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Find and circle 5 differences.
Activity Book page 37
• Point to the two pictures and elicit whose family this is.
(It’s Bubbles’ family.) Encourage the children to find Bubbles (at the front, on the left-hand side).
• Tell the children that the pictures are exactly the same, apart from five differences. The children find and circle the differences.
ANSWERS
1 brother: sad granny: tired dad: angry sister: tired 2 brother: happy granny: happy dad: happy sister: happy Goodbye
• Remind the class of Hattie counting the horses in the story. Pretend to look through binoculars and say I can see four horses. The children count One, two, three, four.
Then say other sentences, such as I can see six horses. The children count accordingly.
• Tell the children how well they’ve done in today’s lesson and then say Goodbye.
Reinforcement
Class Book page 65, Unit 3 flashcards Sets 1 and 2, Unit 4 flashcards Sets 1 and 2
• Ask the children to look at their Picture Dictionaries for Units 3 and 4 at the back of their Class Books.
• Ask them to choose six items on the page by putting a small pencil mark next to the pictures.
• Play a game of Bingo! (see page 158), using the flashcards from Units 3 and 4.
Extension
Unit 3 flashcards Sets 1 and 2, Unit 4 flashcards Sets 1 and 2
• Play Kim’s game using the flashcards for Units 3 and 4 (see page 158). Display eight of the flashcards and give the children time to look carefully and memorize them. Ask them to close their eyes while you remove a flashcard.
• Ask the children to call out the missing word.
• Repeat the activity with other flashcards.
The Toys 2 • Lesson 2 109
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Listen and chant.
Class Book page 42, CD2 track 4, Unit 5 flashcards Set 1
• Point to the notebook pages along the bottom of the page.
• Play CD2 track 4 and ask the children to point to the food items 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 six groups and give each group a flashcard. Play the chant again. The groups wave their flashcards (or mime eating) when they hear their food.
Food chant $ 2•4 Look and say and clap with me.
Are you ready? 1, 2, 3 bananas … clap, clap, clap apples … clap, clap, clap cakes … clap, clap, clap Look and say and clap with me.
Are you ready? 1, 2, 3 tomatoes … clap, clap, clap sausages … clap, clap, clap pears … clap, clap, clap
110 Unit 5 • 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: bananas, apples, cakes, tomatoes, sausages, pears Revised: I can see …, I’ve got …
Passive: What is it? Count to (10) Starting the lesson
weather flashcards, CD1 track 77
• Do the Hello routine (see page 24).
• Play Hello! Hello! How are you? (CD1 track 77) and encourage the children to shake hands with the child next to them as they sing.
Vocabulary presentation
Magic Pocket, Unit 5 flashcards Set 1, CD2 track 2
• Hold up the Magic Pocket and remind the children what the magic pencil can do (draw things and make them come to life). Play CD2 track 2 and pull out the flashcards as each word is heard. 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.
$ 2•2
bananas, apples, cakes, tomatoes, sausages, pears
TEACHING TIP: Ask the children what their favourite foods are. Discuss the importance of eating healthily. Try to develop in them a thoughtful and positive attitude to food.
Listen and point. Listen again and say.
Class Book pages 42 and 43, CD2 track 3
• Ask Who’s in the picture? (Toby, Ella, Max, Lucky,Toby and Ella’s mum) Are they at school? (No.) What else can you see?
(A car.) Ask children what they think is happening.
• Play CD2 track 3. Children point to the food items 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.
• Say the words, varying your voice so that you speak quietly, loudly, slowly, in a deep voice, in a loud voice, etc.
The children repeat and copy you.
$ 2•3
1 bananas 2 apples 3 cakes 4 tomatoes 5 sausages 6 pears
5 Food
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Reinforcement
Unit 5 flashcards Set 1
• Display the food flashcards round the room in slightly challenging places so that the children have to search for them.
• When someone spots one, encourage them to say I can see (pears).
• Repeat with other children.
Extension
Unit 5 flashcards Set 1
• Arrange the children in a circle and place the six flashcards face down in the centre. Demonstrate choosing a flashcard and saying I’ve got (apples).
• Get the children to choose and turn over the flashcards, and say the sentences.
Unit 5 • Lesson 1 111 Listen and play What’s next?
Class Book page 42, CD2 track 5
• Tell the children to point to the images in the Class Book as they listen. Play CD2 track 5. Ask What’s next? when there is a pause. Children say the next item pictured.
ANSWERS
1 tomatoes 2 pears 3 sausages 4 apples
$ 2•5
1 bananas, apples, cakes
2 bananas, apples, cakes, tomatoes, sausages 3 bananas, apples, cakes, tomatoes
4 bananas
Classroom activity: drawing food
• Start drawing some food items on the board, e.g. two apples.
Draw slowly so that it is not immediately obvious which food item you are drawing. Ask What can you see? (Apples.) Invite children to come to the board and do the same.
