Longman yazoo starter teachers book

It comprises: • a two-page ‘Hello’ lesson introducing the characters to the children • twelve four-page topic-based units • six two-page Story Time lessons after every two units • six tw

Trang 1

Yazoo is a motivating story-based course for young learners

At each level, an appealing cast of characters contextualise the language and make learning fun The Starter level focuses

on Listening and Speaking, and provides an alternative entry point for those not yet ready to read and write.

The Teacher’s Book provides

• an overview of the course principles and approach

• a list of ﬂ ashcards

• step-by-step lesson notes plus optional activities

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

• class audio

• animated Story Times

• ﬂ ashcards for all vocabulary items

Starter Components

Trang 2

STARTER Teacher’s Book

Danae Kozanoglou

Trang 3

Y azoo S t a r te r Contents

Introduction to the Teacher’s Book

List of Flashcards

What’s your name?

I’m (Cabu) I’m a (lion/

girl/boy) Look, (an elephant and a bee).

Trace the … Stand up Sit down

Cut out the mask Fold Write your name Decorate your card

Stop Look What’s the odd one out? Circle the … in the jungle,

4

2 It’s red. yellow, blue, red, green Look, it’s (yellow).

Is it (green)? Yes./No.

Stick Colour What colour is this?

Point to something (+colour), Colour, branch, leaf, apple, Stand up Sit down Ball, What’s this? What colour is it?

8

Story Time 1

Playing

dog, ball (+ revision)

I’m sorry Thank you.

Jungle Fun 1 (revision) (revision) What is it? What’s missing? 14

3 Five

bananas

1–5 Plurals: bees, bananas, etc.

three (bees)

fi ve (yellow bananas etc)

How many? Match Take a bite

Look, it’s … steps, 16

4 Here’s

your desk.

teacher, desk, chair, book, door

Hello! I’m your teacher

Here’s your (desk).

Point to … What’s different? What’s this?

Draw Circle How many?

Look! Here’s your

(+ revision)

Go to … please, apple core 24 Jungle Fun 2 (revision) (revision) Is it different? What’s this? 26

5 It’s a

pencil.

bag, pencil, crayon, rubber

What is it? It’s a (bag)

It’s (blue) Is it a (pencil)?

Yes./No.

Stop! Look! What colour is it? 28

6 Stand up! sit down, stand up, clap, turn around, up,

down

Sit down OK, good Please.

up and down, in the jungle 32

Story Time 3

Super Ant

fi sh, ant (+ revision) (revision) Listen Now Well done. 36 Jungle Fun 3 (revision) (revision) What’s missing? 38

Trang 4

bike train, plane, bike, guitar,

Look I’ve got a (yellow) (train)

My favourite toy is my (blue) (bike).

What has … got? What have you got? What’s Cabu’s favourite toy?

I can see a (pink) (bird)!

I can see (two) (bags).

My favourite colour is (black).

What colour is this? What’s your favourite toy? What colour is it?

something, Have you got a …?

hot, cold

52

10 I’m six! six, seven, eight, nine, ten

six (pencils) six (red) (apples) How old are you? I’m

… Happy birthday!

very good, How many? Guess how many Let’s count Look!

Listen and count What’s missing? apple tree

56

Story Time 5

Playing

cake, balloon (+ revision) (revision)

It’s nice It’s my balloon I’m

11 I’ve got

two eyes eye, nose, ear, mouth,

Look! I’ve got (two) (ears) / (a) (mouth).

I like (ice cream).

I don’t like (salad)

Salad and chips, please Thank you.

restaurant, Who likes ice cream?

What’s this? I like a (red) food 68

Story Time 6

The fairy café

fairy, dragon

Happy New Year!

fi reworks, sparkler, calendar

Happy New Year Look at my Wave your sparklers 76 Family Day family, park family day What’s missing? Who’s missing? 78

Trang 5

Introduction

Yazoo is a motivating story-based course for young learners

with five levels At each level, an appealing cast of characters

contextualise the language and make learning fun

The course combines a clear grammar syllabus with a strong

focus on communication and progressive skills development

Regular Content lessons in Yazoo 1, 2, 3 and 4 introduce

children to subjects across the school curriculum, such as

Maths, Science and Social Science

Constant in-built recycling and regular Reviews help to ensure

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

throughout the course keep children interested and engaged

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

kinaesthetic, musical and interpersonal

Yazoo is appropriate for children who have started learning

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

knowledge of the language Yazoo Starter provides a

gentle introduction to English Yazoo 1 introduces students

to the English alphabet and gradually builds learners’

confidence and competence in reading and writing in

English On completion of Yazoo 4, children will have attained

communication competencies up to level A1 of the Council

of Europe’s Common European Framework for Modern

Languages (CEF)

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

including full teaching notes, optional activities, digital

resources and games 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

Principles of the course

Yazoo Starter is for children learning English at the start of the

school system At this early stage of learning, it is especially

important that the English language classroom is enjoyable

and unthreatening A key aim of Yazoo Starter is to develop

a positive attitude to English through the use of motivating

activities, including games, TPR activities, songs, stories and

puzzles, and plenty of personalisation

Syllabus

Yazoo Starter focuses on listening and speaking skills and on

developing the recognition and motor skills which will lead

to reading and writing in successive levels The Activity Book

provides activities to practise motor skills, including matching,

drawing, colouring, tracing and sticker-based tasks

Unit structure

Yazoo Starter contains a Hello lesson and 12 four-page units, each focusing on a topic Each unit has a clear communicative aim: the children learn words and structures and then put them to use in games and personalisation activities

A Story Time lesson and Jungle Fun review lesson are included after each unit, providing an opportunity to consolidate and extend new language in different contexts

Yazoo Starter organisation

Unit 1

Unit 2

Two festivals lessons are provided at the back of the Pupils’

Book as well as character mask cut outs Suggestions for using the masks are provided within the teacher’s notes

Language presentation

In each unit, 4–5 new words are presented through simple pictures The new words are recorded so that children can hear and repeat them The new words and one or two key target structures are then contextualised in a humorous, self-contained cartoon story featuring the Yazoo Starter characters The main characters are three friends - Trumpet,

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

Additionally, there are two children characters who feature throughout – Rob and Vicky

The stories are all set in the jungle, but in contexts that reflect the children’s own world Trumpet, Cabu and Paco play in the jungle, go to the jungle school, introduce their families, learn numbers, learn about pets, eat in the jungle restaurant and

in general lead the kind of life that young children can easily relate to Through the stories, the children get to know and identify with the characters, and share their adventures The children can act out the stories before moving on to practice activities This helps to reinforce the new language in a fun and non-threatening way

Each unit includes a song, which consolidates the target language The tunes are easy to learn and sing

Trang 6

Practice

Yazoo Starter has been written to ensure that learners enjoy

varied and stimulating practice sequences The wide variety of

practice activities keep children interested and engaged and

also cater for different learning styles Every unit ends with a

game or personalisation activity and includes a sticker-based

practice task

The Activity Book provides further pencil-to-paper practice

activities to consolidate new language These may be

allocated for homework, but can often also provide the

opportunity for quiet time in the classroom The teacher’s

notes offer suggestions for when an activity may be used

in class

Yazoo Starter provides teachers and learners with plenty of

options to vary classroom or home activities The CD-ROM

provides learners with fun digital interactive games and

activities

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 Many

songs in Yazoo Starter have accompanying actions, which also

supports kinaesthetic learners

The Yazoo Starter songs are available on both the Class Audio

CDs and on the Pupils’ audio CD for learners to listen again

and sing at home

Stories and values

In addition to the ongoing adventures of Cabu, Trumpet and

Paco, Yazoo Starter also recognises that children are hugely

motivated by stories The regular Story Time lessons feature

six different illustrated stories where pupils encounter recycled

target language in a new context, in addition to a limited

amount of new language

The stories have been written to highlight different aspects of

the primary values curriculum, such as respecting differences,

playing safely and sharing

Games, fun and motivation

Having fun and keeping children motivated to learn English is

a core objective of the materials provided in Yazoo Starter

Most units include two games Games provide motivating and meaningful ways of practising the new language in a genuinely communicative context, and are very popular with children Photos are provided to allow teachers to set up games quickly and keep pupils on task

Additionally each Jungle Fun revision lesson includes a quiz or board game to help consolidate new language in a fun context

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 Starter has been designed to ensure that a broad range of children’s learning styles are catered for, by providing a wide variety of materials and practice activities

Similarly, interaction patterns are also varied, allowing for individual work, pairwork, 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 appeal to the different intelligences – musical, logical/mathematical, verbal/linguistic, kinaesthetic, visual/spatial, interpersonal and intrapersonal

Recycling and review

The Yazoo Starter syllabus is structured to ensure that new language can be recycled in subsequent lessons in different contexts This maximises the number of times learners encounter new language and aids with language retention

The Jungle Fun review lesson after every two units allows teachers and learners to revise new language and will highlight any weaknesses which may need reviewing

The Activity Book also includes a Jungle Fun page featuring extra review activities

Trang 7

Course components

For pupils

Pupils’ Book

The 88-page Pupils’ Book presents, practises and revises the

target language of the course It comprises:

