1smiles 3 teacher s book for kazakhstan

A variety of functional exercises, songs and games help pupils practise and consolidate the key language in a memorable and enjoyable way.. Smiles 3 is modularised; therefore, in each mo

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Teacher’s Book for Kazakhstan Grade 3

Jenny Dooley Series Consultant: Bob Obee Translations by N Mukhamedjanova

2017 3

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• Days of the Week

• At the Right Time

Storytime II: The Lazy Girl (Value: Don’t be lazy) (pp 62-63)

5 Art and Music(pp 64-77)

• Drawing Chairs

• Musical Instruments

• My Music

• Shadow Puppet Show

• cool and warm colours

Storytime III: Too-too-moo and the Giant (Value: Do the right thing) (pp 92-93)

7 Water, Water, Everywhere!

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Reading: Meeting Carly the cow

Speaking: Talking about animals; describing

people/animals and monsters; saying where

• How many legs? (Maths)

• Zoos in the USA and

Kazakhstan

• o

dog long body

Reading: An eventful football game

Speaking: Talking about sources of light, clothes

and rules; asking for and giving permission

Listening: Listening for specific information about

children’s favourite clothes

Writing: School rules

Reading: Liam waking up early by mistake

Speaking: Describing one’s daily routine; saying

where things are; telling the time

Listening: Multiple matching about a girl’s daily

• At the Right Time (Maths)

• Tea time in the UK and

Kazakhstan

• s

gets up drinks plays

Reading: Shopping for Gran

Speaking: Saying what there is in a house; giving

directions; talking about jobs

Listening: Listening for specific information about

Reading: Celebrating Green Classroom Day

Speaking: Talking about art, preferences and sports;

telling the time; saying how often you do things

Listening: Multiple matching on the sounds of

Reading: Nanny’s experience on the beach

Speaking: Talking about inventions and inventors,

what you did in the past

Listening: Multiple matching about what people

did in the past

Writing: A project about your last birthday

• Applying world

knowledge

• Recalling information

• Marco Polo (History)

• NASA and the Baikonur

Cosmodrome

• b – v

baby bird vine valley

Reading: Doing water sports

Speaking: Talking about (seaside) activities; saying

what you can do and how well you can do it

Listening: Multiple matching of people and

• Famous athletes from the

USA, Russia and Kazakhstan

• w – wh

walrus water whiskers white

Reading: Flying kites

Speaking: Talking about favourite places, seasons

and seasonal activities; describing things

Activity Book (Key & Instructions)pp 159(T)-184(T) Vocabulary and Grammar Practice (Key)pp 185(T)-192(T)

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Smiles 3 is a course specially designed to introduce

young learners to the English language The syllabus

is based on graded structures and vocabulary

enabling the pupils to use English effectively and

ensuring that they enjoy themselves while learning All

four skills (listening, speaking, reading and writing) are

developed through a variety of communicative tasks

and key language is recycled regularly Smiles 3 is

ideal for young learners as it encourages active, holistic

and humanistic learning, thus developing a keen

interest in the English language Smiles 3 comprises 8

modules Each module consists of seven lessons It is

aimed at pupils who come under the category of A1,

Basic User

A1 Basic Users

Pupils in this category can understand and use some

basic vocabulary and expressions related to their own

personal, concrete world They can communicate in

simple exchanges, introduce themselves and ask and

answer questions in a simple, repetitive way Simple

interaction is feasible, provided the other person

speaks clearly and slowly and is prepared to assist

Components

• Pupil’s Book

The Pupil’s Book has been designed to appeal to,

as well as involve the pupils in language learning

New words and structures are presented in a

clear and effective way by means of picture word

association New language is presented and

practised in context through lively dialogues and

short texts A variety of functional exercises, songs

and games help pupils practise and consolidate

the key language in a memorable and enjoyable

way

Smiles 3 is modularised; therefore, in each module the

pupils are thoroughly exposed to the new language

Smiles 3 contains the following modules and theirobjectives:

Module 1: animals, parts of the body;

Module 2: sources of light, clothes, rules;

Module 3: daily routine, time, days of the week,

numbers (1-100);

Module 4: parts of a house, things in a house,

shops and buildings, jobs;

