ﬁ nger then

9 ﬁ ngers for 19, etc)

4 Find, count and write.

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

things they can see Write the words on the board as they

say them

• Focus the children on the example Say three goats Ask

the children to ﬁ nd and point to the three goats in the

picture They put their hand up when they’ve found all

three

• Ask the children to do the exercise in pairs They ﬁ nd the

items together, then each write the number in their books

Walk round and help where necessary

• Don’t check the answers at this point

5 Ask and answer.

• Read the example question aloud and invite a child to answer Ask the class if the answer is correct If so, say Right Your turn and invite the child to ask another question

of a second child e.g How many rabbits? If the answer is correct (ﬁ ve), the child responds Right.Your turn Continue round the class

• Let the children take turns to ask and answer in pairs

6 Play the game.

• Ask the children to choose six of their number cards and place them in two rows on their desks

• Explain that you are all going to play Bingo – you will call out numbers; each time, if the children have that number card on their desk, they pick it up and hold it in their hand

The winner is the ﬁ rst child to have all six of their number cards in their hand – they shout Bingo!

• Alternatively, prepare or ask the children to make Bingo grids as in the photo on page 9

• Play the game several times in order to give more children

a chance to win

Extra!

In pairs, the children play a game with their number cards

They take turns to write a number in the air with their ﬁ nger

Their partner ﬁ nds their number card and holds it up, then says the number

2 Find and circle Then write.

• The children ﬁ nd and circle the number words and write them on the lines under the correct digits

3 Write in the correct order.

• Tell the children to look at the numbers and explain that they go from 10 to 20

• Elicit which numbers are missing

• They write the missing numbers

Round-up

• Do some very simple sums on the board with the class

For example, 10 + 5 = , 8 + 3 = , 10 + 2 = , etc Elicit the answers each time Make sure the answer is never more than twenty

Trang 23

Red and white and pink,

Yellow,green and blue.

Grey and black and brown,

Orange and purple too.

Colours in the zoo for you!

1

Look and circle

2

Aims: to learn colours

Target language: red, blue, green, black, yellow, white,

grey, purple, orange, pink, brown

Materials: Class CD, vocabulary ﬂ ashcards

Warm-up

• Hold up the colour ﬂ ashcards one at a time and say the

colour Ask the children to ﬁ nd and hold up or point to

something of the same colour You can say the names of

the colours at this stage but there’s no need for the children

to repeat them

• Ask the children to look at the colours and words

• Play the CD The children point to each colour and word as

they listen

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

to repeat

• Hold up the colour ﬂ ashcards one at a time, colour side

facing the class The children call out the colour

2 Look and circle.

• Hold up a red pen Say What colour is it? Elicit It’s red

Repeat with a black pen Say What colour is it? Elicit

It’s black

• Focus the children on the example and ask What colour

is it? Elicit It’s blue Point out the circled answer

• Ask the children to complete the exercise in pairs Walk

round and help where necessary

• Check the answers as a class Say number (2) Invite

different children to ask What colour is it? and answer

• Focus the children on the picture Write YAZOO on the board

and point to the letters one at a time The children call out

the colour of that letter in the picture Then say the colours

and have them call out the letter

They can tap out the rhythm with their foot as they listen

• Display the colour ﬂ ashcards Teach the song line by line,

pointing to the correct colour ﬂ ashcards for each line

• Play the CD again Encourage the children to join in

• Use the karaoke version when the children are conﬁ dent

Teacher’s Tip!

Until the children feel more conﬁ dent with English, let them

do exercises in pairs so they can help each other

1 Listen and colour CD1 Track 23 Audioscript: TB page 114

• Ask the children to look at the activity Ask them to say the numbers in the correct order

• Explain that the children are going to hear what colour to colour each number

• Play the CD Pause after each item to allow time for the children to colour the numbers (They won’t need to colour number 6 – it’s white.)

Trang 24

red

Listen and number.

4

Write Then play the game.

Aims: to consolidate colours

Target language: colours, alphabet words, What colour

is it?, It’s …, It’s a …

Warm-up

• Call out different colours Each time, children wearing an

item of clothing in that colour stand up

4 Listen and number CD1 Track 22

• Ask the children to say what animals they can see

• Explain that they are going to hear someone talk about the

animals They will number the pictures according to the

numbers they hear on the CD

• Play the CD Pause after each item to allow time for the

children to write the numbers

5 Write Then play the game.

• Focus the children on the example Say It’s a ﬂ ower It’s red Ask different children to say one thing they can see and what colour it is (e.g It’s a jelly It’s pink)

• Ask the children to write the correct colour word under each picture Walk round and monitor

• Read the example dialogue with the class

• Invite a child to the front Ask him/her to choose one of the pictures in Exercise 5 but not to say anything Ask What colour is it? The child says the colour The other children guess what the picture is Whoever guesses correctly comes to the front and takes a turn

• Let the children play the game in pairs

Extra!

In new pairs, children can play a game similar to the one in Exercise 5, using classroom items or things on their desks

2 Look at 1 Colour by number.

• Ask the children to look at the picture and say who/what they can see

• Explain that the children are going to colour the picture according to the numbers in Exercise 1 For example, in Exercise 1, 1 is red, so they will colour the The Yazoo Band drum in red

• The children colour the picture

Round-up

• Place the colour ﬂ ashcards in various places around the classroom Call out the colours at random Each time, the children point to the corresponding ﬂ ashcard

Trang 25

1a

Listen, point and say

1

desk

case pen rubber notebook

Hello, Rob

What’s this? It’s my bag. What’s this?Hi, Vicky. It’s my school.