• a two-page ‘Hello’ lesson introducing the characters to

the children

• twelve four-page topic-based units

• six two-page Story Time lessons after every two units

• six two-page Jungle Fun review lessons after every

two units

• two Festival lessons: New Year and Family Day

• a Picture Dictionary illustrating all the key words from the

Pupils’ Book

• cut out character masks for drama activities

• full-colour stickers for use with the sticker listening tasks

Pupils’ Audio CD

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

includes all of the cartoon presentations and songs for

children to listen to at home with their parents

Activity Book

The 64-page Activity Book provides further practice and

consolidation of the language presented in the Pupils’ Book

It comprises:

• twelve four-page units with practice activities for all of the

key language introduced in the Pupils’ Book

• six pages of Story Time activities

• six pages of Jungle Fun review activities

• two pages of Festivals activities

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

to use the Activity Book exercises

Pupils’ CD-ROM

The Yazoo Starter Pupils’ CD-ROM is packaged with the Activity

Book and comprises:

• interactive language practice activities and games for

every unit of the Pupils’ Book

• song activities in every unit

• animated versions of the Story Time stories

• interactive practice activities of Jungle Fun review lessons

For Teachers Teacher’s Book

This 88-page Teacher’s Book comprises:

• this Introduction, which includes a list of flashcards (see page vi)

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

Book and Activity BookThe lesson-by-lesson notes are presented together with

a reduced facsimile of the Pupils’ Book spread, for easy reference Lesson objectives, target language, recycled language and a list of materials required for the lesson are given at the beginning of each lesson spread

The teaching notes provide a standard ‘lesson plan’, consisting

• Activity Book – setting homework / quiet class time

• Ending the lessonAlternative lessons

• Warm-up

• Song – consolidation of Lesson 1

• Exploitation of the song (sticker activity, TPR, singing)

• Practice

• Activity Book – setting homework / quiet class time

• Ending the lesson

Class Audio CDs

The Class audio CDs contain all of the audio material in the Pupils’ Book, including the cartoon stories, listening tasks and songs Complete audioscripts for the recordings which are not included on the pages of the Pupils’ Book can be found in the lesson notes

Flashcards

There are 75 vocabulary flashcards for the key items presented

in the Pupils’ Book The flashcards reproduce the vocabulary pictures from each unit of the Pupil’s Book For a list of the flashcards included, please see page vi of this introduction

Active Teach for Interactive Whiteboard

Yazoo Starter Active Teach is designed for use with any Interactive Whiteboard (IWB) It can also be used with a computer and projector It contains all the Pupils’ Book lesson pages in digital form, together with the class audio material

In addition, it provides:

• an additional interactive activity for each unit

• interactive flashcards for all the vocabulary in the Pupils’

Book, accessible by topic or in alphabetical order

Trang 8

Teaching with Yazoo

Starter

Unit and lesson structure

Each of the twelve units of the course consists of enough

material for up to four lessons The Activity Book provides

additional material that can be used in class for quiet time

Each unit begins with the presentation of new language

through the cartoon story The children act out the story In

the second lesson, further listening and speaking practice is

provided The third lesson in each unit starts with a song It

consolidates the language taught in a new context Lessons

usually end with a game and/or a personalisation activity

allowing the children to activate the language and relate it to

themselves

Warm-up

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 unit are always presented in Picture

Dictionary style at the top of the Pupils’ Book page, and are

also recorded on the audio CD

• Use fl ashcards or classroom objects to present the new

words and their meaning (Relating the new words to

tangible objects in the classroom also helps to make the

words more memorable for the children.)

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

pictures Play the CD; the children point, listen and repeat

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

the words

• You can also present the vocabulary on a Whiteboard,

using the Flashcards on the Active Teach disk

Procedure for cartoon stories

• Invite the children to look at the pictures Use L1 to ask questions about the pictures and prompt discussion

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

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

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

to repeat

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

of a character Play the CD again; the children repeat their parts Encourage them to copy the characters’ voice and intonation and to mime some of the actions

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

to perform for the class

Practice

The practice stages of the unit involve a variety of different activities, including further listening activities, speaking activities and games Simple heads down, pen to paper activities are also included, such as drawing and colouring

There is an additional interactive practice activity on the Active Teach disk

Procedure for games / role plays

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

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

• Let the children play the game in groups or pairs, if they are able to do so 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

Trang 9

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 Demonstrate movements if

the song lends itself to action

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

movements if appropriate

• Some songs involve sticker activities The stickers can be

found at the end of the Pupils’ Book Help the children to

find the stickers Pause the CD to give them time to place

their stickers in the right position on the picture

• For some of the songs, you can divide the class into groups

and give them a part to sing

• Use the lesson flashcards and hold them up as the words

are heard in the song

Ending the lesson

Always end the lesson on a positive and cheerful note The

step-by-step teaching notes suggest a variety of round-up

The Great Teachers Primary Place is the place to

go for free classroom resources and countless activities for primary teachers everywhere Go to www.pearsonlongman.com/primaryplace and register for membership

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

• Free articles on current trends in the primary classroom!

• Free reproducible activity sheets to download and use in your classroom!

• Free Teacher Primary Packs filled with posters, story cards, and games to use in your classroom!

• Exclusive access to professional development via print materials and web conferences

Trang 10

Story Time 5

cakeballoon

Unit 11

eyenoseearmouth

Unit 12

chipssaladice creamburgerpizza

Story Time 6

dragonfairy

Happy New Year

fireworkssparklercalendar

Family Day

familypark

List of Flashcards

Unit 5

bagpencilcrayonrubber

Unit 6

sit downstand upclapturn around

Story Time 3

fishant

Unit 7

mumdadbrothersisterme

Unit 8

trainplanebikeguitar

Story Time 4

carkite

Unit 9

pinkblackorangewhite

Trang 11

Aims: to get to know the characters; to learn greetings

Target language: Hello, I’m (Cabu) What’s your name?

Materials: Unit 1 ﬂ ashcards: lion (Cabu), elephant (Trumpet),

parrot (Paco); Class CD1

Warm-up

• Greet the children as they come in Say Hello and smile

Encourage them to say Hello in response

• Point to yourself and say I’m (name) Ask the children

around the class What’s your name? Encourage them

to say I’m (name) Then answer: Hello, (child’s name)

Lead-in

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

the name of each character: Cabu (the lion cub), Trumpet

(the elephant) and Paco (the parrot)

• Hold up the Pupils’ Book and point to the characters on

the cover Explain that Cabu, Trumpet and Paco live in the

jungle Cabu is a lion, Trumpet is an elephant and Paco

is a parrot The children will get to know them and the

other two characters (the two gorillas) during their

English lessons

• Tell the children to open their books at pages 2–3 Open

your own book and hold it up to demonstrate Give them

time to look at the characters Then ask them to tell

you who they can see Elicit the names Cabu, Trumpet

and Paco

• Tell the children to listen to the CD and point to the characters Play the track all through Hold up your book and point to the characters while the CD is playing, to demonstrate for the children

• Point to each character again and elicit the names Repeat the names for the children if necessary: Jim and Fiona

• Play the CD again section by section Pause the CD after each section and invite the children to repeat

• Divide the class into two Play the CD again One half of the class repeats the ﬁ rst line, the other half repeats the second line, and so on Then swap over

CD1 Track 02

Cabu: Hello I’m Cabu What’s your name?

Fiona: I’m Fiona.

Paco: Hello I’m Paco What’s your name?

Jim: I’m Jim.

Ms Maru: Hello, I’m Ms Maru.

Mr Kuma: And I’m Mr Kuma.

Trumpet: Hello I’m Trumpet

What’s your name?

Trang 12

33

Hello I’m (Cabu) What’s your name?

A01_YAZO_PUB_STAGLB_3542_PRE.indd 3 25/10/10 15:01:33

• Hold up the ﬂ ashcard for Cabu Say to one of the children:

Hello I’m Cabu What’s your name? and encourage the

child to say I’m (name) Answer: Hello, (child’s name) Do

the same with the ﬂ ashcards for Trumpet and Paco

• Ask two children to stand up Give one of them a ﬂ ashcard,

and encourage them to act out the dialogue Continue with

other pairs around the class, using different ﬂ ashcards

Extra!

Invite three children to come to the front of the class Give

each of them a character ﬂ ashcard Invite them to go round

the classroom introducing themselves

Round-up

• Hold up the character ﬂ ashcards one at a time Say Goodbye, Cabu! Goodbye, Trumpet! Goodbye, Paco! Wave your hand each time and put the ﬂ ashcard down on the desk Do this again and ask the children to repeat and wave goodbye to the characters

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

to repeat Goodbye (your name) You can do this at the end

of every class

Trang 13

4

lion, elephant, parrot, boy, girl Hello I’m (Trumpet) What’s your name? I’m a (lion).

Look and listen.

3 Listen again and say

Listen and point Then say

1

Aims: to learn new animal words; to understand and act

out the story

Target language: lion, elephant, parrot, boy, girl; I’m a

(lion)

Recycled language: Hello, I’m , What’s your name?

Receptive language: Trace the In the Jungle

Materials: Unit 1 ﬂ ashcards: lion (Cabu), elephant (Trumpet),

parrot (Paco), boy, girl; Class CD1; pencils

Warm-up

• Ask the children around the class What’s your name? Elicit

I’m (name) Then answer: Hello, [child’s name]

• Hold up the three character ﬂ ashcards one at a time and

elicit the names Cabu, Trumpet and Paco

• Practise the dialogue: Hello I’m Cabu What’s your name?