Module 5: cool and warm colours, activities, time,

II Our WorldThis section aims to promote cultural diversityand cultural identity

III CheckpointThe Checkpoint section appears at the end ofevery module and aims to assess pupils’knowledge as well as promote autonomy inlearning

IV StorytimeThis section includes folk tales from around theworld It aims to provide pupils with real languageinput and enables them to practise reading forpleasure It also teaches pupils values (SmilesValues!) and raises their intercultural awareness

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V

• Activity Book

The Activity Book is in full colour It can be used

either in class or for homework, upon completion

of the corresponding lesson(s) in the Pupil’s Book

It aims to consolidate the language that appears

in the Pupil’s Book through various activities The

notes in the Teacher’s Book include a suggested

division as to when these pages can be covered

The Activity Book also includes:

I Stickers

Stickers are an excellent way to involve tactile/

kinaesthetic learners They help pupils retainvocabulary in their long-term memory as theyare not simply exposed to new words, but theyhave to do something with them Young learnerslove using their hands and this trait should bepart of the learning process There are someactivities with stickers in the Activity Book Thetype and aim of these activities vary to givepupils the chance to practise the new language

in a motivating and appealing way

II Extra Check

The Extra Check section appears at the end

of every module and aims to assess pupils’

knowledge as well as promote autonomy inlearning

The Extra Check section includes activities thatprovide extra consolidation Upon completion

of the Extra Check sections, the pupils can dothe Module Tests which can be found in theTeacher’s Resource Pack CD-ROM

III My Green Passport

Through this section the pupils are given theopportunity to learn about the environment andbecome more aware of various environmentalissues in a fun and creative way

IV Let’s Play!

Let’s Play! is a board game at the end of theActivity Book The aim of the board game is toprovide an atmosphere of relaxation whileconsolidating the language learnt

How to play the Board GameDivide the class into two teams, A and B, or intopairs Ask the pupils to use a coin, a pencilsharpener, a rubber, etc as a marker andplace it on the START sign The teams or pairstake turns selecting a number by throwingdice, spinning a spinner, etc Then they movealong the board the number of spaces shown.The pupils must answer the question or followthe instructions in the square they land on Acorrect answer allows the pupils to stay wherethey are, whereas an incorrect one meansthat they must move one square backwards

V The World Around UsThis section consolidates the cross-cultural andcross-curricular sections

VI The Words I Know!

Through this section, the pupils are given theopportunity to consolidate the vocabularytaught throughout the year

• My Language Portfolio

My Language Portfolio is used to contain materialthat the pupils use, along with any extra materialgiven by the teacher throughout the course MyLanguage Portfolio has been designed to stimulateand support the learning of the English language.Its purpose is to help the pupils reflect on, realisetheir progress in and improve their languagelearning The Language Portfolio is the pupil’sproperty It is a tool to accompany the pupil’slanguage learning throughout their school life and

is suitable for documenting their learning bothinside and outside the classroom In practice,Language Portfolios may include project work orother examples of written work or drawingscompleted inside or outside the class, DVDs (withthe pupils’ favourite story or with performances ofsongs, school plays, etc), certificates, reports fromteachers, or even a collection of objects or pictures

It is a collection of material that the learners want

to keep as evidence of their learning The mainemphasis is on the process of learning As a result,while compiling their Language Portfolios, pupilslearn how to work independently

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How to make a Language Portfolio

During the first lesson, explain to the pupils that

they should bring in a folder, which they will have

with them at all times and in which they will keep

their Language Portfolios For the next lesson,

bring in self-adhesive labels, write My Language

Portfolio on them and help your learners stick

them onto their folders Show the pupils how to

store their material in their Language Portfolios

and make sure they update it regularly

• Teacher’s Book

The Teacher’s Book provides interleaved step-by-step

lesson plans, as well as the answers to the activities

in both the Pupil’s Book and the Activity Book It also

contains extra ideas on how to present new words

and language patterns, additional activities and

games, as well as audioscripts for the listening

activities At the beginning of the Teacher’s Book the

teacher can find the Programme, an analytical

chart of the targets and objectives of the modules

The Teacher’s Book also includes:

I Instruments for Evaluation

Evaluation is an essential part of the learningprocess It helps the learners become aware

of their progress in the target language, howmuch they have achieved and what areasneed further practice Evaluation also allowsteachers to reflect on the validity of theirteaching practices and the types of thematerial being used

