Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Goodbye
DVD Unit 6 Let’s explore!
• Play the final scene of the DVD (Day 5) and encourage the children to repeat, waving when they say Goodbye!
• Role-play Lizzy and her mum packing up the car with a member of the class. As Lizzy, say It’s time to go home.
Encourage the child (as Mum) to say Hurry up, Lizzy!, then you say OK! and Goodbye!
• Repeat the exercise, but this time encourage the child to say your name instead of Lizzy, e.g. Hurry up, (name)!
• Encourage children to practise this exchange in pairs using their own names. Then say Goodbye.
TEACHING TIP: By discovering the English countryside, and comparing the experiences of other children with their own, pupils learn about different 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.
Reinforcement
DVD Unit 6 Let’s explore!
• Divide the class into small groups. Tell them that they are going to play a memory game. They watch the DVD, then afterwards they should try to remember what they saw and list the words they know in English (encourage them to focus on nouns, e.g. car, bag, tree, tent, rather than adjectives, colours or numbers). Play the DVD twice with the subtitles off.
• Play the DVD through once more to check the answers, pausing after each feature the children might have written down. The group that remembered the most are the winners.
POSSIBLE ANSWERS
car, bag, tree, tent, farm, pen, bird, house, cow, flowers, friend, river, boat, bike, dog
Extension
DVD Unit 6 Let’s explore!
• Explain that the children are going to play a guessing game. You will read out parts of the DVD script and they must listen and guess which day you are describing.
• Play the DVD all the way through. Then say, e.g. This is my picture. Here’s a bird and here’s a tree. (You may wish to mime or do relevant actions as a prompt.) The children call out their answer. (Day 2.) Repeat with different lines from the story. Check by playing the DVD through and pausing after the relevant scenes.
$ DVD Unit 6 Let’s explore!
Lizzy Day 1. Wow! We’re here. Look at the trees! Here’s my tent.
And here’s Martha!
Day 2. Look! There’s a farm. Can you see the cows? This is my picture. Here’s a bird and here’s a tree.
Mum Show me. Very good, Lizzy! Well done!
Lizzy Day 3.
Mum Have you got your bag?
Lizzy Yes!
Madre Are you ready?
Niủos Yes!
Madre Great! Let’s go!
Lizzy Look at the trees. Look at the flowers.
Day 4. Here’s the river. It’s sunny today. Look at the bird. Look at the boat.
Day 5. Now it’s time to go home!
Madre Hurry up, Lizzy!
Lizzy OK! Goodbye!
Unit 6 • DVD lesson 145
© 2020 Oxford University Press
• Play the story again and encourage the class to join in with as much as they can, especially the noises for Ow!, Yuck! and Yum!
$ 2•38
1 Eddie It’s sunny. Let’s explore the park!
Bubbles Fantastic!
2 Wanda Wait. I’m hungry, Eddie.
Hattie Me too.
3 Hattie Look. There’s a family with a picnic.
Wanda They’ve got food! Come on.
4 Eddie No! We’re explorers!
5 Eddie Do you like apples?
Wanda Yes.
Bubbles I like apples too!
6 Eddie There’s an apple tree here.
Hattie It’s very tall.
7 Eddie One, two, three … Now!
8 Eddie OW!
Bubbles Sorry, Eddie!
9 Eddie Here you are.
Hattie Thank you, Eddie!
10 Toys Yuck!
Bubbles I don’t like this apple, Eddie.
Wanda It’s bad.
Eddie Don’t be silly!
11 Eddie YUCK!
12 Narrator Five minutes later … Wanda Hello! Two bananas, please.
Girl OK. Here you are.
Wanda Thank you!
13 Everyone YUM!
146 The Toys 3 • Lesson 1
Lesson 1
Objectives
• Revise the language of Units 5 and 6 in the context of a story.
Language
Active: food, outdoors
Revised: Do you like …? I like / don’t like …, family, boy, girl, please, Here you are, Thank you!
Passive: hungry, bad, apple tree, tall, picnic, They’ve got …, Me too, Come on, Don’t be silly! It’s bad, Ow! Sorry! Yuck! Yum!
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.
Preparation for the story
Class Book pages 58 and 59
• With books closed, remind the children of The Toys story.
Can they remember the characters’ names? (Eddie, Wanda, Hattie and Bubbles) What happened in the second part of the story? What was Eddie afraid of? (The chicken.) Encourage them to remember words and phrases from the story, e.g. toy shop, box, kite, bag, Be careful!, chicken, big, Quick! Help! Write these on the board.
• Ask the class what they think will happen next. Will the toys go back to the toy shop? Or do they want to be explorers like Eddie?
• Focus the children on pages 58 and 59 in their Class Books. Ask what they think is happening and what they think the characters are saying.
• Say items the children know, e.g. family, tree, apples, banana, boy, girl. They find them and say the frame number.
Listen to the story.
Class Book pages 58 and 59, CD2 track 38, children’s character puppets
• Tell the children how well they have been doing in their English lessons, and that they are now ready to listen to the final part of The Toys story. Remind them not to worry if they don’t understand every word – they will listen to it a few times and it will be easier to understand each time.
• Play CD2 track 38 while the children follow the story.
• Play the story again. The children use the puppet characters they made for The Toys 1. They hold them up when their characters speak.