Look A pencil case,

a pen, a pencil, a rubber, a notebook and an apple.

Listen and read.

2

Thank you, Sally.

Tag! Trumpet! Chatter!

Karla! Patty!

A school!

Here’s your desk.

Read and circle.

Target language: school, desk, bag, pencil case, pen,

rubber, notebook, It’s a …, yes/no

Recycled language: apple

Receptive language: Look, Here’s your …, Thank you.,

in (my bag)

Materials: Class CD, realia for the vocabulary items, photo

or magazine picture of a school (optional)

Warm-up CD1 Tracks 20 and 21

• Sing the Colours song

• Use classroom objects to present the target vocabulary

Hold up an item and say the word each time for the children

to repeat For school either draw a picture of a school on the

board or bring in a photo or magazine picture of a school

• Ask the children to look at the pictures on page 12 Play the

CD The children point to each picture as they listen

to repeat

• Say one of the target words and ask the children to hold up

or point to that item For school they can open their arms

wide or use a mime of their own

• Say the colours of the items in the picture; the children say

the words For example, say red and blue The children

say rubber

2 Listen and read CD1 Track 25

• Ask the children to look at the story Talk about each frame

Elicit the names of the characters they can see Ask what

items they can see from Exercise 1 Ask, e.g Is the pencil

case purple? (yes) Is the bag yellow? (yes)

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

their books

• Play the CD again, pausing after each frame to ask

questions E.g ask What has Rob got in his bag? Where are

they in picture 4? (in the Yazoo School)

as a class

3 Read and circle.

• Focus on the ﬁ rst picture Say Is it a notebook? No Is it a

desk? Elicit Yes Ask the children which word is circled in the

example (yes)

• Explain that they have to read the sentence, look at the picture

and decide if they match If they do, they circle yes; if not, they

circle no

• The children do the exercise in pairs

• To check answers, say the sentences The children call out the answer If the answer is no, ask What is it?

Extra!

Let the children act out the story Divide them into groups and allocate roles Play the CD The children repeat their character’s lines Encourage them to mimic their character’s voice and mime appropriate actions Repeat without playing the CD Let them practise, then invite groups to act out the story in front of the class

• Ask the children to ﬁ nd item 1 in the picture Ask what it is (a bag) Ask the children to look at the example sentence and read the correct answer aloud

• They look and circle the correct word in each sentence

2 Find and circle.

• Ask the children to look at the circled word in the word snake (bag) Ask what the next word is (pencil)

• The children ﬁ nd and circle the remaining words

Trang 26

number

What’s this? What is this?

What’s this in my bag?

What’s this? What is this?

What’s this in my bag?

What’s this? It’s a pencil.

A pencil and a pen.

A pencil, a rubber, a book and a pen

1 What’s this? It’s a notebook / rubber.

2 What’s this? It’s a rubber / pencil case.

3 What’s this? It’s a notebook / pen.

4 What’s this? It’s an apple / umbrella.

3 Listen and stick Then circle Listen and stick Then circle.

Aims: to learn the use of a and an with nouns

Target language: What’s this?, It’s a/an …

Recycled language: classroom objects, apple, umbrella,

octopus, elephant

Materials: Class CD, alphabet ﬂ ashcards for apple,

elephant, insect, octopus, umbrella

Warm-up

• Ask the children to write one of the words from Lesson 1

in their notebook, or to draw a picture of the item Call out

the words at random When children hear their word, they

stand up

4 Let’s learn! Listen and say CD1 Track 26

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

• Play the CD again and pause after each item The children

repeat as a class

• Write It’s a … on the board Hold up a pen and ask What’s

this? Elicit It’s a pen Repeat with bag, desk, ruler, rubber

• Write It’s an … on the board Hold up the ﬂ ashcards of

apple, elephant, insect, octopus and umbrella Ask What’s

this? Elicit It’s an apple etc

• Ask the class to call out the letters on Tag’s umbrella

Explain that we use an when the next word starts with

• Play the CD and let the children listen

• Play the CD again Pause after each item to allow time for the children to stick the correct sticker

• Check the children have put the stickers in the correct place

by asking What’s number 1? (a notebook) etc

• Ask the class to read the question and the correct answer for number 1 (It’s a notebook.) Tell them to circle the correct answers for 2-4 individually or in pairs

• Ask the children to look at the picture and tell you who they can see (The Yazoo Band)

They can nod their heads to the rhythm

• Teach the song line by line, using classroom items and mime

• Play the CD again Encourage the children to join in and to point to or hold up the appropriate item as they sing

• The children read the words in the balloons and draw lines

to match them to the correct character, Tag (a) or Patty (an)

• The children look at the pictures and work out what they are then answer the questions

• They complete the answers with a/an and the correct word

Round-up

• Walk round the class asking individual children to close their eyes and placing a classroom object (pen, pencil case, rubber, notebook, bag) in their hand Ask What’s this? each time and elicit the correct answer

Trang 27

1b

ruler chair board spell write clean be quiet

‘chair’, please c…h…a…i…r Thank you, Tag Clean the board, please.