In the Instruments for Evaluation, the teachercan find a:

• Formative Evaluation Chart: The teacheruses the chart to evaluate the pupils on anactivity at any time during the course andwrites the marks obtained with the help of

a code The teacher can also use theFormative Evaluation Worksheets

• Progress Report Cards: The teacher completesthem, one per pupil, upon completion ofeach module, taking into consideration thepupil’s performance and progress throughoutthe module as well as the mark received inthe corresponding Module Test The pupils filetheir Progress Report Cards in their LanguagePortfolios

The following symbols have been used throughout thecourse so that the teachers can understand at aglance what the focus/purpose of the activities are:

i : These activities can be done in two ways, onemore demanding than the other, depending onthe strengths and weaknesses of the pupils/classes (Differentiated Instruction)

ii : These activities offer cross-curricular links aspupils learn English while focusing on other subjectareas (e.g Maths, Social Science, etc)

iii : This is a pair work activity

iv : This is a group work activity Both pair workand group work activities promote collaborativelearning

v : These activities develop pupil’s CriticalThinking Skills such as identifying and recallinginformation, applying world knowledge, etc

vi : Pupils can display these activities in theclassroom

vii : These are Formative Evaluation Worksheets thatteachers can use to assess the pupils’ progress.viii : These activities boosts the pupils’ researchskills as they give the pupils the opportunity tofind and use information from the Internet

• Teacher’s Resource Pack CD-ROM

N OT E

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VII

which pupils can do on their own or in groups

The pupils can then file their projects in theirLanguage Portfolios

II Templates

These are templates for the activities in thePupil’s Book

III Story Cards

These cards include the stories in the Pupil’s Book

The teacher can hand them out to the pupils sothat they can make their own story books

IV Phonics Worksheets and Key

These help the pupils master the art of reading

V Module Tests, Key and Audioscripts

There are six tests, one per module, as well as

an end-of-year Exit Test The Exit Test can also

be used as a placement test for the next level

• Certificate of Achievement

This can be downloaded from Express Publishing’s

site It is filled in upon completion of the course The

aim of this certificate is to reward the pupils as well

as give them a sense of achievement

• Picture Flashcards

The Picture Flashcards illustrate the new vocabulary

items and can be used for presentation, revision,

additional practice and memory games Flashcards

enable the pupils to make the connection between

the visual prompt and the spoken word and help

teachers avoid the use of translation or lengthy

explanations

• Posters

The series is accompanied by vocabulary and

cross-curricular posters In the Teacher’s Book there

are helpful guidelines as to when and how the

posters can be used

• Class CDs

The Class CDs include all the recordings for the

listening activities in the Pupil’s Book, Activity Book

and the Module Tests

• Pupil’s Multi-ROM (Pupil’s CD/DVD)

The Pupil’s Multi-ROM includes the chants, songs,dialogues and texts from the Pupil’s Book so thatthe pupils can listen to them at home as well aswatch the fully animated DVD

• ieBook

The ieBook acts as a personal study aid to be used

at home It helps the pupils with their assignedhomework, dictation, vocabulary, reading andrevision in a fun and interesting way With theieBook, pupils enjoy learning English with games,videos, quizzes and stories

• Interactive Whiteboard Software

The Interactive Whiteboard Software integratesall the elements of the course in a much moreengaging and entertaining way to facilitatelearning

Characters

Smiles follows the adventures of a group of loveable andexciting characters The pupils have the opportunity toassociate themselves with Liam, an eight-year-old boy,and his sister Lilly as they explore the world around themalong with their friends Jake and Daisy and their petchimp, Charlie The characters have been selected toreflect the ethnic diversity of our societies Their nanny,Nanny Rose, possesses magical powers and leads thechildren on a magical journey!

