Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Read and circle. Play.
Activity Book page 53, Unit 6 wordcards Sets 1 and 2
• Display the outdoors wordcards and ask individuals to point to them and say the words.
• Turn to page 53 of the Activity Book and demonstrate the activity. Read the first sentence There’s a tent and look to see which of the two pictures has a tent. Circle the appropriate letter, a or b.
• The children continue the activity.
• The children then work in pairs to take turns at making sentences about the picture for their partner to guess, e.g. There’s a (mountain). (Picture a!)
ANSWERS
1 a 2 b 3 a 4 a 5 b 6 b
Goodbye
Class Book page 59
• Show frame 7 and elicit what Eddie is saying: One, two, three … Now! Check they understand what Now! means.
• Explain that you are going to count in the same way.
They have to say Goodbye! when you say Now! Repeat a few times.
Reinforcement
Unit 5 wordcards Sets 1 and 2, Unit 6 wordcards Sets 1 and 2, Unit 5 flashcards Sets 1 and 2, Unit 6 flashcards Sets 1 and 2, ABC poster
• Distribute the wordcards round the class, to individuals or pairs. Place the flashcards in a pile at the front.
• Choose one of the words without saying what it is and write the first letter on the board. The children with wordcards that also start with that letter call out their word. Display the ABC poster for support.
• Now write the second letter. Anyone whose word still fits calls it out. Continue until it is clear which word you are writing. The whole class reads the word.
• Ask a child to find the corresponding flashcard and display it next to the word. Continue the activity with other words.
Extension
Unit 5 wordcards Sets 1 and 2, Unit 6 wordcards Sets 1 and 2, pencils
• Play Kim’s game using the wordcards (see page 158).
Display eight of the wordcards and give the children time to look carefully and memorize them. Ask them to close their eyes while you remove one.
• Ask the children to write down (not call out) the missing word. They can work in pairs.
• When everyone is ready, ask a volunteer to write the word on the board. Check the answer by showing the missing wordcard. Repeat the activity with other wordcards.
The Toys 3 • Lesson 2 149
© 2020 Oxford University Press
$ 2•39 1 present 2 Christmas tree 3 star
4 snowman
Listen and point. Listen again and say.
Listen and colour.
Class Book page 60, CD2 tracks 39 and 40, pencils
• Point to the pictures on the string of Christmas cards on page 60.
• Play CD2 track 39. The children point to the correct Christmas card on the page. They listen again and repeat the words.
• Explain that they are going to listen to another recording, giving a colour for each of the pictures. Pause after each line for the children to make a mark in the correct colour on each picture.
• Play the CD again for them to check the colours. Then give them time to finish colouring each picture.
$ 2•40
1 It’s a present. It’s red.
2 It’s a tree. It’s green.
3 It’s a star. It’s yellow.
4 It’s a snowman. It’s white.
Lesson 1
Objectives
• Present and practise Christmas vocabulary.
• Learn about how Christmas is celebrated in the UK and compare it with the children’s own experiences.
Language
Active: present, Christmas tree, star, snowman, Thank you, Merry Christmas!
Revised: actions, toys, classroom items Passive: Here you are, What is it?
Starting the lesson
weather flashcards, CD1 track 9
• Do the Hello routine (see page 24).
• Play the Explorers chant (CD1 track 9) and encourage children to chant and do the actions.
• Remind the children how to play Lucky says (see page 28).
Play it using all the actions they have learnt so far.
TEACHING TIP: Explain to the children that Christmas is not just about presents and material things. Talk about typical Christmas values, such as happiness and love, sharing with others, meeting our family and friends and solidarity with those who have less than ourselves.
TEACHING TIP: Explain that the pupils should choose consumer goods (toys, for example) with their own criteria, without being influenced only by the advertising that surrounds us. Try to encourage responsible consumption.
Vocabulary presentation
CD2 track 39, Christmas template 1, Christmas cards, tinsel
• Talk about Christmas and ask the children what they associate with it. If possible, bring in some Christmas cards and tinsel and display these round the classroom. Say Merry Christmas! for the class to repeat.
• Explain that they are going to learn some words related to Christmas. Ask them to guess what they might be.
• Hold up the Christmas pictures and play CD2 track 39 as the children look and listen. Display the pictures and play the CD again. The children point to the pictures and repeat the words.
• Now do an action for each word. For example, make the shape of a tree with your hands for Christmas tree. Offer a present for present. Hold hands high and open and close the fingers (to mimic a star sparkling) for star. Make the shape of a snowman with a carrot nose for snowman.
• Play CD2 track 39 again and get the children to repeat the words and do the actions.
150 Christmas • Lesson 1
Christmas
© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Look and number. Say.
• Point to the toys across the bottom of page 60. Ask the children to look carefully at each of the wrapped presents (1–6) under the tree. They work out which present contains which toy and write the number next to the toys.
• Name each toy. The class calls out the corresponding number.
ANSWERS
ball, 6 pencil case, 4 guitar, 2 doll, 3 book, 1 scooter, 5
Classroom activity: presents
Unit 1 flashcards Sets 1 and 2, Unit 2 flashcards Sets 1 and 2, an empty box wrapped in Christmas paper with a gift tag
• Place a flashcard or real toy or classroom item in the box wrapped in Christmas paper.