1 Spell a quiet , please.

2 Write on b ‘ruler’, please.

3 Be c the board, please.

Read again and match.

Recycled language: What colour is it?, a/an

Receptive language: please, very good

Materials: Class CD

Warm-up CD1 Track 29

• Sing the song from the previous lesson as a class Use the

karaoke version if the children are conﬁ dent

• Use classroom objects and mime to present the target

vocabulary

• Ask the children to open their books and look at the pictures

• Play the CD The children point to each picture as they listen

to repeat

• Call out the words at random The children either hold up

the object or mime the action

• Ask the class to look at the story Ask them who they can

see and where they are (in the Yazoo school) Talk about

each frame of the story Ask them to ﬁ nd items from

Exercise 1 and say which frame they are in

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

their books

questions E.g for frame 3, ask What’s this? (an octopus)

What colour is it? (purple)

as a class

3 Read again and match.

• Ask the children to read the example answer

• Tell them to match the other words to make sentences

They can ﬁ nd the same words in the story

• Let the children work individually or in pairs

• To check answers, say the sentence stems; the children

complete the sentences

Prepare the children to act out the story Let them practise in their groups Then invite groups to act out the story in front

of the class

1 Look and match.

• The children draw lines to match the words and pictures

Explain that three pictures are missing They will draw the pictures in Exercise 2

2 What’s missing in 1? Draw and write.

• Elicit the missing items from Exercise 2 (board, ruler, chair)

The children draw them in the boxes, then write the words underneath

• The children draw lines to match the sentences with the pictures

Trang 28

Lesson 2 Structure

Aims: to ask and answer about the colour of objects; to

practise spelling

Target language: What colour is it?, It’s (colour).

Recycled language: What’s this? It’s a/an … , classroom

objects, alphabet words, colours

Receptive language: Spell ‘apple’, please., Very good!

Materials: Class CD, alphabet ﬂ ashcards

Warm-up

• Ask the children to stand Say different classroom words

(pen, pencil case, bag, notebook, ruler, rubber) The

children mime using that object each time

4 Let’s learn! Listen and say CD1 Track 32

• Ask the children to look at the pictures Play the CD The

children follow in their books

• Play the CD again and pause after each item The children

repeat as a class

• Divide the class into two groups Hold up the alphabet

ﬂ ashcard of an elephant Encourage Group 1 to ask the

questions in chorus and Group 2 to answer in chorus

Hold up the penguin ﬂ ashcard This time Group 2 asks the

questions and Group 1 answers Continue as necessary

• Use other alphabet ﬂ ashcards to prompt children to ask and answer in pairs

• Remind them that we use an when the next word starts with a, e, i, o or u

• Focus the children on the example Say It’s a bag The children point to the bag Ask What colour is it? Elicit It’s pink and blue

• Ask the children to complete the exercise in pairs Walk round and help where necessary

6 Look at 5 Point, ask and answer.

• Hold up your book and point to the picture of the bag in Exercise 5 Focus attention on the speech bubbles in Exercise

6 Model the dialogue with a child Point to the notebook and ask two children to ask and answer in the same way

• Ask the children do the exercise in pairs, taking turns

to point to the items in Exercise 5 and ask each other questions Walk round and monitor

• Ask the class to chant the alphabet As they chant, write the letters on the board in order

• Focus on the photo Explain that the boy is in Team A He is spelling apple and pointing to the letters on the board as

he spells

• Divide the class into two teams, A and B Hold up alphabet

ﬂ ashcards or classroom items Team members take it in turns

to come to the front to spell the word and point to the letters

on the board Teams get a point for each correct spelling If they make a mistake they don’t get a point The other team has the chance to spell the word and gain an extra point

4 Listen and colour CD1 Track 33 Audioscript: TB page 115

• Explain that the children are going to hear other children asking and answering about what colour the items in the picture are They will colour the items

• Play the CD Pause after each section to allow time for the children to colour

5 Read and circle Then colour.

• The children read the questions and answers, then circle the item they refer to in each case

• The children then colour the circled item accordingly

Round-up

• Put a collection of classroom items from various children

on your desk, making sure they are all different colours

Describe the items by saying what colour(s) they are The children guess the items

1 It’s a bag 2 It’s a notebook 3 It’s an umbrella 4 It’s a pencil case.

It’s yellow It’s pink and blue It’s red It’s orange and

purple.

Spell ‘apple’, please.

Very good! a p p l e.

4

Read and match.

5

Look at 5 Point, ask and answer.

6

Play the game.

7

What’s this? It’s an octopus.

Trang 29

4 It’s black and red

What can you see in the classroom? Point and say.

board ruler notebook desk bag cat chair pencil case

What can you see in the classroom? Point and say.

1

Listen and read Then number.

2

Read and match.