Key features of the course

1 Presentation of the new languageThe new language is presented by first listening

to the new vocabulary In each lesson plan theteacher will find detailed guidance on how tovary the presentation of new vocabulary, as well

as further reinforcement and extension activities

2 Grammar and Vocabulary ActivitiesThere is a great variety of activities catering for alltypes of learners and learning styles: colouring,pair and group work, matching, games, etc Inthis way, the pupils use the new language in ameaningful context

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3 Dialogues

All the dialogues cover areas of interest within the

pupils’ knowledge They are always followed by a

reading comprehension task, which the pupils

have to complete after reading and listening to the

dialogue In this way, the pupils not only familiarise

themselves with the dialogue, but also practise

reading strategies (reading for a speciic purpose),

thus enhancing their reading comprehension skills

4 Thinking cap

The pupils are gently introduced to thinking skills

such as interpreting and understanding, making

decisions, creating new ideas, etc These sections

help the pupils develop their mental processes

and become better learners

5 Talking point

The pupils practise everyday English in short,

useful dialogues These dialogues are used as a

springboard for the pupils to improve their basic

communication skills

6 Sounds Spot!

This section offers the pupils the opportunity to

distinguish between different sounds in spoken

English

7 Games & Songs

Pupils at this level need a lot of opportunities to

play and explore their surroundings Playing games

and singing songs/chants provides a necessary

outlet and ensures that the pupils are learning

while having fun It is also a way of ensuring that

the lesson always ends on a high note In every unit

there are songs/chants and games that add a

creative and enjoyable element to the language

classroom

8 Development of reading skills

The pupils are introduced to short texts and

dialogues aimed at gradually improving their

reading skills through enjoyable activities In this

10 Time for CLIL

In this section, the pupils explore other fields ofstudy, e.g Maths, Science, etc through English Inthis way, the pupils learn how to use English as avehicle to approach other subject matter

11 Our World

In this section, the pupils have the opportunity toread short texts about aspects of life in theircountry as well as in other countries

12 StorytimeReading for pleasure is fostered through theStorytime section, which is designed to makereading an enjoyable and rewarding experience.Stories and folktales serve as useful tools in theclassroom Telling stories can build essentiallistening skills, teach morals and entertain Storiesfrom different cultures demonstrate how peoplefrom all over the world are alike

13 My Green Passport

In this section, the pupils are given the opportunity

to learn about nature and the environment aroundthem It includes interesting and fun activities whichpromote a greater understanding and respect forenvironmental issues

2 produce the sounds, pronunciation andintonation of the target language;

3 communicate with their peers in English,exchanging basic information about everydaymatters, such as introducing themselves,describing a house, talking about animals, etc;

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1 concentrate better and longer, as they are

trained to listen to dialogues in order to perform

a task;

2 skim and scan texts and dialogues to locate

the necessary information;

3 develop their writing skills;

4 gain awareness of aspects of life in other

countries;

5 record and assess their progress through the

Checkpoint and Pupil’s Self-Assessment Forms,thus developing autonomy

• Social Skills

Upon completion of each module, the pupils will:

1 be motivated to read English, encouraged by

the enjoyable Storytime section;

2 experience being part of a group and obeying

rules through the games;

3 become more responsible by keeping and

updating their Language Portfolios;

4 have a good understanding of the culture

and traditions of other countries;

5 have some understanding of the way of life in

other countries

Classroom Management

Creating a pleasant environment in the classroom

should be one of the teacher’s very first goals It is a

good idea for the teacher to arrive a few minutes

early to welcome the pupils and have something

interesting for the early comers to do They can listen

to the song from the previous lesson, watch the video

again or play with the picture flashcards, identifying

the book’s characters as well as the vocabulary items

already presented

The teacher should establish his/her policies from the

start Remind pupils to:

• come to class on time;

• bring their Pupil’s Books, etc;

• raise their hands when they want to ask a question;

• wait for their classmates to answer the teacher’s

questions before they raise their hands to give

their answers

The teacher should empower his/her learners by:

• teaching classroom language, i.e the teacher’sinstructions, such as open your books, close yourbooks, work in pairs, etc, the pupils’ instructions, i.e.the rubrics, and the pupils’ questions and answers

to the teacher Classroom language is thelanguage of communication between teacher andpupils in the classroom and needs to be taughtfrom day one

• giving brief and clear oral or written instructions.The teacher should give or read the instructions.S/He reads them at a slower pace, providingexamples and eliciting examples from the pupils

so s/he can be sure that they know what to do

• assigning homework ten minutes before the end

of the lesson, so s/he can:

a read the instructions;

b give adequate examples;

c elicit examples from the pupils;

d ask them if they have any questions

By following this procedure, we can ensure that thepupils know how to do their homework Explain tothe parents how important it is for the pupils to dotheir homework alone as this will eventually reinforceself-confidence and encourage self-assessment