I’m (child’s name) Hello, (child’s name)

1 Listen and point Then say CD1 Track 03

• Use the ﬂ ashcards to present the new vocabulary items

lion, elephant, parrot, boy, girl Hold them up one by one,

say the words and ask the children to repeat

• Ask the children to open their books at page 4 Play the CD

and ask the children to point to the pictures as they listen

• Play the CD again Pause after each word and ask the

children to repeat

• Hold up each ﬂ ashcard again in random order and elicit

the word from individual children

CD1 Track 03

lion, elephant, parrot, boy, girl

2 Look and listen CD1 Track 04

• Ask the children to look at the pictures of the story

Encourage them to point and name the characters

• Ask them what they think is happening in the story (L1)

• Play the CD; the children listen to the story and point to

the characters as they speak

CD1 Track 04

Narrator: In the jungle …

Trumpet: Aaagh!

Cabu: Hello!

Trumpet: Hello I’m Trumpet What’s your name?

Cabu: I’m Cabu I’m a lion.

Trumpet: I’m an elephant.

Paco: And I’m Paco I’m a parrot.

3 Listen again and say CD1 Track 05

• Play the story again Pause after each line for the children

to repeat

• Divide the class into three groups Group 1 repeats Trumpet’s lines, Group 2 repeats Cabu’s lines and Group 3 repeats Paco’s line Play the CD again Encourage them to imitate the voices and to do appropriate actions

Activity Book page 2

1 Complete and say.

• Tell the children to look at the picture and ﬁ nd the characters as you say their names

• Give out pencils Hold up a pencil and say Trace Cabu Do the same for the other characters

• Ask the children what they think the characters are saying

Point to Cabu and imitate her: Hello, I’m Cabu I’m a lion

Encourage the children to repeat Do the same for Paco and Trumpet

Round-up

• Hold up the Cabu ﬂ ashcard and say It’s time to go

Goodbye, Cabu Encourage the children to say goodbye and wave to Cabu Repeat for Trumpet and Paco

• Say Goodbye, class! and wave your hand The children repeat Goodbye!

Trang 14

Unit 1

Lesson 2

Aims: to make character masks; to introduce yourself

Target language: Hello, I’m (Cabu) I’m a (lion) What’s your

name?

Recycled language: lion, elephant, parrot, boy, girl

Receptive language: Stand up Sit down Cut out the mask

Fold Write your name Decorate your card

Materials: Unit 1 ﬂ ashcards (lion, elephant, parrot, boy,

girl); coloured character masks (Pupils’ Book pages 83–87);

scissors, string, card for name cards; crayons

Warm-up

• Review the characters with ﬂ ashcards Hold up Cabu and

imitate her: I’m Cabu I’m a lion Repeat with Trumpet

and Paco

• Hold up the girl ﬂ ashcard and say Stand up girls Sit down

girls Repeat with the boy card Point to individual girls and

boys and say Girl or boy?

• Use yourself as an example: I’m (your name) I’m a

(girl/boy) Ask individuals to talk about themselves

4 Listen and point CD1 Track 06

• Ask the children to look at the characters in Exercise 4

5

Hello I’m (Cabu) I’m a (lion) What’s your name?

4 Listen and point.

4

Make a mask Then listen and say.

Make a mask Then

• Play the CD again Pause after each character speaks

Hold up a character ﬂ ashcard and prompt the children to shout Yes if it is the correct character or No if it isn’t

CD1 Track 06

Cabu: Hello I’m a lion.

Paco: Hello, I’m a parrot.

Trumpet: Hello I’m an elephant.

5 Make a mask Then listen and say

CD1 Track 07

• Prepare in advance the materials for making the masks

• Tell the children that they are going to make masks Ask them to look at the photos in Exercise 5, and ﬁ nd the animal masks Then look at the completed mask on the girl Play the CD

• Say Cut out the mask Help them cut out and attach the masks Once they have completed the masks, they can put them on and act out the characters

• Ask children with masks to shake hands and introduce themselves to children without masks as in the recording

• Keep the masks as they will be used throughout the course

CD1 Track 07

Cabu: Hello I’m Cabu I’m a lion What’s your name?

Tom: I’m Tom I’m a boy.

6 Draw and say.

• Draw a face on the board Point to it and say Hello I’m (name) I’m a (boy/girl)

• Ask the children to look at the outline of a head in their books and tell them to draw their face using the outline

• Ask individual children to stand up and show their pictures

Encourage them to introduce themselves

2 Make a name card Then say.

• In advance, prepare card and coloured pencils or crayons

• Point to the different stages in the activity: Polly folds the card and writes her name Polly decorates the card Polly puts her card on the table and introduces herself

• Tell the children it is their turn to make cards Say and demonstrate: Fold the card Write your name Decorate the card If children have difﬁ culty with writing, you can write their names and ask them to decorate the cards

• Then ask the children to put the name cards in front of themselves and introduce themselves to their partners

Round-up

• Hold up the character masks and encourage the children

to say and wave goodbye to the characters

• Say Goodbye, class! and wave your hand The children repeat Goodbye, (your name)!

Trang 15

Unit 1

Lesson 3

Aims: to name objects and animals; to understand and

act out a story

Target language: banana, ﬂ ower(s), bee(s), hippo(s);

Stop! Look! (A banana.)/(Flowers.)

Recycled language: Hello, I’m … What’s your name?

Receptive language: What’s the odd one out?, Circle the

Materials: Unit 1 ﬂ ashcards (lion, elephant, parrot, boy,

girl, banana, ﬂ ower, bee, hippo); Class CD1

Warm-up

• Holding one of the character ﬂ ashcards, walk around the

class and say to individual children: Hello I’m Trumpet I’m

an elephant What’s your name? Encourage the children to

respond: Hello, Trumpet I’m (name) I’m a (boy/girl)

banana, ﬂ ower, bee, hippo Hold them up one by one, say

the words and ask the children to repeat

• Ask the children to open their books at page 6 and look at

the pictures Play the CD twice The ﬁ rst time, the children

point to the pictures as they listen The second time, stop

after each word and ask the children to repeat

CD1 Track 08

banana, ﬂ ower, bee, hippo

• Ask the children to look at the pictures of the story and tell

you what they think is happening (L1) Ask them to point to

and name the new items they have learned in Exercise 1

• Play the CD; children listen and point to the characters as

they speak

CD1 Track 09

Voice: In the jungle …

Cabu: Look! A banana!

Trumpet: Ouch!

Cabu: Look! Flowers!

Trumpet: And bees.

Paco: Stop! Look, hippos.

• Play the story again Pause for children to repeat

• Divide the class into three groups Give each group the

role of one character If possible, ask them to put on their

masks They listen and repeat the lines of their character

• Then play the story again, but this time, choose two children

to act it out with you You can do this several times and if the children are more conﬁ dent they can do this on their own

3 Find, circle and say.

• Ask the children to look at the pictures in number one

Encourage the children to join you as you point and say what’s there: hippo, elephant, hippo, etc

• Explain the concept of the odd one out in L1, then ask the children: What’s the odd one out? Elicit the correct response and say Yes, it’s the elephant Can everyone say that?

• Say and demonstrate Circle the elephant Children circle the elephant in their books

• Continue in this way for all the sets of pictures

Round-up

• Tell the children: It’s time to go Hold up the the ﬂ ower

ﬂ ashcard and say and mime Smell the ﬂ ower The children mime this

• Hold up the hippo ﬂ ashcard and say Wave to the hippo

The children wave Hold up the elephant ﬂ ashcard and say Say goodbye to the elephant The children do this

• Hold up the bee ﬂ ashcard and say Now buzz buzz buzz away like bees The children or you buzz away

6

7

Trang 16

10 Listen and circle.

Listen and point Then sing.

11

3 2

1

M01_YAZO_PUB_STAGLB_3542_S01.indd 7 05/11/2010 13:54

Unit 1

Lesson 4

Aims: to listen and identify animals; to sing a song; to

consolidate new vocabulary

Target language: Look, (an elephant and a bee).

Recycled language: parrot, banana, ﬂ owers, hippos, bees,

lions, Look

Receptive language: In the jungle

Materials: Unit 1 ﬂ ashcards (lion, elephant, parrot, boy, girl,

banana, ﬂ ower, bee, hippo); Class CD1, crayons

Warm-up

• Revise the items from previous lessons Hold up the ﬁ rst

ﬂ ashcard from the set Say Look, a banana and ask the

children to repeat

• Then start giving the wrong words and ask whether that’s

right: Look, a banana Is that right? The children tell you the

correct word and you say: Oh yes

A ﬂ ower Continue until you have covered all the words

10 Listen and circle CD1 Track 11

• Elicit the names of the items shown Plural forms are

introduced here, but there is no need to teach them explicitly

• Say Look, a banana and ask the children to point to the correct picture Say and demonstrate Circle the banana

• Play the CD twice The second time, pause after each line for the children to circle the correct picture

• Ask a child to choose a picture and say, e.g Look, lions!