3

c

1 2

3

6 4

5

a b

c d

My name is Tom This is my classroom Here’s the board

It’s white Here’s my desk and here’s my chair

This is my bag It’s blue This is my pencil case It’s black and red And this is my notebook It’s yellow

Aims: to read and understand descriptions of classroom

objects; to consolidate vocabulary

Recycled language: vocabulary and structures from

Units 1a and 1b, This is (my) …

Receptive language: Here’s …

Warm-up

• Play I Spy with the children Use classroom objects Explain

that you will say the ﬁ rst letter of something you can see in

the classroom and the children must guess what it is

1 What can you see in the classroom? Point

and say

• Ask the children to look at the photo in Exercise 2 Ask them

what it is and elicit that it is a photo of the boy’s classroom

Read out the words in Exercise 1 slowly Ask the children to

point to the item and repeat the word if they can see that

item in the photo, but to sit still if they can’t

2 Listen and read Then number CD1 Track 34

• Tell them they are going to hear the boy talking about his

classroom Play the CD The children follow the text in

their books

• Play the CD again Then ask simple comprehension

questions, e.g What’s his name? (Tom) Is the board black?

(No, it isn’t.) What colour is the notebook? (yellow)

• The children read the text again and write the numbers in

the text according to the photo

3 Read and match.

• Do the example with the class: read It’s blue and ask the

children which item is blue (c, the bag)

• Give the children time to complete the exercise: they ﬁ nd

and write the correct letter

• Check the answers by inviting different children to read the

sentences and asking what the item is each time

• Point to various items belonging to you and say: This is

my (bag) What colour is it? Elicit It’s (red) Invite individual

children to do the same with their own things Let them

continue in pairs when they are conﬁ dent

1 Read and match

• Ask the children to look at the lists of words Explain that they need to match each list to the correct school bag

• Do the example with the class Read list 1 word by word

Tell the children to look at schoolbag c and tick the word in

their books if they can see the object in the bag

• The children complete the exercise individually

2 Read and colour.

• The children read the text, then colour the items in the picture accordingly

Trang 30

Lesson 2 Listening, Speaking, Writing

Aims: Listening: identify pictures from descriptions;

Speaking: picture dictation; Writing (Activity Book): identify

full sentences, write about school things

Recycled language: vocabulary and structures from

Units 1a and 1b

Materials: a bag and several classroom objects, cut outs

from Activity Book page 99, Quiz, I can do it! worksheet

Warm-up

• Secretly put a classroom item into a bag Give it to a child

and ask What is it? They feel the item and guess Repeat

with other items/children

4 Listen and circle CD1 Track 35

• Ask the children to look at the ﬁ rst set of pictures Focus on

the differences between the pictures Ask What colour is

the pencil case in picture A/pencil case in picture B/pencil

in picture C?

• Tell the children they are going to hear a teacher and two

children talking They have to listen and circle the picture

that matches what they hear

• Play the CD and let the children listen

• Play the CD again Pause after each item to allow the

children to circle the correct letter

5 Look at 4 and write A , B or C

• Tell the children they are going to match each sentence

to the correct picture in Exercise 4 and write the corresponding letter

• Look at the example with the class

• The children do the exercise individually

6 Play the game AB page 99

• Ask the children to cut out the pictures from their Activity Book

• Ask them to name the items in the pictures Point out that they are the same in both pictures

• Explain that they are going to colour in the items in one picture Then they will ask a partner about the colour of his/

her items and colour in the second picture accordingly

• Give them a set time to colour one picture

• When they are ready, put them in pairs Model questions and answers as in Exercise 6 for the class to repeat

• Invite a pair to demonstrate Encourage them to take turns

to ask and answer a question and colour in the second picture according to the answer

• Then let them continue on their own Help as necessary

3 Circle the sentences Then count.

• Write the example sentence from Exercise 3 on the board

Ask how many sentences there are (1) Circle it

• The children circle the remaining sentences, then count how many there are

• Go through the answers with the class Ask them to count the total number of sentences (10)

4 What’s in your school bag? Circle.

• The children read the list of words and circle the items they have in their school bag

5 Draw and colour three things in your bag

Then write.

• The children choose three things from the list in Exercise 4, then draw and colour them in the bag They then write about the items in their bag by completing the sentences as in Exercise 2

Round-up

• Say It’s red What is it? Children put their hands up if they have a classroom item that’s red They say what the item is (e.g It’s my rubber etc) Repeat with other colours

Evaluation

• The children are now ready for the Quiz and the I can do it!

worksheet for this unit

See the Active Teach Resources section

Trang 31

2a

1

1 What are they, Karla? 2

They’re balloons Red, yellow, green and blue balloons. They’re cars Orange cars.

2

What are they?

3 What are they, Sally? 4 Look! A card!

They’re dolls and stickers and crayons.

Thank you, Sally.

Trumpet! Come here, please.

card crayon stickers doll

car balloon

Read and tick or cross.

1 green balloons 2 black cars 3 yellow stickers 4 blue crayons

Read and tick or cross.

1 Match and colour

• Ask the children to look at the pictures Elicit what they can see

• Tell them to read the words then draw lines to match them to the correct pictures They then colour the pictures accordingly

2 Count and circle.

• Look at the example with the class

• The children complete the exercise by counting the items in the picture and circling the correct number

Cars and dolls

Lesson 1 Vocabulary

Aims: to understand a cartoon story; to learn vocabulary

Target language: balloon, car, doll, stickers, crayon, card,

regular plurals

Recycled language: colours

Receptive language: happy birthday

Warm-up

• Hold up classroom objects one at a time Ask What’s this?