Songs in the Language Classroom

Songs are of great value in language learning They arevivid examples of how the language taught is used in

a real context and highlight both pronunciation andintonation Furthermore, their rhythm enables the pupils

to remember the newly acquired language andstimulates learning There are numerous ways to usesongs in the language classroom You can play the CDand invite the pupils to move and clap to the rhythm orhum to the melody If there are lyrics which arefrequently repeated, children will soon start joining in.Here are some ways to animate the songs:

a Total Physical Response (TPR) activities: Have thepupils stand in a circle and play the song once.Sing and demonstrate the actions, encouragingthe pupils to imitate you Play the song again, thistime asking the pupils to listen to the song andrepeat after you while doing the actions Play thesong a third time and lead the singing while thepupils join in

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b Using props: Bring visuals, realia or word cards to

class Hand out these props to your pupils and

ask them to hold up the prop as soon as they

hear the corresponding word in the song

c Song dramatisations: Having interesting plots and

characters, songs frequently offer themselves for

further exploitation through drama The teacher

can dramatise the songs into short sketches, thus

motivating his/her pupils Assign roles and have

the pupils sing their lines Simple costumes and

props can be prepared and used to make the

performance more realistic

These are just a few suggestions on how to use the

songs in the language classroom Be as inventive as

you can since pupils love performing

Checking Pupils’ Progress

a Homework: At the end of each lesson, the pupils

should be given some homework The Teacher’s

Book provides some suggestions on what to assign

for homework and how to check it in the next lesson

b Progress Report Cards: After completing each

module and taking the corresponding test,

photocopy the respective Progress Report Card

from the Teacher’s Book and fill it in, one per pupil

The pupils should keep these cards in their

Language Portfolios for future reference

c Pupil’s Self-Assessment Forms: After the pupils have

completed the Checkpoint section of each

module, they should fill out the Self-Assessment Form

by themselves This learning-to-learn technique

enables the pupils to develop awareness of their

progress The Self-Assessment Form should be kept

in their Language Portfolios for future reference The

Pupil’s Self-Assessment Forms can be found in the

Teacher’s Book

Types of Learning Styles

• What are the types of learning styles?

– Visual LearnersThese learners need to see the teacher’s bodylanguage and facial expressions to fullyunderstand the content of the lesson They think

in pictures and learn best from visual displaysincluding diagrams, illustrations, transparencies,videos, flashcards and handouts

– Auditory LearnersThese learners learn best through verballectures, discussions, talking things throughand listening to what others have to say.Written information may have little meaninguntil it is heard They often benefit from reading

a text aloud and using a CD player

– Tactile/Kinaesthetic LearnersTactile/Kinaesthetic people learn best through

a hands-on approach, actively exploring thephysical world around them They find it hard tosit still for long periods and may becomedistracted by their need for activity andexploration These learners express themselvesthrough movement They have a good sense ofbalance and hand-eye coordination Byinteracting with the space around them, theyare able to remember and process information.They have to do things on their own to be able

to learn the new language

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Programme (Contents & Syllabus)

XI

➤ Module 1

In this module the pupils will

read and listen to

• the characters’ experience on a farm

• Daisy writing to her parents

• a song about animals

learn how to (COMPETENCES)

• identify animal types

• identify and describe parts of the body

• describe people and animals

• pronounce the sound \Å\

• the verb ‘have got’

• demonstrative pronouns (this, that, these,

• explore Maths and count animals’ legs

• talk about animals and location

• talk about animals and actions

read and listen to

• some children talking about their clothes

• the characters playing football

• some school rules

• a song practising classroom ruleslearn how to (COMPETENCES)

• talk about sources of light

• talk about clothes

• make suggestions

• talk and write about rules

• ask for and give/refuse permission

• make comparisons

• say where people were yesterday

• to distinguish between and pronounce thesounds \tS\ and \S\

practise (DESCRIPTORS)Lexical Areas

• sources of light

• clothes

• rulesGrammar Focus

• plural numbers (regular and irregular)

• must/mustn’t

• can/can’t (permission)