The rest of the class listen and point Repeat with different children, then let them continue in pairs

CD1 Track 11

11 Listen and point Then sing CD1 Track 12

• Ask the children to look at the pictures and name objects and animals: ﬂ ower, bee, parrot, Cabu, etc

• Say and demonstrate actions for the song: look, elephant, bee, parrot, lion, ﬂ ower, in the jungle Call out the words and the children mime them

• Play the song on the CD; the children listen and point

• Play the CD again and encourage the children to do the actions to the song

• Play the CD again, and encourage the children to join in with the words as they do the actions

CD1 Track 12

Look, an elephant and a bee Look, a parrot and a ﬂ ower

Look, a parrot and a lion

In the jungle

• Ask the children to look at the semi-completed pictures and name the objects/animals if they can Tell them to complete the drawings by tracing over the dotted lines

• When they have ﬁ nished, elicit Look, a (ﬂ ower) for each item If you have time, they can colour the pictures

Trang 17

8

yellow, blue, red, green It’s yellow.

1

Aims: to learn colours; to understand and act out the story

Target language: yellow, blue, red, green, Look, it’s (yellow)

Recycled language: banana, ﬂ ower, bee, hippo

Receptive language: Stick, Colour, What colour is this?

Point to something (+ colour)

Materials: Units 1 and 2 ﬂ ashcards; Class CD1, stickers for

Activity Book page 6; crayons

Warm-up

• Stick ﬂ ashcards for Cabu, Paco and Trumpet, and banana,

ﬂ ower, bee and hippo on the board

• Ask some children to come to the front and stand in line

Point to a ﬂ ashcard and ask the ﬁ rst child to say the word,

e.g hippo He/She sits down Repeat with the rest of

the children

• If a child cannot remember a word, he/she can go to the

end of the line and try again

yellow, blue, red and green Hold them up one by one, say

the words and ask the children to repeat

• Ask the children to open their books at page 8 Open your

own book and hold it up to demonstrate Tell them to look

at the pictures

• Play the CD; the children point to the pictures as they listen

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

repeat

• Hold up each ﬂ ashcard in random order and elicit the word

from individual children Repeat faster to make it fun

CD1 Track 13

yellow, blue, red, green

Ask them to ﬁ nd the colours of paint in the pictures

• Play the CD; the children listen and point to the characters

as they speak

CD1 Track 14

Narrator: By the lake …

Paco: No, Trumpet Stop It’s yellow!

Trumpet: Huh? Oh, yes, yellow!

Cabu: Trumpet Look! It’s blue.

Trumpet: Uhmm.

Paco: Look, Cabu, a ﬂ ower.

Cabu: Thanks, Paco It’s red.

Trumpet: Look, Cabu, green! It’s green!

• Divide the class into three groups Give each group the role

of one character Ask them to listen and repeat the lines of their character Invite them to use their character masks

Play the CD again

• Act out the story with yourself and two children Repeat with two other children or let three children act it out

1 Stick, colour and say.

• Tell the children to ﬁ nd the stickers for this activity in the middle of their Activity Book Help them by holding up the correct page Hold up the red sticker and ask What colour

is this? (Red.) Say stick the red sticker Continue for the others

• Then direct the children’s attention to the picture Ask:

What’s red? (The ﬂ ower.) Hold up a red crayon or coloured pencil and say Colour the ﬂ ower red

• Continue until you have coloured at least one thing in each

of the colours

• Point to the coloured items and say What colour is the

ﬂ ower? It’s red

Round-up

• Say and demonstrate: Point to something (red), etc

• Ask individual children to follow these instructions

Trang 18

9

Listen and stick.

Look, it’s (green).

Colour and say.

Point and say.

Colour and say.

5

Point and say.

6

Unit 2

Lesson 2

Aims: to listen and identify colours

Target language: Look, it’s (green).

Recycled language: yellow, blue, red, green, banana,

ﬂ ower, parrot

Receptive language: trace, colour, branch, leaf, apple, grass

Materials: Unit 2 ﬂ ashcards; Class CD1; crayons; coloured

cards, stickers for Pupils’ Book page 9

Warm-up

• Play a concentration game to revise colours Prepare two sets

of coloured cards (red, blue, green, yellow) that you can’t see

from the other side Ask eight children to line up Give them

each a card, but tell them not to show them to the class

• Children from the rest of the class choose one child from the

line He or she holds up their colour and says, e.g Red They

ﬁ nd another child/colour to match it If they get it wrong,

the children hide their cards again If they get it right, the

children sit down

• Continue until all the colour matches have been found

4 Listen and stick CD1 Track 16

• Ask the children to look at the pictures in Exercise 4 and name as many items as they can You can teach grass for item 1, if you wish

• Help children to ﬁ nd the colour stickers at the back of their books Tell the children to listen and stick the stickers beside the correct pictures

Answers

1 grass, green 2 banana, yellow 3 ﬂ ower, red 4 parrot, blue

CD1 Track 16

Look! A banana It’s yellow

Look! A ﬂ ower It’s red

Look! A parrot It’s blue

Look! Grass It’s green

5 Colour and say.

• Ask the children to colour the pictures to match the stickers

• When they’ve ﬁ nished, say an item and ask individual children to point to their pictures and say It’s (green)

• Then ask the whole class to say the colours of the items in the same way

6 Point and say.

• Walk round the classroom and point at different objects, items of clothing, etc, and say Look, it’s (red/yellow/blue/

green) Then point at something, say Look, it’s … and elicit the colour from the children

• Ask the children to look at the photo in Exercise 6 Ask them what they think the children are saying

• Encourage individual children to stand up, point at something and say the colour They can continue in pairs

2 Complete, colour and say.

• Point to the banana Ask the children: What’s this?

(A banana.)

• Hold up a pencil and say Trace

• Ask the children: What colour is a banana? It’s yellow

Hold up a yellow pencil or crayon and say Colour the banana yellow Continue with the other items to be coloured

• When the children have completed the picture, ask them to say the colour of the items in it

Round-up

• Put the colour ﬂ ashcards face down on the board Point to

a ﬂ ashcard and ask the children to guess the colour You can play this with the class or as a team game

Trang 19

Listen and point Then sing

Colour and say.

Aims: to practise colours; learn a song

Target language: It’s (red) and (yellow)

Recycled language: red, yellow, green, blue, banana,

ﬂ ower, bee, parrot

Receptive language: Stand up Sit down ball, What’s this?

What colour is it? Colour

Materials: Unit 2 ﬂ ashcards; Class CD1; crayons; coloured

parrot mask (optional)

Warm-up

• Put the colour ﬂ ashcards on the board Ask the children to

tell you the colour as you point to each ﬂ ashcard

• Ask the children to look at the ﬂ ashcards and remember

where each colour is

• Now turn each ﬂ ashcard over and put it back in the same

place, face down

• The children have to say the colours in the right order as

you point to each ﬂ ashcard

• Ask the children to look at the picture of the parrot in

Exercise 7 Ask them what colours they can see Then hold

up your book, point to the different parts of the parrot and

elicit the colour

• Tell the children to listen and point to the colours Play the

CD Demonstrate by holding up your book and pointing to

the colours while the CD is playing

• Tell the children to listen again and sing along Play the CD

again They can put their parrot masks on

• Divide the class into two One half of the class sings Look,

a parrot! and the other half sings Red and yellow / Green

and blue They all sing the chorus Play the CD again

CD1 Track 17

Look, a parrot

Red and yellow

Look, a parrot

Green and blue

Red, yellow, green and blue

Look, a parrot

Red and yellow

Look, a parrot

Green and blue

Red, yellow, green and blue

8 Colour and say

• Ask the children to look at the four balls in Exercise 8

• Point to the brushstrokes Ask the children to name each colour and hold up the appropriate crayon or coloured pencil

• Let them colour the balls in their book

• Point to a ball and ask Is it yellow and green? The children answer Yes or No Continue with the other balls

3 Find, colour and say.

• Ask the children to ﬁ nd and say the names of the characters

• Demonstrate drawing along Trumpet’s path until you get to the banana Say What’s this? It’s a banana What colour is it? It’s yellow Colour the banana yellow

• Continue with Cabu and Paco

Round-up

• Tell the class: Stand up

• Then one by one, ask the children to touch red/yellow/

green/blue things in the classroom: Touch something red

Well done Sit down (Then they can sit down or go out.)

• Continue until all the children are sitting down (or have gone out)

Trang 20

Aims: to listen and answer about colours

Target language: Is it (yellow)? Yes/No.

Recycled language: red, yellow, green, blue, banana,

ﬂ ower, bee, parrot, It’s (yellow) Look, a (banana)

Receptive language: Trace Colour

Materials: Unit 2 ﬂ ashcards; Class CD1; crayons

Warm-up

• Divide the class into four groups Give each group a red,

blue, yellow or green ﬂ ashcard

• Tell the children that they are going to sing the song from the

previous lesson again, but this time, every time they hear or

sing their colour word they have to jump up (if this leads to

too much disruption, they can just put their hands up or clap)

• Play the song and encourage the groups to participate

9 Listen and answer yes or no CD1 Track 18

• Ask the children to look at the pictures in Exercise 9 and

name the items and colours

• Model and elicit Look, a banana It’s yellow Look, a ﬂ ower

It’s red etc

• Point to item 1 Say Look, a banana Is it yellow? Elicit the answer Yes Ask the whole class to answer, then ask individual children around the class Each time, respond Yes It’s yellow

• Point to item 3 Say Look, a bee Is it green? Elicit the answer No Repeat with the whole class and individual children Each time, respond No It’s yellow

• Tell them to listen to the CD They should listen to each question, point to the picture and answer Yes or No

• For further practice, play the CD again and ask the children

to listen and repeat

CD1 Track 18

1 Look, a banana Is it yellow? Yes.

2 Look, a ﬂ ower Is it red? Yes.

3 Look, a bee Is it green? No.

4 Look, a ﬂ ower Is it yellow? No.

5 Look, a parrot Is it green? Yes.

• You can let the children play the game in pairs using their own pencils/crayons

• Tell the children to look at the ﬂ owers Hold up a pencil and say Trace the ﬂ owers

• Tell the children that they need to choose two colours for each ﬂ ower Each ﬂ ower must be different

• Let the children work on their ﬂ owers and when they have

fi nished, they can show the fl owers to the class and talk about the colours for each: Look a fl ower It’s yellow and red

Trang 21

Listen and point Then say Look and listen

Story Time 1

Aims: to understand and act out a longer story; to

consolidate language from the previous units; to expose

children to the value of playing nicely

Target language: ball, dog, I’m sorry, Thank you.

