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(© Cambridge University Press 2008 Spinner template 7ils “Then when it is time tor crart actives, you can put une Dux Um table and pupils can come and collect what they need. ‘¢ Make sure pupils always clear up atthe end of craft acti that they put the scissors, etc. back inthe box and that they put rubbish in the rubbish bin You will need to supply each pupil with an envelope for photocopiable activities, such as game cards, At the end of the Activity, pupils write their name on their envelope and put their cards inside. With younger pupils, itis best if you look after the envelopes until the next time you want to use the materials. Evaluation pages “The evaluation pages in Kids Bor 1 are designed to be used after ‘each Our world section: Evaluation 1 after Our world Units 1~4, Evaluation 2 after Our world Units 5-8 and Evaluation 3 after Our world Units 9-22. You will notice that the evaluation pages use ‘Similar task types to those in Cambridge ESOL YLE Starters Test. ‘Over the three evaluation pages, pupils will be evaluated on their Reading and Writing, Listening and Speaking. ‘You should tel the pupils that you are going to give them an ‘evaluation activity, but make sure they don’t become too anxious, about it. Iti important that they come to the activity feeling ‘relaxed and positive - believing that they can do Hand out the copy to each pupil and make sure they have the ‘elevant materials (crayons, pencils, etc). ‘You should allow about ten minutes foreach evaluation. ive the instructions in Engish ‘Monitor pupils as they do the activity and give encouragement. [At the end of the activity, collect their work. Give each pupil feedback on their work, by colouring in the stars sete end of the sheet and drawing a smiley face. Always focus on “what they can do and what they have done, rather than on what ey cant do. Evaluation 1 “SSTRUCTIONS “Wel pupils to take out their crayons and put them on their desks. “see out Evaluation 1 (page 118) Say Look at the picture. What can “se see? Elicit some of the things they can see and where they are “ent do all the ones in the tes). They do the tes. "At the end, tell pupils to write their names. Collect the papers. Feedback. There are five starsat the bottom of the page. Colour ‘one in fora correct answer. Draw a smiley face inthe circle to ‘ght. Congratulate pupils when you hand back their work. Don't the evaluation and dor't rank pupils in order. ‘pencil under the table ~ orange, toy train next tothe chair ‘computer on the table - brown, ballin the school bag, book next tothe pen - green jou see the classroom? Good. Now listen. {jou see the pencil under the table? (pause) (Colour it orange. the pencil under the table orange. (pause) spew see the toy train next to the chair? (pause) Colour it blue. the toy train next tothe chair blue. (pause) stn ye see oe ee en ood. Colour it yellow. Colour the ballin the school bag yellow. (pause) Can you see the book next to the pen? (pause) Good, Colour it green. Colour the book next to the pen green. (pause) Evaluation 2 INSTRUCTIONS. ‘Tell pupils to take out their crayons and put them on their desk. Hand out Evaluation 2 (page 129). Say Look atthe picture. What can ‘you see? Elicit that i's a monster. Elicit some possible names. Pupiis choose a name for their monster and write it on the line in question 1. Tell pupils to colour the clothes and the face (eyes, ai etc) in the colours oftheir choice. This isnot part of the evaluation. ut pupils into groups of four. Focus on one group ata time. Tell the other groups to put their papers away and give them another task to do, eg. from Primary Vocabulary Box: “The pupils in a group take it in turns to talk to the others about their monster. You ae not listening for particular language: the aim here is that they can communicate about their pictures to the others. “Take about two minutes with each group. Listen to each pupil and decide as you are listening how many stars you will award them. ‘Collect the papers from pupils. Make sure they have written their names. Feedback. There are six starsat the bottom of the page. Colour ‘each one according to how well the pupil completed the task. Draw a smiley face in the circle tothe right. Congratulate pupils when you hhand back their work. Don't grade the evaluation and dont rank pupils in ord Evaluation 3 INSTRUCTIONS. Hand out Evaluation 3 (page 120}-Explain Parts 1 and 2 before pupils start Say Look at Part 2. Look at the picture. Look at the ‘sentences. Write yes or no, Do an example with the class using something on your desk, eg, say There's a pen on my desk. (There ‘isn't a pen) Pupils say No. Say Do the same on the paper ‘Say Look at Part 2. Show pupils where they write the words and that they use the jumbled letters (they have done these types of activities in cass). Pupils work individually. Give pupils about five minutes to complete the evaluation. ‘Collet the papers from pupils. Make sure they have written their names. Feedback. There are ten stars down the edge ofthe page. Colour each one according to how well the pupil completed the task, one star for each correct answer. Draw a smiley face in the circle underneath, Congratulate pupils when you hand back ther ‘work. Don't grade the evaluation and don't rank pupils in ord Key: Part 1: 1 No, 2 Yes, 3 No, 4 Yes, 5 No Part 2:6 apple, 7 cake, 8 burger, 9 chocolate, 10 banana A final word ‘We've had a lot of fun writing this course and sincerely hope a you and your pupils have as much fun using it. Caroline Nixon and Michael Torinson, Mares Se Introduction 55table and pupils can come and collect what they need. ‘© Make sure pupils always clear up atthe end of craft activities, ‘that they put the scissors, etc, back in the box and that they put, rubbish in the rubbish bin. ‘© You will need to supply each pupil with an envelope for photocopiable activities, such as game cards. At the end of the ‘activity, pupils write their name on their envelope and put their ‘cards inside. With younger pupils itis bes if you look after the ‘envelopes until the next time you want to use the materials. Evaluation pages ‘The evaluation pages in Kids Box 1 are designed tobe used after ‘each Our world section: Evaluation after Our world Units 1-4, Evaluation 2 after Our word Units 5-8 and Evaluation 3 after Our world Units 9-12, You wil notice thatthe evalaton pages use Sila tasktypes to those in Cambridge ESOL YLE Starters Test (ver the three evaluation pages, pupils wl be evaluted on their Reading and Writing, Listening and Speaking. ‘You should tell the pups that you are going to give them an valuation activity, but make sur they dont become to anxious Shout tis important that they come othe activity feling ‘elaxed and postive believing that they can doit and out the copy to each pupil and make sure they have the relevant materials (crayons, pencil, tc) ‘You should allow about ten minutes foreach evaluation. Give the instructions in English, Monitor pupils as they do the activity and give encouragement tthe end ofthe activity, cllect ther work. Civ each pupil feedback on their work, by colouring in the stars ‘at the end of the sheet and drawing a smiley face. Always focus on Sha they ean do and what they have done, rather than on what they cant do. Evaluation 1 sxSTRUCTIONS Tel pupils to take out their crayons and put them on their desks. Hand out Evaluation 1 (page 18) Say Look atthe picture. What can ‘you see Elicit some ofthe things they can see and where they are {Gon' do al the ones in te test). Tey do the test. ‘A the end, tll pupisto write their names. Collec the papers Feedback. There are five stars atthe bottom ofthe page. Colour ‘ech one in for a correct answer. Draw a smiley face in the circle to ‘Se right. Congratulate pupils when you hand back their work. Dont _g-de the evaluation and don't rank pupils in order. Key: pencil under the table ~ orange, toy train next to the chair ~Plue, computer on the table — brown, ball inthe school bag, ~ yellow, book next tothe pen — green Script: for the teacher to read an you se the classroom? Good. Now listen. Con you se the pencil under the table? (pause) ood. Colour it orange Colour the pencil under the table orange. (pause) Can you see the toy train next tothe chai? (pause) Good. Colour it blue. Colour the toy train next othe cir blue. (pause) Good.Colourityeliow Colour the ballin the school bog yellow. (pause) Can you see the book next tothe pen? (pause) Good. Colour it green. Colour the book next to the pen green. (pause) Evaluation 2 INSTRUCTIONS ‘ell pupils to take out their crayons and put them on their desks. Hand out Evaluation 2 (page 119). Say Look at the picture. What can ‘you see? Elicit that is a monster lict some possible names. Pupils ‘choose a name fr their monster and write it on the line in question 1, Tell pupils to colour the clothes and the face (eyes, hair etc.) in the colours of their choice. Tiss not part of the evaluatio Pat pupils into groups of four. Focus on one group ata time. Tell the other groups to put their papers away and give them another ‘task to do, eg. from Primary Vocabulary Box. “The pupils in a group take it in turns to talk to the others about their monster. You are not listening for particular language: the aim heres that they can communicate about ther pictures tothe others. “Take about two minutes with each group Listen to each pupil and decide as you are listening how many stars you wil award them, Collec the papers from pupils. Make sure they have written their names. Feedback. There are sx starsat the bottom ofthe page. Colour each one according to how well the pupil completed the task. Draw a smiley face inthe circle othe right. Congratulate pupils when you hhand back their work. Dot grade the evaluation and dont rank pupils in order. Evaluation 3 INsTRUCTIONS Hand out Evaluation 3 (page 120). Explain Parts 1 and 2 before pupils tart. Say Look at Part 2. Look at the picture. Look at the sentences. Write yes or na. Do an example with the dass using something on your desk, say There apen on my desk. (There isnt a pen) Pupils say No. ay Do the same on the paper. Say Look at Part 2. Show pupils where they write the words and that they use the jumbled letters (they have done these types of activities in lass. Pupils work individually ive pupils about Five minutes to complete the evaluation Collect the papers from pupils. Make sure they have written thee names. Feedback. There are ten stars down the edge ofthe page Colour each one according to how well the pupil completed the task, one sta for each correct answer. Draw a smiley fae in the circle underneath. Congratulate pupils when you hand back their work. Dont grade the evaluation and don't rank pupils in order. Key: Part 1: 1 No,2 Yes, 3 No, 4 Yes, 5 No Part 2:6 apple, 7 cake, 8 burger, 9 chocolate, 10 banana A final word We've had a lot of fun writing this course and sincerely hope that you and your pupils have as much fun using it. Caroline Nixon and Michael Tomlinson, Murcia 2008. Introduction 13,scissors, glue, wool, crayons, in a large box in the classroom, “Then when it is time for craft activites, you can put the box on @ table and pupils can come and collect what they need. ‘© ‘Make sure pupils always clear up atthe end of craft activities, that they put the scissors, etc. back in the box and that they put, rubbish in the rubbish bin. ‘© You will need to supply each pupil with an envelope for pphotocopiable activities, such as game cards, At the end of the Activity, pupils write their name on their envelope and put their cards inside. With younger pupils, it is best if you look after the envelopes until the next time you want to use the materials Evaluation pages The evaluation pages in Kids Box 1 redesigned tobe used after ‘ach Our worl section: Evaluation after Our world Units 1-4, Evaluation 2 after Our world Units 5-8 and Evaluation 3 after Our ‘world Units 9-12. You will notice thatthe evaluation pages use Siilartasktypes to those in Cambridge ESOL YLE Starters Test. ‘ver the thre evaluation pages, pups wil be evaluated on their Reading and Writing Listening and Speaking. ‘ou shoud tll the pupils that you are going to give them an valuation activity, but make sure they dont become to anxious Sout tis important that they come tothe activity feling relaked and postive ~ believing that they can do it and ut the copy fo each pupil and make sure they have the relevant materials rayon, pen, tc). ‘You shoud allow abou ten minutes foreach evaluation Give the instructions in Engh. Monitor pupils as they do the activity and give encouragement Atte end of the activity, collect ther work. Give each pupil feedback on thelr work, by colouring in the stars atthe end of the sheet and drawing a smile face. Always focus on what hey can do‘and what they have done, rather than on what they cant do Evaluation 1 INSTRUCTIONS Tel pupils to take out their crayons and put them on ther desks. Hand out Evaluation 2 (page 138) Say Look atthe picture. What can you se? Elicit some ofthe things they can see and where they are {Gor't do all the ones inthe test). They do the test. {At the end, tell pupils to write their names. Collect the papers. Feedback. There ae five starsat the bottom ofthe page. Colour ach one in fora correct answer. Draw a smiley face inthe circle to. ‘he right. Congratulate pupils when you hand back ther work. Dorit grade the evaluation and dont rank pupils in order. ey: pencil under the table - orange, toy train next to the chair blue, computer on the table ~ brown, ball inthe schoo! bag, yellow, book next to the pen ~ green Script: for the teacher to read an you se the classroom? Good. Now Fisten, Gon you see the pencil under the table? (pause) ood. Colour it orange. ‘Glour the pencil under the table orange. (pause) Gon you see the toy train next to the chair? (pause) Good, Colour it blue. ‘Glour the toy train next to the chair blue. (pause) Colour tne computer on the table brown. (pause) Can you see the ballin the school bag? (pause) Good. Colour it yellow. Colour the ball in the schoo! bag yellow. (pause) ‘Can you see the book next to the pen? (pause) Good. Colour it green. Colour the book next to the pen green. (pause) Evaluation 2 INSTRUCTIONS ell pupils to take out ther crayons and put them on their desks. Hand out Evaluation 2 (page 119). Say Look at the picture. What can {you see? Eli that i's a monster Elicit some possible names. Pupils ‘choose a name for their monster and writ it on the line in question 2, Tell pupils to colour the clothes and the face (eyes, hair etc) in the colours of their choice. This isnot part of the evaluation, ut pupils into groups of four. Focus on one group ata time. Tell the other groups to put their papers away and give them another task to do, eg from Primary Vocabulary Box. The pupils in a group take it in turns to talk tothe others about their monster. You are not listening for particular language: the aim here is that they can communicate about ther pictues to the others. “Take about two minutes with each group. Listen to each pupil and decide as you are listening how many stars you will award them. Collect the papers from pupils. Make sure they have writen their names. Feedback. There ae six tars at the bottom of the page. Colour each one according to how well the pupil completed the task. Draw a smile face inthe circle tothe right. Congratulate pupils when you hhand back their work. Dont grade the evaluation and don't rank pupils in order. Evaluation 3 Insraucrions Hand ut Evaluation 3 (page 120). Explain Parts 2 and 2 before pupils tart. Say Look at Part 1. Look at the picture. Look at the Sentences Write ye orn, Do an example withthe class using something on your desk, eg say There’ a pen on my desk. (There isnt a pen) Pupils say No. Say Do the same on the poper. Say Look at Part 2. Show pupis where they write the words and that they us the jumbled letters (they have done these types of activities in class) Pupils wrk individually. Give pupils about five minutes to complet the evaluation Collet the papers from pupils. Make sure they have writen their names. Feedback. There are ten stars down the edge ofthe page. Colour each one according to how well the pupil completed the task, one star foreach correct answer: Draw a sil face in the cirle underneath. Congratulate pupils when you hand back ther ‘work. Dont grade the evaluation and dont rank pupil n order. Key: art 1:1 No,2 Yes, 3 No, 4 Yes, 5 No Part 2:6 appl, 7 cake, 8 burger 9 chocolate, 10 banana A final word Welve had a lt of fun writing this course and sincerely hope that you and your pupils have as much fun using it. Caroline Nixon and Michael Tomlinson, Murcia 2008. 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Yes, No, your ‘Additional language: school, bag, an, stick, fold, read, cut, be quiet, stop, it’s, a/an Revision: colours, numbers 1-10 ‘© MATERIALS REQUIRED ‘School flashcards (27-32) ‘Optional: Primary Activity Box 3.6 Warmer ‘© Pupils take out their crayons. Say Pick up the red crayon, please. Repeat for other colours. Start off slowly, then Speed up. More confident pupils can take turns to give the instructions. Presentation ‘© Teach the new words, using flashcards and the real objects. Introduce Is this a. ? Yes/No. Hold up the pen flashcard. Say Is this a pencil? Shake your head. Elicit or teach No. Say Is this ‘a book? Pupils chorus No. Say Is tis a pen? Nod your head. Elicit or teach Yes. Repeat with the other flashcards. Note: An is for recognition purposes only. PBB. Activity 1. Listen and point. [YLE] ‘¢ Say Open your Pupil’ Books at page 8, please. Elicit who is in the picture (Suzy and Simon). Say Where's the star? Pupils check together. Check with the class by holding up your book and pointing to the star (on the pencil). Pupils say Here itis. ‘© Put the flashcards of the classroom objects on the board. Say Listen and point. Play the CD. Pupils listen and point to the ‘objects in their books. Point to the flashcards on the board to check. SUzY: Oooohh! Simon, is that your bag? SiMON: Yes, itis. suzy: Ws yellow. SIMON: Yes, its, and my pencil’ red. Uv: Is your eraser red t00? Siow: No, it sit. green suzy: And what colou’s your pen? simon: It’ blue, Suzy suzy: Oh, and? SIMON: Here, Suzy! Look at ths. I's my Maskman book! ‘uz: Wow! Thanks, Simon! PBB. Activity 2. Listen, point and repeat. ‘© Say Now listen, point and repeat. Play the CD. Stop after each |word. Pupils point to the object and repeat in chorus. Pupils can say the words in different ways: quietly, loudly, et. ‘Table, book, chair, eraser, pen, pencil Practice 4 Ask questions about the picture inthe Pupils Book. Point 2 say, eg What colour’ the pen? Pupils workin pairs and ask and answer in the same way. © Optional For further practice of classroom instruction, se Primary Actity Box 16 Extra activity 1: see page 105 (if time) {ABB. ACTIVITY 1. Listen and colour. [YLE] «Say Open your Actvty Books at pag 8, please. Review the Classroom objects by saying, eg Point tothe rable. €¢ Pupils ake out crayons inal seven colours. Say Listen and Colour la the CD. Pupils make a coloured dot. They chec pairs. Play the CD again Check withthe cass Pupils colou ajects. hc which colour they dia se (purple). ange, pencil = yellow, table=red, erase een, pen = blue in The table is red The chair is orange The eraser is pink The pen is blue ‘The book is green. ‘The pencilis yellow ABB. ACTIVITY 2. Count. Write the number. Point to a pupils pencils. (There should be fewer than ten How many pencils (are there)? Count them aloud: One, twn three, etc. Repeat with pens and erasers. ‘© Pupils count the objects in their books and write the num “They check in pars. Check with the class. For each one s2 ‘eg. How many pencils (are there)? Ask a pupil to come an ‘write the number on the board Note: The use of How many, are there and plurals is for receptive purposes only. Key: 2 chairs, 6 erasers, 5 pens, 3 pencils, 1 book Extra activity 2: see page 105 (if time) Ending the lesson «Handout the school flashcards to diferent pupil. Say to pupil Hold up your flashcard. What ist? The class answe Repeat asa sentence, eg. I's book. Pupils repeat. Pupit ‘uth flashcard take iin turns to holdup te card and at (question, Te class answers.