• past simple

• comparisonswrite

• about classroom rules

Time for CLIL

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Storytime I

Pupils will

• read a story from Sri Lanka about Twinklinka,

a beautiful but vain doll

• talk about the importance of being kind to

people

➤ Module 3

read and listen to

• a girl talking about her daily routine

• Liam describing his daily routine

• Lilly describing what she usually does on her

favourite day

• a song about the days of the week

• talk about everyday activities

• say where things are

• tell the time

• distinguish between and pronounce the

In this module pupils will

read and listen to

• Jake going to the supermarket to buy foodfor his grandma

• a text about Mr Bell, the postman

• a song about jobslearn how to (COMPETENCES)

• talk about parts of a house

• talk about places

• talk about location

• give directions

• talk about jobs

• describe people’s everyday life

• pronounce the sound \aU\

• parts of a house

• things in a house

• shops and buildings

• jobsGrammar Focus

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XIII

Time for CLIL

Pupils will

• read about places around the house

• explore Geography and learn directions and

• read a story from Hungary about a lazy girl

• talk about the importance of not being lazy

➤ Module 5

In this module pupils will

read and listen to

• the characters celebrating Green Classroom

Day

• Jake’s daily routine

• a song about Green Day

• identify cool and warm colours

• talk about preferences

• say what they like doing in their free time

• tell the time

• talk about sports

• say how often they do things

• say what Lilly and Daisy did on Green Day

• pronounce the sound \aI\

• about their daily routine

Time for CLIL

read and listen to

• Nanny’s experience when she visited her sister

• what the characters did the previous day

• Daisy’s birthday experience

• a song practising monthslearn how to (COMPETENCES)

• talk about inventions and inventors

• talk about past actions

• name the months

• to distinguish between and pronounce thesounds \b\and \v\

• materials

• story-related words

• monthsGrammar Focus

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write

• about their last birthday

Time for CLIL

Pupils will

• explore History and learn about Marco Polo

Our World

Pupils will

• read and learn about NASA in the USA and

the Baikonur Cosmodrome in Kazakhstan

Storytime III

Pupils will

• read and listen to a story from Indonesia

about a girl and a giant

• talk about the importance of doing the right

thing even when it’s difficult

➤ Module 7

read and listen to

• the characters doing various water sports

• a text about the characters doing different

activities

• a song practising sports

• say what they like doing by the seaside

• tell a story

• talk about sports

• describe actions happening now

• talk about abilities

• pronounce the sound \w\

read and listen to

• some children saying where they went lastSaturday

• the characters’ experience at the park

• Lilly as she is writing in her diary

• a song practising weather and the seasonslearn how to (COMPETENCES)

• say what they like doing in their free time

• say where some children were last Saturday

• talk about favourite places

• talk about seasons and seasonal activities

• say what is happening now

• distinguish between and pronounce thesounds \s\and \S\

• places

• seasons

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• an entry in their diary

Time for CLIL

• read a story from England about a poor girl

who was rewarded for her kindness

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BEGINNING THE LESSON

(An activity to introduce yourself and greet the pupils.)

Wait by the door and greet the pupils as they arrive

When everyone is seated, write your name on the

board and introduce yourself to the class Point to

your name on the board and to yourself and say:

Hello, I’m (Mrs Sharipova) Say: Hello again The pupils

repeat, chorally and/or individually Stand in front of

a pupil, introduce yourself and elicit his/her name

Repeat with some more pupils

e.g Teacher: Hello, I’m Mrs Sharipova

Pupil 1: Hello, I’m Assel etc

Have the pupils go around the classroom, shake hands

and introduce themselves

e.g Pupil 1: Hello, I’m (Berik)

Pupil 2: Hello, I’m (Ulan) etc

PRESENTATION AND PRACTICE

(Activities to present and activate the new language.)

1 Look at the pictures Which animal

is a mammal ? a reptile ? a bird ?

Write mammal, reptile, bird on board Explain theirmeaning (mammals feed their babies milk from theirown bodies, reptiles lay eggs and use the heat from thesun to keep their blood warm, birds have feathers andwings and in most cases can ly) Ask the pupils, in L1 ifnecessary, to name some mammals, e.g dog,elephant Write them on the board under the correctheading Repeat the activity for reptiles and birds Referthe pupils to the picture on the previous page and elicitthe animals Point to the penguin and ask: What type

of animal is the penguin? Elicit: A bird Then point to theelephant and ask: What type of animal is theelephant? Elicit: A mammal Repeat the activity for thesnake

Answer key mammal: elephantreptile: snakebird: penguin

Lesson 1

Aims

To talk about animal types; to talk about

elephants, snakes and penguins

Language focus

• Structures: Interrogative pronouns (what,

which); Present Simple

• Language in use: I live on land I eat eggs

and small animals I look for food at night

What am I? I’m a snake Do snakes live inAntarctica? Yes, they do./No, they don’t

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2 : Read and name the animal.