Recycled language: Hello, I’m , What’s your name?, blue,

yellow, red, green, hippo, bee, parrot, banana, elephant

Receptive language: Oh no, game

Materials: Unit 2 ﬂ ashcards; Class CD1; crayons; large

building blocks

Warm-up

• Play a ﬂ ashcard game combining colours and animals

the children have covered so far Set up a pile of colour

ﬂ ashcards and a pile of animals

• Ask individual children to come up and turn over one

ﬂ ashcard from each pile Ask What is it? Everyone replies:

A green elephant

• Continue several times until you have had many different

combinations of animals and colours

• Ask the children to look at the story pages and see if they

can see different coloured animals on the blocks What

are they?

• Hold up a ﬂ ashcard of a ball and say What’s this? A ball

• Repeat for dog

• The children point to the pictures at the top of page 13 as

they listen to the CD and repeat the words

• Ask the children to ﬁ nd the dog and the ball in the story

CD1 Track 19

a ball

a dog

• Look at the pictures on page 12 In L1, discuss the setting

Where are the children? What are they doing? Do they

know each other?

• Ask the children what is happening in picture 1 How does

the girl feel?

• Play the story once through

• Then play the story again, pausing after each picture to

explain or ask questions

• Discuss the story in L1, talking about how the boy and the

dog were disrupting the game, but in the end the children

all played together and had a good time Remind the class

that it’s important to play together nicely

• Play the story again, but this time assign roles to groups of children and ask them to stand up when their characters are speaking You could also encourage them to repeat the words

CD1 Track 20

Jack: Hello I’m Jack What’s your name?

Kirsty: I’m Kirsty.

Jack: A blue hippo, a yellow bee … and a red parrot.

Kirsty: Oh no, look! A ball! And a dog!

Jack: Thank you!

Jack: Look, a blue hippo, a yellow bee, a red parrot, a yellow

banana and a green elephant

Kirsty: It’s the dog! Stop!

Jack: Oh no.

Boy: My ball … er … and my dog I’m sorry.

Kirsty: Hmm, a game!

Jack: Red parrot.

Kirsty & boy: Yes!

Dog: Woof! Woof!

3 Act out

• If possible, assemble some large building blocks

• Ask for child volunteers to come to the front Assign roles

• Play track 20 again and ask the children to mime the actions

Trang 22

• Do this several times with children at the front of the class,

or divide the class into groups, assign roles and ask all the

children to mime the play simultaneously

• Encourage the children to say the words if possible

• Look at the picture of the hippo Say Look, a hippo

• Hold up a pencil and say Complete the hippo

• Hold up red, blue, yellow and green crayons or coloured

pencils Tell the children to choose a colour, and colour the

hippo

• Repeat for the other animals

• When the children have ﬁ nished, they can hold up their

pictures and point saying: Look, a hippo It’s (colour)

Trang 23

14

1

Jungle Fun 1

Units 1 and 2 review

Find and tick.

1

Jungle Fun 1

Aims: to revise language from Units 1 and 2

Target language: (revision)

Recycled language: elephant, parrot, bee, hippo, lion, girl,

ball, red, blue, yellow, green

Receptive language: What is it? What colour is it? What’s

missing?

Materials: Unit 1 ﬂ ashcards (hippo, lion, parrot, bee,

elephant); Story Time 1 ﬂ ashcard (dog); Class CD1; crayons

(red, blue, yellow, green), paper, scissors

1 Find and tick.

• Look at the main picture with the children Ask the children

to ﬁ nd red, blue, green and yellow things in the picture

• Ask the children to ﬁ nd lions, ﬂ owers, elephants, parrots,

hippos and bananas

• Then look at the pictures along the top Look at the

elephant Ask What’s this? An elephant

• Indicate the big picture and say Find the elephant Make

sure they ﬁ nd that particular elephant Say Look It’s

the elephant

• When all the children have found the elephant, they tick it

• Repeat for the other animals

2 Listen and tick What is it? CD1 Track 21

• Look at the pictures with the children Point and say It’s

a girl etc

• Explain that the children need to listen and tick the box

• Play the ﬁ rst recording and ask What is it? The hippo? The

elephant? The lion? It’s the girl

• Hold up a pencil and say Tick the girl

• Listen to the other recordings The children tick the rest of

the items they hear

3 Make and do Then say.

• In L1, explain that the children are going to make puzzles out of their own drawings Look at the photos on page 15

• Review the animals we have seen so far by holding up

ﬂ ashcards and displaying them at the front of the class:

hippo, lion, parrot, bee, dog, elephant

• Distribute paper, scissors, coloured pencils or crayons Tell the children to choose an animal, then draw and colour a picture of it

• Demonstrate cutting the picture into six irregular pieces

Encourage the children to do the same with their pictures

• Then put the children into pairs One child gives their partner their puzzle to put together When the partner has completed it ask What is it? (A lion.) What colour is it? (Yellow.)

• Tell the children to swap roles, so the other child completes their partner’s puzzle

Trang 24

• Play and act out the song they choose.

• Then wave to the children and say Goodbye

15

2 Listen and tick What is it?

a girl, a ball, a lion Look, it’s a hippo.

3 Make and do Then say.

1 What’s missing? Draw and say.

• Point and say the words for the pictures at the top

• In L1, explain that in each picture, something from the top of

the page is missing

• Look at the ﬁ rst picture and say What’s missing? A bee?

A banana? A hippo? A parrot? A bee (You might want to

get the children to explain why in L1.)

• Say Draw the bee

• Repeat for the other pictures

Trang 25

16

one, two, three, four, fi ve

fi ve (bees)

1

Target language: numbers 1–5

Recycled language: bees, bananas, hippo

Receptive language: How many? Match.

Materials: ﬂ ashcards: Unit 3 (numbers 1–5), Unit 1 (banana),

Unit 2 (colours); Class CD1, character masks

• Sing the song from Unit 2, Lesson 3 to revise the colours

• Play the game in Unit 2, Lesson 2, Exercise 6

• Use the ﬂ ashcards to present the numbers 1–5 Hold them

up one by one and say the words Count on your ﬁ ngers for

each number Ask the children to repeat and to hold up the

correct number of ﬁ ngers each time

• Ask the children to open their books at page 16 Open your

own book and hold it up to demonstrate Tell them to look

CD1 Track 22

one, two, three, four, ﬁ ve

Encourage them to point and name the characters

• Play the CD; the children listen to the story and point to

the characters as they speak

CD1 Track 23

Voice: In the jungle …

Trumpet: Paco, look! One, two, three, four, ﬁ ve bananas!

Cabu: Trumpet! Bees! One, two, three bees!

Paco: Four bees.

Cabu: Look! Five bees!

• Play the story again Pause after each line for the children

to repeat

• Put them into three groups and invite them to use their

character masks and act out the story

• Play the CD again Ask them to hold up the correct number

of ﬁ ngers for each number they hear

CD1 Track 24

See Track 23 in Exercise 2

1 Circle and say.

• Ask the children to point and say the numbers in the left column

• Start with number 1 Say One hippo Encourage the children

to repeat

• Say and demonstrate: Circle one hippo

• Continue in this way for the other items

Round-up

• Ask the children to stand up

• Tell the children to count as you point to them – one at a time When they get to ﬁ ve, say Five children (or girls/boys) sit down (or go out – depending on what is happening next for the class)

• Continue until all the children have had a turn to count

Extra!

Children give drawing dictations to each other: Five bees, two ﬂ owers, etc

Trang 26

Unit 3

Lesson 2

Aims: to combine numbers with plural animals or things

Target language: numbers 1–5; one (lion), two (parrots)

Recycled language: bees, parrots, ﬂ owers, bananas,

lion, hippo

Receptive language: How many?

Materials: Unit 3 ﬂ ashcards: numbers 1–5; Class CD1;

crayons, toy animals

Warm-up

• Revise numbers: tell the children a number from 1–5 They

have to clap that many times Show them the ﬂ ashcard and

ask them to repeat the number

• Continue until you have covered all the numbers twice

or more

• Point to each picture and say Three bees, Two parrots etc

Say Listen and point Repeat in a different order and ask

the children to point to the correct pictures

• Tell the children to listen to the CD and point Play the CD

CD1 Track 25

one lion, two parrots, three bees, four bananas, ﬁ ve ﬂ owers

• Now the children point to the pictures in Exercise 4 They count and say the words: Three bees, etc

Extra!