‘* TARGET LANGUAGE Key language: table, book, char, eraser pen, pencil I this a. ? Yes, No, your ‘Additional language: school, bag, an, stick, fold read, cut, be ‘quiet, stop, it’, afan Revision: colours, numbers 1-10 ‘® MATERIALS REQUIRED School flashcards (27-32) Optional: Primary Activity Box 1.6 Warmer ‘Pupils take out their crayons. Say Pick up the red crayon, please, Repeat for other colours. Start off slowly, then speed up. More confident pupils can take turns to give the instructions. Presentation © Teach the new words, using flashcards and the real objects. Introduce Is ths a... ? Yes/No, Hold up the pen flashcard. Say 's this a pencil? Shake your head, Elicit or teach No. Say Is thi «@ book? Pupils chorus No. Say Is this a pen? Nod your head, Elicit or teach Yes. Repeat with the other flashcards, Note: Am is for recognition purposes only PBS. acTIviTy 2. Listen and point. [YLE] ‘ Say Open your Pups Books at page 8, please. Elicit who is in the picture (Suzy and Simon). Say Where's the sar? Pupils check together. Check with the class by holding up your book and pointing to the star (onthe pencil. Pupils say Here itis Put the flashcards of the classroom abjcts onthe board, Say Listen and point. Ply the CD. Pupis listen and point tothe ‘objects in their books. Point tothe flashcards on the board to check. Suv ost Sévn that our beg? sna e ese fe oan preteen ites Lil sare Rem keer Sve And va clos Yor pan? Seen savon ite Son Here Sayl took at ths Is my Mahan bok! Vor Thala eaie es acaver? hie ie waa esac © Say Now fn polo epee Pay CD. Sp fr each word Pp pot othe pet and ener cea antay Sevens incor ae eae Table, book, chair, eraser, pen, pencil Practice ‘© Ask questions about the picture inthe Pupils Book. Point and say, eg, What colour’ the pen? Pupils work in pairs and ask and answer in the same way. ‘© Optional For further practice of classroom instructions, see Primary Activity Box 16 Extra activity 1: see page 105 ‘ABB, ACTIVITY 1. Listen and colour. [YLE] ‘© ‘Say Open your Activity Books at page 8, please. Review the classroom objects by saying, eg. Point o the table. © Pupils take out crayons in al seven colours. Say Listen and colour: Play the CD. Pupils make a coloured dot. They check in Pairs. Play the CD again. Check with th class. Pupils colour the ‘objects. Elicit which colour they dnt use (purple) ‘Key: chair = orange, pencil = yellow, table = red, eraser = pink, book = green, pen = blue mE The tables red, The chair is orange. The eraser pink The pen is be The book is green. “The pencils yellow ‘ABB. ACTIVITY 2. Count, Write the number. © Point toa pupis penis. (There should be fewer than ten) Say How mary pencils are cere)? Count them aloud: One, toc three et. Repeat with pens and eraser, ‘© Pupis count the objects in ther books and writ the numbers. ‘They check n pairs. Check wit the class For each one say €¢g.How many penis are thee)? Ask a pupil to come ana write the number on the Board Note: The use of How many, are there and plurals is for receptive purposes only. 22 chairs, 6 erasers, 5 pens, 3 pencils, 1 book Extra activity 2: see page 105 (if time) Ending the lesson ‘¢ Hand out the schoo flashcards to different pupils. Say to one pupil Holdup your flshcard. What iit? The ass answers, Repeat as a sentence, eg Its a book. Pupil repeat. Pup with flashcards take it in turns to hold up the card and ask the ‘question. The class answers, time)‘¢ TARGET LANGUAGE Key language: table, book, chair eraser pen, pencil Is this a ..? Yes, No ‘Additional language: an, What's (2 and 3)? Revision: numbers 1-10 (© MATERIALS REQUIRED School flashcards (27-32) About twelve classroom objects for the Ending the lesson memory game, eg. a blue pencil, a pink pencil, a green eraser, 2 yellow crayon; a cloth or a large piece of paper Warmer © Display the flashcards on the board. Write a number in words between one and ten under each one. Don't repeat the ‘numbers, but they don't need to be sequential. Pupils take out their notebooks. Say Eraser Pupils write in their notebooks the number which is under the eraser, eg. 6. Demonstrate the activity forthe pupils with one of the flashcards and numbers. Say the other words and pupils write the numbers in their books. Pupils check in pairs. Check with the class. BO. activity 3. Say the chant. '® ‘Say Open your Pup’ Books at page 9, please. Look at the ‘picture. Listen and point. Play the chant. Pupils listen and point Play the chant again, Pupils listen and repeat after each line. Practise the chant a few more times as a whole class. Then chant with different volumes, divide the class into different ‘groups and so on. * Divide the class into six groups. Hand a school flashcard to ‘each group. The class say the chant group by group, holding. up the flashcard and saying their words in turn. Swap flashcards and repeat. If possible, record the pupils using audio or video and show them the results, A pencil, a book, An eraser, a pen, Atable, a chai, Say it again. (xa) ‘Now say the chant again. (Repeat chant) Practice '* Revise numbers with the class by doing simple sums. Hold up ‘wo pencils in one hand and three in the other. Say What's 2 cand 3? Put al the pencils in one hand to help pupils. Elicit the answer and count the pencils aloud to check withthe class. Ask other simple sums: 1+2,4+3,3+3,5 + 1,¢tc PBO. ActiviTy 4. Listen and correct. ‘© Focus pupils on the pictures. Say Look at number one. Play the CD for number one. Elicit the answer No, Six orange chairs ‘Make sure pupils say the number and the colour. Play each ‘one in turn. Pupils whisper the answer to their partner. Don't ‘correct as a class at this stage, Play the CD a second time. Stop after each one and correct as a class. Key: 2 Two green tables, 3 Four purple pens, 4 Five red books, 55 Three pink pencils, 6 Six yellow erasers Four purple chairs Three bite tables sixred pens Seven yellow books Two orange pencils Eight green erasers Extra activity 1: see page 105 (if time) ‘ABS. acriviry 3. Draw the pictures: © Display the lshcards on the board asin the warmer. time, write a number nex to each one (not the number words). Say, eg, Number is an eraser. What's number 4? Elicit from a pupil Number 4i a (pen. Repeat several times so that pupils are falar wit the response 1 Say Open your Activity Books at page 9, pease Lok (point to your eyes) at the pictures at the top. Tell pupils to choose one abject to draw in each box. They can choose which they want, but tel them its a secret. Pupils copy the objects into. the boxes. 1 Demonstrate the activity Invite a pupil to the front. Hold your ‘Activity Book so thatthe pupil can't see. Say Number i chai Holdup the pupil’ Activity Book. Point to the bottom half ofthe page and say Dow a chair number 1. Check that the pupils understand what to do and that they dont look. ‘Put pupils in pairs. Say Tell your friend. Drow your fien’s Pictures. Monitor pupil s they are working, Check that they all understand what todo and that they need to draw the ‘objects in the boxes. Pupils check in plrs by comparing their books, Extra activity 2: see page 105 (if time) Ending the lesson ‘ Play a memory game. Put the classroom objects onthe table in front of you, or onthe floor.’ important that all pupils ean see them. Pupils look at them for 30 seconds. Cover the objects with a cloth or with paper. Serety take one object away, Take ‘off the cloth/paper to show pupils the objects again. Pupils put their hands up to name what is missing. Elicit and check Repeat. Choose a pupil to come out and remove the next object.Page 10 ‘© TARGET LANGUAGE Key language: Who's that? Who's he/she? How old are you? Lenny, Alex, How old is he/she? He/She is ‘Additional language: friend, girl, boy Revision: numbers 1-10, character names ‘© MATERIALS REQUIRED ‘Character flashcards (1-3, 19, 33-34) of the known and new (Alex, Lenny) characters Warmer ‘© Review the names of the known characters, using Who’ that? ‘Add the two new flashcards. Ask Who's that? and give the names: That's Alex/Lenny. Presentation © Display all six flashcards at random on the board. Point to ‘Meera. Say /s she Alex? Pupils respond No. Ask Who is she? Pupils respond. Point to Stella and ask Who's she? Practise Is she/he (name)? and Who's he/she? using all the flashcards. PB1O. activiry 5. Listen and point. [YLE] ‘© Say Open your Pupil’ Books at page 20, please. Listen and point. Play the CD. Pupils listen and point as they hear the ‘names. Play the CD again. Pupils listen and point again. ‘© Hold up your book and point to, eg. Lenny, and ask Who's he? 1s he eight? Ask about the other children's names and ages to check. tenn: Hello. im Lenny. What's your name? ell. Who's that? LENNY: That’ Alex. He's my friend, fow old is he? ‘eww: Hes si. Who's that? Is she your friend? STELLA: Yes, she is. That's Meera LENNY Is she six? STELLA: No, she isnt. Shes eight. LENNY: I'm Seven, How old are you? STELLA: Im seven, too. PBIO. activiry 6. Listen, point and repeat. ‘Say Listen, point and repeat. Pay the CD. Stop after each sentence for pupils to repeat. Point tothe flashcard of Meera. Say That's Meera She's eight. Emphasis the She. Point to Lenny. Say Thor's Lenny. Hes seven. Emphasise the He. Elicit from pupil, in La if necessary, why one is He and the other She. Elct or teach the words boy and gir. 's Meera. She's eight. That's Stella, She's seven. ‘That's Lenny. He's seven. ‘That's Simon. He's six. That's Alex. Hes Practice {Ask s Stella five? Pupils respond No. Ask Is Stella eight? Pupils respond No. Ask How olds Stella? Pupils respond. Repeat with another character. Focus on the pupils. Say incorrect ages, ¢g, Are you nine? Are you four? Then ask How old are you? Continue around the class to make sure the pupils are familiar with How old are you? Extra activity 1: see page 105 (if time) ABIO. acriviry 4, Listen and write the number [YLE] Say Open your Activity Books at page 10, please. Pint tothe ‘number next to Alex. Say How old is he? Pupils answer si). Say Listen and write (pretend to write) the numbers Play the CC. Pups check in pairs. Play the CD again. Check with the class. Say How old is Meera? Pupils respond She eight. Pupils ask and answer around the cass about the other ages. Key: Meera = 8, imo , Lenny = 7, Stella = 7 How old is Meera? She's How old is Simon? He's six How old is Suzy? She's three How oldis Lenny? He's seven. How old is Stella? She's seven. ‘ABIO. ACTIVITY 5. Match and answer Elicit what pupils can see (monsters). Ask How many boys (are there)? How many gil (are there)? Point to a boy monster. Look thoughtful. Ask How old is he? Pupils follow the maze tw check Pupils work individually and find the ages of the other monsters by following te lines. © Check by asking 1 How ol is he? Pupils respond He's nine. Pupils practise in pars. They ask and answer at random, 68.5 How old is he? Key:2=5,3=6,4=7,5=8 Extra activity 2: see page 106 (if time) Ending the lesson «Hide one character flashcard behind your back. Pupils ake tums to guess: I she/he Meera/Alx? The pupil who guesses correctly comes to the front to choose a card and to answer the questions. Repeat.Page 11 ‘© TARGET LANGUAGE Key language: How are you? m fine, thank you. puppet ‘Additional language: | don't know Revision: numbers 1-10, character names ‘¢ MATERIALS REQUIRED Character flasheards (1-5) Photocopiable activity 2 (see page 93), one for each pupil, glue, scissors, a set of finished finger puppets for demonstration Extra activity 1: CD of lively music Warmer ‘Introduce your finger puppets. Put a finger puppet on in turn. ‘Go up to one or two pupils. Say Hello. I'm (Simon). What's your ‘name? How old are you? Repeat. Only wear one puppet at a time during this activity ‘© Putall five puppets on your fingers. Point to each one and elicit the names. PBL. acriwiry 7. Make the puppets. ‘© Review the character names, using the flashcards. Say Open ‘your Pupil’ Books at page 12, please. Let's make the puppets. Hand out Photocopiable activity 2 to each pupil. They colour in the puppets (about five minutes). Monitor the class carefully. When all pupils are ready, hand out the scissors and the give. Demonstrate cutting out one of the puppets. Pupils cut out their puppets, Demonstrate how to glue the tabs in place. Pupils glue the tabs in place. PBLL. activity 8. Sing the song. ‘© Put the puppets on your fingers in this order: Mr Star, (Mes Sta, Stella, Simon, Suzy. Pupils do the same. Say Listen ‘and look. Play the CD. Wiggle the appropriate finger with the ‘greeting and do accompanying greeting actions. Pupils repeat. ‘© Play the CD again, Sing the song. Pupils do the actions and join '* Play the CD line by line. Do the actions with your fingers. Pupils repeat each line in chorus. ‘© Make five groups: a group for each character. Everyone says, the first line, Then the Mr Star group stands, replies and sits down. Continue in this way for the other groups and characters. me Me Star, Mr Star, ow are you? fim fine, thank you. 'm fine, thank you How are you? Mes Star, Mes Star How are you? Fm fine, thank you. I'm fine, thank you. How are you? Stella Star, Stella Star, How are you? ''m fine, thank you. 'm fine, thank you. How are you? ‘Simon Star, Simon Star, How are you? ''m fine, thank you. 'm fine, thank you, How are you? Suzy Star, Suzy Star, How are you? ¥'m fine, thank you. 'm fine, thank you. How are you? 1'm fine, thank you. 'm fine, thank you. How are you? ‘Now sing the song again (Karaoke version) Practice © Pupils repeat the song in pairs, taking turns to start and respond, The puppets ‘tlk’ to each other and pupils wiggle the ‘correct finger each time. Extra activity 1: see page 106 (if time) [ABLL. activity 6. Listen and colour. [YLE] ‘© ‘Say Open your Activity Books at page 11, please. Point to the picture. Say What's this? Teach or elicit / don't know. Tell pupils {o put the following colours on their desks: blue, pink, purple, yellow, green, red. Hold up your book and point to the boxes. Say Listen and colour. Pay the first line of the CD (Five: blue). Point to number 55 0n the page and ask What colour’ this? Pupils respond {blue). Pupils put a blue dot in the box. Pay the CD. Pupils ‘check in pais, Play the CD again. Check with the class. Ask, ‘eg What colours number seven? ‘Pupils colour the picture according to the numbers. Elicit from the class what the picture is (a pencil and eraser. Key: 5 = blue, 6 = yellow, 7 = pink, 8 = green, 9 = purple, 10 red Five: blue Eight: green Six: yellow Nine: purple Sever: pink Ten: red ABIL activity 7. Draw your table. ‘© Focus pupils on the picture, Ask What's tis? (a table). Point to the eraser and the pen in turn and ask What’ this? ‘© Say Draw your table here. Check pupils know what to do. Pupils work individually and draw their table with some ‘objects. Monitor closely. Make sure pupils don't try and draw ‘too many things. Extra activity 2: see page 106 (if time) Ending the lesson «Pupils put thei puppets on their fingers. Sing the Puppet song. again withthe ass. Unit 2 My school 23‘© TARGET LANGUAGE ‘Key language: the phoneme /m/ as in Maskman, Michael ‘monkey, Meera, Marie, mouse Additional language: circle Revision: imperatives, classroom objects @ MATERIALS REQUIRED Character flashcards (1-3, 6-8, 19, 33-34) ‘School flashcards (27-32) Optional: Primary Activity Box 1.6 Warmer (© ‘Stick the character flashcards on the board and elicit the ‘names. Put the flashcards of Monty, Marie, Maskman, Meera in one group, Simon, Stella, Suzy in another group, and Lenny and Alex on their own, Focus pupils on the tm/ group and on the sound: muh, PB12. acriviTy 9. Say it with Monty. ‘Say Open your Pups Books at page 12, please. Introduce Michael monkey to the class. Check understanding of monkey. Emphasise the /m/ sound atthe beginning of each word. Show the class your closed lips Play the CD. Say Say it with Monty. Pupils isten and repeat. Say them more and more quickly as 4 tongue twister and se if pupils can keep up. Pupils work in pairs and practise pointing to the pictures inthe book and saying the words MONTY: Michael Monkey MONTY, BOY AND GIRL: Michael Monkey ‘MONTY: Monty, Maskman, Marie, mouse MONTY, BOY AND ciRL: Monty, Maskman, Marie, mouse Optional activity 1 Display a large set of dominoes from Primary Actvty Box .6 ‘on the board. Check pupils understand the instructions on the dominoes, eg. Stick Demonstrate the game by matching words and pictures. Divide pupils into groups of four Pupils play the game. This time they say and mime the words. PB12. activity 20. Ask and answer «© Review the classroom vocabulary quickly, using the fasheards ‘Focus pupils on the example in their books: Whar colour i the +g? Pink. lit another question and answer from pupil to make sure they understand what to do Pupils work in pars and take turns to askand answer. 124 Kid's Box Teacher's Book 1 Extra activity 1: see page 106 (if time) AB12. activity 8. Circle the ‘m’ words, (© ‘Stick the nine character fashcards on the board. Say the /m/ Sound and show the class your cose lip. Pupils come up in tur and point tothe fm laheards (Monty, Meera, askman, Marie) Put a rte round each ofthese Point to the other Five flashards and make the /m sound, Pupils do thumbs down Clean the board, ‘© Say Open your Activity Boks at poge 12, pease Elicit the ‘words from the lass in chorus. Mime drawing circle forthe Im words. ‘© Pupils complete the activity. Monitor pupils as they are working. Pupis checkin pais. Correct rally as a whole clas. Key: Maskman, monkey, Monty, Marie ABI2. activity 9. Follow the ‘schoo!’ words. ‘© Focus pupils on the maze in their books. Hold up your book. Point to Suzy. Make a gesture to show you don't know and say Where's Monty? Put your hand above your eyes as if looking, look around the class and say Monty? Monty? Let pupils tell ‘you where Monty is and then elicit the first word on the path to find him (book). ‘© Check pupils understand what to do. Pupils work individually They find the route in the maze by following the school words. Pupils checkin pairs by saying the words one by one. Monitor pupils as they are working. © Check the activity as a whole class, with pupils saying the route together. Key: book, pencil, table, chair eraser, book, pen, table, chair, ‘eraser, pencil, table, pen Extra activity 2: see page 106 (if time) Ending the lesson ‘Pupils do actions only when you say Monty sys . Use these instructions inthe game: standup, si down, point to fan ‘eraser, pick up (a red crayon), open (your book), close (your ‘bo0k}, draw (a mouse), look at (my table). Use the game to review classroom vocabulary and colours.