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Chain-delay game
• Introduce a chain-delay game with food vocabulary.
Explain that each player should say a new word and the word of the person who went two before them, but not the word of the person immediately before them.
• Say a food word, for example, oranges. Tell the child nearest to you (Child 1) to say another food word, e.g. sausages. Child 2 says your word and a new word, but misses out Child 1’s word, e.g. oranges and pears.
Child 3 then says Child 1’s word and a new word, but misses out Child 2’s word, e.g. sausages and apples.
• Continue like this round the class. This game is fun, but it can be confusing, so go slowly and allow children time to think for a moment before their turn.
CULTURE POINT: Cycling is a common form of transport in many cities in the UK, especially London and Oxford. Draw attention to how Jasmine’s dad locks the bikes at the beginning of the story, and to how Jasmine puts on her helmet at the end of the story. Ask why we lock bikes and why we wear helmets.
Goodbye
DVD Unit 5 Let’s explore!
• Play the DVD and pause before key words or phrases for the children to join in. Then say Goodbye.
Reinforcement
DVD Unit 5 Let’s explore!
• Play the DVD. Turn off the sound every time a food word is mentioned and elicit the word. Play this as a team game, with members of each team taking turns to say the words.
Extension
DVD Unit 5 Let’s explore!
• Play the DVD with the subtitles on or off. Repeat the scene at the fruit stall a few times. The children practise saying the lines with the DVD. Then they act out the scene in groups of four.
• Ask the children to form different groups and act out the scene again, but this time substitute the melon, peaches and oranges with their favourite food.
$ DVD Unit 5 Let's explore!
Zak Today we’re in the city. Look at the shops! Look at the buses!
Here’s the market. Look! I can see apples, pears, oranges and bananas.
Stallholder Hello! Can I help you?
Zak Have you got a melon?
Stallholder Yes! Look!
Zak Oh, yes! One melon, please!
Jasmine Look! Peaches! Do you like peaches?
Zak Yes!
Jasmine Me too!
Zak And me!
Dad Four peaches, please. And two oranges, please.
Stallholder Here you are. Thank you!
Zak Thank you! It’s time to go home. Where are the bikes?
There they are! Goodbye!
Unit 5 • DVD lesson 127
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$ 2•22
1 mountain 2 house 3 tree 4 flower 5 lake 6 bird
Listen and chant.
Class Book page 50, CD2 track 23, Unit 6 flashcards Set 1
• Point to the notebook pages along the bottom of the page.
• Play CD2 track 23 and ask the children to point to the features as they hear them and clap.
• Play the chant again, this time encouraging the class to repeat the vocabulary. Remind them of the actions that accompany the chorus (see page 31).
• Divide the class into four teams and encourage them to chant in turn. At the end, decide which team has chanted the loudest and most clearly. As they listen, the other teams can do appropriate actions for each word.
• Divide the class into six groups and give each group a flashcard. Play the CD once more. The groups wave their arms above their heads when they hear their word.
• Repeat this exercise, giving the groups a different flashcard each time.
128 Unit 6 • Lesson 1
Lesson 1
Objectives
• Present and practise a new set of vocabulary.
• Practise the new vocabulary in the context of a chant.
Language
Active: mountain, house, tree, flower, lake, bird Revised: I can see …, I’ve got …, bag, notebook Passive: outdoors, going for a walk
Starting the lesson
weather flashcards, CD1 track 77
• Do the Hello routine (see page 24).
• Play Hello! Hello! How are you? (CD1 track 77). Encourage the children to shake hands with the person next to them as they sing.
Vocabulary presentation
Magic Pocket, Unit 6 flashcards Set 1, CD2 track 21
• Hold up the Magic Pocket and play CD2 track 21. Slowly pull out the flashcards as each word is heard and display them on the board.
• Position the flashcards in a random order round the room.
Play the CD again and get the children to point to the appropriate flashcard each time. Encourage them to say the word as they point.
• Call out the words. The children point to the relevant flashcard and repeat the word.
• Continue saying the words, varying your voice so that you speak quietly, loudly, slowly or quickly. Encourage the children to repeat and copy you.
$ 2•21
mountain, house, tree, flower, lake, bird
LEARN TO LEARN: Explain that being organized and tidy from an early age improves the process of learning. For example, when we categorize and classify vocabulary, or when we organize routines and tasks in class or at home.
These learning skills will help them to learn better now and in the future.
Listen and point. Listen again and say.