Assemble more combinations of objects Ask the children to count them

6 Draw and colour Then match.

• Ask the children to look at the pictures Elicit what they can see: Two hippos Three parrots etc

• Tell them to complete all the drawings by tracing over the dotted lines If time is short, tell them to colour the pictures for homework

• Now ask the children to listen to you and complete Say Two … and elicit hippos Tell them to follow the example line from the picture to the number 2 Now say Four … Elicit

ﬂ owers and tell the children to draw a line to the number

• Let them ﬁ nish individually

2 Match and say.

• Ask the children to point and say the numbers in the column on the right

• Say Point to the ﬂ owers How many ﬂ owers?

• Count the fl owers together then say Five fl owers Hold up a pencil and demonstrate matching the fl owers to the fi ve

• Continue for the other items

Round-up

• Play a quick guessing game Hide up to four objects such

as toy animals under a hat Ask the children to guess:

Trang 27

Aims: to sing a song; to practise counting from 1–5

Target language: ﬁ ve (yellow bananas)

Recycled language: numbers 1–5, yellow, bananas

Receptive language: Take a bite; Look, it’s

Materials: Unit 3 ﬂ ashcards (numbers 1–5), Unit 1 and Unit

2 ﬂ ashcards (colours); stickers for Pupils’ Book page 18;

Class CD1

Warm-up

• Hold up the ﬂ ashcards and elicit the numbers, colours or

words from the children

• Repeat, this time faster to make it fun!

7 Listen and stick Then sing CD1 Track 26

• Ask the children to look at the pictures in Exercise 7

Elicit the characters’ names Tell them to look at picture 1

Ask How many bananas? Elicit Five bananas Repeat

for the other pictures

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

back of their Pupils’ Book

• Play the CD Pause after each verse The children ﬁ nd the

correct sticker and stick it on the picture

• Ask How many bananas? Elicit Five bananas Repeat for

the other pictures

• Play the CD again and encourage the children to sing

CD1 Track 26

Five yellow bananas

Look! Look!

Look, it’s Cabu!

Four yellow bananas

Look! Look!

Look, it’s Trumpet!

Three yellow bananas

Look! Look!

Look, it’s Paco!

Two yellow bananas

Look! Look!

Look, it’s Cabu!

One yellow banana

Look! Look!

Look, it’s Trumpet!

3 Find, count and circle Then say.

• Look at the picture Ask the children to ﬁ nd and point to the elephants, hippo, lions, bees and parrots

• Look at the ﬁ rst picture of the hippo Say Find and count the hippos One

• Show where the number 1 is circled (You could ask them to circle that again for practice.)

• Repeat for each of the pictures to the left of the numbers

Trang 28

Aims: to consolidate numbers and animals

Target language: four (parrots)

Recycled language: numbers 1–5, parrots, bees, elephants,

lions, hippos

Receptive language: steps

Materials: Unit 3 ﬂ ashcards: (numbers 1–5); Class CD1

• Divide the class into ﬁ ve groups and give each group a

number ﬂ ashcard 1–5

• Play the song from Lesson 3, and when their corresponding

verse is sung, that group stands up and sings or acts out

the verse

8 Look and count Then match and say.

• Ask the children to look at the picture in Exercise 8

Ask How many parrots? Elicit Four parrots Point to

the example: trace the line from the small picture of

the parrot to the number 4

• Let the children do the exercise in pairs

• Check answers when they have ﬁ nished Ask How

many (bees)? etc and elicit the answers

Answers

4 parrots; 1 bee; 2 elephants; 3 lions; 5 hippos

9 Play.

• Ask the children to look at the photo in their book

Encourage them to stand by the board in the same way

• Stand opposite the children and start walking heel to toe as you count your steps Stop at ﬁ ve

• Invite the children to do the same, one at a time

Encourage them to count aloud as they take steps in your direction

• Continue until all the children have had a turn at taking steps

4 Look and draw.

• With the children, point and say the number/word combinations at the top of the page: One hippo, two bananas

• Tell the children that they should draw these things in the main picture below

• You can either lead them and ask them to draw the items one by one, or let them work independently while you go round and check their work If there’s time, they can colour their pictures

• When they’ve ﬁ nished, they can show and talk about their pictures

Round-up

• Divide your class into two or more groups Ask the children

in each group to take fi ve steps towards you, counting from one to fi ve as they do so Mark on the fl oor with a coloured chalk or tape the farthest spot that a member of each group reached The group whose member managed to get closest to you with a maximum of fi ve steps wins

Extra!

Use two sets of ﬂ ashcards 1–5 Spread them face down on

a table or on the carpet Play a pairs game (concentration)

One by one, the children turn over the cards trying to make

a pair As they turn the cards over, they say the number

Trang 29

20

teacher, desk, chair, book, door Here’s your (desk).

1

Aims: to learn the names of classroom objects; to

understand and act out the story

Target language: teacher, desk, chair, book, door, Here’s

your (desk)

Recycled language: Hello, I’m , numbers 1–5, banana

Receptive language: Point to …

Materials: Unit 4 ﬂ ashcards: (teacher, desk, chair, book,

door), Unit 3 ﬂ ashcards (numbers 1–5); Class CD1; glasses, a

scarf and necklace for the game (optional)

• Sing the song from Unit 3, Lesson 3 to revise numbers You

could use the number ﬂ ashcards

• Use the ﬂ ashcards or classroom objects to present the new

vocabulary items

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

pictures Play the CD twice The ﬁ rst time, the children point

to the pictures as they listen The second time, stop after

each word and ask the children to repeat

• Point to a desk, chair, book and door and elicit the words

CD1 Track 27

teacher, desk, chair, book, door

• Ask the children to look at the pictures of the story Ask

(in L1) Where are Cabu, Trumpet and Paco? Present the

words school and classroom Point to Ms Maru and ask

Who’s that? Elicit Teacher Ask them what other things they

can see in the pictures and elicit desk, chair, book, door

• Ask them to tell you what is happening in the story (L1)

What happens in the last picture? (Trumpet has broken

his chair.)

• Play the CD; the children listen and point to the character

and objects as they are speaking

CD1 Track 28

Narrator: At the jungle school …

Ms Maru: Hello I’m Ms Maru I’m your teacher.

Cabu, Paco and other animals: Hello, Ms Maru.

Ms Maru: Hello, Trumpet Here’s your desk.

Ms Maru: Here’s your chair, and here’s your book.

Cabu: And … here’s Trumpet.

Ms Maru: Yes, and here’s the door.

• Ask individual children to come to the front Then take them back to their seat and say Here’s your desk Here’s your chair Tell them to sit down again

• Invite other children to act being the teacher

• Ask the children to look at the picture Point and say as many of the things in the classroom as possible

• Point to the door and ask What’s this? Elicit Door

• Hold up a pencil and say Complete the door

• Continue with the book, desk and chair Try to circulate and talk about their pictures, saying Here’s your

• If you have time, they can colour the picture

Round-up

• Give the children a series of ‘point to’ instructions related

to the classroom: Point to a book/desk/chair Go faster to make it more fun You can make it more active by giving different instructions: touch, pick up, etc

• Finish with: Point to the door Then point to the clock and say It’s time to go! Goodbye

Trang 30

21

Here’s your (chair).

Listen and circle.

Aims: to listen and talk about classroom objects

Target language: Here’s your (chair)

Recycled language: chair, desk, book, door, teacher, yes, no

Receptive language: What is it? What’s the odd one out?

Materials: Unit 4 ﬂ ashcards; Class CD1, ‘teacher’s’ scarf,

necklace and glasses for dressing up (optional)

Warm-up

• Tell the children that they have to say Yes or No

• Hold up a book ﬂ ashcard and say Here’s your desk No No?

What is it? A book Oh Here’s your book

• Continue in this way, going through the cards several times

and varying saying the correct or incorrect words

• Ask the children to look at the pictures in Exercise 4 and

elicit the words

• Play the CD; the children listen and point to the correct

pictures

• Play the CD again Pause after each line to give the

children time to circle the correct picture

CD1 Track 30

Here’s your desk

Here’s your chair

Here’s your teacher

Here’s your book

Here’s the door

• Ask the children to point to the pictures in Exercise 4 and say Here’s your book etc

6 Play.

• Ask the children to look at the photo in Exercise 6 and demonstrate the activity with some of the children Hand the glasses, scarf and necklace, if you brought them, to a child and tell him/her that he/she is the teacher Tell some

of the other children to line up at the door of the classroom

• The ’teacher’ should take each child to their desk and say Here’s your desk Here’s your chair Swap roles of the teacher and act out with other children

• Explain in L1 that the children have to ﬁ nd the odd one out

• Look at the ﬁ rst row of items and say it with the children:

book, book, chair, book, book

• Ask What’s the odd one out? Elicit Chair Hold up a pencil and circle the chair

• Either continue in this way or let the children work on their own or in pairs

• Then talk about the answers with the class

Extra!

Use combinations of real classroom objects to make more odd ones out

Round-up

• Place the unit ﬂ ashcards in different parts of the classroom

Say a word Ask the children to point to the correct

ﬂ ashcard Keep it fast to make it fun

Trang 31

Point and say.