‘© TARGET LANGUAGE Key language: language from the unit ‘Additional language: everybody, here's, another, not Revision: pick up, point to, open, close, classroom vocabulary, colours ‘® MATERIALS REQUIRED Flashcards ofthe characters, the classroom objects, the colours, Extra activity 1: picture dictionary stickers Warmer ‘© Play a game. Draw a 3x 3 grid on the board. Number the squares 1-9. Place rine flashcards face down on the board. Write a number between 1 and 9 under each one. Divide the class into two teams. The first team chooses a number. Turn ‘over the flashcard. One pupil says what i is. If they are correct, erase the number and puta large O in the square. The other ‘team chooses a number. If they answer correctly, erase their number and put a large X in the square. Continue in turn. ifthe teams don't answer correctly leave the number in the square and puta new flashcard face down in its place. The first tearm to geta line of X or Os the winner Story B13, activiry a1. Listen to the story ‘© Say Open your Pups Books at page 13, please. Look at the pictures Point to Marie (pupils point. Point to Maskman (pupils point), Point to Monty (pupil point). Hold up your book for the class. Say Listen and fook. Find the missing words. Pek up your. ? Draw the... ? lay the CD. Pupils look and listen They check in pais. Check with the class (pencil/monster) ‘# Play the CD again, Stop after each picture to check understanding. Hold up your book. Poin and ask, e.g. What's this? (table, chai, Activity Book, pencil eraser), What's her ‘name? What's his name? sane Sr sy waneokk ake One, two, three, four, five. Ok. Sit down, please, everybody. (Open your Activity Books, please, and pick up your pencils. Listen tothe CD and draw the monster. MASKMAN: Oops! Oh, my Activity Book! Mon: Here's another book, Maskman. suanie: No, not another book, Monty. Here's an eraser. MASKMAN: Er, no, Marie. Another Activity Book, please. Listen and repeat. ‘© Say Listen and repeat. Play the CD again. Stop after each picture. Pupil listen and repeat in chorus. Pupils do the actions to the song a the beginning (this should be familiar by now} Encourage pupils to say the words with feeling. PB13. activity 12. Act out the story. ‘© Demonstrate the activity. Three pupils come to the front. Let each pupil choose a character. Play the CD and help them act ‘ut the story. Repeat with another group of three. 1© Divide the class into groups of three. Say Hands up, Maskman, ‘One pupil in each group puts up their hand. Repeat for Marie ‘and Monty, to make sure pupils know who they are. Play the (CD, Pupils act and jin in. Repeat, so pupils play all three roles, Extra activity 1: see page 106 (if time) [ABL3. my PICTURE DICTIONARY. ‘Say Open your Activity Books at page 13,pleose. Look at the picture dictionary. Pupils prepare the sticker. Ect the words in turn Pupils holdup the correct sticker. Say the words again ina different order. Pupils point to the word in their books. Pupils stick the stickers in the correct place. If appropriate, pupils trace around the word under the picture Extra activity 2: see page 106 (if time) [ABL3. my STAR CARD. ‘Say Can you soy these words? Display the classroom object flashcards in tur. Ect the words in chorus. Ask pupils repeat if necessary. Where pupils dont all say the word Correctly, ect the word from another pupil who can and then ask the first pupil to repeat. «Pupils work in pairs. They take turns to point toa picture in their books and to say the word. 1 Say Colour the stars Demonstrate the activity onthe board. Elicit a word, using one ofthe flashcards. Say Good. Now colour the star. Check pupils know what to do. Pupils choose ‘colours to colour their stars, Ending the lesson Ask pupils which chantsong/game they keto do again fom the Unit Do it together to end the lsson Pupils might want to ede fren ope equPage 14 ‘¢ TARGET LANGUAGE Key language: car, ball, doll, compute, bike, train, What's your ‘favourite toy? My favourite .. is ‘Additional language: Where's .. ? Revision: What's ths? 1's a .. Where's. ? (@ MATERIALS REQUIRED Character flashcards (1-3, 19, 33-34) Toy Rashard (35-40) ‘School flashcards (27-32) Warmer ‘© Show the character flashcards and elicit the names. Stick the. flashcards face down on the board. Say Where's Meera? Pupils ‘come up to turn over one card to find her. The pupil that finds her mixes up the flashcards, turns them to face the board again and runs the game. Repeat for other characters Presentation ‘Teach the new vocabulary (car, bal dol, computer, bike, train), using the flashcards. Show each flashcard in turn. Elicit or say the word. Pupils repeat. Make sure pupils say each word several times. Vary it by asking them to say it loudly, soy, whispering and s0 on. BLA. acriviry 2. Listen and point. ‘Say Open your Pupils Books at page 14, please. Hold up your book. Say Where's the star? Pupils check together. Check with the class by holding up your book and pointing to the star (on the computer screen). Pupils say Here it. Pint to, eg, the bike and say What's this? Ist a train? Repeat for other objec. Elicit who isin the picture (Simon, Stella, Alex, Meera Lenn Suzy). Say Listen and pont. Play the CD. Pupil listen and point to the toys in the picture. Check which character has which toy and check understanding of favourite. STELLA: My favourite toy my computer. What's your favourite toy, Alex? ‘ALEX: My bike. What's your favourite toy, Simon? ‘simon: My favourite toy’s Maskman and the car. ‘meena: Is Maskman a dol? SIMON: No, Marie's a dll -MEcRA: Oh, My favourite toys my ball. rn: My favourites my train, What's your favourite toy, Suzy? suzv: Mo... Aah Where's Monty? PBI. activity 2. Listen, point and repeat. ‘© Say Listen, point and repeat. Play the CD. Pupils repeat. Pay the CD again if necessary, Computer, ball, doll, car, train, bike Practice 1 Display the toy ashcards Point othe bike and say i it dol? Pupils respond No. Say Is it a car? Pupils respond No. Say What st? Pupil respond Is «bike. Repeat. ‘© Point tothe ball and say What’ this? Pupils respond Ie’ boll Say What colours? Repeat. ‘© Pupils play the game in pars, taking turns to point toa toy in their books and ask questions, and to answer Monitor pupils as they do the activity. Extra activity 1: see page 106 (if time) ABI4. ACTIVITY 3. Listen and circle the tick or cross. [YLE] 1 Display the tran flashcard on the board, Draw a tick and a cross nex tot Point and say Ifo car. Pupils respond with thumbs down (no) Circle the cross. Repeat using a correct sentence and circling the tick. 1 Say Open your Actin Books at page 24, please Say Listen and crcl the ck or eros. Point tothe tick as you say tick and the cross as you say cross. Pay the CD. Pupils sten and circle. Pupils checkin pairs. Play the CD again, Check withthe class. X30 4X50 6X 1 RS ca 2.Wsatrain 53 Ws bike tts col. 5. Its a computer. 6 tes abal. Extra activity 2: see page 106 (if time) ‘AB14, activity 2. Look and complete. © Hold up your Activity Bok. Point to the pictures inthe fst line. Et the words. Say them clearly as groups of three (A ball, car, a doll, ..A boll, a car, ..). Follow the line to the dll with your finger and elicit a doll. «© Pupils complete the other lines in pairs. Pairs check with other pars Pupils say the names ofthe toys inthe lines to check, © Check with the class Key:2 a computer, 3 abike, 4a car Ending the lesson 1 Teach a mime forthe new words, eg bike: holding handlebars; car turning steering whee, computer typing; train: moving arms in circular motion; doll: cradling motion; ball: throwing. motion {© “Teach the following chant tothe class with the action. Pupils join in. Repeat for other toy, starting the mime alte before the chant. Invite confident pupils to lead the cas. Here's my (ball, my (ball), my (bal). Here’ my (ball). My fovourt toy‘@ TARGET LANGUAGE Key language: black, brown, white, grey, car, bal, train, ‘computer bie, doll Revision: colours, numbers 1-6, Whats your favourite toy? ‘© MATERIALS REQUIRED Colour asheards (20-26, 41-44) seven known and four new (black, brown, whie, grey) Toy flashcards (35-40) Extra activity 1: Photocopiabe activity 3B (see page 94), photocopied onto thin card, scissors, envelopes Extra activity 2 leven crayons, one ofeach colour Warmer ‘© Use the chant from the end of the previous lesson to review the toys. Presentation ‘* Review the known colours. Elicit or teach the four new colours, using the flasheards. Pupils repeat the new colours in chorus and group by group. BIS. activiry 3. Listen and say the number. ‘© Say Open your Pupils Books at page 15, please. Listen and say ‘the number: Ply the frst one as an example. Pupils put up ‘heir hands to answer. Elicit fom the whole class in chorus (3). Play the CD. Pupils whisper the answers to their partner. ‘© Play the CD again. Pupils put their hands up after each one. Elicit the answers. Key: 3, 4,2, 5,61 mn What's your favourite toy? ‘My favourite toy's my red car. ook at my green ball. t's my favourite toy what’ this? ‘es my blue computer. ‘what colour's your train? fs yellow. ‘what's your favourite toy? ‘es my orange bike. wna’ this? ‘es my pink doll Pair work * so pairs, pupils take turns to point to the pictures and say, eg. What's number 2? It's blue computer. What colour’ the train? Jes yellow. Don't focus on an before orange as in an orange bike BIS. activity 4. Say the chant. © Display the four new colour flashcards. Say, e.. Grey. Pupils point. Repeat forthe other colours. 1 Say Listen and chant. Play the CO. Pupils point tothe colours in their books. Play the CD again. Pupils jin in. Vary the chant. Pupils say it in groups, loudly, softly, whispering and so on. Black, brown, white, grey, Look, listen, point and say. Black, brown, white, grey, Look, listen, point and say. (x2) Now say the chant again. (Karaoke version) Extra activity 1: see page 106 (if time) B15. activity 3. What colour? Listen and draw lines. [YLE] «Say Holdup your block crayon. Repeat for grey, purple, yellow, brown, blue red. (Ths is one more colour than they need) Say Open your Activity Books at page 15, please. Play the CD. Do the fist one as an example. Mime drawing from child 3 tothe ‘computer. lay the rest ofthe CD, leaving time for pupils to find the crayons and draw the ines in the appropriate colours Pupils check in pars. Play the CD again and check by elicting the number, the colour andthe toy «Elicit the colour they din use (red) 1. Black. My favourite toy is my computer. 2, Purple. My favourite toy is my bike. 3. Yellow. My favourite ty is my car. 44. Brown. My favourite toy is my ball 5. 6 Blue. My favourite toy is my doll. Grey. My favourite toy is my train ‘ABLS. activity 4. Draw your favourite toy. ‘Show your set of game cards or use the toy flashcards. Aska pupil What's your favourite toy? Point to the flashcards / game cards. The pupil responds, eg. A red car/A car I they don't Bie the colour, ask What colour is it? ‘© Pupils draw and colour their favourite toy. Select some pupils to show the class ther pictures and to talk about them, eg. ‘My favourite toy s (a ca) Wt’ (red). Pupils talk about their pictures in pairs. Extra activity 2: see page 106 (if time) Ending the lesson «Pupils stand up. Point to objects inthe classroom, Say itspink. When pupils hear the right colour, they jump in the air, When they hear the wrong colour, they turnaround. Pui who make a mistake sit down, Continue until you have a small group of winners Unit 3 Favourite toys 27‘© TARGET LANGUAGE Key language: in, on, under, next to ‘Additional language: Where's ..? differences Revision: classroom objects, toys ‘© MATERIALS REQUIRED ‘School flashcards (27-32) Extra activity 1: Photocopiable activity 3A (see page 94), one for ‘each pupil copied onto thin card, paper fasteners, scissors, one ‘completed activity for demonstration Extra activity 2: toy flashcards (35-40) Warmer ‘© Review the classroom objects, using flashcards, Hold up each flashcard, elicit what it is and hand it to a pupil Pupils with flashcards show the flashcard to the class, say what it is and stick it on the board Presentation ‘© Demonstrate and teach the prepositions using actions: ~ On: the left hand on the right closed fist ~ In: two fingers ofthe left hand are gripped in the fisted right hhand = Under: the left hand is flat under the right closed fist = Next to: the left hand is flat next to the fisted right hand, ‘© Practise the prepositions, using mime and realia, eg. a pen on ‘book. Say Where's the pen? Pupils respond it's on the book and do the mime. Continue to elicit questions and answers from the class, using other classroom objects, e.g. book, pen. PBI6. ACTIVITY 5. Listen and do the actions. Say Open your Pupils Books at page 26, please. Say Listen and do the actions. Play the CD. Pupils listen and do the actions ‘when they hear the prepositions. Play the CD again for pupils torepeat ‘© Check understanding by asking, eg. isthe ballon the toy box? (No, it isnt) 1 the bal inthe bag? (No, it ist) Where’ the ball? (Next tothe chair) ‘mr STAR: Simon. Simon, is your ballin your bag? SIMON: EF, no, it ist, Dad. ‘Mk STAR: Simon, is your ball onthe toy box? simon: Er, no, itis’, Dad imon, is your ball under the table? no, it isnt, Dad. ‘MR STAR: Simon, where's your ball? SIMON: Er, is next to your chair, Dad. B16. acriviry 6. Listen, point and repeat. ‘© ‘Say Listen, point and repeat. Play the CD. Stop after each stentence. Pupils point and repeat in chorus. Pupils repeat the sentences in different ways: quietly, loudly etc 28 Kid's Box Teacher's Book 1 "mr STAR: Is your ball onthe toy box? ‘mm stan: Is your bal under the table? ‘mm staR: Is your ball next to the door? 1mm stan: Is your ballin the toy box? img TAR: Where's your ball? SIMON: Er, its next to your chai Practice ‘© Pupils workin pairs. They take turns to say a preposition and to mime the action, ‘ABI6. ACTIVITY 5. Listen and write the number. [YLE] Say Open your Activity Books at page 16, please. Elicit what th (2 monkey), Pupils take out their pencils. Play numbe 3. Check the answer with the class (the sixth picture) and elicit the sentence (The monkey's in the toy box). Play the CO. Pause the CD after each one to give pupils more thinking time, but don't elicit answers. Pupils check their answers in pairs. Play ‘the CD again. Check with the class. Elicit a number and ‘a sentence for each one. Key: 4, 3,2,6,5,2 mira 2. The monkey’ inthe toy box. 2. The monkey's on the tain 3. The monkey's next tothe car. 4. The monkey's on the bike. 5. The monkey's next to the computer. 6. The monkey's under the chai. Extra activity 1: see page 106 (if time) AB16. activity 6. Look and circle. © Say Look at pictures. Where’ the bag? Elicit that's on the door. Say Look ot picture a. the bag onthe doo? lc that it next to the ty box. Say Thee ae sx more differences. Can you find them? Mime circing witha pencil Pupils work indvivally and cele the differences. They checkin pars. Eli from the class. Pupils sy, In picture 2 the dolls in the toy box. In picture 2 the do's on the toy box. Check around the class. «Pupils work in pais and tak turns to point o differences and to say the sentences. Key: Picture 1 Picture 2 ‘The dol’ in the toy box. The dolls on the toy box. ‘The train’son the bookcase. The train on the toy box. ‘The car's next to the computer, ‘The eraser’s under the table. ‘The penci’s on the table. ‘The ball’ under the chair The car's on the computer. ‘The eraser’ on the table. The pencils on the chair, The balls under the table. Extra activity 2: see page 107 (if time) Ending the lesson {Do the preposition action game ag from the presentation.‘* TARGET LANGUAGE Key language: Where's your... ? Additional language: ! don’t know, your, He isn't toy vocabulary, in, on, under, next to, Is he sant. Yes, he is, ‘Note: The use of the negative is new. ?No, he * MATERIALS REQUIRED Toy flashcards (35-40) xtra activity 1: Photocopiable activity 3A (see page 94), either the completed sentence wheels or the material copied onto thin «ard, paper fasteners, scissors, one completed activity for demonstration Warmer * Revise prepositions using the action game from the previous lesson. Use reala to elicit sentences from the clas, eg. place an eraser under the desk and ask Where's the eraser? Pupils put the following objects on their desks: pencil, pen, book, ‘crayons, They take turns to place objects, to ask a question and to elicit a response from the class, Pupils continue the {game in pairs. PBI7. Activity 7. Sing the song. ‘ Say Open your Pupi’s Books at page 17, please. Focus pupils on the picture in their books. Elicit what they can see (toy box, computer, etc). Play the CD. Pupils isten and point. Sing along to the CD yourself and shake your head to indicate the meaning of isnt. Play the CD again. Pause after each line for pupils to repeat in chorus. Repeat Use an upward motion with your hand to indicate the rising tone in the questions: Is he in the toy box? ls he under the book? Is he next tothe computer? * Divide the clas in half. Groups take turns to sing alternate lines Monty isnt here, Monty isnt there eisn't on the table. fe sn't under the chair ‘Oh, where? Where? Where is Monty? ‘she in the toy box? ‘she under the book? he next tothe computer? Seok! Look! Look! ‘Oh, where? Where? Where? ‘Where? Where? Where? ‘where? Where? Where? ‘Where's Monty? ‘Now sing the song again, (Karaoke version) PBI7. ActiviTy 8. Ask and answer «Ask questions about the picture, gs Monty under the coir? Pupils respond No, (hein) Elicit another question from a pupil eg /s hein the toy box? and an answer from the cass. Focus pupils on the question marks in the picture in Activity 7. Pupils work in pars and take turns to ak and answer about ‘Monty. (Hein the bag) Extra activity 1: see page 107 (if time) ABI7. activity 7. Draw the toys. © Say Open your Activity Books at page 17, please Elicit the toys pupiiscan see (bike, ball, car, dol, computer). Draw the blocks from the second part of the activity on the board. Make them large enough fr the fashcards. Put the bike flashcard in place. Tun your back tothe board. Give a pair of pupils a flasharé and tell them to place it on a bloc. Et from the class where itis, eg, The computers next othe bike, The caris under the computer. The dol ison the bike. Pace your finger to your lips fand go Shhhhbh. ‘© Pupils secretly draw the objects on their blocks atthe top of the page. ‘© Put pupils nto new pir. They si facing one anther, holding their books up so ther partner cart see. One pupil is A and one 8. Say AS put up your hands. Bs pu up your hands, to check pupils know who they ae. As describe their picture to 8, eg. The doll is under the bike and Bs draw it inthe blocks at the bottom ofthe page. When s have fnshed drawing all four pictures, say Stop. Now Bs speak and As draw Pupils complete the activity. ‘© Pupil look at each others books to check. Extra activity 2: see page 107 (if time) Ending the lesson © ‘Sing the song from the begining of the leson. Make sure pupils shake their heads for ft and use arising tone fr the Yyesfno questions: she inthe toy box? she under the book? Ihe next 0 the computer? Unit 3 Favourite toys 29© TARGET LANGUAGE Key language: tortoise, two, toys, the phoneme /t/ as in Tommy tortoise Is your .. under your .. ? ‘Additional language: in, on, under, next to Revision: monster, train, table, classroom vocabulary © MATERIALS REQUIRED Number, school and toy flashcards (9-18, 27-32, 35-40) Extra activity 1: two rl Extra activity 2: Photocopiable activity 38 (see page 94) ~ either the cards from the previous lesson or the materials copied onto thin card, scissors, a set of cards for demonstration Warmer © Review vocabulary using the flashcards. Elicit the word and stick the flashcard on the board. Put the flashcards with the inital sound /t/ in one group: train, table, Say Today's sound ‘is .. Pupils complete by saying tuh. PBIB. activiry 9. Say it with Monty. ‘© ‘Say Open your Pupil’ Books at page 18, please. Introduce ‘Tommy tortoise. Check understanding of tortoise. Make the /t/ sound several times for pupils to repeat. Show pupils that the tongue is behind their top teeth. Elicit what is in the picture (Tommy tortoise, a train, a two, toys, a table). Say Say it with ‘Monty Play the CD. Pupils listen and repeat. Play the CD again. Pupils repeat the chant with you, ‘© Pupils work in pairs and take in their book and say the words. aT See eo eaR oe arene ae mor aoe atta gi PBIB. activity 10. Hide and play. '* Close your eyes. A pupil hides his/her book, eg. under the chair, on the table, inthe bag. Open your eyes and ask ‘questions, eg. ls your book under your chair? Is your book in your bag? The pupil answers No or Yes. When you guess correctly, the pupil holds up the book and says Here itis! Repeat. Make sure pupils use your in the question ‘© Pupils play the game in pairs. turns to point to the pictures Extra activity 1: see page 107 (if time) ABIB. acriviry 8, Colour the ‘’ words. ‘© Say Open your Activity Books at page 28, please. Check pupils tunderstand what to do. Elicit each word. Pupils show thumbs up (word) or thumbs down (not ’ word). As you do thumbs up, say Colour this picture. 