• Offer the present to a child, saying Merry Christmas!
Encourage them to reply Thank you!
• Ask What is it? The child opens the box and says It’s a (car).
• Place a different item or flashcard inside and offer it to different children. Continue using the rest of the items or flashcards.
Complete. Colour and say.
Activity Book page 54, pencils
• The children join the dots to complete the Christmas picture. Then they colour in the scene.
• For each item ask What is it? Then ask the children what they think Toby and Ella are saying to each other. (Merry Christmas! Thank you!)
Goodbye
• Divide the class into four groups: presents, Christmas trees, stars and snowmen. Say Stand up, presents. The children in the presents group stand up. Give different actions for each group.
• Say It’s time to go. Goodbye and Merry Christmas! Do this a few times before saying Goodbye.
Reinforcement
cardboard templates (triangles, circles, squares, stars), felt in various colours, stuffing, short lengths of ribbon, shiny paper
• Tell the children they are going to make some Christmas tree decorations.
• Hand out the felt and some pre-made cardboard templates of triangles, circles, squares and stars.
• Show the children how to draw around the templates and cut out two pieces of their chosen shape in felt.
Now show them how to place the two shapes together with a little bit of stuffing in the middle and stick them together around the edges.
• Encourage the children to decorate their Christmas tree decorations with more felt, bits of ribbon, shiny paper, etc. The children can either take these home or you can decorate the classroom with them.
Extension
plain card, hole punch, ribbon, pencils, materials for decorating gift tags
• Ask each child to make a gift tag from plain card. Show them how to fold the card, punch a hole in the top–left corner and thread ribbon through.
• Ask the children to draw suitable Christmas pictures on their cards.
• Go round admiring their work and asking them to describe their gift tag to you, using It’s a (star).
Christmas • Lesson 1 151
© 2020 Oxford University Press
Christmas Lesson 2
Objectives
• Present and practise Christmas vocabulary.
• Learn about how Christmas is celebrated in the UK and compare it with the children’s own experiences.
Language
Active: Happy New Year!
Revised: present, Christmas tree, star, Thank you, Merry Christmas! toys, classroom items, colours
Passive: What can you see? What is it? What colour is it?
We wish you a Merry Christmas!
Starting the lesson
weather flashcards, CD1 track 9, Magic Pocket, colour flashcards
• Do the Hello routine (see page 24).
• Play the Explorers chant (CD1 track 9) and encourage children to chant and do the actions.
• Say Merry Christmas! to the class and then to individuals.
They reply Merry Christmas! Ask individuals to say to someone across the room Merry Christmas, (name)! The named child replies Merry Christmas! and repeats the activity with a different child.
• Do the actions for the Christmas vocabulary (present, Christmas tree, star and snowman). Do each action and ask What is it? The children say the word.
• Use the Magic Pocket to review the colour flashcards. For each one ask What colour is it?
TEACHING TIP: Through discovering how English children celebrate Christmas, and comparing the experiences of other children with their own, the pupils learn about other countries and cultures, and develop an awareness of being part of a global community. Encourage them to analyse and be critical of what they see.
Listen and sing.
Class Book page 61, CD2 track 41
• Ask the children to look at page 61 and say what they think is happening. (Carol singers have come to Toby and Ella’s house.) Can they see Toby and Ella listening in the doorway? Explain that people like going carol singing in Britain. They knock on people’s doors and sing Christmas carols (songs). This usually takes place in the evening, so the people carry torches and wear warm clothes. After singing, they often go back to someone’s house for hot drinks and mince pies (special Christmas cakes made from pastry and dried fruit).
• Explain that they are now going to listen to a very popular Christmas song, often sung by carol singers.
• Play the song once while they listen and then play it again. The children join in with Merry Christmas! Explain or ask them what they think Happy New Year! means.
We wish you a Merry Christmas! $ 2•41 We wish you a Merry Christmas!
We wish you a Merry Christmas!
We wish you a Merry Christmas!
And a Happy New Year!
TEACHING TIP: Ask the pupils if they know any famous songs or carols from their own country. Encourage them to sing and enjoy them. After that, sing the carol proposed in the lesson, encouraging the children to value and appreciate different forms of artistic and cultural expression.
LEARN TO LEARN: Learning the lyrics to Christmas carols and songs by memory develops an important study skill.
Look and colour.
Class Book page 61, pencils
• Point to the picture of the carol singers and ask What can you see?
• Point out that some of the items are numbered. Point to the numbered coloured circles. Say a number and ask What colour is it? The children call out the colours.
• Ask the children to colour the numbered items in the top picture according to the colour key below. Go round checking and asking What is it? What colour is it?
Make.
Class Book page 61, Christmas template 2, scissors, material for decorating star, ribbon / cotton thread
• Point to the photo on page 61 and explain that the children are going to make a star. Hand out the star template and show them how to cut along the dotted lines.
• Demonstrate weaving the two shapes together to make a two-dimensional star. Ask What is it?
• The children decorate their stars (ideally before weaving them together), thread a piece of ribbon or cotton thread through the top, then hang them in the classroom.