Aims: to review vocabulary; to learn and sing a new song

Target language: Here’s your (desk) Here’s the teacher

Recycled language: numbers 1–5, desk, chair, book,

teacher, ﬂ ower, hippo

Receptive language: What’s different?

Materials: Class CD1; coloured character masks

Warm-up

• Revise numbers 1–5 Hold up one ﬁ nger and ask the

children to shout the number Continue up to ﬁ ve

• Do this again as a team game The team that shouts the

number ﬁ rst wins

• Ask the children to look at the pictures in Exercise 7

Ask in L1: Who can you see? Where are they? What are

the animals pointing at in each picture?

• Tell the children to listen and point to the appropriate

pictures Play the CD Demonstrate by holding up your

book and pointing to the pictures while the CD is playing

They should point at Ms Maru and Paco when Paco sings

Look! Here’s the teacher

• Tell the children to listen again and sing Play the CD again

• Divide the class into three groups Give each group the role

of one character They sing and mime their part

CD1 Track 31

Here’s your desk Here’s your desk

Sh! Sh! Sh! Sh! Sh! Sh!

Trumpet: Look! Look! Look! Look!

Here’s your chair Here’s your chair

Here’s your book Here’s your book

• Prepare the character masks

• Ask the children to look at the photo Demonstrate the

activity at the front of the class with three children, one from

each of the three groups in Exercise 7 Model: Trumpet,

here’s your desk etc

• Ask other children to come to the front, put on masks and

act out for the class

• Explain that the children must say what has changed

• Look at the two desks in the ﬁ rst question Ask What’s different? Elicit One book Three books

• Hold up a pencil and say Circle the books Continue with the other items

Make little books out of folded paper stapled together

The children can draw their favourite characters in it

Trang 32

9 Find and count Then say.

Draw and colour Then say.

10

M02_YAZO_PUB_STAGLB_3542_S02.indd 23 25/10/10 15:05:16

Unit 4

Lesson 4

Aims: to consolidate vocabulary with numbers and colours

Target language: (ﬁ ve) (bananas), It’s a (desk) It’s (green)

and (yellow)

Recycled language: books, desks, bananas, ﬂ owers, door,

colours, numbers (1–5)

Receptive language: What’s this? Draw Circle How many?

Materials: Unit 3 ﬂ ashcards (numbers); Unit 4 ﬂ ashcards

(classroom objects); crayons

Warm-up

• Do a quick revision of numbers and classroom objects

• Place ﬂ ashcards 1–5 in one pile face down and classroom

object ﬂ ashcards in another pile face down (take out the door

ﬂ ashcard)

• Ask for a pair of volunteers to hold up one card from each

pile, for example 5 – books

• The children must ﬁ nd and count ﬁ ve books in the classroom

9 Find and count Then say.

• Ask the children to look at the picture in Exercise 9 and

name the objects they can see

• Tell them to work in pairs and count the objects

• When they are ready, ask How many (bananas)? and elicit (Five bananas.) etc

Answers

one door; one chair; two desks; three books; four ﬂ owers;

ﬁ ve bananas

10 Draw and colour Then say.

• Ask the children to look at the pictures in Exercise 10 Elicit the names of the objects

• Point at the desk Ask Is it red? and elicit No It’s green and yellow Repeat for the other objects

• Tell the children to complete the pictures by tracing over the dotted lines Then they should ﬁ nish colouring them using the same colours as the Pupils’ Book

• When they are ready, ask the children to describe the pictures: It’s a desk It’s green and yellow

4 Complete, count and circle Then say.

• Point to the various objects in the main picture Ask What’s this? Elicit A door

• Hold up a pencil and say Complete the door

• When they have completed all the drawings, say How many doors? Elicit One

• Continue with all the other items in this way

• Take away another chair and count the chairs together

Play the music and continue as before

• Continue until there’s only one child left – the winner

• Start again with a different group of children

Trang 33

24

alien, apple Look! Here’s your (desk) Go to your (desk).

Listen and point Then say Look and listen.

Stor y T ime 2

Listen and point Then say.

Aims: to understand and act out a longer story; to

consolidate language from the previous units; to expose

children to the value of understanding that we are all different

Target language: alien, apple

Recycled language: teacher, chair, boy, desk, green, Hello,

I’m , Look! Here’s your (desk)

Receptive language: Go to , please, thank you, apple core

Materials: Story Time 2 ﬂ ashcards; Class CD1; crayons; ﬁ ve

real apples (optional)

Warm-up

• Point to the picture of the alien In L1, ask the children who

they think this is Where do they think he is from?

• Ask Is it a girl or a boy? Elicit A boy Ask What colour is he?

Elicit Green

• Explain that Zanie comes from space He is an alien What

do the children think of him?

• Hold up a ﬂ ashcard of an alien and say What’s this? Elicit

An alien

• Repeat for apple

• The children point to the pictures at the top of page 25 as

they listen to the CD and repeat the words

• Ask the children to ﬁ nd the alien and the apple in the story

CD1 Track 32

an alien

an apple

• Look at the pictures on page 24 In L1, discuss the setting

Where are the children? What are they doing? Do they

know each other?

• Ask the children what is happening in picture 1 How do the

children feel?

• Play the story once through

• Then play the story again, pausing after each to explain or

ask questions

• Discuss the story in L1, talking about how at ﬁ rst the children

were nervous about Zanie because he was different Soon

they realised that he was as nice and fun as the other

children The value shown in this story is that we are all

different

• Play the story again, but this time assign roles to groups

of children and when their characters are speaking they stand up You could also encourage them to repeat the words

CD1 Track 33

Alien: Hello I’m Zanie I’m an alien.

Teacher: Hello I’m your teacher.

Alien: Hello, teacher.

Teacher: Go to your desk, please.

Jonny: Look! The boy is green!

Gill: Shhhh!

Gill: Here’s your desk.

Zanie: A desk! Thank you!

Gill: No, Zanie! Here’s your chair.

Zanie: A chair! Thank you.

Jonny: Er, hello.

Gill: No Look Zanie A chair and a desk.

Zanie: A chair and a desk.

Zanie: One apple!

Jonny: WOW! Thank you.

Zanie: Two, three, four, ﬁ ve apples.

Teacher/Gill/Jonny: Thank you, Zanie.

Trang 34

Round-up

• Put up to ﬁ ve apples in a feelie bag Ask individual children

to come up Ask How many apples?

• The children must put their hands in the bag, feel the apples and say how many

• Repeat several times so as many children as possible have a go

• Then say Goodbye, children It’s time to go

3 Act out

• If possible, bring in ﬁ ve real apples to use as props in

the story

• Ask for volunteers to come to the front Assign roles

• Play the story and the children mime the actions

• Do this several times with children at the front of the class

or divide the class into groups, assign roles and get all the

children to mime the play simultaneously

• Encourage the children to say the words if possible

1 Draw the next apple.

• In L1, tell the children that Zanie is juggling apples and they

need to guess if the next apple has been eaten or not

• Look at the ﬁ rst row of apples and say Apple, apple core,

apple, apple core What’s next? Elicit Apple

• Say Draw a red apple

• Continue in this way for the other rows

Trang 35

26

Jungle Fun 2

Units 3 and 4 review

Tick what changes Then say.

1

Jungle Fun 2

Aims: to revise language from Units 3 and 4

Target language: (revision)

Recycled language: door, book, ﬂ ower, desk, teacher, chair,

red, blue, yellow, green, My (desk)

Receptive language: Is it different? What’s this?

Materials: stickers for Pupils’ Book page 27, crayons (red,

blue, yellow and green), paper, scissors, glue, coloured

paper, brown paper

1 Tick what changes Then say.

• Explain that the children need to look at the main pictures

and spot the differences

• Ask the children to ﬁ nd the door in picture 1 then the door

in picture 2 Is it different? Elicit Yes Two doors One door

• Ask the children to tick the box for the small picture of the

door at the top of the page

• You can either let the children work in pairs or small groups

or continue working with the class in this way

2 Stick and say.

• Point to the ﬁ rst item Ask What’s this? Elicit A desk

• Continue for the other items

• Hold up the ﬁ rst sticker Ask What’s this? Elicit A desk Say

Stick the sticker

• Continue until all the pictures have been completed with

the stickers Then say all the items in chorus

3 Draw and make Then say.

• In L1, explain that the children are going to make a group collage about their classroom Ask them to look at the picture in the Pupils’ Book Discuss it

• Divide the children into small groups and give each group

a large piece of brown paper to use as a background

• The children then draw, colour and cut out pictures of themselves, chairs, desks and books and other classroom items They should also write their names on or below their pictures They stick their pictures onto the background

• The children show and talk about about their collage:

I’m James Look My desk, my chair, my book, etc

Trang 36

Stick and say.

Draw and make Then say.

1 Count and write.

• Look at and talk about the picture

• Ask How many teachers? Elicit One teacher Show the

children the 1 written in the key

• Either continue like this for the other items, or ask the

children to work in pairs to ﬁ nd and count the other items

• If there’s time, the children can colour the picture and talk

about the objects and colours

Trang 37

28

1

Aims: to learn the names of classroom objects; to

understand and act out the story

Target language: bag, pencil, crayon, rubber

Recycled language: teacher, chair, desk, book, Stop! Look!

Here’s the teacher Here’s your desk

Receptive language: What is it? It’s a (bag).