Elicit It’s a (notebook, pen, etc) Ask What colour is it? Elicit

It’s (colour)

• Play the CD The children point to each picture as they listen

to repeat

• Teach actions for the words (holding a balloon, running a

car along the ground, colouring with a crayon, etc) Then

hold up the vocabulary ﬂ ashcards at random; the children

do the correct mime each time

• Ask the children to look at the story Talk about each frame

Ask them to ﬁ nd and name items from Exercise 1 Ask, e.g

Who can you see in picture 1? What has Trumpet got? etc

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

their books

• Play the CD again, pausing after each frame to ask questions

and check understanding E.g How many balloons can you

see? What colour are the cars? Is it Sally’s birthday?

as a class

Teacher’s Tip!

If the children want to spend more time looking at or

talking about the story, encourage this, even if they use L1

to express themselves Use the opportunity to present

new vocabulary

3 Read and tick or cross.

• Ask the class to look at the example Say: yellow balloons?

Shake your head and say/elicit No Say green balloons?

Nod your head and say/elicit: Yes Mime and say tick

Repeat for Number 2 Mime and say cross and tell the

children to write a cross on the line

• The children complete the exercise individually

Cars and dolls

2a

Trang 32

They’re crayons.

Five.

1 balloon / balloons 2 doll / dolls 3 car / cars 4 crayon / crayons

Look and circle Then say how many.

5

Orange cars and Yellow cars

Cars for me and you!

One, two, three, four.

Lots of cars.

Cars for me and you

Purple dolls and Big, pink dolls.

Dolls for me and you!

One, two, three, four.

Lots of dolls.

Dolls for me and you

4

Ask and answer.

6

7

1 green balloons 2 black cars 3 yellow stickers 4 blue crayons

What are they?

They’re ball s One ball, two ball s , three ball s

Green.

How many crayons?

Number ﬁ ve What are they?

What colour are they?

• Draw and write on the board one ball, three balls Point out that we add –s when there is more than one thing

5 Look and circle Then say how many.

• Focus on the example Read the two word options and ask the children to repeat Ask what’s in the picture and ask which word is correct Remind the children that s means more than one Ask How many balloons? Elicit three

• Ask the children to do the exercise individually Walk round and help where necessary Check answers as a class and ask How many [objects]? each time

6 Ask and answer.

• Divide the class into two groups to read the example questions and answers aloud

• Swap the groups over and repeat Prompt them by saying Number 2/9, etc

• The children do the exercise in pairs, taking turns to ask and answer

• Ask the children to look at the picture and tell you who and what they can see (The Yazoo Band, dolls and cars)

They can clap the rhythm as they listen

• Teach the song line by line, with appropriate actions

• Play the CD again Encourage the children to join in and perform the actions

3 Choose and write.

• The children look at the pictures, read the questions and choose the correct words to complete the answers

4 Choose and write Use It’s a , It’s an or They’re

• The children look at the pictures and answer the questions using the correct structures and words Remind them

to use an before words beginning with a vowel, e.g octopus, elephant

Round-up

• Hold up classroom objects, e.g two books Say Five books and encourage the class to call out No Ask How many books? Elicit Two Repeat with other items, e.g pencils, rulers, etc

Aims: to ask and answer questions with regular plurals

Target language: What are they? They’re (balls) How many (balls)? (Three) balls

Materials: Class CD, vocabulary ﬂ ashcards, two crayons, three balloons, several different coloured drawings of two or three known items (optional)

Warm-up

• Use the vocabulary ﬂ ashcards Reveal the picture on one of the cards slowly; the children call out the word when they recognise the picture

4 Let’s learn! Listen and say. CD1 Track 38

• Ask the children to look at the pictures Ask what Tag is doing (juggling)

• Play the CD again and pause after each item The children repeat as a class Ensure they pronounce the plural –s

• Divide the class into two groups Group 1 asks the questions, Group 2 answers

Trang 33

Thank you They’re lovely presents

3 This is a watch and that’s a pen. 4

Thank you, Tag!

2b

1

2

1 It’s my birthday This is my cake 2Happy Birthday, Sally!

That’s a robot.

What are they?

They’re your presents.

Thank you.

1 This is my cake Sally / Karla

2 They’re your presents Chatter / Patty

3 This is a watch Patty / Tag

4 Thank you, Tag Tag / Sally

Read again Find and circle the name.

3

robot watch present birthday cake

20

3 Read again Find and circle the name.

• Ask a child to read out the example Ask the children to

ﬁ nd the picture where Sally says these words in the story (picture 1)

• Tell them to read the remaining sentences, ﬁ nd the words

in the story and circle the correct name (speaker)

• Let the children work in pairs Elicit answers as a class

Extra!

Prepare the children to act out the story Let them practise in their groups Then invite groups to act out the story in front

of the class

1 Find, choose and write

• The children follow the lines to ﬁ nd the presents, then write the words in the speech bubbles

2 Look, read and match.

• The children look at the pictures, read the questions and match them to the answers

That’s a robot!