Read the instructions and explain the activity Allow

the pupils some time to read the sentences and write

the names of the animals Check their answers

Answer key

3 True or False ? In pairs, decide.

Check your answers online or with your

teacher.

Read the instructions and explain the activity Go

through the sentences and elicit any unknown words

Allow the pupils some time to read the sentences

about snakes and choose True or False Once the

pupils have finished, provide them with the correct

answers or have them go online to find the answers

Answer key

Chose a pupil and ask: Do snakes live in Antarctica?

Elicit: No, they don’t Then, in pairs, the pupils ask and

answer questions as in the example

Answer key

2 A: Do snakes smell with their tongue?

B: Yes, they do

3 A: Do snakes sleep with their eyes open?

B: Yes, they do

4 A: Do snakes eat only three times a year?

B: No, they don’t

5 A: Do snakes stop growing when they are one

year old?

B: No, they don’t

4 Find some facts about one of

the other two animals Present them

to the class.

Note: Once you have corrected their assignments,guide your pupils on how to file them in their LanguagePortfolios

ENDING THE LESSON

(An activity to consolidate the language of the lesson.)Divide the class into two teams, A and B Invite apupil from each team to the board Whisper ananimal from the lesson to the pupils The pupils thenhave to draw clues on the board related to theanimal They are not allowed to speak, write words oruse gestures Each team has two minutes to guess thecorrect animal The first team to do so, wins a point forhis/her team Continue with other pupils from eachteam The team with the most points wins the game.ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of thecorresponding activities from the Activity Book forhomework If this is the case, make sure you explainthem first in class

Module 1

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1 Look at the pictures Which animal is a mammal ? a reptile ?

a bird ?

4 Find some facts about one of the other two animals.

Present them to the class.

3 True or False ? In pairs, decide Check your answers online

or with your teacher.

5

1 I live on land I eat eggs and small animals I look for food

at night What am I? I’m a(n) _

2 I live on land I eat plants What am I? I’m a(n) _

3 I live on land and in water I eat fish What am I? I’m a(n)

1 Snakes live in Antarctica.

B: Yes, they do./

No, they don’t.

Animal Types

A Snake’s Life

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(An activity to revise the vocabulary of the previous

lesson.)

Show the pupils the pictures of the animals you have

brought to class and ask them to say if the animal in

the picture is a mammal, reptile or bird

FLASHCARDS (1-8)

5 Listen, point and repeat Then number.

(Track 02 CD1)

Pupils’ books closed Put up the flashcards, one at a

time, and say the corresponding words The pupils

repeat, chorally and/or individually Point to each

flashcard in random order Ask individual pupils to

name the part of the body Ask the rest of the class

for verification

Extension (Optional)

Name a part of the body Ask the pupils to point to

the corresponding part on their body Repeat as

many times as you think is necessary

Pupils’ books open Play the CD The pupils listen,point to the pictures and repeat the words Play the

CD again pausing after each word The pupils repeat,chorally and/or individually Then they write thecorresponding number next to each word Checktheir answers

Answer key

6 Rearrange the letters and write the words.

Refer the pupils to the jumbled letters and the parts

of the body The pupils rearrange the letters and writethe words Allow the pupils some time to complete theactivity Check their answers

• Language in use: We have got green eyes

It’s got one mouth

Target vocabulary

• Parts of the body: hair, legs, nose, head,

hands, ears, mouth, eyes

Extra materials

• Flashcards (1-8);

• Pictures of mammals, reptiles and birds for the

Beginning the Lesson activity

Body Parts

Module 1

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STUDY SPOT

(Activities to present and practise the verb ‘have got’

in the afirmative form.)