Class Book pages 50 and 51, CD2 track 22
• Ask Who’s in the picture? (Toby, Ella, Max and Lucky) Are they at school? (No, they’re outdoors. They’re going for a walk.) What else can you see? (bag, notebook)
• Play CD2 track 22. Children point to the things in the main picture as they hear them. Play the CD again and pause after each word, getting the children to repeat each time.
• Say the six words in a random order. This time, the children point to the picture and say the appropriate number and the word.
Outdoors
6
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Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Classroom activity: shapes in the air
Unit 6 flashcards Set 1
• Show each flashcard, elicit the word and each time draw a simple picture of the item in the air. The children copy.
• Say the words without showing the flashcards. The children draw the shapes in the air.
• Make sentences, e.g. I can see a house, a tree and a flower.
The children draw the relevant shapes in the air.
• The children pass flashcards round until you say Stop! The children with cards look at them secretly and draw the shapes in the air. The rest of the class says the words.
Goodbye
• Play Choose and stand up (see page 159), then say Goodbye.
Reinforcement
Unit 6 flashcards Set 1
• Divide the class into six groups and give each group a flashcard.
• Say, e.g. I can see a mountain, a lake and a bird. The groups stand up and sit down again, with one child holding up their flashcard, each time their item is mentioned.
Extension
Unit 6 flashcards Set 1
• Display the flashcards in a prominent position to act as prompts.
• Arrange the children so that they can all see each other.
Say, e.g. I can see a tree. Everyone makes the tree action.
• Invite a child to repeat the sentence and add something, e.g. I can see a tree and a lake. Again everyone makes the actions.
• Continue, with the sentence getting longer each time.
Encourage the rest of the class to help whoever is saying the sentence.
Unit 6 • Lesson 1 129 Outdoors chant $ 2•23
Look and say and clap with me.
Are you ready? 1, 2, 3 mountain … clap, clap, clap house … clap, clap, clap tree … clap, clap, clap
Look and say and clap with me.
Are you ready? 1, 2, 3 flower … clap, clap, clap lake … clap, clap, clap bird … clap, clap, clap
Listen and play What’s missing?
Class Book page 50, CD2 track 24
• Tell the children to point to the images in the Class Book as they listen. Play CD2 track 24. Ask What’s missing? at the end of each line. Children say the missing word.
ANSWERS
1 house 2 flower 3 mountain 4 bird
$ 2•24
1 mountain, tree, flower, lake, bird 2 mountain, house, tree, lake, bird 3 house, tree, flower, lake, bird 4 mountain, house, tree, flower, lake
© 2020 Oxford University Press
130 Unit 6 • Lesson 2
$ 2•25
1 I can see a tree.
2 I can see a mountain.
3 I can see a house.
4 I can see a bird.
5 I can see a flower.
6 I can see a lake.
TEACHING TIP: While the pupils are doing the sticker activity, take the opportunity to comment on the different geographical features. Explain what a lake is, how many types of trees exist or what the houses in the countryside or in the mountains are like. Tell them that humans can only exist in union with nature, hence the importance of caring for the environment and taking responsibility for our actions.
Say.
Class Book page 51
• With books open, say a number between one and six, e.g. three, and start the sentence I can see a … The children call out the appropriate word (house). Repeat for the different words.
• Ask, e.g. What colour is the flower? The children answer.
TEACHING TIP: The text under the pictures in the Class Book appears in Units 5 and 6 to slowly introduce recognition only, and it is not necessary to do anything with it if you prefer not to; however, if you feel your children are ready, you can work on some simple word recognition activities to develop their reading skills in preparation for the activities in the Activity Book. See page 159 for ideas and games about this.
Unit 6 Lesson 2
Objectives
• Consolidate core vocabulary and develop cognitive skills through a sticker activity.
• Learn new actions and review known actions in the Lucky says game.
• Develop learning strategies through the Explorers Quest.
Language
Active: I can see a … mountain/house/tree/flower/lake/bird Revised: wash your hands, eat a/an…, count to (1–10), dance, stand up, sit down, open/close your books, kick a ball, play the guitar, hands up, hands down, turn around, touch the ground, run, jump, colours
Passive: walk, wave, What colour is the …? What has … got? Can you see a …?
Starting the lesson
weather flashcards, CD2 track 23, Unit 6 flashcards Set 1
• Do the Hello routine (see page 24).
• Review the six outdoors words.
• Play the Outdoors chant (CD2 track 23) and encourage children to join in with the words, pointing to the flashcards as they listen.
• Play the chant again. This time, children draw the relevant shape in the air as they chant.
Stick. Listen and number.