Lesson 1 Vocabulary

Aims: to understand a cartoon story; to learn vocabulary:

birthday presents

Target language: cake, birthday, present, watch, robot

Recycled language: car, balloon, pencil, colours

Receptive language: lovely, thank you

Materials: Class CD, vocabulary ﬂ ashcards

Warm-up

• Call out different colour/classroom object combinations

(e.g pink bag, blue notebook, etc) according to the

children’s classroom objects and invite different children to

point to a matching item and colour in the classroom

• Use ﬂ ashcards to present the target vocabulary

Play the CD The children point to each picture as they listen

to point to the picture and repeat

• Hold up the ﬂ ashcards again at random and elicit the words

• Talk about the story with the class What can they

remember from Unit 2a? Ask questions about each frame

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

their books

questions and check understanding

• Ask the children to ﬁ nd and point to the new words from

Trang 34

4

That’s a robot

1 This is / That’s a robot.

2 This is / That’s a car.

3 This is / That’s a balloon.

4 This is / That’s a watch.

Listen and stick Then circle.

5

6

Play the game

7

Guess!

No! This is a yellow pencil and that’s a red pencil.

This is a red pencil and

that’s a yellow pencil.

Listen and say.

• Play the CD twice The second time, pause after each item

to allow time for them to stick the correct sticker

• Check the children have put the stickers in the correct place

by asking Number 1 What’s this? (a robot), etc

• Ask the class to read the correct answer for number 1 (This is a robot.) Tell them to circle the correct answers for 2-4 individually or in pairs

• Hold up your book and point to sticker 1 in Exercise 5

Model the dialogue in Exercise 6 Ask What’s this? and elicit This is a robot Point to sticker 2 Ask What’s that? and elicit That’s a car Repeat but this time invite two children to ask and answer the questions

• Ask the children do the exercise in pairs, taking turns

to point to the items in Exercise 5 and ask each other questions Walk round and monitor

• Focus on the photo Explain that the boy sees the red pencil and the yellow pencil before he is blindfolded Then the girl gives him one of the pencils and he guesses which one it

is, using This is/That’s

• Ask two children to come to the front to demonstrate the game

• Put the children in pairs to play

3 Listen and colour. CD1 Track 45 Audioscript: TB page 115

• Tell the children to look at the pictures and say what they see

• Play the CD twice Pause where necessary for the children

to colour the items

4 Look and write Use This is or That’s

• Go through the example with the class Explain that they should write That’s when they can see a hand pointing to the item

• The children look at the pictures and complete the sentences accordingly

Round-up

• Walk round the classroom holding up or pointing to classroom objects Each time, elicit a sentence from the children using This is … or That’s …

Aims: to use This is and That’s

Target language: That’s a robot., This is a watch., What’s

this/that? Guess!

Recycled language: colours, balloon, car

Materials: Class CD, vocabulary ﬂ ashcards, fabric for

blindfolds (optional)

Warm-up

• Use ﬂ ashcards to revise the vocabulary from the previous

lessons

4 Let’s learn! Listen and say. CD1 Track 43

• Ask the children to look at the pictures of Tag Play the CD

and mimic Tag’s gestures Play the CD again, pausing after

each item The children repeat and act out Tag’s gestures

• Display the ﬂ ashcards around the room Touch/hold up a

ﬂ ashcard and say This is a (present) Point to a ﬂ ashcard

further away and say That’s a (balloon) Repeat the

gestures with the other ﬂ ashcards and elicit This is/That’s

sentences from the class

• Invite different children to stand up and take over your role

Trang 35

22

2c

1 Open the door 2 Close the window 3 Sit down 4 Stand up.

Listen, point and say Listen and read.

Look and match.

3

4

Close the window!

What’s this? It’s a school

• Ask the children to look at picture a Tell them to follow the line, and elicit the correct sentence

• Tell them to read the story again and match the other pictures to the correct sentences

1 Read, look and match.

• Tell the children the four pictures are from the story they have read in their Pupils’ Book Use the example to show them what to do

• The children match each sentence to the correct picture and write the letter in the speech bubble

2 Find, circle and match.

• The children ﬁ nd the words in the wordsearch grid and draw lines to match them with the correct pictures Tell them that the words in the grid may be horizontal or vertical

The frogs!

Lesson 1 Reading

Aims: to read and understand a longer story; to learn and

practise new vocabulary

Target language: teacher, door, window, close, open,

stand up, sit down, please

Recycled language: What’s this?, It’s a …, What are they?,

They’re …, What’s that?, Goodbye

Receptive language: lots of

Warm-up

• Review classroom vocabulary by playing ‘Hangman’

on the board with a selection of classroom words

(See Introduction page xii.)

• Tell the children they are going to read a story about some

frogs that visit a school Ask them to open their books

Read the title of the story and ask the children to ﬁ nd the

frogs in the pictures

• Ask the children to look at the vocabulary pictures at the

top of page 23 Tell them that they will read these words in

the story

• Play the CD twice, pausing the second time for the class

to repeat

• To practise the words, point to yourself and to the door and

window in your classroom and elicit the words Say the

action words and ask the class to do the actions

• Tell the children to look at the pictures in the story and ask

some simple questions, e.g What can you see in (picture

1)? How many frogs in picture (2)? What’s happening in

(pictures 3 and 4)?

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

They follow the story in their books

• Play the CD again and tell the children to follow the text

with their ﬁ ngers Pause after each frame and check

comprehension of the story and the new vocabulary, e.g

ask the children to point to objects in the frame

The frogs!

2c

Trang 36

23

Count and write.

4

Listen again Then act out.

Open the door!

Sit down, please. Goodbye, frogs!