• Check the children have understood that Eddie did not want to ask the family for some food because he wanted to be a proper explorer and find some himself.
The Toys 3
© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
TEACHING TIP: Use the ICT resources available to show children the variety of information media available to us. This activity gives us the opportunity to process information and build knowledge at the same time as enjoying and learning English.
Classroom activity: It’s bad!
• Show frame 10 and ask what Bubbles, Hattie and Wanda are saying. Encourage two children to pretend to be eating something they don’t like. Elicit I don’t like this … from one of the children, with the child naming the food they are pretending to eat, and It’s bad from the other child.
• Reply Don’t be silly!, but then try the food yourself and say Yuck!
• Continue the exchange, with other children pretending to eat other food. Ask confident children to take over your role.
Read and draw.
Activity Book page 52, Magic Pocket, Unit 5 flashcards Sets 1 and 2, Unit 5 wordcards Sets 1 and 2
• Use the Magic Pocket to review the food flashcards and wordcards. Get the children to identify each one as you pull it out. Display them together on the board.
• Get the children to look at the first picture on page 52.
They read the sentences and draw the food on to the plates.
Read and write.
Activity Book page 52
• The children look at the thought bubbles in the second activity. They complete the sentences underneath with the correct food items, referring to the wordpool for support.
ANSWERS
1 I like pears. I don’t like apples.
2 I like cakes. I don’t like oranges.
Goodbye
children’s character puppets
• The children hold up their character puppets. Say Goodbye, Hattie! The children with Hattie puppets reply Goodbye! and put down their puppets.
• Continue until you have said Goodbye to everyone.
Reinforcement
Unit 5 flashcards Sets 1 and 2, Unit 5 wordcards Sets 1 and 2
• Randomly distribute the food flashcards and wordcards to pairs or individuals (make sure everyone has a card or a share of a card). Get the children to match up the flashcards and wordcards.
• Display the wordcards on the board and write I like … and I don’t like … Ask the children to make up
sentences for themselves, first orally. Then they write their sentences on a sheet of paper.
Extension
CD2 track 38
• Concentrate on some of the colloquial expressions from the story: Me too. Come on. Don’t be silly! Here you are. Thank you! Say each one, using an appropriate tone of voice and doing an appropriate action.
• Repeat the expressions, varying the order and encouraging the children to do the actions.
• Play the story again. The children listen out for the expressions and do the actions when they hear them.
The Toys 3 • Lesson 1 147
© 2020 Oxford University Press
The Toys 3 Lesson 2
Objectives
• Revise the language of Units 5 and 6 in the context of a story.
Language
Active: food, outdoors
Revised: Do you like …? I like / don’t like … , family, boy, girl, please, Here you are, Thank you!
Passive: now, hungry, bad, apple tree, tall, picnic, They’ve got …, Me too, Come on, Don’t be silly! It’s bad, Ow! Sorry!
Yuck! Yum!
Starting the lesson
weather flashcards, CD1 track 9, Magic Pocket, Unit 6 flashcards Sets 1 and 2
• Do the Hello routine (see page 24).
• Play the Explorers chant (CD1 track 9) and encourage children to chant and do the actions.
• Play Lucky says (see page 28). Play it using all the actions they have learnt so far.
• Use the Magic Pocket to review the outdoor vocabulary flashcards. Get the children to identify each card as you pull it out.
• Hand out the cards and get the children to pass them quickly round the class until you say Stop! Say Stand up, trees and the child with the corresponding flashcard stands up.
Reviewing the story
Class Book pages 58 and 59
• Remind the children of the story from the last lesson.
What are the names of the characters? (Eddie, Wanda, Hattie and Bubbles) Can they remember what happened?
• Ask the children to look at the story on pages 58 and 59.
Say some key words or phrases from the story and get the children to say the frame number. Let’s explore the park!
(Frame 1.) I’m hungry, Eddie. (Frame 2.) There’s a family with a picnic. (Frame 3.) Do you like apples? (Frame 5.) There’s an apple tree here. (Frame 6.) I don’t like this apple, Eddie.
(Frame 10.) Two bananas, please. (Frame 12.)
Listen to the story.
Class Book pages 58 and 59, CD2 track 38
• Explain to the children that they are going to listen to the story again. Encourage them to join in as much as they can. (See page 146 for the story tapescript.)
• Play the story a second time and turn down the volume for some of the key words or phrases. The children say them.
Act out the story.
CD2 track 38
• Concentrate on the final part of the story for the children to act out, from frame 7 onwards (Bubbles throws a stick up to bring down an apple, which lands on Eddie’s head).
If the children can manage, continue to the end of the story, when the characters ask the family for two bananas.
• Ask what the characters are saying in each frame.
Ask them if they can remember what Eddie shouts in frames 8 and 11 (Ow! and Yuck!), and what everyone is saying in frame 13 (Yum!).
• Bring six children to the front. Four of them take the role of the toy characters and the other two the picnicking boy and girl, standing some distance away. Play the corresponding part of the story. The children mime the actions.
• Divide the class into groups of six and give them time to act out the same scene, first with the support of the CD, then without it.
• Invite groups to perform to the class if time allows.
TEACHING TIP: Try once more to stimulate the interest and participation of the pupils, encouraging respect, cooperation and tolerance with the classmates in all the proposed activities.