30 Kid's Box Teacher's Book 1 ‘© Pupils complete the activity. Correct as a whole lass. Hold up your book, point to the 2 and say What's this? Pupils respond. ‘Aska pupil What colour’s your 2? Continue for the other words. Key: 't' words: two, train, table, ten ABIB. ACTIVITY 9, Listen and colour. [YLE] ‘Revise prepositions by placing flashcards in, on and under ‘objects inthe lass. Pupils need nine crayons: brown, pink, yellow, purple, green, red, black, grey, blue. Say Listen and Colour Remind pupils to make a dot the fist time. Play the CD. Pupil listen and dot. Pupils check in pais, Play the CO again. Check withthe class by eliciting from pupils, eg. Hold up the brown. Elicit The doll i brown. Ask Where's the doll? Elie On the choi Say Good. The doll n the chair is brown. Elicit from pupils which colour they didnt use (blue). Key: Brown doll on chai, pink dll in toy box, green train in toy box, red car on table, yellow car under chai, purple ballin toy box, green ball under table, red train next to toy bo, black bike, grey computer Tota aia we aus wh om oo jis pekthrall oe Tew er ncaa re se a tae ace tal Rus cya eo Tea an te ue o Tee Sots ey Se Tene bee Te sete eee Extra activity 2: see page 107 (if time) Ending the lesson © Repeat the chant from the begining ofthe lesson, Saya litle faster each ime ke a tran) unl pupils (and you) cant goany faster,Page 19 '* TARGET LANGUAGE Key language: language from the unit ‘Additional language: Here you are. Revision: language from the unit, Where’, prepositions * MATERIALS REQUIRED Toy flashcards (35-40) ‘Warmer ‘© Use the mime chant from the first lesson of the unit to review the vocabulary. Do the mime for each of the words. Pupils call ‘out the words, Start the chant. Do the mime as you start and all through the chant. Pupils copy your actions and join in with the chant. Then pupils take itn turns to lead the chant, doing. the actions forthe class to join in and copy. Here's my (bal), my (ball), my (ball. Here's my (bal). My favourite toy. Story PBI9. ACTIVITY 31. Listen to the story. ‘© Say Open your Pups Books at page 29, please. Look ot the pictures. Elicit who they can see (Marie, Monty and Maskmar). Hold up your book to check pupils remember the sequence of the pictures. Say Listen and look. Where's Maskman's car? Play the CD. Pupils listen and look. They check in pairs. Check with the class (in the bag). ‘© Play the CD again. Pupils listen and repeat. Encourage them to say it with feling. img Toys in the toy box, ome alive ‘wa an talk, Sethe count of ve. ‘One, wo, thre, four, ve seaskaan: Hell, Mare, What's that? sani: ls my computer. i's my favourite toy. sexsxatan: Oh. seanie: What's your favourite toy, Maskman? SeASKMAN: My car. It's blue and black. I's the Maskman Car. seanie: Oh, that's nice. Wher sit? SASKMAN; It there, nett the toy box. ‘sony: No, it isnt next to the toy box, Maskman, ‘measkMan: Oh, nol Where's my car? ‘won: Is it in the toy box? ‘mASKMAN: No, it isn’t under the table. Oooh. Where's my car? sweat: | don't know, Maskman. Is it on the chair? seAskMAn: Nooos, i ist ‘mony: Look, Maskman. It's OK. It's here, in the bag [MASKMAN: Oh, thank you, Monty. ‘asxman: My Maskman Car, PBI9. activity 12. Answer the questions. «© Check comprehension of the story. Hold up your book and point to each fame in tum, Point and ask, eg. Whats Maries {favourite toy? What colours Maskman’s car? Ts it next tothe toy box? Ask pupils questions for individuals to raise their hands and answer, Extra activity 1: see page 107 (if time) AABI9, MY PICTURE DICTIONARY. © Say Open your Activity Books at page 19, please, Look at the picture dictionary. Pupil prepare the stickers. Say the words in tur. Pupils point othe correct sticker. Say the words again ina diferent order. Pupils point othe correct word in their books. Pupils stick the stickers inthe correct pace. Remind them to check with each other or with you before sticking them in ther books. Monitor around the lass to check. If appropriate, pupils trace around the word under the pictur. [ABIO. wy STAR CARO. «Focus pupils on the activity in their books. Say Can you say these words? Use the flashcards to elicit the words in turn fom the clas. Pupil say them in chorus. Ask pupils to repeat if necessary. Where pupils dot all saya word covet, elicit the ‘word from another pupil who can and then ask the frst pupil to repeat. ‘© Pupils work in pairs. They take turns to point to a word in their books and to say it «Say Colour the stars. Demonstrate the activity on the board if necessary. Ect a word Say Good. Now colour the stor. Check Durils know what todo with the other words and stars. Pupils choose colours to colour their stars. Extra activity 2: see page 107 (if time) Ending the lesson ‘Ask pupils which chant/song/game they'd like to do again from the unit. Do it together to end the lesson, Unit 2 Favewiit‘© TARGET LANGUAGE Key language: family, mother, father brother, sister, grandmother, grandfather, Who's that?, next t0 ional language: man, woman, possessive’ pop star : toys, ColOUTs, prepositions, he/she, his/her Revi ‘© MATERIALS REQUIRED Family flashcards (1-5, 45-46) Extra activity 3: Prepare ten true and false sentences about Stell’ family, eg. Simon is her mother. Mr Star is her father. ‘Optional: Primary Grammar Box 1.2 ‘emesis meta SalnaaMe SC AE Warmer € Stick the family flashcards on the board. Point and elicit, eg. Shes Stella. Focus on the correct use of He/She as well as the names. ‘© Turn one flashcard to face the board. (You can stick paper over the words if you do not wish pupils to see them) Elicit the names again, including the one the pupils can't see. Repeat, each time turning one more flashcard to face the board until all are facing the board. Pupils repeat from memory. Turn over ‘each one again to check. Repeat. Presentation B20. activity 2. Listen and point. ‘© Say Open your Pupi’s Books at page 20, please Point to the picture. Say She's. Pupils say Suzy. '® Say Look and point. Play the CD. Pupils listen and point to the family members. Ask Where's Monty? (on the table). Ask Where's the star? (on the shelf) Pupils say Here iti. suzy: This is my family, That's my father, Mr Star. He's a pop star Now, ths is a nice picture of my mother. She's on a white chair Who's that woman in the car? That's my grandmother. My grandfather is next to my grandmother. He's funny. There's my brother, Simon. He's on a black bike, And that’s my sister, Stella She's seven, Oh! And who's that girl next tothe table, Monty? ‘That's me. And, oh, where are you? There you are, on the table. B20. activiry 2. Listen, point and repeat. Say Listen, point and repeat. Play the CD. Pupils point to the pictures and repeat. Chorus the words softly, loudly and so on. Pupils continue in pairs, taking turns to point and say. Grandfather, grandmother, father, mother, brother, sister Practice ‘© Hold up each flashcard, elicit who itis and place it on the board, Make a family tree. When the tree is complet, elicit the ‘names and relationships, eg, point to Mrs Star and say Who's this? Point to Suzy and back to Mrs Star and say She's her Wait for pupils to say mother. Say Point to Suzy's mother in ‘your books. Repeat. ‘© Check comprehension by saying, eg Simon is her mother. Pupils correct you by saying No. Simon is her brother. Repeat. Extra activity 1: see page 107 (if time) Pair work Introduce man/woman. Say Look at the pictures in your books. Who's the woman next to her grandfather? Pupils respond (her grandmother). Ask Who's the man next to her mother? Pupils respond (her father) ‘© Inpairs, pupils take turns to ask the question Who's tis? / Who's the woman next to. ? and answer, using the picture in thair books. 'AB20. ACTIVITY 1. Who is it? Match and answer. ‘© Say Open your Activity Books at page 20, please. Say This is ‘Maskman’s family. Point to head 1 and then point to each body in turn and say fit this one? When pupils agree on the answer, ‘ay Good. Yes, That’ right. Who is it? Pupils respond, e.g. ‘His mother. Don't teach possessive‘. ‘© In pairs, pupils match the others and write the numbers in the squares. They guess who itis. Check with the class and elicit the relationship, eg. His father. Key: 6 grandfather, 1 mother, 2 father, 5 grandmother, 3 brother, 4sister 'AB20. activity 2. Listen and colour. [YLE] ‘Pupils put these crayons on their desks: orange, pink, green, grey, yellow, red, purple. ‘© Say Look at Activity 2. Point to Stella. Point to her brother, et. {Say Listen and colour Play the CD. The first ime, pupils make a dot onthe car in the correct colour They checkin pairs. Play the CD again. Check with the class by eliciting, eg. Her father (i) in red car Elicit which colour they didnt use (purple). ‘© Pupils colour the cars. Key: father ~ red car, grandmother ~ green car, brother — orange car, mother — yellow car, sister ~ pink car, grandfather ~ grey car Sar Sy Foul REET Gr weamenimerad ee ee ise Vm ae eee er reastnc: wearer eee Extra activity 2: see page 107 (if time) Ending the lesson «© Putthe stella flashcard onthe board. Secretly take one of the family fasheards. Ask Who's this? Pupils take turns to guess, saying, g Her grandfather: Repeat‘© TARGET LANGUAGE Key language: family, mother, father, brother, sister, grandmother, grandfather, Who's that?, box Revision: man, woman, colours, He's / Shes ‘© MATERIALS REQUIRED Family flashcards (2-5, 45-46) ‘A picture of your family (or a picture of a family) Warmer (© Place a family flashcard behind your back. Ask Who's this? Pupils take turns to guess, e.g. i's Simon. The pupil who _guesses correctly takes the flashcard. Repeat. Pupils with flashcards come tothe front and stand holding the flashcards in front of them. Review other language by asking, eg. Who's the woman next to Mr Star? Pupils respond withthe character's B21. activity 3. Listen and say the number. ‘© Say Open your Pupi’s Books at page 21, please. Ask, eg. Who's in picture 1? Pupils respond. Say Listen and say the number. icone i i the number from the class. Restart the CD. Stop at the a pause. Repeat as above. jin. Pause the CD at each pause. Pupils put up a different pupil to say the number each MAN: Who's that woman, Stella? STELLA: That's my mother, Mrs Star. [Pause] STELLA: My sister Suzy's three. [Pause] MAN: Is that your father next to Simon? STELLA: No. He's my grandfather. [Pause] ‘Mans Where's your grandmother? sreuta: She's here, next to my sister, Suzy. [Pause] STELLA: This is my brother, Simon. He’ six. [Pause] MAN: Who's that man? STELLA: My father. [Pause] MAN: How od is he? STELLA: Oooh I don't know. PB21. activity 4. Look, listen and say the words. ‘Say Listen and say the words. Put pupils into pairs. Play the ‘example. Pupils whisper the answer to each other. Elicit the answer from the whole class (mother). Play the CD. Pupils Whisper answers to each other. Play the CD again and check, Key: 4 mother, 6 grandfather, 1 sister, 3 father, 2 grandmother, 5 brother ambi ic mane Tereeh, Be ee Teer ear ree re Sauna ae See ene ieapecante ier Tae abe MOI aTATSTENET AY pale a a Extra activity 1: see page 107 (if time) ‘B21. activity 3. What colour? Listen and draw lines. ‘© Say Open your Activity Book at page 2, please Pupils take ut the following crayons: brown, grey, blue, purple, orange, red, back. Play the fist instruction. Ask Which colour? Pupils respond Black. Hold up your book and mime joining srandfather to under the car. Ply the CD, Pause after each instruction to give pupils time to think and draw. Pupil check in pairs 4 Play the CD agnn and check withthe cass. Elicit the colour they did use (red) Key: 2 brown - grandmother in theca, 3 blue ~ mother next to ‘The computer, 4 grey ~ father ona bik, § orange ~ sister under the table, 6 purple brother in the box 1. Black. My grandfather is under the ca. 2. Brown. My grandmother is inthe ca. 5 Blue. My mothers next to the computer 4. Grey My fathers on a bike. 5, Orange. My sister is under the table. 6: Purple. My brother isin the box Extra activity 2: see page 107 (if time) [AB21. acTiviTy 4. Draw your family. ‘Show pups the picture of your family. Pint and sy, eg She's my sister She’ my mother. «Say Daw your family. Pupils draw ther families, Monitor and ask about pupils drawings, eg. Who this? Pupils respond, fg. He’ my father, Desmond «Pupils workin groups of thre, Number pupils 3, 2 and 3. Say 15 show your picture to your friends. Talk about your {family Pupils ask and answer about their pictures Repeat for 28 and 3. Ending the lesson ‘© ut the famiy flashcards around the room. Place Stella onthe board. Point and say This is Stella, Point and say This s her family. Say, Point to her mother. Poin to her grandfather Civ instructions quickly one after another. Unit 4 My family 33TARGET LANGUAGE Key language: acjectives old young, ugly, beautiful happy, sa Additional language: different Revision: family members, colours ‘© MATERIALS REQUIRED Family flashcards (1-5, 45-46) Extra activity 1: Photocopiable activity 4 (see page 95), copied ‘onto thin card, one for ezch pair, and one set made up for demonstration Warmer ‘© Make six groups. Each group stands together and holds one ‘of the family flashcards in front of them. Do or teach the ‘chant from Extra activity 2 in the previous lesson, with groups singing their own two lines. Change roles and repeat. Presentation ‘© Pre-teach the adjectives old, young, ugly, beautiful, happy, sad, using mime: ~ Young: cradling a baby = Old: an elderly person walking with a stick = Happy: smiling widely = Sad: crying and rubbing eyes = Ugly: pulling an ugly face = Beautiful: looking in imaginary mirror ‘© Mime each adjective as you say it. Pupils copy and repeat. ‘© A pupil comes to the front. Whisper an adjective, e.g. od. The pupil mimes and the class guesses. Repeat. PB22. activity 5. Listen and point. «Say Open your Pup’ Books at page 2, please. Elicit who they can se. Piay the CD. Pupil listen and point. {Play the CO again, Pause for pupils to check with thee partner, Check with the class, holding up your book and pointing to the Person. Elicit the adjective, eg, She's beautiful Leck ri Ti Bin’ SO TT wai yours av Ol tee ase tb ae tone ‘easy my ethers og ig pitaanne vac tases ete ae eee Fiza cee eae Saas cael et ate tae cig, Rallies ne ca ERS Old, young, ugly, beautiful, happy, sad, young, ugly, sad, old, beautiful, happy 4 Kid's Rox Taacher’s Rok + Extra activity 1: see page 107 (if time) ‘AB22. activity 5. Listen and colour the star. [YLE] ‘Say Open your Activity Boks at page 2, please. Pupil take cut the following crayons: ed black, green, purple, brown, pink, yellow. Say Listen and colour Pay the frst part ofthe CD Hold upa black crayon and mime colouring the star next to the sister. Play the rest ofthe CD. Pupils make a coloured dt in the star They check in pairs. Ply the CD again. Check with the class. Pupils colour the stars correctly. Ask which colour they didn use (yellow) Key: black: sister, ugly; red grandmother, sad pink father, happy: brown: mother, beautiful purple: brother, young green: grandfather, old Gia Black. That's my sister She's a monster today. She's ugly. Red. That's my grandmother. She's sad Pink. That's my father. He's happy. Brown. That's my mother. She's beautiful Purple. That's my brother. He's young. Green. That's my grandfather, He's old ‘AB22. activity 6. Circle and say. © Say Look at number 1. Hold up your book. Point and elicit the adjective for each picture: ugly, beautiful, ugly, ugly, ugly, ugly. Say Who's different? Point to the beautiful woman. Say She's beautiful, ‘© Pupils work in pairs. They say the adjectives along the line, Point to the different one and say, eg He's old. Check with the class. Ask, eg. Number 4? Who's different? Key: 21" picture: He's ugly. 3 5 picture: He's sad. 4 3° picture: She's young. 5 2 picture; He's old. 6 ¢* picture: He's happy. Extra activity 2: see page 108 (if time) Ending the lesson (Draw sixcircles on the boar from top to bottom. Pupils copy them into their notebooks (or onto pazer). Number them from 1 t0 6. Say, eg, 1. Drew a happy fce. Pupils draw a happy face inthe circle. Repeat forthe other adjectives. Pupils check in pairs. Check withthe class. Complete the faces onthe boardsreuta: He's my father, She's my mother, / She’ my sister And he's my brother suzy: We are family. My brother, my sister. My brother, my sister, ‘And me. // simon: She's my mum, He's my dad. Beautiful not ugly, Happy, not sac. sux: We are farily. My brother, my sister. My brother, my sister, ‘and me // We are family. My brother, my sister. My brother, my sister, ‘And me. // ‘© TARGET LANGUAGE inguage: Were + adjectives Revision: old, young, ugly, beautiful, happy, sad, mum, dad, He ‘snt, She isnt © MATERIALS REQUIRED 22 empty faces (circles) for each pair of pupils, glue Extra activity 2: video or audio recording equipment Now sing the song agnin. (Karaoke version) Extra activity 1: see page 108 (if time) ong ‘AB23. activity 7. Say the numbers. Look and answer. ‘© Say Open your Activity Books at page 23, please. Focus pupils B23. activity 7. Sing the song, xy Open your Activity page 23, please. Focus pupil on the grid and elicit what they can see in some of the squares, ‘* Say Open your Pupils Books at page 23, please. Who can you 8. 2.6 (He's ugly). Practise with the whole class. Call out see? What are they doing? Confirm it’ the Star family sit co-ordinates. The class gives the adjective, eg. He's sad. /He's Say Listen and point to the people you hear. Play the CD. Warmer '* Revise the adjectives using the game from Pupils Book Activity 6 in the previous lesson. hope * Play the CD again in sections (see /) Stop after each section for Ceetrauein ‘open pairs. One pupil calls out a co-ordinate and ppl to repeat. The next tin, ply we secon for pupicto ° comnts open paso Fc tent ee ea TREO RRS - eee anbnae teen nik ee saya Practise the song two or three times with the ‘Pupils, sentence. * Pupils stand up Sing the song again with the Lees snd De atone ee ciaRli 5 ACTIVITY 8. Play the game, Young or old arms as if rock andithen stooping as if © Pupils take a pencil Show pupils how the game works. Say, toidgwakegsace ee ia 4 Start et 28 Listen ond cow one. Sy Shes pour shes ‘Hoppy or sad: big smile and then frown old, he’s young, she's happy, she's ugly. Where am 1? (4 8). Brother and sisters arms out othe es Demonstrate the game again, 2 Mum and dad: arms pointing diagonally upwards © Pupils workin pairs. They face each other holding up ther We are family: arms in acre in front ofthe body (as if books so they cant see each other's. They take it in urns to Secs) Saya route and flow i. They can startin any square, but they ‘My brother, my sister and me: one arm to the side, then the have to tll their partner where to start Ries tte acres ‘© Ask more confident pupisto cll out their routes for the class Hes my father: one arm pining eagonaly up ‘follow Shes oy ca tram pointing diagonal up Extra activity 2: see page 108 (if time) And he my brother: the eter arm to the side sola ce RE R S clracte ce at a ep (Simon, Suzy and Sta), Everyone sings the fst pee Tren fr mgt ce paso pu. Each pu ic EATS acennari ee ee ne «desks and play a matching game. They take turns to turn over two faces and say what they are, eg. She's ugly. He’ old. I the 0 Seeoansee tees ata on Soon at Seieigna ier akon eee bmp cseiearargauncaeemeane ae Mum and dad. // ee ‘My brother, my sister. My brother, my sister, ‘And me. //‘© TARGET LANGUAGE Key language: the phoneme /b/ asin Bertie Bat, ball, bog, bike, book Additional language: isn't family members, numbers 1~6, adjectives, prepositions © MATERIALS REQUIRED Colour, school and toy flashcards to include blue, black, brown, ‘book, bag, ball, plus any other four Six or seven cards with /b/ written on them (one for each group ‘of four pupils), pictures or reala ofa ball a box, a bag, a bike; brother flashcard (2) Extra activity 2: a bag and five small known objects, e.g. pencil, small book, small ball, ruler, eraser Warmer ‘© Review vocabulary (ball, blue, black, brown, book, bag, plus any ‘other four non-b words) using the flashcards. Flash each one in front of the pupils. Elicit the word and stick the flashcard on the board. Put the flashcards with the intial sound fb in one group: ball, blue, black, brown, book, bag. Say Todays sound is Pupils complete by saying buh. PB24. activiry 8. Say it with Monty ‘Say Open your Pupil’ Books at page 24, please. Introduce Bertie bat (check understanding of ba). Emphasis the /b sound. Show pupils how the sound explodes out of your mouth © Say Say ie with Monty. Play the CO. Pupils listen and repeat «Say the chant in chorus first. Then divide the class into four. Each group stands up, says one word, eg. Ball and then sits own MONTY: Bertie bat MONTY, BOY AND CiRL: Berti bat MONTY: Ball, bag, bike, book [MONTY, BOY AND ciRL: Ball bag, bike, book PB24. acriviTy 9. Listen and correct. ‘© Hold up your Pup int tothe old man and say Hes young. Pupils correct you, eg. No, he isnt He’ old. Repeat with ‘another adjective and She. Make sure pupils use isn'in the 1 Say Look at Activity 9 Listen Play the frst example, Pupils put ther hands upto correct: No, she isn. She's ugly. Pay the rest of the CD. Pupils point and whisper the correction to their partners ‘© Play the CO again. Stop at each pause. Pupils put up their hhands. Elicit each answer from a differen pupil 36 Kid's Box Teacher's Book 1 ‘© Pupils play the game in pairs. One points toa picture and says, eg, She's old. The other says, eg, No, she isnt. She's young, Pupils do not have to follow the number sequence of the pictures. Key: 2 No, se isnt. She's young. 