Class Book page 51, CD2 track 25, Unit 6 picture stickers, ABC poster, Unit 6 flashcards Set 1
• Point to page 51 and explain to the children that they should complete the images using the Unit 6 picture stickers. Say Find the sticker.
• As the children place the stickers, go round checking and helping. Ask individuals to say the words as they position them.
• Draw attention to the words below the pictures. Use the ABC poster to support their understanding of the words (see page 160 for the suggested routine).
• Now explain that they will hear a number and a short sentence. They write the number next to the corresponding picture for the sentence.
• Play the first sentence of CD2 track 25 as an example.
Children point to the correct word (tree). Hold up the tree flashcard to confirm. Demonstrate writing 1 next to the tree in the Class Book.
• Play the rest of the CD.
• To check the activity, play the CD again. Pause after each item and ask one child to hold up the correct flashcard and another to write the number on the board. The rest of the class can indicate their agreement by saying Yes.
ANSWERS
mountain, 2 bird, 4 house, 3 tree, 1 lake, 6 flower, 5
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Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Unit 6 • Lesson 2 131 Reinforcement
Unit 6 flashcards Set 1
• This activity works best with a smaller group, but can work with the whole class if everyone is kept involved by helping to recall the words.
• Put the flashcards face down. Ask a child to choose one, turn it over and say the sentence, e.g. I can see a (mountain). The child passes the card to the next child who takes a second flashcard from the pile. This child displays both cards and says I can see a (mountain) and a (bird), and so on. The rest of the class can help if anyone falters.
Extension
Unit 6 flashcards Set 1, Unit 6 wordcards Set 1
• To further consolidate word recognition, use this activity to familiarize the children with the wordcards.
• Put all the flashcards and wordcards on the board, then match them up in pairs. Point to the words and say the initial letter or letters, e.g. b then point to the picture and say the whole word, e.g. bird. Do the same with f, h, l, m, t, exaggerating the sound of these letters. Mix up the words and get the children to help you match them again.
• Play Pelmanism with the two sets of cards (see page 159).
Listen and do. Play Lucky says.
Class Book page 51, Lucky says … poster, CD2 track 26
• Using the Unit 6 photo, either as part of the poster or having cut it out, point to the two children. Play CD2 track 26 and point to the actions as each is said.
• Ask the class to Walk and Wave. The children do the actions. Repeat the two commands several times.
• Remind them of the Lucky says game and how they must only do an action if Lucky says (see page 28).
• Play the game, incorporating actions they already know, sometimes saying Lucky says and sometimes not. You can make this an elimination game if you wish. See page 169 for a full list of actions.
$ 2•26 Lucky says walk.
Lucky says wave.
Explorers Quest
Class Book pages 50 and 51, CD1 track 4, Unit 1 flashcards Sets 1 and 2, Unit 2 flashcards Sets 1 and 2, Unit 3 flashcards Sets 1 and 2, Unit 4 flashcards Sets 1 and 2, Unit 5 flashcards Sets 1 and 2
• Review the six toys from Unit 2. First display all the flashcards, say the words and ask the children to point.
Next, hold up the flashcards one by one for the children to call out the words.
• Remind the class about the Explorers Quest (see page 25). Tell them Hands up when they find the object, and give them a clue if they are struggling, e.g. It’s a toy. (A car, hidden in the bushes to the left of the house.) Play CD1 track 4 while they are looking. Say the word for the children to repeat.
• Take the opportunity to revise other language on these pages. Ask What colour is the …? What has Max got?
• Continue the revision by playing Hidden flashcards (see page 158).
Vocabulary practice: Can you see a …?
a window with a good view / a picture of a countryside scene
• Gather the children either round a window with a view or a big picture of a countryside scene. Ask questions to the whole class and then to individuals, e.g. Can you see a mountain / a flower / a tree? They answer Yes or No.
• Encourage the children to make sentences about what they can see, e.g. I can see a house.
Circle and colour the matching picture. Say.
Activity Book page 45, pencils
• The children identify the picture in the row that matches the picture in the box and colour it.
• Go round asking the children to describe the items to you, e.g. I can see a (green tree), drawing attention to the words below the main pictures.
ANSWERS
1 second picture 2 third picture 3 third picture 4 fourth picture 5 first picture 6 second picture Goodbye
• Ask everyone to choose one of the new words and draw the relevant shape in the air. Call out, e.g. mountain.
Anyone making a mountain shape stands up. Say Goodbye to these children.
• Continue until you have said Goodbye to everyone.
© 2020 Oxford University Press
132 Unit 6 • Lesson 3
Colour and find. Say.