3 Circle groups of ten and write

• Draw twelve balls on the board Draw a circle round ten of them Ask the class how many are left Write the sum on the board: ten + four = fourteen balls and say ten and/plus four is/equals fourteen balls Ask the class to repeat

• Tell the children to look at the example in their Activity Books Ask them how many balloons are in the circle (ten)

Read the sum The children repeat

• Let them complete the exercise in pairs Walk round to help where necessary

4 What’s in your classroom? Circle and write how many.

• Ask the children to look at the pictures and say what they can see Tell them to circle the items in their classroom If there are no frogs or robots, they don’t circle these

• Point to the board and elicit one board Count the classroom window(s) and ask the children to count with you Write on the board (number) windows

• Choose a few children to count the desks/chairs in each row/section of the classroom Write their totals on the board and add them up If the number is over twenty, write

it on the board for the children to copy

• The children work individually to complete the writing task

Walk round and help where necessary

Pupils’ Book pages 22–23

5 Listen again Then act out CD1 Track 47

• Tell the class they are going to act out the story Ask them

to open their Pupils’ Books at the story page again

• Divide the class into groups of seven and allocate a role to each child (narrator, teacher, four frogs, pupil)

• Play the CD Pause after each frame and demonstrate actions to accompany the words

• Play the CD again, pausing after each speech bubble for the children to repeat the lines of their character

Encourage them to mimic their character’s voice, and to perform the actions

• The children act out the story in their groups

• If there is time, invite some groups to act out in front of the class

Round-up

• Play ‘Simon says’ using the classroom instructions the children have learned in Units 1 and 2 (See Introduction page xi.)

Evaluation

• The children are now ready for the Quiz and the I can do it!

worksheet for this unit

Lesson 2 Writing

Aims: to develop Writing skills (Activity Book): write about

your classroom

Recycled language: numbers 1-20

Materials: Class CD, Quiz, I can do it! worksheet

Warm-up CD1 Track 47

• Ask the class what they can remember about the story in

the previous lesson This can be in L1

• Ask the children to open their books at the story page Play

the CD of the story and let them listen to the story again

4 Count and write.

• Tell the children to look at the example picture Ask How

many frogs? Ask the class to read out the example answer

• Tell them to count the frogs in the other pictures and write

the correct answer

• The children can take turns to ask each other How

many frogs?

Trang 37

24

Social Science

24

Listen, point and read.

1

2 Read again and circle.

Read again and circle.

3

I’m Helen I’m in year 2 This is my school.

1 Number 1 is the hall / canteen

2 Number 2 is the ofﬁ ce / classroom.

3 Number 3 is the library / canteen.

4 Number 4 is the ofﬁ ce / hall.

5 Number 5 is the classroom / library.

Can you see the pupils in the library? They’re very quiet!

Here’s the canteen That’s Mrs Butler She’s the cook.

This is the ofﬁ ce You can see Mrs White, the secretary.

Look! This is my classroom

Here’s Mrs Norman She’s

my teacher She’s nice.

This is the hall That’s Mr Barnes

He’s the head teacher

3 Read again and circle

• Ask Is number 1 the hall? Elicit No Ask Is it the canteen?

Elicit Yes Ask a child to read the correct answer aloud

• Tell the children to read the other sentences and circle the correct words according to numbers they wrote on the photos in Exercise 1

• Check the answers by asking the children to read the correct sentences out

Extra!

Call out the names of the people in the pictures The children say what their job is each time

• The children look at each picture and work out what it is

They then decide what part of the school it is in and circle the correct word in the pair

2 Match and write.

• The children match the sentences and the pictures, write the letter in the box and complete each sentence with the correct part of the school

Social Science:

Parts of the school

Lesson 1 Reading

Aims: to learn about people and places in a school

Target language: ofﬁ ce, hall, classroom, library, canteen

Recycled language: school, teacher, Level 1: pupil,

secretary, cook

Receptive language: You can see …, She’s nice

Materials: Class CD

Warm-up

• Start by reviewing classroom objects and instructions

• Ask the children to name in L1 parts of their school and

different people in the school, such as the head teacher

• Then explain that they are going to learn the English words

for people and places in a school in this lesson

1 Listen, point and read CD1 Track 48

• Ask a child to read the girl’s speech bubble Tell the class

they are going to read about Helen’s school

• Play the CD all the way through Ask the children to follow

the text in their books

• Talk about each photo Ask e.g Who’s Mrs White? Where is

she? (in the ofﬁ ce) What’s the name of our secretary?, etc

2 Listen and number. CD1 Track 49

• Explain that the children are going to hear Helen’s teacher,

Mrs Norman, talking and also some noises

• Play the CD all the way through and ask the children to

listen and point to the photo that matches what they hear

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

children to write the number in the box as in the example

• Check answers by asking What’s number (1)? and eliciting

the (canteen)

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25

twenty-three twenty-fi ve twenty-fi ve 25

4

Play the game.

5

6

ofﬁ ce

classroom canteen library

Greg Class 2b

Par ts of the school

1

What’s number 1?

No Guess again!

It’s the library.

My school

This is the canteen

That’s the cook

They’re pupils.