3 No, he isnt. He's happy. 4 No, he isnt. He's old. 5 No, she isnt. She's beautiful. 6 No, he isnt He's sad ‘Look at number 1. She's beautiful Look at number 2. Shes old Look at number 3. He's sad Look at number 4. He's young. Look at number 5. She's ugly. Look at number 6. He's happy. Extra activity 1: see page 108 (if time) ‘AB24, acTiviTy 9. Circle the ’b’ words. (© Stick the ten flashcards from the warmer on the board, Point toeach one and elicit the word, Cirle the ones with the initial sound Mb. © Say Open your Activity Books at page 24, please. Pupils work individually and cirle the words with the initial sound /b ‘They check in pairs. Check with the class by eliciting the words from different pairs. Key: black, bag, bat, ball, book, bike ‘B24. acTIVITY 10. Listen and write the number. [YLE] ‘© Review the prepositions by placing an eraser on/under/injnext to the desk and eliciting where it is. ‘© Focus pupils on the pictures. Tell them to use a pencil Play the first section of the CD. Elicit the pictur. Play the rest of the CD. Pupils listen and write. They check in pairs. Play the CCD again. Stop after each one and elicit the answer from a different pupil Key: 5,6, 2,4, 1,3, Mp a Mien My pire es Gis bk Mi boeerTaLe He igen ee te we ietertar cena Extra activity 2: see page 108 (if time) Ending the lesson ‘© Pupils work in fours. Hand a piece of card with /b/ on it toeach ‘group. Each group takes it in turn to stick their /b/ next to an ‘object in the classroom that begins with the sound /bl. Before the activity, make sure there is one /b/ object for each group, ‘eg, board, book, (a picture of a) ball, box, bag, (a picture of a) bike, brother (flashcard).‘@ TARGET LANGUAGE Key language: language from the unit Additional language: mice, Is ths ..? Revision: mum, dad © MATERIALS REQUIRED ‘Toy flashcards (6-8) Extra activity 1: Photocopiable activity 4 (see page 95), copied onto thin card, one for each pair, and one set made up for demonstration. Use the dice and boards from page 22 Extra activity 1, or make them now. Extra activity 2: character flashcards (1-5, 4546), plus selection of other flashcards, maximum of 12 Warmer ‘© Display the flashcards of Monty, Maskman and Mari. Elicit the names, Do a quick survey to find out what pupils think about the toys. Ask, eg. /s Monty young/old? ls Marie beautifujugly? 4s Maskman happy/sad? Pupils put their hands up each time. Elicit the results, e.g, Marie is beautiful. Story B25. Acriviry 10. Listen to the story. ‘Say Open your Pups Books at page 25, please. Say Listen 4nd look ot the pictures. Who are Ben and Babs? Play the CC. Pupils look and listen. They checkin pairs. Check with the lass (Marie's dad and mum / father and mother). Check understanding of mum and dad. * lay the CD again, top after each picture for pupils to repeat Check comprehension by holding up your book, pointing and asking, eg Who's this? (Maskmar). Who's ths? (Mask). Is it his brother (His sster. Is she old? (Young). is Marie Monty's sister? (No) Toys in the toy box, Come alive. Walk and tak, On the count of ive One, two, three, four, ive. [MASKMAN: Look at this! ‘MARiE: What i it? [MASKMAN: It’ a picture of my family. MONTY: Who's this? [MASKMAN: She's my sister, Maskgiel ‘onry: And is this your young brother? MASKMAN: Yes, that's Maskboy. MONTY: Wow! smanie: And look, here's my family. MONTY: Wow! She's beautiful. Is she your mother? MARIE: Yes, she is. She's my mum, Babs. MONTY: And is this your father? MARIE: Yes, that’s Ben, my dad, MONTY: Are you my brother, Maskman? 'MASKMAN: No, I'm not MONTY: Are you my sister, Marie? ‘MARIE: No, m not ‘MONTY: Where's my family? "MARIE: Look, Monty. Here's your family. I's the mouse family ‘Monty: Oohhi Look, my mum and dad. Marvin Mouse and Maxi Mouse. 'MASKMAN: Are you happy now, Monty? MONTY: Yes, | am, B25. acriviry 11. Listen and say the number © Say Now listen and say the number: Play the CD Stop after each section to give pupils time to think and to check with each other before asking fr the answer from the clas. Keys 4,1,5,2,6,3 TEREIEEY story as above, but inthe order ofthe ey. Extra activity 1: see page 108 (if time) ‘AB25. MY PICTURE DICTIONARY. ‘© ‘Say Open your Activity Books at page 25, please. Look at the picture cictionary. Pupils prepare the stickers. Say the words in tur. Pupils point tothe correct sticker. Say the words again ina different order. Pupils point tothe correct word in their ‘books. Pupil stick the stickers inthe correct place. Monitor around the las to check. If appropriate, pupils trace around ‘the words under the pictures. ‘AB2S. MY STAR CARD. ‘© Focus pupils on the activity in ther books. Say Can you say these words? Use the character flashcards to elicit the words inturn. Pupils say them in chorus. Ask pupils to repeat if necessary. Where pupils don' all say a word correctly, elicit the word from another pupil who can and then ask the first pupil to repeat, ‘© Pupils work in pairs. They take turns to point to a word in their books and to say it. © Elicit a word. Say Good. Now colour the star. Check pupils know what to do with the other words and stars. Pupils choose colours to colour their stars Extra activity 2: see page 108 (if time) Ending the lesson ‘Ask pupils which chant/song they like from the unt. Sing it together to end the unit,Page 26 ‘© TARGET LANGUAGE Revision: family classroom, toy vocabulary, numbers, colours, prepositions, sounds: /s, /mi, it, bi ‘© MATERIALS REQUIRED Flashcards from Units 1-4 World map. Extra activity 1: one of the photocopiable activities from Units as or the Primary Box activities Warmer ‘© Select any 12 flashcards from Units different pupils in the classroom, Point to a flashcard in turn ‘The other pupils say what it is. The pupil comes to the front, holds up the flashcard, says what it is again and hands it to you. Hand them out to B26. AcTIVITY 1. Listen and say the number. ‘© Use the world map to elicit or show pupils where Inia i. Say ‘Open your Pupi’s Books at page 26, please. Listen to Ravi He's _from india, Play the first one as an example. Pupils check in pairs. Play the rest of the CD. Pupils listen, point and whisper ‘the number to their partner each time. Play the CD agai Stop after each number and elicit the answer. Elicit other information pupils can remember. Key: 5,1, 6,2, 4,3 Hello. My name's Ravi. 'm seven. My favourite toy is my bike. “This is my school. ike my school. ‘This is my mother and father. My mother is beautiful This is Nihal. He's my friend. Hes six. We're happy. This is my grandfather. My grandfather sold. My grandmother is con the chair next to my grandfather. ‘This s my sstr, Shilpa. She's nine. My sisters favourite toy is her ball. She's happy. B26. ACTIVITY 2. Listen and say ‘yes'or ‘not «© Play the CD. Pause after each one. Pupils listen lok atthe pictures in Activity 2 and say Yes or No. Elicit the correct Sentence forthe ‘no responses. key: Ravi is six No, he is seven. Nihal is Ravi’ friend. Yes. (Note: Friend is new.) Nihal eight. No, he's six. avis grandfather is young. No, he's old. Ravi sister is five. No, she's nine. Ravi favourite toy is a car. No, it's a bike. ‘Ravi's mother is beautiful. Nes. Review Units 1-4 Practice ‘© Pupils play the game in pairs. They take turns to point to parts of the picture, say a sentence and respond and correct if necessary. Extra activity 1: see page 108 (if time) 'AB26. acTIviTY 1. Lsten and join the dos. Do a quick clapping game to review numbers. Say One, lap once, sy Two, clap twice et. Say Open your Activity Books at poge 26, please. Pupils take a penc. Say Put your pencil on umber 2 lay the CD. Pupils listen and join the dots. They checkin pairs Ply the CO again. Check with the dass. Elicit what its (a book). «Pupils colour the picture 142 ‘AB26. ACTIVITY 2. oin the © Display the flashcards: Suzy Star, Maskman, table, bal. Make the sound /s/ and point with your finger in a circle around the flashcards, Wait for the pupils to say the right one (Suzy Star). Repeat with the other flashcards and the other sounds: /mv, ‘Pol. ‘© Focus pupils on Activity 2. Pretend to draw a line with your finger from ib to the ball. Say Draw lines. in the sounds and! the pictures. Pupils work individually. They check in pairs. © Call outa sound, eg t/. Pupils say the words, eg, Two, table, train. Key: bs: bike, bal t: two, table, train s: star, six, sad im: Meera, Maskman Extra activity 2: see page 108 (if time) Ending the lesson ‘© Make two teams. Pupils close their books. In turn, team members say what they can remember about Ravi, eg, He's seven, Award points for correct information. The team with tht most points wins© TARGET LANGUAGE Revision: family classroom, toy vocabulary, numbers, colours, prepositions @ MATERIALS REQUIRED Family lasheards (3-5, 45-46) Spinner template (see page 7), one for each pupil scissors, glue, thin card, one made up for demonstration ‘Warmer ‘© Put the family flashcards face down on the desk and ask a ‘pupil to pick three. Hold up the three for everyone to see. Stick them face down on the board. Slowly mix them up. Pupils have to try and follow where they are. Stop and take votes on who is ‘where. Turn cards over to check. Repeat B27. activity 3. Make your spinner. © ‘Show the pupils your spinner and demonstrate how it works. Say It$ a spinner. Le's make one together: Look. Hand out the photocopies to pupils. They colour their spinners. Hand ‘out the scissors and giue. Pupils stick ther spinners on thin ‘eard and then cut them out. (Alternatively, you can make the ‘photocopies directly onto thin card.) Say Look. Demonstrate ‘the next step ofthe activity. Make a hole inthe centre ofthe spinner and push a sharp pencil through the hole, Go round the class and make the hole in the spinners for the pupils. They push the pencil through themselves. Pupils put their rubbish in the bins and put their glue and scissors back in the craft box. ‘© Pupils quickly try their spinners. In pairs, they take turns to, spin their spinners and say the number. Say Put your spinners: (on your desks. B27. activity 4. Play the game. ‘© Put the family flashcards on the board and number them as in the activity. Demonstrate the game. A pupil spins their spinner. He/She says the number it lands on and the corresponding: character on the game board, eg. Five, Grandpa Star Put a tick next to the character. Repeat to make sure pupils know what todo. ‘© ‘Say Now you play the game. Pupils work in pais, using the ‘game boards in their books. If you do not wish them to write in their Pupi’s Books, they can write numbers 2-6 in their ‘notebooks and tick a number each time they spin it. The first, to tick them allis the winner. Repeat. '* Pupils keep their spinners as they will need them fora later class. Extra activity 1: see page 108 (if time) ‘AB27. activity 3. Look and write the number. © Say Open your Activity Books at page 27, please. Look at the picture. Elicit what they can see (boy gt, tain, book, doll, et], Elicit information about them, eg. (s the Boy hoppy? Where's the computer? Is the doll on the chair? ‘¢ Focus pupils on the jumbled picture. Do the example with the class. Hold up your book and point to one of the squares at the top and to the same square inthe jumbled picture. Elicit the ‘number. Check pupils know what to do. Pupils workin pairs and write the numbers for each square. Monitor pupils as they are working and help those who are having difficulty Check with the cass by eliciting the numbers for each one. ‘© Pupils colour the picture. Key: 76.8 2,955 134 Extra activity 2: see page 108 (if time) Ending the lesson ‘Pupils work in threes, They need one picture dictionary between three. They use a book (or paper to cover the words from Unit. They ake turns to say what each picture i They look and check. They then cover the pictures from Unit 2 and take turns to say the words. They choose which to cover for Units 3 and 4 (words or pictures). {Talk about the units withthe pupil, using La if necessary. Ask them which esons, topics andor activites are their favourites.Page 28 ‘© TARGET LANGUAGE Key language: cat, dog, fish, horse, mouse, bird, (colour) and (colour) Additional language: fovely, our Revision: What's your favourite adjectives ? Where's... ?, colours, ‘© MATERIALS REQUIRED Colour and pet flashcards (20-26, 41-44, 47-52), pet names written on large pieces of card Extra activity 1: CD of lively music Extra activity 2: two rulers Warmer ‘© Display the colour flashcards. Say, eg. Where's grey? Pupils point and say Here! Repeat for other colours. Presentation ‘© Teach or elicit the pets, using the flashcards. Show each flashcard in turn and elicitor say the word. Pupils repeat. Put the flashcards in a group on the board. Make a circling motion ‘with your hands. Say They're our pets. A dog’s a pet. A cat's ‘a pet, etc. Elicit in La which animal isa different kind of pet (horse ~ it lives outside). B28. acriviTy 2. Listen and point. © Say Open your Pupil’ Books at page 28, please. Say Where's the star? Check by pointing to the star (on the stand under the prizes). Pupils say Here iti. Say Listen and point. Play the CD. Pupils point. Play the CD again, Stop after each animal. Pupils point to the animal © Ack, eg. What colour’ the cat? What's ths? (pointing to the horse) ET SHOW JUDGE: Hello, children. Isa lovely day forthe pet show. ‘Are they your pets? suzy: This is my pet. Ita black and white dog. MEERA: This is my favourite fish. Its orange. What's your favourite pet, Simon? SIMON: My mouse. It's grey. MecRA: Oh! That's er, nice. STELLA: Look at my cat. I's white. What's your pet, Lenny? Lenny: Its a beautiful bird. i's red, blue and green. Where's your pet, Mrs Star? STAR: It’s there, next to my car. That's my black horse, PB28. activity 2. Listen, point and repeat. ‘© Say Listen, point and repeat. Play the CD. Stop after each animal s0 pupils can repeat in chorus, Make sx groups. Hand teach group ape flashard, Pay the CD again, Groups stand up and repeat for their animal Horse, dog, ish, mouse, at, bi Extra activity 1: see page 108 (if time) A828, ACTIVITY 2. Listen and circle the tck or cross. [YLE] ‘© Put the fish and mouse flashcards on the board, Write atck and across next to each one. Point to the fish. Say Is @ dog. Pupils correct you. Circe the cross. Point tothe mouse. Say I's a mouse. Nod and circle the tick. © Say Open your Activity Boks at page 28, please. Listen and circle the tok or the erss Play the CD. Pupils listen and crcl. They checkin pairs. Check with the class «In pais, pupils take turns to play the game. Key: 2 X mouse, 3 ¥, 4 X cat, 5 X dog, 6 7 4 What's this? ‘What's Wsa horse. Ws a mouse. 2 5 What's ‘What’ this? Isa dog. Isacat 3 6 ‘What's this? What's this? Isa fish, Ws bird. Practice © Put the pet flashcards on one side of the board and write the names on the other. They don't match. Point to, eg. the horse. Say, eg. It’ a mouse. Say Who can help me? A pupil comes and draws a line from the picture to the word, Repeat. ‘© Hand the flashcards to six pupils. Point to the words in turn. Pupils chorus the name. The pupil wit the right picture puts it next to the word. Extra activity 2: see page 108 (if time) AB28. activity 2. Match and write the words. ‘Hold up your book, point tothe mouse ear and say What pet’ this? Dont focus on the body part. Pupils respond i's 2 ‘mouse. Hold up your book. Say Write the word here and show them the example. Pupils work individually and write in pencil Early finishers ean colour the pets Key: 2 ahorse, 3a dog, 4 a cat 5 a fish, 6a bird Ending the lesson ‘© Hold the pet flashcards so pupils can't see. Look at one. Pupils ask questions to guess what itis, eg sit a horse? Repeat‘@ TARGET LANGUAGE Key language: They're, plurals ‘Additional language: too, show, house, my, friend Revision: colours, adjectives, mice, here, pet, cat, dog, fish, ‘mouse, horse, bird ‘© MATERIALS REQUIRED Pet flashcards (47-52) Extra activity 1: Photocopiable activity 5 (see page 96), copied ‘onto thin card, one page for each pair of pupils, cut into two before the lesson Extra activity 2: a wordsnake on poster paper written large forall pupils to see: horsedolipencatballdogeraserbook ‘mousebikefishchairbird Warmer © Revise the pets, using the flashcards. Hide one behind paper and very slovily reveal the picture from one corner. Pupils ‘guess. Repeat withthe other flashcards. Ask questions, eg. Is the dog young? Is the horse beautiful? to review adjectives. Presentation (Hold up one finger. Say eg. One dog. Hold up two fingers. Say, eg. Two dogs. Repeat for the other animals. Help pupils to notice the different plural sounds: /s/ cats birds, /2! dogs, /iz! horses. Make sure pupils notice that the plural of fish is fish and the plural of mouse is mice B29, activiry 3. Say the chant. ‘© Say Open your Pupils Books at page 29, please. Play the CD. Pupil listen and look atthe pictures in their books. Play the CD again. Pause after each line, Pupils repeat in chorus and then in groups. ‘© Make six groups. Each group is a pet. Each group stands up, says aline and sits down. Everyone stands up and says the last two lines. Repeat with the groups in different roles. is beautiful 00. ely. My bid is blue. My cat is young. ‘And my mouse is grey Here are our pets, (On pet show day. (x2) Now say the chant again. (Karaoke version) B29, acTiviTy 4. Listen and say the number. ‘¢ Pupils look atthe pictures Play the first part of the CD as an ‘example. Elicit the number (6. Play the rest ofthe CD. Pupils point and whisper the number to their partner each time Play the CD again. Check by eliciting the number. Then ask, eg What colour’ the dog? Is it young? Key: 6,4, 3,2, 5,1 mE This is my grey cat. I's young. My dog's black. Its ol. This is my mouse. I's white. My bird's yellow. Its happy. This is my orange fish Is beautiful My horse is brown. It’s happy. Extra activity 1: see page 108 (if time) ‘AB29. acTiviTy 3. Colour the pets. ‘© Pupils takeout their crayons. Say Open your Activity Books ‘at page 29, please. Colour the pets. Choose the colours. Pupils colour the six pets atthe top of the page. {© Make new pais, Tell pupils to sit facing one another, holding ‘books up so their partner crit see. Focus pupils on the speech bubbles inthe bottom half ofthe page. Ask a pupil What colour isthe fish? The pupil answers, eg, It’s blue. Pupils ‘work in pairs and take it in turns to ask about a pet and to colour it. Pupits check together. Extra activity 2: see page 108 (if time) Ending the lesson {Use the chan to count around the clas and make five groups of animals, Note: There won't be any horses as horses doesnt workin this rhyme. ‘© Pupils stand together in theic animal groups. Teach the chant Pupils repeat the chant in animal groups, counting thee group members as they chant, Remind them that the plural of mouse ismice and the plural of fish is fish Repeat. ‘One dog, two dogs three dogs, four, Five dogs, six dogs, seven dogs, more ... ‘One cat, two cats, etc. Unit 5 Our pets 42‘© TARGET LANGUAGE Key language: Theyre + adjective, long, short, big, small, clean, dirty ‘Additional language: bingo Revision: colours, toys, classroom objects, adjectives, pets, Who? What? ‘¢ MATERIALS REQUIRED Pet and character flashcards (1-5, 45-46, 47-52), Reali to teach long, short, big, smal, clean dirty Extra activity 2: Photocopiable activity 5 (see page 96) - see instructions for preparation in previous lesson ‘Warmer ‘© Display the pet flashcards. Play the Please game. Say Point to the horse. Pupils don't point. Say Point to the dog, please. Pupils point to the dog. Continue, repeating animals and varying use of please. Presentation € Elicit or present the adjectives (long, shot, big, smal clean, dirty) using reaia and mime. Pupis repeat in chorus. Use thumbs up / thumbs down to check cleanfirty. Point to, eg. the door and say, eg. Ist small? Pupils chorus No, it’ big Repeat PB30, acriviry 5. Listen and point «Say Open your Pupils Books at page 30, please. Say Listen and point. Pay the CD. Pupils join inthe rhyme. Play the CD again. ‘© Check by holding up your book, pointing and saying, © The chairs are clean (Pupils: No, the chairs are dirt). ‘Point to Marie and Maskman. Ask Who are they? Pupils: They're Marie ond Maskman. Point to, eg, the chairs. ASK What are they? Pupils: Theyre chairs. Point to, eg. the pencils and say Are they pens? Pupils: No, they arent. They're pencil «Pupils workin pairs, taking turns to point tothe picture/ friends/classroom objects and to ask and answer questions: Who are they? What are they? “Toys in the toy box, Come alive. ‘Walk and tal, ‘On the count of five. One, two, three, four, five. 