Materials: Unit 5 ﬂ ashcards; Class CD1; classroom objects

(bag, pencil, crayon, rubber, book); coloured character

masks (Cabu, Trumpet, Paco)

• Play the song from Unit 4, Lesson 3

• Divide the children into three groups as before Each group

takes the role of one character They sing and mime their

part using their character masks

• Use classroom objects to present the new vocabulary

Point to a bag and say bag Ask the children to repeat

Do the same with pencil, crayon and rubber

• Ask the children to open their books at page 28 and look

at the pictures

• Play the CD Stop after each word for children to repeat

• Hold up the vocabulary ﬂ ashcards and elicit the words

CD1 Track 34

bag, pencil, crayon, rubber

• Ask the children to look at the pictures of the story Ask (in L1)

Where are Cabu, Trumpet and Paco? What is in the tree?

• Ask them what other things they can see in the pictures

and elicit bag, pencil, crayon and rubber

• Ask them to tell you what is happening in the story (L1)

What happens in the last picture?

• Play the CD; the children listen and point to the characters

as they are speaking

CD1 Track 35

• Play the CD again, pausing for children to repeat

• Divide the class into three groups Give each group the role of one character Play the CD again They listen and repeat the lines of their character They could use their character masks

• Act out the story yourself with two children, or, if you have conﬁ dent children, put them into groups of three to act it out

Use a real bag and real objects

1 Match and say.

• Ask the children to look at the small pictures around the edge of the page Point and elicit the names Ask them to look at the big pictures Explain that this is a puzzle Trace the line from the chair to the picture of part of a chair and ask What is it? A chair

• Hold up a pencil and say Match the pencil

• Continue in this way or let the children work in pairs

Round-up

• Arrange the children in a circle Give classroom object

ﬂ ashcards to various children in the circle Play music and tell them to pass the ﬂ ashcards without looking at them

• Stop the music and say Stop Ask a child to come to the middle and choose one of the children holding a ﬂ ashcard

Ask What is it? Elicit It’s a (object)

• Continue until all the ﬂ ashcards have been turned over

Trang 38

3

What is it? It’s a (pencil) Yes/No.

Listen and circle.

4

Point and say

Ask and answer

Point and say

5

Ask and answer

6

Unit 5

Lesson 2

Aims: to listen and identify classroom objects

Target language: What is it? It’s a (bag) Yes./No.

Recycled language: rubber, bag, pencil, crayon

Receptive language:

Materials: Units 4 and 5 ﬂ ashcards: (classroom objects &

furniture); Class CD1; classroom objects wrapped in tissue

paper (optional)

Warm-up

• Prepare classroom object and furniture ﬂ ashcards face

down in a pile

• Invite a child or pair of children to pick up the top one Ask

What is it? Elicit (A pencil) Say Find a (pencil) The children

look and ﬁ nd a pencil in the classroom

• Continue with other children until you have gone through

all the ﬂ ashcards

• Ask the children to look at the pictures in Exercise 4 Ask one

What is it? and elicit the names of the items

• Tell the children to listen and point to the correct pictures

• Play the CD again and pause after What is it? It’s a pencil

Point to the example Pause to give them time to circle

CD1 Track 37

What is it? It’s a pencil

What is it? It’s a rubber

What is it? It’s a crayon

What is it? It’s a bag

• Point to photo 1 and ask What is it? Elicit It’s a bag

• Repeat for the other photos, It’s a pencil etc, and prompt the answer Yes or No from the class

• Tell the children to continue in pairs They should take turns

Answers

1 bag 2 pencil 3 rubber 4 crayon 5 book

6 Ask and answer.

• Demonstrate the activity using objects you have wrapped

up in paper as in the photos Hold up a wrapped item

Ask What is it? Elicit It’s a pencil/rubber etc Respond Yes or No

• Ask the children to look at the photos in Exercise 6

Demonstrate the activity, then let the children continue

in pairs

Answers

1 crayon 2 rubber 3 bag 4 pencilActivity Book page 23

2 Draw and say.

• Look at the ﬁ rst objects in the small box Ask What is it? Elicit

A bag

• In L1, tell the children that they should look carefully at how the picture sits in the squares and try and draw the same thing in the big square

• When the children have ﬁ nished, ask What is it? Elicit It’s

a bag/rubber

Round-up

• Use the ﬂ ashcards from Units 4 and 5 Pick up the ﬁ rst

fl ashcard but conceal most of it with another fl ashcard Ask What is it? The children guess Expose more and more of the fl ashcard until someone says the correct answer

• Continue until you have used all the ﬂ ashcards This can be done as a team game

Trang 39

It’s a (pencil) It’s (blue).

Listen and stick Then sing

Draw and colour Then say.

Listen and stick Then sing

Target language: Is it a pencil? Yes./No.

Recycled language: bag, pencil, crayon, rubber, What is it?

It’s a (pencil), It’s (blue)

Receptive language: What colour is it?

Materials: Unit 5 ﬂ ashcards (classroom objects), Class CD1,

stickers, pencils, crayons, a bag

Warm-up

• Revise the vocabulary from the previous lesson with

mimes Mime writing something with a pencil Ask What

is it? and elicit answers from the children Then show

individual children a ﬂ ashcard and invite them to mime the

object The rest of the class guesses the object

7 Listen and stick Then sing CD1 Track 38

• Ask the children to look at the picture in Exercise 7 and

name the characters and objects

• Play the CD Tell the children to listen and point to the

pictures They can hum to the tune if they want

• Now tell them to ﬁ nd the stickers for this activity at the back

of their Pupils’ Book Hold up your book at the correct page

to help them

• Play the CD again Pause after each question and answer

The children ﬁ nd and stick the correct sticker

• Play the CD again and encourage the children to sing

You can divide them into groups: one group sings the

questions, the other group sings the answers The whole

class sings the chorus

CD1 Track 38

8 Draw and colour Then say.

• Ask the children to complete the ﬁ rst picture, then ask What

is it? and elicit It’s a pencil

• Tell them to colour it yellow, blue, red or green Then ask individual children: What colour is it? and elicit It’s (blue)

• Let the children ﬁ nish the activity Then invite individual children to describe an object each

Answers

1 pencil 2 book 3 crayon 4 rubber 5 bagActivity Book page 24

3 Colour, tick and say.

• Ask the children to look at the ﬁ rst picture and ﬁ nd the dots

Tell them to choose a colour and colour the sections with the dots red

• When they’ve ﬁ nished, ask individuals: What is it? Elicit It’s a bag Ask What colour is it? It’s red Ask them to ﬁ nd and tick the bag on the right

• Invite individual children to describe an object each Then tell the children to complete the activity individually

Round-up

• Put ﬁ ve of the same classroom objects into a feelie bag

• Ask a volunteer to come to the front and feel the bag Ask What is it? Elicit It’s two pencils etc

• Continue with different objects and different children

Trang 40

9 Listen and circle.

Point, ask and answer

Play.

Point, ask and answer

Aims: to listen, ask and answer about classroom objects

Target language: Is it a (pencil)? Yes./No.

Recycled language: pencil, bag, book, crayon, rubber

Receptive language: What is it? Is it a (pencil)?

Materials: Unit 5 ﬂ ashcards; Class CD1; crayons; a feelie

bag, real classroom objects

• If possible, make sure that each child has the ﬁ ve

classroom objects in front of him/her

• Play the song from Lesson 3 and ask the children to point

to or hold up the objects as they are mentioned in the song

You might need to pause each time

• Encourage the children to sing along

• Ask the children to look at the picture in Exercise 9 Explain in

L1 that Cabu is drawing pictures They can see them on the

sheets of paper Trumpet is asking Cabu about her pictures

• Tell the children to listen to Trumpet and Cabu, and circle the correct picture Play the CD Ask Is it a pen? Is it

a pencil? and elicit No! Yes!

• Play the CD again and ask the children to repeat after each line

• Divide the class into two groups and give them the roles of Trumpet and Cabu Play the CD again The children repeat the lines of their character

CD1 Track 39

Trumpet: What is it? Cabu!

Cabu: Yes, what?

Trumpet: Is it a pen?

Cabu: No.

Trumpet: Is it a pencil?

Cabu: Yes!

10 Point, ask and answer.

• Demonstrate the activity with a child Point to the pencil

in Exercise 9 and ask Is it a pencil? Elicit Yes

• Now point to the bag and ask Is it a pencil? Elicit No

• Practise in pairs

11 Play.

• Demonstrate the game Hold a book or other object behind your back and invite individual children to guess what it is

Repeat with other objects

• Invite a pair of children to come to the front Give one child

an object to hide behind his/her back The other child has

to guess what it is

• Put the children in pairs Each child should choose an object to hide behind their back, then take it in turns to guess the object

• You could play this as a class team game

4 Complete, point and say.

• Point and say the names of the objects with the class

• Point to the each object Ask Is it a banana? Elicit No

Ask What is it? Elicit It’s a bag

• Ask the children to complete each large picture so that

it looks like the smaller one Then ask and answer about their completed pictures

• If there’s time, the children can colour the pictures

Round-up

• Use a feelie bag and put several objects in it Invite a child

to put his/her hand in the bag and take hold of an object, but not show the others

• The other children must ask questions to guess what it is

Is it a pencil? Elicit Yes or No as appropriate

• Let as many children as possible have a go

Định dạng
Số trang	89
Dung lượng	31,8 MB