Class Book page 52, pencils
• The children colour each section of the picture using the colour shown in the dot. As they do this, certain features will emerge.
• When they finish, say There’s a … and elicit the words. The children point to the pictures they have coloured as they say the words.
• Ask What colour is the …? for each picture.
ANSWERS
mountain: brown tree: orange and green bird: orange lake: blue and green
flower: red and yellow house: black, grey and orange
TEACHING TIP: While the pupils are doing the colouring activity, point out the importance of working accurately and not going over the lines. Explain the importance of good posture with pencils and/or paints and using the right pressure. Correcting bad habits is essential for good handwriting in the future, and for achieving better results in the present.
Play.
Class Book page 52
• Say, e.g. There’s a flower and ask a child to outline the shape of the flower in the picture in their book.
• The children do the same in pairs or small groups. Go round listening and helping where necessary.
Unit 6 Lesson 3
Objectives
• Familiarize the children with a new structure in preparation for the story.
• Complete a cognitive activity involving listening, identifying and processing information, using the new language.
Language
Active: There’s a … mountain/house/tree/flower/lake/bird Revised: walk, wave
Passive: What colour’s the …?
Starting the lesson
weather flashcards, CD1 tracks 9 and 26
• Do the Hello routine (see page 24).
• Play the Explorers chant (CD1 track 9) and encourage children to join in with the chant and do the actions.
• Ask the class if they can remember which new actions they learned in the Lucky says game last lesson (walk and wave). Play Lucky says with CD2 track 26, then give your own instructions.
Structure presentation
structure cards (Unit 6), CD2 track 27, Magic Pocket, Unit 6 flashcards Set 1
• Hold up the structure cards. Point to the mountain, flower and lake in turn and ask What are these?
• Play CD2 track 27 while holding up the structure cards.
Use the suggestions on the back of the cards to exploit them further.
• Play the CD a second time and hold up the cards again, pausing before the key words so that the children can complete the sentences. Play it a third time, encouraging children to repeat the whole sentence. Encourage them to draw the shapes in the air to reinforce the words.
$ 2•27
1 Toby There’s a mountain.
2 Ella There’s a flower.
3 Max There’s a lake!
Lucky Woof!
Listen and point. Listen again and say.
Class Book page 52, CD2 track 27
• Play CD2 track 27 while the children point to the pictures.
Play the CD a second time, getting them to repeat.
• Ask four children to come to the front. They will role-play the scene, taking the parts of Ella, Toby, Max and Lucky.
• Let the group work, first with the support of the CD and then on their own. If time allows, invite other groups to try the role play.
© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Unit 6 • Lesson 3 133 Reinforcement
Unit 6 reinforcement worksheet 1
• Look and match. Find and draw. The children match each jigsaw piece to the correct word on the right. They then identify where these pieces fit into the empty spaces of the jigsaw and complete the picture.
ANSWERS
1 mountain 2 house 3 tree 4 lake 5 flower 6 bird
Extension
Unit 6 extension worksheet 1
• Look and write. The children look at the picture and complete the numbered sentences below as appropriate, using the words in the wordpool for support. (They will need help reading There’s a …) ANSWERS
1 bird 2 mountain 3 tree 4 house 5 flower 6 lake Classroom activity: drawing a scene
pencils
• Give each child a sheet of paper. Explain that you will describe a scene and they will draw it.
• Say, e.g. There’s a lake. There’s a flower and there’s a mountain. The children draw the outline of these features.
• You can repeat the sentence adding colour, e.g. There’s a lake. It’s blue. There’s a flower. It’s red.
• Go round admiring and asking individuals to tell you about the picture using There’s a …
TEACHING TIP: Encourage the children to enjoy creative activities. Invite them to add new elements to the picture to give it a personality of their own. Remind them that they need to wash their hands after painting or craft activities.
Find and number.
Activity Book page 46, Unit 6 flashcards Set 1, Unit 6 wordcards Set 1
• Distribute the flashcards to individuals and display the wordcards. Point to and read each wordcard. The pupil with the corresponding flashcard stands up and places it next to the wordcard. Encourage the rest of the class to help.
• The children look at the numbers next to the words and number the features of the picture.
• Use the wordcards to check this activity.
Colour and say.
Activity Book page 46, pencils
• The children colour in the features. Go round encouraging the children to point to the features and describe them to you, e.g. There’s a (flower). It’s (red).
Goodbye
• Play Count and say (see page 158). Prompt the word by drawing the shape in the air. Then say Goodbye.
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