• The children repeat the activity in pairs or groups, drawing on pieces of paper.
Goodbye
Unit 5 flashcards Set 1
• Say Count to 10 and show a food flashcard. Everyone counts and then calls out the word.
• Repeat with all six food words, then say Goodbye.
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112 Unit 5 • Lesson 2
Say.
Class Book page 43
• With books open, say a number between one and six, e.g. three. The children call out the food, e.g. cakes. Do this a few times and encourage the children to say I can see (cakes).
• Ask How many tomatoes can you see? The children count and say the number. Repeat for the other food items.
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.
Listen and do. Play Lucky says.
Class Book page 43, Lucky says … poster, CD2 track 7
• Using the Unit 5 photo, either as part of the poster or having cut it out, point to the two children. Play CD2 track 7 and point to the actions as each is said.
• Say the instructions Wash your hands and Eat an apple.
The children mime the actions. Repeat the instructions several times. You can change apple to banana, etc.
• Remind the class of the Lucky says game (see page 28).
• Play the game using all the different actions they now know. You can make this an elimination game if you wish.
See page 169 for a full list of actions.
$ 2•7
Lucky says wash your hands.
Lucky says eat an apple.
Unit 5 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 … bananas/apples/cakes/tomatoes/
sausages/pears
Revised: actions, colours
Passive: How many …? Wash your hands, Eat an apple, Can you see a (car)? What colour are they?
Starting the lesson
weather flashcards, Unit 5 flashcards Set 1, CD2 track 4
• Do the Hello routine (see page 24).
• Review the food vocabulary. Then display the flashcards round the room.
• Play the Food chant (CD2 track 4) and encourage the class to join in with words and actions.
• Play the chant again. This time, children point to flashcards as they chant.
TEACHING TIP: Pupils need to learn that the images are not purely aesthetic, but a source of information. When working on the opening double page, where the images are especially important, invite the children to think of it as their first contact with the contents of the unit.
Stick. Listen and ✓ or ✗.
Class Book page 43, CD2 track 6, Unit 5 picture stickers, ABC poster
• Point to page 43 and explain that the children should complete the images using the Unit 5 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 an item being said. If it is the correct picture they put a tick; if it is incorrect, they put a cross. Play CD2 track 6 and do the first one as an example. Ask Can you see tomatoes? and say Yes. Draw a tick on the board. Play the rest of the CD.
• To check the activity, play the CD again. Pause after each item for the class to say Yes or No.
ANSWERS
1 ✓ 2 ✗ 3 ✓ 4 ✗ 5 ✓ 6 ✗
$ 2•6
1 I can see tomatoes.
2 I can see bananas.
3 I can see cakes.
4 I can see apples.
5 I can see sausages.
6 I can see pears.
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Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Unit 5 • Lesson 2 113 Reinforcement
Unit 5 flashcards Set 1
• Put the flashcards face down. Ask a child to choose one, turn it over and say the sentence I can see (pears). They then display the flashcard with the picture showing.
• A second child turns over a flashcard and says I can see (pears) and (sausages).
• Continue in this way as the sentence gets longer and all the flashcards are referred to.
Extension
Unit 5 flashcards Set 1, Unit 5 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, matching them up in pairs. Point to the words and say the initial letter, e.g. t. Then point to the picture and say the whole word, e.g. tomatoes. Do the same with a, b, c, p and s. Mix up the cards and get the children to help you match them again.
Explorers Quest
Class Book pages 42 and 43, 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
• Revise the ten classroom items from Unit 1. Display all the flashcards, then say the words and encourage the children to point. Next, hold up the flashcards one by one and ask them 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 something from the classroom. (a bag, near the open car boot on page 43).
Play CD1 track 4 while they are looking. Say the word for the children to repeat.
• Revise other language on pages 42 and 43. Ask Can you see a car/dog? What colour is it? Can you see (Ella’s mum)?
How many (bags) can you see?
• Continue the revision away from the book. Play Hidden flashcards with flashcards from Units 1–4 (see page 158).
Vocabulary practice: What’s missing?
Unit 5 flashcards Set 1
• Display the food flashcards on the board and ask the class to close their eyes.
• Remove one of the flashcards. Ask the children to open their eyes and name the missing item.
TEACHING TIP: This What’s missing? activity works very well with real versions of the food, if you are able to bring them in.
Read and draw.
Activity Book page 38, pencils, Unit 5 flashcards Set 1, Unit 5 wordcards Set 1
• With books open, display the wordcards on the board. Ask volunteers to read each word on the page and others to select the corresponding wordcard. Display the flashcards next to the wordcards on the board for support while the children work. (If you feel your class needs further practice of word recognition, see page 159 for ideas and games about this.)
• The children read the numbers and the words under each picture. They then use this information to draw the correct number of each food item.
• As the children are working, go round asking them questions. Say How many apples (are there)?
Goodbye
• Play Count and say (see page 158), then say Goodbye.