• Tell the class that the children in the photo are playing a memory game The girl is looking at the school plan in Exercise 4 Model the dialogue for the class to repeat

Then invite them to call out the correct answer (It’s the classroom)

• Put the children in pairs Invite individual pairs to demonstrate the game They can take turns to ask and answer, or alternatively one child can ask several questions before the other child takes a turn

• Let the children to continue in closed pairs

it in their books Then ask them to read it aloud

• Tell the children they are going to write a similar text and draw a picture Ask them to decide which room in their school they are going to write about Elicit some ideas from different children

• The children use their notebooks or a loose piece of paper

if you wish to make a class display later

• Go round the class and help the children as necessary

• Ask various children to share what they have written with the class

My Picture Dictionary: Cross-curricular links

CD1 Track 54 Wordlist TB page 129

• The children can label the photos in their Picture Dictionary now Play the CD The children listen and repeat Then they write the words under the pictures Alternatively, they can

do this in the Review Lesson 2

(See Introduction page vii.)

Lesson 2 Vocabulary, Speaking, Writing

Aims: to consolidate vocabulary from lesson 1; to write

about your school

Target language: This is the …, That’s …, They’re …

Materials: blank A4 paper or notebooks

Warm-up

• Draw different items on the board that relate to the places

the children have learned For example, draw a fork

(canteen), a board (classroom), a curtain/stage (hall), books

on a shelf (library), etc Point to the picture and elicit the

corresponding place

4 Listen and number CD1 Track 50

• Tell the children to look at the plan of the school Explain

that they are going to hear a parent being shown round

the school They will number the rooms in the plan of the

school in the order they hear them

• Play the CD The children listen

• Play the CD again Pause after Number 1 and ask the

children to point to the numbered box in the plan Play the

rest of the CD Pause after each section for the children to

write the numbers in the boxes

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• Play the rest of the CD Encourage the children to join in the chant.

• Ask the class to repeat the chant quickly four times

1 Look and write What’s this? or What are they? Then tick or cross.

• The children look at the pictures and write the correct question form, singular or plural

• They then read the answer and write a tick if it is correct or

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

to pronounce the vowel sounds /e/ and /æ/

Recycled language: vocabulary and structures from Units 1

and 2

Materials: Class CD, vocabulary ﬂ ashcards, classroom

objects

Warm-up

• Use ﬂ ashcards and classroom objects to revise target

vocabulary Divide the class into two teams and show the

ﬂ ashcards or objects one by one The ﬁ rst person to put

up their hand and say the word correctly wins a point for

their team

1 Look and number.

• Ask the children to look at the picture and explain/elicit

what is happening: it’s the birthday of one of the pupils

• Tell the children to read the words on the right, ﬁ nd the item

in the picture and write the correct number in the box Let

them work individually or in pairs

• Check answers as a class Say the number and the class

says the word

• Model the dialogue Tell the class to look at the picture

in Exercise 1 and point to Number 2 Read the ﬁ rst pair of

speech bubbles The children repeat Do the same for the

second pair of speech bubbles (stickers)

• Cue different pairs to ask and answer by telling them to

point to a numbered item

• Let the children continue in pairs, taking turns to ask and

answer Monitor and help where necessary

3 Listen and do CD1 Track 51

• Explain that the children are going to hear classroom

instructions and must do or mime what the instruction

says each time

• Start by saying Stand up The children stand Say Sit down

The children sit

• Play the CD Pause after each instruction for the children to

do/mime the action

Extra!

Play ‘Simon says’ with the instructions Say the instructions

at random The children only carry out the instruction if you

say Simon says ﬁ rst

26

Review 1

Look and number.

Listen and do.

Listen and chant.

1

3 4 2

board desk notebook ruler cards balloons cake presents watch stickers

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27

This is a .

What’s this?

Say the colours.

Count to twenty.

What’s that?

This is a .

How many balls?

• To play it in pairs, tell the children to start on circle 1 and move through the quiz completing the sentences or answering the questions in pairs The ﬁ rst pair to ﬁ nish gets

a bonus of 5 points

Check the answers as a class when the pairs have all

ﬁ nished playing by asking individual children to read sentences aloud They get one point for each correct answer The winners are the pair with the most points

2 Circle and check.

• This is a self-assessment activity Ask the children to look at the pictures and circle the correct word/phrase

• Check the answers as a class The children tick or cross each box They then colour the appropriate face: OK, Good

or Excellent, depending on how many ticks they got This can also be set for homework

Activity Book pages 90-91, 97

My Picture Dictionary CD1 Tracks 53 and 54 Wordlist TB page 129

• The children can now label the pictures in their Picture Dictionary Play the CD if there is time The children listen and repeat Then they write the words under the pictures

(See Introduction page vii.)

Evaluation

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

Materials: Class CD, vocabulary ﬂ ashcards, classroom

objects, Progress Review 1

Warm-up

• Practise the chant again from Lesson 1

• Display various ﬂ ashcards and hold up various classroom

items Either point to a card on the board or hold up an

item, each time asking What’s this…?/What’s that…? and

eliciting the correct answer

5 Do the quiz.

• The quiz can be done as a team game with the whole

class or in pairs

• To play it as a team game, divide the class into two teams,

A and B Say a number and ask a child in Team A to say

and complete the sentence or answer the question in the

picture If they don’t know the answer, they can ask their

team mates Give two points if the child answers with a

full sentence and one point if the child has help or doesn’t

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