'MARE: Oh, look at the table. It’s dirty, The c are dirty too. IMAsKMAN: Yes, they are. But the toy box is clean. MARI ‘And where are the pencis? fre they are. Theyre on these pictures. Here's a picture of abig dog. mani: Aahh! The brown pencil’ short. ImaskMan: Yes itis, but the grey pencil’ long. ‘MONTY: And tis sa pictur ofa small mouse. i's besutful. B30. acriviry 6. Listen, point and repeat. ‘© Play the CD. Pupils repeat in chorus and in groups. Use the ‘mimes and realia to check understanding, ‘© Make pairs, Pupils take turns to point to one of the pictures and say the phrase. table, a long pencil a small mouse, a big dog, a short pencil, a clean toy box. Extra activity 1: see page 109 (if time) ‘A830. activiTy 4. Tick four boxes. Play bingo ‘© Say Open your Activity Books at page 30, please. Pupils choose and tick four ofthe 12 boxes. Call the pets in random order, eg, Two mice. Pupils cross te tick when they hear their animal, ‘When they've heard all four, they shout Bingo! Pupils erase ticks, Repeat. ‘AB30. activity 5. Read and circle. ‘© Review the adjectives, using reaia and mime from the presentation. ‘© Do an example the dog). Mime long with your arms. Elicit the correct word (long). Say Look, read (look down and point to text) and circle, Pupils work individually and circle one adjective for each picture, They check in pairs ‘© Check with the class. Ask, eg. What's number 2? Pupils: It's dirty cat. Say, e.g Look at number 3. I it big? Pupils: No, it’s small Key: 2 dirty, 3 small, shot, 5 big, 6 clean Extra activity 2: see page 109 (if time) Ending the lesson Mime a pet Pupils ask, eg Is ita dog? Pupil take turns to ime athe pats. Pupils can repeat pets but do diferent‘© TARGET LANGUAGE Key language: adjectives ‘Additional language: follow, finger Revision: pets, classroom objects, toys, What's your favourite pet? My favourite (pet isa ., big, small, long, short, clean, dirty, ‘ugly, beautiful, sad, hoppy, old, young ‘¢ MATERIALS REQUIRED Pet flasheards (47-52) ‘Warmer © Review the 12 adjectives, using mime. Mime, eg, long and elicit Long. Write it on the board. Mime beautiful and elicit Beautiful, Write it on the board. Continue forall the adjectives. Point to, ‘eg. lang. Say and mime Long. Mime short to elicit Short. Do the same for another pair, eg. beautiful/ugly. Divide the clas in half. One half chooses an adjective. The other half says its pair Repeat, with groups taking turns until all the adjectives are paired. Song B31. ACTIVITY 7, Sing the song. ‘©. Say Open your Pupil’ Books at page 31, please. Say Listen. Point to the people and the pets. Play the CD. Pupils point. Play the CD again in small sections. Pupils repeat. Play the whole CD again. Pupils join in. Repeat several times, dividing the class into groups for the characters. MEERA: My name's Meera, ‘And this is my fish, tsa long fish Isa long fish. Lenny: My name's Lenny, ‘And this is my bird. It’s happy bir. Isa happy bird. ‘STELLA: My name's Stell, ‘And this is my cat. Ws clean cat Isa clean cat suzy; My name's Suzy, ‘And this is my dog. Isa big dog. tsa big dog sans STAR: My name's Ms Star, ‘And this is my horse. Is beautiful horse. Its a beautiful horse. ‘simon: My name's Simon, [And this is my mouse. Isa small mouse. ‘suzy: I's an ugly mouse, SIMON: No, it isn't. tsa ‘MEERA: Isa short mouse. LENNY: Its @ small mouse ‘AUL: Yes, isa small mouse. simon: Yes, itis B31. AcTIViTy 8. Listen and do the actions. ‘© Teach or review the actions: = Long: hands wide apart = Happy: smiling widely ~ Clean: polishing the desk = Big: legs and arms spread out as far apart as possible = Beautiful: looking in imaginary mirror = Small: squatting on the floor in a ball = Ugly: pulling an ugly face = Dirty: holding pencil with tips of fingers in disgust = Short: hands close together ‘© Mime the adjectives in turn. Pupils copy and chorus the word. Call out the adjectives for pupils to mime. ‘© Play the CD. Pupils sing and mime, Make groups. Repeat. ‘Now sing the song again. (Karaoke version) Extra activity 1: see page 109 (if time) 'AB3L. activity 6, Listen and follow. [YLE] «Say Open your Activity Books a page 33, lease. Say Pont to @ big horse «Say sten and follow. Use your finger Hold up your finger. lay the CD. Pupil follow with their ingrs. Say Use able crayon. Play route 1 again. Say Use a red crayon. Pay route 2 agin Pupils check in pairs. ‘© Check withthe clas. 4, Abig horse, a dirty dog, two short pencils, a small mouse, an, cold cat, two long pencils a clean cat, an old man 2. Abig horse, an ugly fish, a long pencil a sad boy, a clean dog, big ball, adirty ca, an old man Extra activity 2: see page 109 (if time) ‘B31. activity 7. Draw and write. ‘© Review favourite by holding up pictures of favourite toys from Unit 3, Display the pet flashcards, look thoughtful and point to, ‘eg. the cat. Say My favourite pet's a cat. Nominate pupils and say (Name), whats your favourite pet? Pupils use the pets on the board. ‘© Say Look at Activity 7. raw your favourite pet and write the word. Write the words for the pets under each flashcard on the board for pupils to copy. ‘© Pupils draw, write and then colour. Ending the lesson «vite small groups of pupils tothe font Pupils old up thei pictures in tur for the class to see and say, eg. My fovourite pet is a mouse. Unit 5 Ourpets <5‘¢ TARGET LANGUAGE key language: the phoneme /p/ as in Penny penguin, pencil, pet Additional language: read Revision: pets, adjectives ‘¢ MATERIALS REQUIRED School and pet flashcards (27-32, 47-52) Extra activity 1: colour flashcards 43,42, 22,25, a picture of a Penguin, a picture ofa bat ‘Warmer Review pets and classroom objects, using the flashcards, Flash each one quickly in front of the pupils. Elicit the word and then stick the flashcard on the board. Put the flashcards with the initial sound /p/ in one group: penci, pen. Put all the pets together and say What's the name for all these? Elicit Pets. Say Today's sound is. Let the class complete by saying puh. B32. ACTIVITY 9. Say it with Monty. ‘© Say Open your Pupl’s Books at page 32, please Introduce Penny penguin tothe class. Say What colour are penguins? (black and white. Emphasis the /p/ sound atthe beginning of ‘each word. Show pupils how the sound explodes out of your mouth, ‘© Say Say it with Monty. Play the CO. Pupils listen and repeat. Play the CD agai. Pupils say the tongue twister as a class and then in groups, more and more quickly. More confident pupils can try saying it as quickly as they can for the lass. Monty: Penny penguin MONTY, BOY AND GIRL: Penny penguin 'MONTY: Pickup a pink pencil and point to a purple pet 'MONTY, BOY AND GIRL: Pick up pink pencil and point toa purple pet PB32, ACTIVITY 10. Say and guess. ‘© Focus pupils on the pictures. Say ’m thinking ofa pet. t's ‘beautiful and orange. Pupils look and guess by saying, e.g ‘Number two. The fish. Do another example with the class. ‘© Pupils play in pais, taking turns to say and guess. Extra activity 1: see page 109 (if time) ‘AB32. acTIVITY 8. Join the /p' words. ‘© ‘Say Open your Activity Books at page 32, please. Check pupils Understand what to do. Elicit each word and show thumbs up (p' word) or thumbs down (nt ‘p' word). Draw an imaginary line with your finger from the letter p to one of the ‘p' words. Say Join the p' words. Draw lines. ‘Pupils complete the activity. They checkin pairs. 44 Kid's Rox Teacher's Rook 1 © Correct as a whole class. Hold up your book, point to a picture and say What's this? Pupils respond, Continue asking about the ‘other'p’ words. key: pen, pencil, penguin ‘AB32. ACTIVITY 9. Read and write the number. [YLE] Elicit what pupils can see (dogs). Do an example with the class, Point to the first phrase. Say A dirty dog. Pupils point to picture 3, Say Look, read and write the numbers forthe dogs. Pupils work individually and write the numbers. They check in pairs. ‘© Check with the clas by asking, eg, What's number 22 Is ‘number 1 long? Listen for correct use ofthe plural dogs for two of the numbers. Key: a big dog 6, two short dogs 2, along dog 4, three small dogs 5,a clean dog 1 Extra activity 2: see page 109 (if time) Ending the lesson © Repeat the tongue twister from the beginning ofthe lesson Divide the class into groups of fur. Give them time to practise together and then go around the class and see how many groups can say it quickly without getting thee tongues in 2 twistRevision: language from the unit, adjectives (© MATERIALS REQUIRED Pet flashcards (47-52) Extra activity 2: two colour and two school flashcards Extra activity 2: Prepare a large sheet of paper with split words, oon it ike this: do ho Warmer 1 Play a mime game to review the pets. Mime a pet for the class to.guess. Pupils come up in turn to mime other pets for the class to guess. Story B33, AcriVITY 11. Listen to the story. «Say Open your Pupil’ Books at page 33, please. Elicit who they can see (Marie, Maskman and Monty) Sy Listen and look What's Maskman’s favourite pe? Play the CD. Pupils listen and look. They checkin airs. Check with the class (a fs). ‘lay the CD again, Pupils listen and repeat. Encourage them to say it with fealing Check comprehension by holding up your book, pointing to each picture in turn and asking, e.g. Who's this? (Marie). What's her favourite pet? (A cat), Check that pupils understand why ‘Monty is upset when Maskman says Mice are small and dirty and why Maskman changes from dogs to fish Come alive. ‘Walk and talk, ‘On the count of five. One, two, three, four, five. 'MASKMAN: Look, Marie. The pet show. 'MARIE: Oh, yes. MAsKMAN: What's your favourite pet, Marie? ‘MARIE: Cats are my favourite pets, They're beautiful and clean, Maskaan: Yes, but they aren big. Big dogs are my favourite pets mae: Hmm, but big dogs ar ugly Danie: Mice are good pets MASKMAN: Yes, but they re small nd dry monty? Pardon? Mice are smal, but we arent dirty happy. and we're ‘MASKMAN: Oops. Sorry, Monty. MASKMAN: Mice arent dirty and they/re good pets. But my favourite pets are big dogs. ony: But they're ugly and ALL THREE TOYS: [Gasp] MARIE: Look at the puppet! MONTY: Oh, no! [MASKMAN: Eek! [MASKMAN: No, dogs aren't my favourite pets. My favourite pets, are fish. B33. activiTy 22. Act out the story. ‘© Pupils work in groups of three. Play the CD. They act out the dialogue as they listen. Act it together with pupils to give ideas. Play the CD again Fade the sound in and out as pupils act to see if they can remember some ofthe dialogue. Encourage pupils to help each other where necessary. More confident fr0ups can act out parts of the story forthe class. Extra activity 1: see page 109 (if time) ‘AB33. My PICTURE DICTIONARY. # Say Open your Activity Books at page 33, please. Look atthe picture dictionary. Pupils prepare the stickers. Say the words in turn, Pupils point tothe correct sticker. Say the words again ina different order. Pupils point to the correct word in their books. Pupils stick the stickers in the correct place. Monitor around the clas to check. IF appropriate, pupils trace around the word under the picture. Extra activity 2: see page 109 (if time) ‘AB33. MY STAR CARD. ‘© Say Can you say these words? Use the flashcards to elicit the ‘words in turn. Pupils say them in chorus. Ask pupils to repeat if necessary. Where pupils don't al say a word correctly, elicit the ‘word from another pupil who can and then ask the first pupil to repeat. ‘© Pupils work in pais. They take turns to point toa word in their books and to say it. ‘© Say Colour the stars. Check pupits know what to do with the ‘other words and stars. Pupils choose colours to colour their stars Ending the lesson «Ask pupils which chantsong/game they ike to do agai from the unit. Doi together to end the lesson Unit 5 Our pets 45Page 34 ‘© TARGET LANGUAGE Key language: foce, ear, eye, mouth, nose, teeth/tooth, hair, head ‘Additional language: programme, funny, fair, different, 've got Revision: adjectives © MATERIALS REQUIRED ‘Character and face flashcards (1-5, 45-46, 53-58) Warmer ‘@ Review the characters. Display the flashcards. Point to Simon and say, eg He Mr Star Pupils correct, saying No, he's Simon. Repeat. Presentation ‘© Display the face flashcards (picture side). Point to one eye and say One eye. Then point to two eyes and say Two eyes. Pupils point and repeat in chorus. Repeat for ea, two ears, face, tooth teeth, nase, mouth. Teach air as the final word, B34, activity 2. Listen and point. ‘© ‘Say Open your Pups Books ot page 34, please. Say Where's the star? Pupils check together. Check withthe class (on Stella's back). Pupils say Her its. Pont tothe troll and say This is Trevor He's atoll ‘© Say Listen and point. Play the CD. Pupils listen and point. ‘© Check comprehension by asking, eg Is Trevor's head small? What colour are his teeth? SIMON: Ssshh, everybody, It's The Troll Show. Its my favourite programme STELLA: Yes, mmm. Suzy: Ooohh. They'e big and uly SIMON: No, they aren't. They're funny. PRESENTER: Hi boys and girs It's The Troll Show. ‘TREVOR: Hello, everybody. My name's Trevor Troll. big and ‘green suzy: and ugly. SIMON: Ssshhl "TREVOR: My head is big and I've got purple hat. Look at my face. It’ dirty My eyes are orange and my mouth is big, "ve got yellow teeth and big green ears. My nose is shor. SIMON: Lovely B34. acriviTy 2. Listen, point and repeat. ‘Play the CD. Pupils point to the words on the page and repeat after the €D. ‘© Ask pupils about their faces, eg. What colours your hair? Ist long or short? ‘© Pupils ask and answer about ther Faces in open pairs across the class 46 Kid's Box Teacher's Book 1 ‘Mouth, nose, ears, eyes, face, teeth Practice © Display the word side of the flashcards. Say Point to your... and Point to the word eye. Pupils point to one of their eyes. Repeat with the other words. Extra activity 1: see page 109 (if time) 'AB34, activity 2. What colour? Listen and draw lines. [YLE] ‘© ‘Say Open your Activity Books at page 34, please. Pupils take cut the following colours: orange, purple, green, grey, pink, brown, black. Demonstrate the activity using the example. Pay the CO. Pupils listen and draw lines. Pause the CD after each ‘one for pupils to think and draw. They check in pais. Play the CCD again. Check with the cass. Elicit the colour they dirt use (pink). 1 Bark Note + oe 3 reach aie Elva Soames noe: ‘AB34, ACTIVITY 2. Circle the different word. Say Look at Activity 2. Read the words inthe fist line. Elicit why nose is different. Encourage pupils to notice, rather than telling them. Ask Js bike a toy? Repeat for computer, nose, train, doll For nose, pupils respond No, it's my face. ‘© Pupils complete the activity in pairs. Pairs check with pais. Give time for slower readers to finish. Check withthe class. Note: if pupils give you an unexpected answer, ask them why. ‘These activities rely on critical thinking. I's possible for there to_be more than one answer. Listen to pupils! reasons for their choice. Be prepared to accept their answer. Key: 2 table, 3 ball, 4 car, 5 head, 6 dog Extra activity 2: see page 109 (if time) Ending the lesson {© Say Shhbh and put your finger to your lips. Pupils who make a noise ae out. Everyone stands up Pint to your hai and mouth the word Hair Don say it. Pupils point to their air and mouth the word Hair Repeat with te other parts ofthe face. Pupils who giggle or make any noise are out. Stop when you havea smal group of winners. Say Hoorahl‘© TARGET LANGUAGE ‘Additional language: head, shoulders, knees, toes, body Revision: face, ear eye, mouth, nose, teeth, hair, head, adjectives, boy ‘© MATERIALS REQUIRED Face flashcards (53-58) Extra activity 3: Photocopiable activity 6 (see page 97), copied onto thin card, scissors, glue, a lollypop stick for each pupil, different coloured wool, a completed stick puppet for ‘demonstration, an envelope for each pupil ‘Warmer ‘Review the face vocabulary using the flashcards. Flash each ‘one and elicit the word. Pupils point to the part of the face ‘Add Head, hair. Say the words quickly one after another for pupils to point, eg. Eye, ear, nose, face. Presentation €@ Introduce Shoulders, knees, tes. Stand at the front of the class. Point to your shoulders and say Shoulders. Pupils repeat. Repeat for Knees, toes. B35. activity 3, Say the chant. ‘© ‘Say Open your Pupils Books at page 35, please. Ask Who is it? Pupils respond it’s Trevor Troll. Say Listen to the chant. Point to the pictures. Play the CD. Pupils listen and point. Repeat the body parts and elicit the pictures, Play the CD again, Stand and. touch the relevant body parts as you sing Play the CD again. Pupils stand and join in the words and actions. Repeat. When verses are repeated, pupils dont say the word again; they say ‘Hum, but they touch the part ofthe body. Head, shoulders, knees and toes, knees and toes, Head, shoulders, knees and toes, knees and toes ‘And eyes and ears and mouth and nose. Head, shoulders, knees and toes, knees and toes. Hum, shoulders, knees and toes, knees and toes. Hum, shoulders, knees and toes, knees and toes. ‘And eyes and ears and mouth and nose. Hum, shoulders, knees and toes, knees and toes. etc ‘Now say the chant again (Karaoke version) B35. activity 4. Listen and correct. ‘Elicit what pupils can seein the picture (a monster). Play the CC. Stop after the first line. Elicit the answer