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Vocabulary presentation
DVD Unit 4 Let’s explore!
• Play the DVD from I’m hungry, Grandad. to One, two, three, four sandwiches.
• Play the DVD again, pausing after I’m hungry, Grandad.
Rub your stomach and say I’m hungry. Pause the DVD again after One, two, three, four sandwiches. Count the sandwiches with the children. Say 1, 2, 3, 4 sandwiches.
Ask What are these? How many are there? Help the children to respond.
Watch and ✓.
Unit 4 DVD worksheet, DVD Unit 4 Let’s explore!
• Allow the class time to look at the pictures before you play the DVD. Tell them that they should watch the DVD and tick the correct picture for each scene.
• Play the DVD, pausing after the relevant scenes to give the children time to answer each question. Play it again, to allow the children time to check their answers.
ANSWERS
first picture second picture second picture first picture
Goodbye
DVD Unit 4 Let’s explore!, a soft ball
• Play the final scene of the DVD (the football match) with the subtitles off. The children practise saying Oh, dear!, Never mind!, Hurray! and Well done!, copying the intonation on the DVD. Check that the children realise that Oh, dear!
and Never mind! express commiseration and that Hurray!
expresses triumph.
• Explain that you are going to play a throwing/catching game. Throw the ball to a child. If they catch it, say Hurray!
Well done! and then say Goodbye!
• If they drop it, say Oh, dear! Never mind! Throw the ball to another child and encourage the children to chant with you. Say Goodbye! to the children who catch the ball, and keep throwing the ball until everyone has caught it.
Reinforcement
DVD Unit 4 Let’s explore!
• Play the DVD. Pause after items the children know and ask What is it? What colour is it? For example, kite (purple, blue, green, yellow, orange, red), bag (blue), ball (black, white).
Extension
DVD Unit 4 Let’s explore!
• Divide the class into groups of four and in each group assign children the roles of George, George’s grandad, Lizzy and Lizzy’s mum.
• Play the scene in the DVD when George and Lizzy meet. The children repeat their characters’ lines.
• Encourage children to act out the scene. Go round encouraging and helping.
$ DVD Unit 4 Let’s explore!
George I’m at the beach with my family. This is my grandad. I can see my sister. She’s got a bucket and spade. This is my brother.
He’s got a new kite.
George I’m hungry, Grandad.
Grandad OK. Let’s get some sandwiches! Come on!
George Great! Look! One, two, three, four sandwiches. Thank you, Grandad!
Lizzy George! George!
George Hello, Lizzy! Grandad, this is my friend, Lizzy.
Grandad Hello, Lizzy! Nice to meet you.
Lizzy Hello! This is my mum.
Lizzy’s mum Hello! I’m Jane. How are you?
Grandad I’m fine, thanks! How are you?
Lizzy’s mum Good, thank you!
George Why don’t you come with us!
Lizzy and her mum OK!
George Let’s go!
Sister Hello, Grandad! Have you got my sandwich?
Grandad Yes, I have. Here you are!
Sister Thank you, Grandad. That’s great!
Brother Thanks, Grandad.
George I’m happy. I’ve got a sandwich. Let’s play a game!
Children Yeah! Come on!
George First, it’s Lizzy’s turn. Oh, dear! Never mind! Now it’s my turn.
Sister and Lizzy Hurray! Well done, George!
Unit 4 • DVD lesson 105
© 2020 Oxford University Press
Listen to the story.
Class Book pages 40 and 41, CD2 track 1, 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 second part of The Toys story. They will hear the third and final part later in the year. 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 1 while the children follow the story in their books.
• Play the story again. The children use the puppet characters they made for The Toys part 1. They hold them up when their characters speak.
• Check the children have understood that Eddie looked through the binoculars the wrong way, so that the chicken looked very small, when it is actually much bigger than Eddie. Remind them that Eddie and his friends are of course small toys.
• Play the story again and encourage the class to join in with as much as they can, especially the animal noises and big and small.
$ 2•1
1 Bubbles Who’s this, Eddie?
Eddie This is my brother. He’s Jungle Joe.
2 Eddie He’s happy. Look. He’s in the jungle with the big jungle animals.
Bubbles Ooh!
3 Wanda I can see animals.
Hattie Me too!
106 The Toys 2 • Lesson 1
Lesson 1
Objectives
• Revise the language of Units 3 and 4 in the context of a story.
Language
Active: animals, family members
Revised: happy, big, small, rope, farm, Who’s this? I can see (a chicken), Help! It’s small / very big, actions
Passive: This is my brother, He’s in the jungle, Me too! How many (horses) can you see? Give me the binoculars, Wait a minute, Come back, This is my new friend, He’s afraid
Starting the lesson
weather flashcards, CD1 track 9
• Do the Hello routine (see page 24).
• Play CD1 track 9, the Explorers chant, 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: Listening to and following a story implies the children are learning to appreciate the creativity embodied in various artistic and literary forms, and are using them as a source of enrichment and enjoyment.
TEACHING TIP: Ask the children to reflect on the importance of caring for animals, especially if they are our pets. Tell the children about the commitment and responsibility involved in taking them into our home. You can also discuss civic behaviour when we take our pets into the street.
Preparation for the story
Class Book pages 40 and 41
• With books closed, remind the children of The Toys story. Can they remember the characters’ names? What happened in the first part of the story? Encourage them to remember words and phrases from the story, e.g. toy shop, box, kite, bag, Be careful! 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 40 and 41 in their Class Books. Ask what they think is happening and what the characters are saying.