7 Complete Use have got or has got

Say, then write on the board: I have got a pencil The

pupils repeat, chorally and/or individually Underline

the words in bold and explain the meaning Say, then

write: I’ve got a pencil Underline the short form and

explain how it is formed Follow the same procedure

and present the rest of the persons in the affirmative

form

Then say and write on the board: a big car – big cars.

Underline the words in bold and explain that adjectives

do not have a plural form even when they describe plural

nouns

Pupils’ books open Go through the Study spot section

briefly Allow the pupils some time to complete the

activity Check their answers

Answer key

8 Count and write Then say.

Point to the monster and ask the pupils to count how

many eyes, noses, ears, hands and legs it has Then

ask them to write the numbers, as in the example

Check their answers

Answer key

Then the pupils report back to the class forming

complete sentences with the verb ‘have got’

Answer key

It’s got four eyes It’s got four hands

It’s got three noses It’s got five legs

It’s got three ears

She’s got black hair and blue eyes

ENDING THE LESSON

(An activity to consolidate the language of the lesson.)Ask the pupils to describe their best friend

e.g Pupil 1: My best friend is Ulan He’s got black

hair and green eyes etcACTIVITY BOOK (Optional)

Module 1

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8 Count and write Then say.

1 We have got green eyes.

2 Nurlybek _ big hands.

3 They _ brown hair.

4 I _ a small nose.

5 My sister red hair.

6 You _ a small head.

7 Complete Use have got or

has got

9 Listen and number.

he/it has got = he/it ’s got you/they have got = you/they ’ve got

a big mouth – big mouths

I ’ve (I have ) got blue hair

She ’s (She has ) got red hair

We ’ve (We have ) got big mouths!

23 7

It’s got one mouth.

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6 5

OK, children.

Time for bed!

Oh, what’s that?

Look! It’s got two big eyes!

Goodnight, Grandma!

Help! It’s a monster!

It’s really big!

And it’s got a big nose!

1

10 Listen and read.

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(An activity to revise the language from the previous

lesson.)

Ask the pupils to describe their partner (hair, eyes)

e.g Assel’s got red hair and green eyes

(Activities to develop the pupils’ listening and reading

skills.)

10 Listen and read (Track 04 CD1)

Go through the pictures of the story and set the scene

by asking the pupils questions about what they can

see in the pictures

e.g Teacher: (pointing to the children and grandma

in picture one) Liam, Lilly and Daisy arewith Daisy’s Grandma and Grandpa

(pointing to the big eyes in picture two)What are these?

Class: Eyes

Teacher: Yes! Two big eyes! etc

Play the CD The pupils listen and follow the story in

their books Then individual pupils read out the story

11 Read the story and choose.

Allow the pupils some time to read the story silentlyand complete the activity Check their answers

Answer key

12 : Tick ( ✓ ) the right sentence.

Refer the pupils to the picture and the sentences Thepupils read the sentences and tick the one thatcorresponds to the picture Check their answers.Answer key

3 Amir, come and say hello!

Play the CD again with pauses for the pupils to repeat,chorally and/or individually

Lesson 3

Aims

To listen to and read a story about the characters’

experience on a farm; to practise describing a

monster; to learn how to pronounce the sound \Å\

Language focus

• Structures: Consolidation

• Language in use: Time for bed! What’s that?

It’s got two big eyes! Has it got any hands?

Yes, it has Biscuit? That’s a funny name!

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13 Act out the story

• For stronger classes: Assign roles to the pupils

Allow them enough time to rehearse their roles in

groups Encourage them to come to the front

and act out the story

• For weaker classes: Select a short exchange from

the story for the pupils to act out in pairs

14 Talking point Listen and read.

Make a new dialogue with your friend.

(Track 05 CD1)

Refer the pupils to the picture and the dialogue Play

the CD The pupils listen and follow along Pause the

CD for the pupils to repeat, chorally and/or individually

The pupils, in pairs, act out similar dialogues about

themselves Go around the classroom providing any

necessary help Ask some of the pairs to come to the

front of the classroom and act out the dialogue If you

wish, write the following on the board so the pupils can

refer to it while doing the task

A: What does your monster look like, ?

B: It’s got and a big !

A: Has it got any ?

B: Yes, it has It’s got Look!

A: What’s its name?

B:

A: ? That’s a funny name!

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1smiles 3 teacher s book for kazakhstan

How many jumpers are there? Pupil 2: Two!

It’s next to / between the bank