No, m a girl ‘monster Repeat in a monster voice. ‘© Play the rest ofthe CD. Stop after each one for pupils to whisper the answer to their partner. Play the CD again. Elicit responses from pupils. © Say, eg. Imm agirl Pupils say No, you're a teacher /@ man /a woman. Say, eg. My eyes are green. Continue in open pairs. Key: git), pink, big, blue, yellow, long, small, blue, happy rE pean eas ae Stila Ne Ries sre Si saint ‘My mouth's red. le Extra activity 1: see page 109 (if time) ‘AB35. Acrivity 3. Listen and write the number. [YLE] Eg car apy pie malas em ‘Trevor doing the Head, shoulders, knees and toes chant. Sa ee ee erect rll cpoml leg Ise lh abe hte ary Ee eos cra antiee Ba at EE hee, pat ary oa ‘head, 2 knees, 3 eyes 4 ears, § mouth 6 nose Extra activity 2: see page 110 (if time) ‘A835, acriviry 4, Write the words. «raw writing lines onthe board. Copy the words as they appear in the Activity Book. Point to the ascendes and the dlescenders in each word to make sure pupil notce them. Say Look ot Actity 4. Write the words Think about the shapes Pupil work individually and write the words using the shapes fo hep them. Monitor pupils as they are working. They check in pais Ending the lesson 1© Sing Head, shoulders, knees and toes agi faster and faster as the song progresses. ‘This time, get Unit 6 My face 47© TARGET LANGUAGE Key language: Have you got .? Yes (| have). No, (haven). Revision: face and body parts, adjectives, numbers ‘© MATERIALS REQUIRED ‘roll puppet Extra activity 1; Photocopiable activity 38 (see page 94) ~ toy cards ‘Warmer ‘© Show your puppet. Say in atoll voice, e.g. Ive got blue eyes (incorrect) Teach the response Oh, no, you havent! Pupils add the correction, eg. Theyre green, Repeat with, eg. I've got brown hair (purple) Listen for correct use of ft's/ They're. Presentation ‘© Pupils with the same hair colour / eye colour as you come to the front. Say We've got (colour) haireyes. Ask, e.g. Who's got blue eyes? (not the same colour as yours) Pupils who answer come to the front. Say ve got (colour) eyes. They've got blue eyes. Repeat for short/long hair. B36. activity 5. Listen and point. © Say Open your Pupil’ Books at page 36, please. Look! Its The Ugly Monster Show. Listen and point. ‘© Play the CD twice. Elicit the names of the monsters (Murk, (Moss). Ask Are they ugly? Say in a monster voice, eg. My ‘name's Murk. I've got an orange head. Pupils correct in a ‘monster voice; I've got a purple head. Repeat. ‘© Continue in open pairs. ‘Toys inthe toy box, Come alive. ‘Walk and talk, ‘On the count of five, One, two, three, four, five. COMMENTATOR: Hello, everybody. Welcome to The Ugly Monster ‘Show. MONTY: Look, Maskman. It's my favourite show. [MASKMAN: It isn't my favourite show. Those monsters are ugly. ‘MONTY: Sshh! Be quiet, please! ‘Munk: Hello, boys and girls. My name's Murk. I've got a purple hhead and short orange hair. I've got one big red eye and a long ‘green nose. I've got four small ears, CcommentaroR: Have you got a small mouth? ‘MRK: No, | haven't. I've got a big mouth and I've got four clean, ‘white teeth, ‘commentator: Thank you, Murk. You are ugly. ‘Mux: Oh, thank you. ‘COMMENTATOR: And this is Moss. Hi, Moss ‘Moss: Hello, everybody. I've gota yellow face and long green hai. I've got three orange eyes and a small blue nose. I've got a big purple mouth and lot of beautiful teeth. My teeth are grey. CcommeNTarOR: Have you got small ears? ‘Moss: No, | havent. I've got two big ea. ‘COMMENTATOR: Thank you, Moss. You're ugly too. Moss: Thank you. B36. ACTIVITY 6. Listen, point and repeat. ‘© Say Listen, point and repeat. Play the CD. Pause for pupils to repeat. [ee : Ive got one big red eye. 5: Ive gota yellow face. "ve got four small ears 5: Ive got a small blue nose. Practice ‘© Two pupils with the same colour hair come to the front. Ask What colour hair have they got? Pupils respond They've got (colour) hair. Repeat with other colour hairjeyes. Pupils ask ‘and answer the questions. Ask a pupil What colour eyes have ‘you got? The pupil replies /ve got (colour) eyes. Pupils ask and answer in open pairs. Extra activity 1: see page 110 (if time) ‘AB36. acTiviTy 5. Listen and draw. Listen and colour. [YLE] «Say Open your Activity Books at page 36, please. Say Put your pencils down Listen Pay the frst park ofthe CD. Ply the first part again. Stop after each piece of information for pupis to raw. They check in pais. Check with the clas. 18 Say Listen and colour Pay the second part af the CO as above itisten fst, then mark with a coloured dot), Pupils colour the face after listing, Check with the ass. Listen and drow. >My name's Wibbl. Ive got fur small eyes and two big noses ve gota big mouth and alot of teth, My airs long. What? Ears! Fe got sx big ears, of course! [EERIE Listen and colour. ‘My eyes are pink. My noses are green. ‘My teeth are grey. My hair is re. My ears are purple. ‘B36, ACTIVITY 6. Draw your face and write. ‘© Pupils draw their face and complete the sentence. Early finishers can label their face ‘In groups, pupils talk about their drawings, eg. ve got blue eyes. ve got brown hair, I's short Extra activity Ending the lesson start very slowly, writing one of the face words on the board, Pupils guess what the word is. Repeat fr the other words. : see page 110 (if time)‘© TARGET LANGUAGE Key language: Have you got. ? Yes, (I have). No, (havent) Toe gor .. Weve got ‘Additional language: Sorry. Can you repeat that, please? Revision: face parts, adjectives ‘© MATERIALS REQUIRED Photocopies of sx troll faces from Photocopiable activity 6 (see page 97), coloured different colours, but with some of the features coloured the same colour Place a number of objects, eg. pencil, eraser, toy animal, toy ballin your pockets or bag before the class. Warmer Display the coloured photocopies from Photocopiable activity 6, Elicit what they are (troll faces). Write a number under each ‘one (1-6). Describe one, e.g. Ive got blue hair I've got three eyes. Pupils put up their hands to guess which number. Repeat. ‘More confident pupils can describe one for the rest of the class to guess. Class game © Revise have got by paying a cass game. Say you've got some things in your poket. Pupils guess using the question Have jyougt 7 Go around the dass. Pups ask When you answer Yes, pute object on the table for allt see. When pups have guessed them al ide them again and pupil have to remember al the objects and sy, eg, Youve got on eraser: Song B37. acTIVITY 7. Sing the song. ‘© Say Open your Pupil’s Books at page 37; please. Elicit what they can see (a monster). Ask Is it beautiful? Pupils respond No, it's ugly! Play the CD. Pupils listen and point to the parts of the monster (dirty ears, etc). ‘© Use the CD to teach the song to the class. Pupils repeat in small sections and then build one section on another until they can sing the whole song, Practise a few times with the whole class. ‘When pupils are confident, teach them actions to do while singing, e.g, when they sing I've got pink hair, they touch their air im a very ugly monster, \'m a very ugly monster, Im avery ugly monster. ve got six dirty ears. Yes, Ihave. ve got pink hair, ‘And my eyes are red, Wve got a blue nose, ‘And a purple head. ve got a green mouth, ‘And my teeth are blue My name's Slime. ‘Who are you? 1m a very ugly monster, Vm avery ugly monster, Vm avery ugly monster. Ve got six dirty ears. ve got six dirty eas. Yes, | have. Now sing the song again. (Karaoke version) Sing and move Pupils sing the song and do the actions atthe same time. Pupils Stand up. Make sure they have room to move s they sng Make thee groups. Each group sings a verse. The other groups mime the actions when one group i singing Extra activity 1: see page 110 (if time) |AB37. activity 7. Colour the monster face. fe Say Open your Activity Books at page 37, pease. Say Heres another monster Pupils take out ther colours and colour the monster atthe top of the page. Say Shh.’ a secret. Monitor pula they are working 1 Make new pats so pupils are nat working with the person text 0 them. Remind them to st facing ne another, holding their books up so their partner cai ee, Demonstrate the language for the pupils Hold up one monster fae infront of you, so pupils cant see, and say eve got pink har Pupils {ake iin turns to talk about their monster and to colour thee frend’ monster tthe bottom ofthe page: Monitor pupil as they are working to make sure they ae nt looking at each athe’ pictures, Provide language, eg. Sorry? Can you repeat? Whar colour? 1 Pupils compare faces to see if they coloured them in correctly. Extra activity 2: see page 110 (if time) Ending the lesson ‘© Say atrue sentence about yourself eg, Ive got brown hai. Pupils show thumbs up. Saya false sertence about yourself, eg ve got purple eyes Pupils show thumbs down, Repeat ater sentences for pupils to respond wit te ation. Invite pupils to say sentences about themselves forthe class to Fespond with an action. Unit 6 My face 49Page 38 ‘@ TARGET LANGUAGE Key language: Have you got .? Yes (! have). No, (| haven). Tve got the phoneme /h! as in Henry horse, air, head, hose, hoppy ‘Additional language: | havent got Revision: toy vocabulary ‘@ MATERIALS REQUIRED Pet flashcards, pictures of hair and head Extra activity 1: spinners from Review Units 1-4 Extra activity 2: two plastic rulers ‘Warmer fe Review vocabulary, using the pet flashcards and hair and head pictures. Elicit the words and stick the pictures on the board Put the ones with the initial sound /h/ in one group: horse, hair, head, Say Today's sound is saying huh. Let the class complete by B38. ACTIVITY 8. Say it with Monty. €¢Say Open your Pupils Books at page 38, please. Introduce Henry and elicit the animal: Horse. Say Ths is Henry horse. Say ‘Hi, Henry horse’. Pupils respond. Emphasise the /h/ sound at the beginning of each word. Say Say i with Monty. Play the CCD. Pupils listen and repeat. 4 Pupils repeat as a class. Ask small groups and then pairs to say ‘the chant. Invite volunteers to say it to the class. ‘mony: Henry horse MONTY, BOY AND GIRL: Henry horse MONTY: Here's a happy horse with hair on his head. MONTY, BOY AND GIRL: Here's a happy horse with hair on his head. B38, acriviry 9. Play the game. Ask and guess. ‘@ Demonstrate the game. Choose a row, eg. 3. Pupils ask ‘questions, eg. Have you got a brown dog? to guess the correct tow Pupils play the game in pairs. They take tums to choose a ow and to ask questions to guess the row. Monitor pupils and help where necessary. Extra activity 1: see page 120 (if time) ‘AB38. activity 8, Circle the ‘h' words. fe Say Open your Activity Books at page 38, please. Elicit each ‘word and pupils show thumbs up (h’ word) or thumbs down {not h’ word). Hold up your book. Draw a circle with your Finger around the head. Say Cirle the i words. «Pupils complete the activity. They check in pairs. Correct asa clas. Point toa picture. Say What’ this? Pupils respond. Repeat. Key: horse, hair, happy |AB38. acTIVITY 9. Listen, look and draw. Write. [YLE] ‘© Focus pupils on the pictures. Say Listen and draw the face part. Play the first part ofthe CO. Elicit the missing part (eye). Show them the example eye drawn in. Play each section of the CD. Pause to give pupils drawing, time. ‘© Pupils check in pairs. Check with the class ‘© Elicit the words in the word pool. n pairs, pupils find the swords to label the face parts they've drawn. Encourage more Confident pupils to use adjective-noun combinations, eg, Big ‘mouth. Key: 2 mouth, 3 hair, 4 nose 1. Hello. My name's Crud. I'm very ugly I've got four small ears ‘and one eye. I've got short hair and a big mouth. My nose is ‘small. 2, Hello. My name's Grot. 've got short hair 'e got three eyes ‘and two big ears. I've got a big mouth. 3. Hello. My name's Dribble. I've got three eyes. I've got long hai ‘and I've got two small mouths. 've got a small nose. ‘4: Hello. My name's Squidge. "ve got one eye and a small nose ve got short hair and four big ears. I've got a small mouth. Extra activity 2: see page 110 (if time) Ending the lesson fMake two groups. Groups ine up facing the board. Whisper an Matrcton tthe two pupils at the front eg. Touch your nos. Pople whisper the instruction down the ine. The last pupil cath team does the action. Award teams one point for ishing fast and one for doing the correct action. Pupil atthe font move to the back. Repeat.‘@ TARGET LANGUAGE Key language: language from the unit ‘Additional language: friends Revision: language from the unit, How are you? © MATERIALS REQUIRED Face flashcards (53-58) Extra activity 2; stick puppets from Photocopiable activity 6 (see page 97) Warmer «Teach the following action chant to pupils. As they say each "word, they point t or touch that part of the body. They shout the last part ofthe chant, eg. MY FACET Point to the body part before you start the chant for that part, so they know which one to say. Repeat out of sequence to make sure pupils watch you and to revise the words. This is my face, my face, my face. This is my face. MY FACE! ‘© Repeat for: my eye, my ear, my nose, my mouth, my hat, my heod. Story B39, AcriVITY 10. Listen to the story ‘Say Open your Pups Books at page 39, pleas. Elicit who they ‘an see (Trevor, Monty, Marie and Maskman), Say Listen and look. Is Trevor happy? Play the CD. Pupils listen and look. They check in pairs, Check with the class (ys) ‘© Play the CD again. Pupils listen and repeat. Encourage them to say it with intonation and feling ‘Check comprehension by holding up your book, pointing to ‘each picture in turn and asking, e.g Who's this? (Trevor) 1s he 4 monster? (No, hes atoll. What colours Trevor's hai? sit short shi head small? What colour are Trevor's eyes? Check that pupils understand the meaning of friends and that Trevor is happy because he has got three friends. «Personalise by elctng from pupils who their frends are, eg. Have you got three friends? Who are they? “Toys in the toy box, Come alive. Walk and talk, (On the count of five. One, two, three, four, ive IMASKMAN: Look, Mare, There he is. Hes a monster ante: No, he isn't, Maskman. He a trol. 'MASKMAN: A troll? What’ a troll? Look at his hai! I's long and .. purple! And his head .. it’s big and green! ‘MARIE: Yes, Maskman. Trolls are green. [MASKMAN: Look at his eyes, Marie .. They're orange. He's a monster! ‘trevor: I'm green, I've got purple hair and orange eyes, but mm ‘not a monster. Monry: Hello, Trevor! How are you? ‘TREVOR: Hello, Monty. 'm fine, thank you. MONTY: Trevor, this is Marie and this fs Maskman. They're my friends “TREVOR: Hello, 'm Trevor. IManit: Hello, Trevor. How are you? Are you happy? “TREVOR: Yes, | am. Now I've got three friends. IMASKMAN: Yes, we're your friends. B39, ACTIVITY 11. Listen and say ‘yes’ or ‘no ‘© ‘Say Listen and say yes or no. Play the CD. Stop after each one for pupils to respond as a class «Practise the game in open pairs. One asks a yes/no question about the story, eg. Trevor's got purple eyes, and another answers (no). Pupils then continue the game in pairs. Key: 1 No, 2 Yes, 3 No, 4 Yes, 5 No, 6 Yes Trevor's go orange hai “Trevor's go a big green head Maries got short hain. Monty’ got small yes. IMaskmats got two noses Trevor's got thre fiends. Extra activity 1: see page 110 (if time) 'AB39. my PICTURE DICTIONARY. ‘© Say Open your Activity Books at page 39, please. Look at the picture dtonary. Pupils prepare the stickers. Say the words in {urn.Popls point tothe sticker and to the word in their books Pupils stick the stickers inthe correct place. Remind them to heck with eachother or with you before sticking them in their books. Monitor around the clas to check. If appropriate, pupis trace around the word under the picture. Extra activity 2: see page 110 (if time) 'AB39. MY STAR CARD. ‘Say Can you say these words? Use flashcards to elicit the words in turn from the class. Pupils chorus the words. Pupils repeat if necessary. Where pupils dont all say a word correctly, el the word from another pupil who can and ask the first pupil to repeat. ‘© Pupils work in pairs. They take turns to point to a word in their books and to say it «Say Colour the stars. Demonstrate the activity i necessary. Elicit a word, Say Good. Now colour the star. Check pupils know what to do with the other words and stars. Pupils choose colours to colour ther stars. Ending the lesson Ask pps which chant/songlgare they’ ike todo again from the unit Dot together to end the lesson Unit 6 My face 52‘© TARGET LANGUAGE Key language: crocodile, elephant, hippo, giraffe, snake, tiger, monkey, animal ‘Additional language: programme, funny, I's my turn Revision: verb to be, colours, adjectives, head, nose, mouth hai, 1 don't know, monkey, snake ‘© MATERIALS REQUIRED Pet and wild animal flashcards (47-52, 59-65) Extra activity 1: CD of lively music ‘© Flash each pet flashcard quickly in front of the class. Pupils put their hands up to say, e.g I's « cat. Stick the flashcards on the board, Elicit what they are (pets) and introduce Animal Presentation ‘© Show each wild animal flashcard in turn and elicit or say the ‘Word. Pupils repeat in chorus and then in groups, loudly, softly and so on. Place the flashcards in a group on the board. Point to each one. Pupils chorus the name. Make a circling motion with your hands and say Theyre wild animals. Point and elicit, eg. Elephant. Say An elephant’ a wild animal Note: Articles a/an are for receptive purposes only. B40. activiry 1. Listen and point. © Say Open your Pup’ Books at page 40, please. Say Where's the star? Pupils check together. Check with the class (atthe bottom of the tree) Pupils say Here itis. ‘© Say Listen and point to the animals. Play the CD. Pupils listen and point. Play the CD again. Pause after the description, but before the animal is named. Pupils chorus the animal. Check ‘pupils understand the joke, saying Whats the animal? I's small, ‘and white with red hair and a big mouth .. I's @ Simon! ‘@ Hold up your book. Point to, e.g. tiger and say A crocodile. Pupils say the correct word: A tiger. suzy: OK, Simon. SIMON: What's this animal? It’s aig cat. Its orange and black. suzy: That's easy. It’ a tiger. Simon: Yes. Very good. What now? This animal is big and grey. ‘SIMON: No, is big and grey with a long nose. ssuzy: It's an elephant, ‘SIMON: OK. OK, What's brown and yellow with a small head? ita monkey? / know! It's giraffe SIMON: Yes, very good. OK. Whats this? I's long and green and, suzy: Eris ita snake? ‘SIMON: Hah! No, it isn't. This animal is big, long, green and ‘suzy: | know! | know! ItS a crocodi simon: Yup! ‘suzy: Now i's my turn. What this? It's small and white with red hair and a big mouth, simon: Er, I don't know. What animal's that, Suzy? suzy: It’ 2 Simon! Hal Hal Hal SIMON: Very funny, Suzy. Thank you. PB4O. activiTY 2. Listen, point and repeat. Play the CD. Pupils point to the words and repeat. Giraffe, elephant, snake, hippo, crocodile, monkey, tiger Extra activity 1: see page 110 (if time) ‘AB40. activity 1. Listen and join the dots. [YLE] «© ‘Say Open your Activity Books at page 40, please. Check pupils recognise the silhouettes by saying, eg. Pont to the hippo. Review the other animals inthe pieture ‘© Hold up your book. Say Co. ipo. Mime drawing a lne from the cat tothe hippo Play the CD. Pupils draw alin from one animal to another They checkin pairs Play the CO again Elicit what the picture isa crocodile’ hea). Ctl ETT RAS og = eas CEA aa oua te angers art ey ree Practice ‘© Draw four large circles. Say Schoo! things, animals, toys, ‘numbers. Elicit an example for each one, eg, Eraser, horse, train, one. In the numbers circle, draw, eg a ball. Say Is this (OK? Pupils respond No. Say Where's the ball? Pupils say Toys. Repeat with other incorrect examples. ‘AB40. activity 2. Draw lines. ‘© Hold up your book. Point tothe line in grid (train, car, bal. Elicit the word family (toys). Mime drawing lines in diferent directions (up/down/diagonally). ‘© Pupils