• Point out and say the items the children know. They find them and say the frame number(s). For example, horses (Frame 5.), chicken (Frames 8, 10, 11, 12.), farm (Frame 5.)
• Point to frame 7 and say Eddie’s got binoculars. Mime looking through imaginary binoculars and encourage the children to do the same.
The Toys 2
© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
4 Eddie What can you see?
Wanda I can see sheep.
Hattie And I can see horses.
5 Bubbles How many horses can you see?
Hattie One, two, three … I can see four horses.
Wanda We’re on a farm!
6 Eddie Quick! Give me the binoculars, Bubbles!
Bubbles Here you are.
7 Eddie Yes, I can see a chicken!
8 Eddie It’s small.
9 Wanda Wait a minute, Eddie.
Eddie Oh.
10 Eddie EEK! The chicken is big! It’s very BIG! Help!
Chicken Cluck!
11 Bubbles Come back, Eddie. This is my new friend.
Chicken Cluck, cluck.
12 Wanda Look at Eddie. Is he happy now?
Hattie No. He’s afraid!
Classroom activity: scary animals
• Ask a child to mime an animal, such as a cow. Pretend to be Eddie spotting the cow through imaginary binoculars and say I can see a cow. The child miming the cow comes towards you and you say The cow is big! It’s very BIG!
Help! The child makes the noise of a cow and you mime running away.
• Repeat the procedure with different children pretending to be different animals.
• Ask a confident child to pretend to be Eddie and continue the activity.
Find, count and write the number.
Activity Book page 36
• The children find the animals shown along the left-hand side in the big picture and count how many there are of each. They write the numbers next to the animals.
• Check answers as a class.
ANSWERS
cat 3 goat 2 cow 1 horse 2 chicken 5 duck 5
Look and circle.
Activity Book page 36
• Point to the image of Eddie, and say Eddie’s got binoculars. Look! The children look at each of the images through Eddie’s binoculars and identify which animal it is by circling one of the pictures below.
ANSWERS
1 chicken 2 goat 3 cat 4 horse
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 3 flashcards Sets 1 and 2
• Distribute the animal flashcards round the classroom, some partially hidden, but still visible.
• Ask a child to pretend to look through binoculars and see what they can spot. They say, e.g. I can see a (horse).
Another child finds the horse flashcard.
• Continue until all the flashcards have been found.
Extension
CD2 track 1
• Concentrate on some of the colloquial expressions from the story: Quick! Wait a minute. Help! Come back.
This is my new friend. 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 2 • Lesson 1 107
© 2020 Oxford University Press
The Toys 2 Lesson 2
Objectives
• Revise the language of Units 3 and 4 in the context of a story.
Language
Active: happy, sad, angry, tired, animals, family members Revised: big, small, farm, Who’s this? I can see (a chicken), Help! It’s small / very big
Passive: This is my brother, He’s in the jungle, Me too! How many (horses) can you see? Give me the binoculars, Wait a minute, Come back, This is my new friend, He’s afraid
Starting the lesson
weather flashcards, CD1 track 9, Magic Pocket, Unit 4 flashcards Set 1
• Do the Hello routine (see page 24).
• Play CD1 track 9, the Explorers chant, 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 family flashcards. Get the children to identify each card as you pull it out.
• Hand out the flashcards and get the children to pass them quickly round the class until you say Stop! Say Hello, Grandad! and the child with the grandad flashcard holds it up and says Hello!
Reviewing the story
Class Book pages 40 and 41
• 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?
• Get the children to look at the story frames on pages 40 and 41. Say some key phrases from the story and get the children to say the frame number. This is my brother. (Frame 1.) One, two, three … I can see four horses. (Frame 5.) Give me the binoculars, Bubbles! (Frame 6.) It’s small. (Frame 8.) It’s very BIG! (Frame 10.) This is my new friend. (Frame 11.) He’s afraid!
(Frame 12.)
Listen to the story.
Class Book pages 40 and 41, CD2 track 1
• 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 pages 106 and 107 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 1
• Concentrate on the final part of the story for the children to act out, from frame 7 onwards (Eddie spots the chicken through the wrong end of the binoculars and thinks it is small).
• Ask what the characters are saying in each frame. Ask them if they remember what Eddie shouts when he realises how big the chicken is. (Help!)
• Bring five children to the front. Four of them take the role of the toy characters and the fifth child pretends to be the chicken, standing some distance away. Play the corresponding part of the story. The children mime the actions.
• Divide the class into groups of five and give them time to act out the same scene, first with the support of the CD and then without it.
• Invite groups to perform to the class if time allows.
TEACHING TIP: Make the most of the interaction that occurs when acting out the story plays to teach the children to work together, reach agreements through dialogue, and to put themselves in the place of others by evaluating and accepting their performances.
Find, match and say.
Activity Book page 37
• Point to the four pictures along the top row and elicit which character this is from the story. (Bubbles) Elicit that the characters below are Bubbles’ family members.
• The children look at the pictures of Bubbles and decide how he is feeling. They then match his emotion to his family members who are also showing the same emotion.
• Go round checking answers and encouraging the children to talk about Bubbles’ family members, saying, e.g. This is my (sister). She’s (sad).
ANSWERS
sad, fourth picture angry, third picture tired, first picture happy, second picture