© 2020 Oxford University Press
114 Unit 5 • Lesson 3
Listen, follow and number. Draw or for you.
Class Book page 44, CD2 track 9
• Explain to the class that they are going to listen to children talking about which food they like and don’t like. They should place a finger on the picture of Ella at the start and follow along the route as they listen, via the smiley face if they hear I like … and via the sad face if they hear I don’t like …
• Play CD2 track 9. The children listen and follow. Play the CD again. This time, the children write the number they hear at the beginning of each clip in the circle next to the final picture.
• Explain that the children are now going to complete the faces to show their own likes and dislikes. Point out that the faces in the final pictures are blank. They look at the food and draw a smiley face or a sad face, depending on whether they like or dislike the food.
• Go round while they are working and ask them to tell you their likes and dislikes.
ANSWERS 4 3 2 1
$ 2•9
1 I don’t like pears. I don’t like bananas. I don’t like apples. Mmm!
I like sausages.
2 I don’t like pears. I don’t like bananas. I like apples. Mmm! I like cakes.
3 I like pears. I don’t like tomatoes. I like sausages. Mmm! I like apples.
4 I like pears. I like tomatoes. I like cakes. Mmm! I like bananas.
Unit 5 Lesson 3
Objectives
• Familiarize the children with a new structure in preparation for the story.
• Complete a cognitive activity involving listening, following and numbering, using the new language.
Language
Active: I like / don’t like apples/bananas/cakes/pears/
sausages/tomatoes
Revised: wash your hands / eat an apple, actions Passive: What are these? Stop!
Starting the lesson
weather flashcards, CD1 track 9, CD2 track 7
• 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.
• Play Lucky says with CD2 track 7. Then play the game with all the other actions they know.
Structure presentation
structure cards (Unit 5), CD2 track 8, Magic Pocket, Unit 5 flashcards Set 1
• Hold up the structure cards. Point to the different foods and ask What are these? Elicit bananas, sausages, etc. Explain that Max’s mum is preparing a picnic.
• Play CD2 track 8 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 food words so that the children can complete the sentences. Play it a third time, encouraging children to repeat the whole sentence. Get them to nod their heads and smile for I like … and to shake their heads and frown for I don’t like …
$ 2•8
1 Toby I like bananas.
2 Toby I don’t like sausages.
3 Ella I like sausages.
Max I like sausages.
Listen and point. Listen again and say.
Class Book page 44, CD2 track 8
• Play CD2 track 8 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, Mum and Max.
• 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 roleplay.
© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Unit 5 • Lesson 3 115 Reinforcement
Unit 5 reinforcement worksheet 1
• Join and count. The children join the lines to the same food items. They then count how many of each food item there is, writing the number and reading the word.
ANSWERS
1 6 apples 2 5 cakes 3 8 sausages 4 7 bananas 5 5 pears 6 8 tomatoes
Extension
Unit 5 extension worksheet 1, pencils
• Look, circle and write. The children look at the food items and the face next to each, circling like or don’t like, according to the picture. They then complete the sentences by writing the words from the wordpool.
• Count and colour. The children count the number of items, then colour them according to the key.
ANSWERS
1 I like bananas. (yellow) 2 I don’t like cakes. (brown) 3 I don’t like pears. (green) 4 I like tomatoes. (red) 5 I like sausages. (brown) 6 I don’t like apples. (green)
LEARN TO LEARN: This activity involves developing learning skills that will be useful in the future, such as language comprehension, observation, deduction, categorization and classification.
Play.
Class Book page 44
• Explain to the children that they are now going to draw a line representing their own likes and dislikes.
• Ask a child to demonstrate with your help. If they like pears they say I like pears. They colour the smiley face next to the pears and then go to the tomatoes. If they don’t like tomatoes, they colour in the sad face and go on to the sausages, and so on. Ask a child to ‘read’ you their line saying, e.g. I don’t like pears. I like bananas … Demonstrate following the line in your book.
• The children do the same in pairs or small groups.
Classroom activity: food likes and dislikes
Unit 5 flashcards Set 1
• Arrange the class in a circle. The children pass round the food flashcards until you say Stop! Those with a card hold it up and say whether they like or don’t like the food item, e.g. I like / don’t like (bananas).
• Mix up the cards and pass them round again.
Circle the differences. Write the number and say.
Activity Book page 39
• The children look at the two pictures. They circle the ‘extra’
items in the second picture that don’t appear in the first.
• They count the total number of each food item (in both pictures) and write the number next to the food word.
• Go round asking the children to describe the pictures to you, e.g. I can see eight tomatoes and …
ANSWERS
Differences: 2 tomatoes 1 apple 1 sausage 2 bananas 1 pear 2 cakes
tomatoes 8 apples 7 pears 5 sausages 9 cakes 6 bananas 8
Goodbye
• Call out different foods. If the children like the food, they stand up. If they don’t, they stay seated.
• Once everyone is standing up, say Goodbye to the whole class.
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