work individually. They look for three words from a family in a line in grids 2, 3 and 4 and draw lines. They check in pars by saying their words. ‘© Check with the class. Pupils say the line aloud. Elicit the word family each time. Key: 2 ten, seven, five 3 pencil, eraser, book 4 monkey, giraffe, snake Extra activity 2: see page 110 (if time) Ending the lesson © retend that there’ an animal in your desk or your bag: Open it peep in and clos it quickly. Say Oh, dear I on animelt Look again and say, eg I's green. Continue looking and giving information until pupils guess, eg. Is ita snake? Repeat‘© TARGET LANGUAGE Key language: crocodile, elephant, hippo, giraffe, snake, tiger, monkey Revision: numbers 1-10, adjectives ‘@ MATERIALS REQUIRED Wild animal flashcards (59~65) Write each animal word in large writing on writing lines. Cut each word along the writing line. Stick the half words at random on a large piece of paper. ‘Warmer {© Use the mime game from the previous lesson (Extra activity 2) to review animals. A pupil comes to the front and mimes an animal, The class guesses. Repeat with other animals, BAL, activity 3. Say the chant. Do the actions. ‘Say Open your Pupi’s Books at page 41, please. Elicit the animals. Pay the CD. Pupils listen and point to the animals. Play the CD again. Pupils say the chant. Say the chant with the class, Pupils repeat ine by in, faster, softy, et. ‘Review or practise TPR actions for each animal, eg. tiger (hand clawing, scratching the ai), elephant (arm infront of the face for a trunk), hippo (looking ft, rounded arms at sides, with big open mouth), snake (whole arm ‘wriggling’ away from the body, giraffe (outstretched arm above Read, thumb tucked under flat hand for hea), crocodile (two outstretched arms in front of face making a snapping movement) ‘© Make six groups. Each group isan animal. Pupils stand up and say the chant. Each group mimes their animal when they hear it Tiger, elephant, hippo, snake, Giraffe and crocodile Tiger, elephant, hippo, snake, Giraffe and crocodile. ‘Now say the chant again. (Karaoke version) B41. activity 4. Listen and point. ‘Say Listen and point to the animal in the book. Play the CD. Pupils listen and point. Pay it again, stopping after each, sentence. Pupils whisper the animal to their partner. Check With the class. lay the CD again. Pupils repeat. After each question, pupils chorus the answer Key: monkey, crocodile, hippo, elephant, tiger, snake, giraffe [cb 2,36] What’ the animal? Listen and ook Point tothe animal In this book Its small and brown, Its long and green, Its grey and dirty, its big and clean its orange and back, its red and blue its yellow and brown, With a small head too Extra activity 1: see page 110 (if time) ‘ABA1, activity 3. Draw the animals. '@ Say Open your Activity Books at page 41, please. Demonstrate the activity. Holdup your book, Poin othe animals. lit each ‘one. Point tothe sx boxes atthe top ofthe page and say Draw the animals here. Say Remember tsa secret! ‘© Give pupils 3-5 minutes to draw an animal in each square. Pupils don't colour the animals ‘© Make new pais. Pupil sit facing one another, hong their books up so their partner cant see. Demonstrate the language to the pupils Draw a tiger in your square 5, Say In number 5 {point to number 5), ve gota tiger. You draw @ tiger in ember $ here. Point to box in the bottom half ofthe page «Pupils take turns to say a sentence and to draw their fiends animal. Set atime it, eg. 5 minutes «Pupils look and check. Extra activity 2: see page 110 (if time) Ending the lesson ‘© Mire each wild animal, Pupils say the word. Pupils come to the front and mime fr the lass to guess. Unit 7 Wild animals 53Page 42 ¢ TARGET LANGUAGE Key language: body, arm, leg, tal, foot/feet, They've got They haven't got .., Have they got . ? How many .. ? ‘Additional language: a ot Revision: teth, ears, nose ‘© MATERIALS REQUIRED Face, pet and wild animal flashcards (53-58, 47-52, 59-65) Wool (for a tail) Extra activity 1: 12 elassroom objects, e.g. two erasers, seven. pencils (two red, two green, three yellow), three books ‘Acloth ‘Warmer ‘© Review the face vocabulary by playing the Please game. Say, ‘eg. Point to your nose, please. Pupils point. Say Point to your teeth, Pupils dor't point. Repeat. Presentation ‘© Continue, but use please in every sentence. Teach or review the new vocabulary: body, arm, leg, foot/fee, tal. Put wool behind you for tail Display the wild animal flashcards. Elicit the animal body parts. ‘Say Come and point to a tail. A pupil comes and points. Repeat. B42. AcTIViTY 5. Listen and point. ‘© Say Open your Pupi’s Books at page 42, please. Say Listen and point to the animals, Pay the CD. Pupils listen and point. lay the CD again. Check with the class. Toys inthe toy box, ‘Come alive. Walk and talk, (On the count of five. (One, two, three, four, five. -MASKMAN: What have you got there, Trevor? ‘TREVOR: I've got @ book on animals. Look at these monkeys. They're funny. [MASKMAN: Yes, they've got long arms and big hands. Oooh, ‘What are they? ‘Teevor: They/re crocodiles. They're long and green and they've got big mouths and long tails. ‘mony: How many teeth have they got? ‘TREvoR: They've got a lt of teeth. [MASKMAN: Have they got long legs? -rREVoR: No, they haver't. They've got short legs and feet. Look at the snakes. They/ve got no legs and no feet. [MASKMAN: Look atthe elephants. They're big and grey. They've got very big ears, long noses and short tails. monty: Hmmm. Elephants. They're my favour imals. ‘54 Kid's Box Teacher’s Book 1 Practice © Practise How many .., saying eg. Have I got four pencils? Pupils reply No. Say How many have ! got? Pupils reply Three. Repeat with other vocabulary, eg. hands, teeth B42. activity 6. Listen, point and repeat. ‘© Say Listen, point and repeat. Play the CD. Pupils point to the body part and say the animal. Key: monkeys, giraffes, crocodiles, snakes “They've got long arms and big hands. “They/ve got long legs. Extra activity 1: see page 110 (if time) ‘AB42. activiTy 4, Listen and write the number. [YLE] ‘© Say Open your Activity Books at page 42, please. Say Listen and ‘write the rumber. Play the frst one and check. Play the rest of the CD. Pupils write the numbers. They check in pairs. Key: 2 tigers, 3 crocodiles, 4 hippos, 5 snakes, 6 giraffes Mey ele Tgp a! ere ed cyano oratlg uc Ty lp wobec a NAS Rant role Tg go (6 St aS Eg Pea pea geo sur tort ia SOR Bae env pt ali val TR Tapert rape tirercnsis’ riey hel pate ee aetna eee ger es i Habe t AB42. activity 5. Read and tick or cross. [YLE] TTS ha aes eke Sa beth pele en Pee name mrr see ole eect te ae ona Ge aire ‘about monkeys. Pupils answer They've got (two) hands. Bef sina slap hase, as el Fs eta Lic ates apy oe oe peiglo ghey espe saree feet, tails ~ ‘X=all the rest ‘They've got short legs. They haven't got feet. Extra activity 2: see page 110 (if time) Ending the lesson {Make six groups. Each group isan animal. Teach the chant. Each group mimes their animal when they heat Tigers, elephants, hippos, snakes, Giraffes and crocodiles Tigers elephants, hippos, sakes, Giraffes and crocodiles.¢ TARGET LANGUAGE Key language: body, hand, arm, leg, tail, foot/fet, They've got 1 They havent got.., Have they got ..? How many ...? ‘Additional language: « lot, shake, smile, laugh Revision: teeth, ears, nose @ MATERIALS REQUIRED Wild animal flashcards (59-65) Optional audio or video recorder Entra activity 1: Photocopiable activity 7 (see page 98), copied ‘onto thin card, one set foreach group of thee, each photocopy pre-cut into three strips, scissors, one completed set for demonstration, envelopes Warmer ‘© Play a defintions/guessing game with the class. Describe an ‘animal. Pupils put up their hands to guess. Say, eg. They've got short legs and very big mouths. They are green (crocodiles). Continue with descriptions for other animals. Confident pupil «an offer definitions Song B43. activity 7. Sing the song. ‘© Review the body parts forthe song (hands, feet, et. Say Open your Pupil’s Books at page 43, please. ‘© Play the CO. Pupils listen and do the actions, eg. move their hands and feet. Play the CD again line by line. Teach the song to the pupils. When pupils know the song, they repeat the whole song withthe action. Make six groups. Each group Sings averse. All pupils do the actions together. ‘© Audio/Video pupils and show tothe class. Is, big and small, Animals, animals, short and tall Animals, animals, dirty and clean, ‘Animals, animals, brown and green. Come on, children, sing along, Sing and move to the animal song. Let’ all do the hippo show, Let's all do the hippo show, Let’ all do the hippo show, ‘Move your hands and feet. Let's all do the elephant dance, Let's all do the elephant dance, Let's all do the elephant dance, ‘Move your arms and legs. Let’ all do the snake shake, ‘Move your head and tail Let's all do the crocodile smile, Let's all do the crocodile smile, Let's all do the crocodile smile, ‘Show your big white teeth Let’ all do the giraffe laugh, Let's all do the giraffe laugh, Let’ all do the giraffe laugh, ‘Open your big clean mouth. Now sing the song again. (Karaoke version) Extra activity 1: see page 111 (if time) ‘AB43. actIViTY 6, Find five words ‘© Write a wordsnake on the board, eg. tigermonkeydog Circle one ofthe words and elicit the other words. Say It's a wordsnake. ‘© Say Open your Activity Books at page 43, please. Elicit the fist word: snake. ‘© Pupils work individually and circle the words they can find. “They check in pairs. Check by writing the wordsnake on the board. individual pupils say and circle the words. Remind pupils to use their picture dictionaries and Pupils Books. Key: snake, elephant, tiger, hippo, giraffe Extra activity 2: see page 111 (if time) ‘A843, activiTy 7. Draw and write. {Display the flashcard ofthe wild animals. Look at them thoughtfully and say, eg. Ummm. My favourite wild animals are tigers. Theyre orange and black. They've got four legs ond a Jong tal. Repeat the model Elicit around the clas. Ask a pupil Whatre your favourite wild animals? The pupil replies. Make sure pupils follow the model with two definition sentences. # Say Look at Aetvty 7 Draw your favourite wild animal here ‘Complete the sentences hee. Pupils colour the animal asin theic definition, They write frst and then draw to match what they've written. ‘¢ Monitor pupils as they are working and help where necessary. Ending the lesson «Sing the song from the beginning of the leson. Unit 7 Wild animals 55‘© TARGET LANGUAGE Key language: the phoneme /k/ as in Cassandra Cat, car, ‘computer, crocodile, cat Revision: How many .. ? Have you got .. ‘© MATERIALS REQUIRED Toy, pet and wild animal flashcards (35-40, 47-52, 59-65) Aselection of flashcards, eg, train (40), horse (50), mouse (51), cat (47) et. Extra activity 2: dominoes from Photocopiable activity 7 (see page 98), in envelopes from the previous lesson Warmer ‘@ Show each flashcard and elicit the word. Put the flashcards ‘with the initial sound /k/ in one group: cracodile, cat, car, ‘computer, Say Today's sound is saying kuh. PB44, activity 8. Say it with Monty. ‘© Say Open your Pupil’s Books at page 44, please. Introduce Cassandra and elicit the animal (cat). Say This is Cassandra cat. Say ‘ti, Cassandra cat: The class responds. Emphasise the /ki sound at the beginning of the words. Say Say it with Monty. Play the CD. Pupils listen and repeat. ‘© Pupils chorus the chant. Do it more and more quickly. Pupils do itin small groups, and then pairs. Invite volunteers to say it to the class. Let the class complete by MONTY, BOY AND GIRL: Cassandra cat ‘MONTY: Car, computer, crocodile, cat MONTY, BOY AND GiRL: Car, computer, crocodile, cat Practice ‘© Revise questions with How many .? by asking about parts of the body, eg. How many toes have we got? How many arms ‘have we got? Pupils ask and answer. Prompt by pointing to € part ofthe body. Include questions which have negative answers, e.g. How many tails have we got? Provide the answer: We havent got tals B44. activity 10. Play the game. Ask and answer © Demonstrate the activity. A pupil thinks ofan animal, Ask questions about it, eg. Have they got long noses? How many legs have they got? Other pupils can ask questions. The first to {guess thinks of an animal and play continues. Repeat ‘© Pupils then play in pairs. 56 Kid's Box Teacher's Book 1 Extra activity 1: see page 111 (if time) AB44, activity 8. Find the different word. Note: if you did Extra activity 2, pupils will only need a quick demonstration © Say Open your Activity Books at page 44, please. Holdup your book. Point to Monty andthe‘ El the sound hi. Poi to the thee pictures. lit the intial sound for each one. Pupils do thumbs up/ thumbs down for samejdferent sounds. Mime drawing across over the chai. ‘© Pupils work individual. They ind the odd one out in each line. Pupils checkin pairs, Make sure they say the intl sound, €¢g./h, not the word. Check with the class inthe same way. Key: t: eraser: ball: snake ‘AB44. activity 9. Circle the word and write, ‘Say Look at Activity 9. Hold up your book and point to the ti Ect the word Tail from pupils. Pint to the two words and say Tail? as you point to each one. Pupils say Yes when you p to tail Mime circling tal Point tothe writing line underneath Say Write the word here ‘Pupils work in pairs. They choose and circle the correct words and write the words on each line. Monitor pupils to make sure they are forming the letters correctly Key:2 mouth, 3 hand, «ey, 5 leg 6 foot Extra activity 2: see page 111 (if time) Ending the lesson 1 Teach and then do this chant with pupils. Display relevant flashcards (picture side) on the board to help them with the words. Give me a kt (Poin to, eg the train) Pupils respond Tran. Give me a /h/ (Point to, eg, horse) Pupils respond Horse. Give me a im (Point to, eg the mouse) Pupis respond Mouse. Give me a Iki (Point to, eg: the cat) Pupils respond Cat. © Repeat, with elifferet flashcard forthe sounds. Do the chant uletly, loudly, varying rom loud to soft, et‘© TARGET LANGUAGE Key language: language from the unit ‘Additional language: hero, help Revision: language from the unit ‘© MATERIALS REQUIRED Wild animal flashcards (47-52) Extra activity a: a simple drawing ofa ‘sniger’ (a combination of a snake and a tiger), eg: long tall, snake body, stripy, no ears, four short legs, big teeth Extra activity 2: pet flashcards (59-65) Warmer ‘¢ Review animals from the unit by doing a version of the chant from the end ofthe previous lesson, but use the wild animals Start softly and get louder and louder for each animal. Make sure you say the sound, eg. // and notte letter Give mea ft! (Point to the tiger) Pupils respond Tiger. Give me af) (Point to the hippo) Pupils respond Hippo Give me ak} {Point to the crocodile) Pupil respond Crocodile Give me ais! (Point tothe snake.) Pupils respond Srate. Story PB4S. ACTIVITY 10. Listen t0 the story. ‘© Say Open your Pupi’s Books at page 45, please. Say Listen and Took. How many animals? How many legs have they got? Play the CD. Pupils listen and look. They check in pairs. Check with, the class (three animals ~ snakes, crocodiles elephants; eight legs). «Play the CD again. Pupils listen and repeat. Encourage them to say it with intonation and feeling, especially the sounds, ‘eg. Ooohhh! Acagghh! ‘© Check comprehension by pointing to each picture in turn and asking, eg, Who's this? (Marie). Is she happy? (No. There are snakes). ‘© Check pupils understand Hero and Superhero. Elicit their superheroes, ¢.g. Superman, Spiderman, Batman, Cat Woman. Toys inthe toy box, Come alive. Walk and talk, (On the count of five, ‘ne, two, three four, ive Mowry: Animals animals, big and small Animals animals, short and tall. Imani: Help! Help, Maskman! Look at these snakes, Theyre long. ‘and ugly and they've got two long teeth. smasxiuan: i here, Mare. ve got the snakes, Snakes ave got two long teth, but I've got two big rms. ante: Ooohhh Maskman, thank you Youre a superhero! ‘mevon: Hep! Help! Help! Maskmant Look at these crocodiles. “They ve got big mouths. and they've got lot of teeth. smasxoan: Im here, Trevor: Ive got the crocodiles Crocodiles have got big mouths and aot of teth, but I've got long legs and big hands. "meevor: Ooohih, Maskman, thank you. Youre a superhero! MASKMAN: Hep! Help! Look at these elephants! They're very big, wand theyve got very big fet, Aaagehh! mon: im here, Maskman! Elephants are very big and they've got very big feet but Im a mouse .. and Ym very small. IMASKMAN, MARE, TREVOR: Thank you, Monty. Youre a small mouse, but youre a big hero PB4S5. activity 11. Act out the story. f© Make groups of four. Pay the CD. Pupils at out the story along with the Cb. Pupils practise ther role play, using the pictures inthe book to help. More confident pupils act out parts of the story to the class Extra activity 1: see page 111 (if time) [ABAS, my PICTURE DICTIONARY. ‘© Say Open your Activity Books a poge 45, please Lok at the picture dictionary Pupils prepare the stickers. Say the words {n turn Pupil point tothe correct sticker and tothe word in their books. Pupils stick the stickers in the correct place. IF ‘appropriate, pupils trace around the word under the picture. Extra activity 2: see page 111 (if time) [ABAS. My STAR CARO. 1 Say Can you say these words? Use flashcard to elicit the words in turn. Pupils say them in chorus. Ask pupil o repeat necessary. Where pupils dona saya word corel, elicit the word from another pupil who can and then ask the first pupil to repeat. ‘¢ Pupils workin pairs. They take turns to point toa word in their books and to say it «Say Colour the stars. Check pupils remember what todo with the other words and stars Pupls choose colours to colour ther stars. Ending the lesson ‘Ask pupils which chant/song/game they'd like to do again from the unit Dot together to end the lesson Unit 7 Wild animals 57‘© TARGET LANGUAGE Key language: jacket, shoes, skirt, socks, trousers, Tshirt, ‘Additional language: Come on, room Revision: Where... ?, prepositions, colours, How many ..? @ MATERIALS REQUIRED Clothes flashcards (66-71) Extra activity 1 flashcards computer (38), crocodile (59), bal (36), chai (29) Warmer ‘© Review prepositions next to, on, in, under. Show, eg. an eraser. Place it under a book. Ask Where's the eraser? Elicit I's under the book. Repeat for on, in, next to © Do. TPR dictation withthe class. Say, eg. Pick up the blue pencil Put it on the book. Pupils follow your instructions. Presentation ‘© Teach or elicit the clothes, using the flashcards. Show each flashcard and say the word clearly. Pupils repeat. ‘© Display the flashcards (picture side) on the board. Point to ‘each one in turn. Elicit the word. Point to the first flashcard, Elicit the word and then turn it over so it is word side. Elicit ‘the other five words. Repeat unti all the flashcards are word side. Pupils read/chorus from memory. Continue, turning one flashcard back to picture side each time, until all the pictures are visible, ‘© Make a circling motion with your hands. Say They're clothes. B46, AcriVITY 2. Listen and point. ‘Say Open your Pup’ Books at page 46, pleas. Elicit what pupils can see (clothes) and say Where's the star? (onthe hat). Pupils say Her itis. Say Listen and point tothe clothes. Play the CD. Pupis listen and point. Play the CD again. Check ‘comprehension by asking, eg Whot colour are the trousers? Where are the shoes? !mn staR: Come on, children. Time for school STELLA: OK, Dad. SIMON: Stella, where are my grey trousers? STELLA: They're under your toy box. SIMON: Now, where are my socks? STELLA: Your blue socks? They'e in your shoes. SIMON: And where are my shoes? STELLA: Under the chair, Simon. Come on! SIMON: OK. is that my green T-shirt next tothe computer? STELLA: Ys, its. And your jackets next to the dooe B46. acriviry 2. Listen, point and repeat. ‘© Play the CD. Pupils listen, Point to the words and repeat. Play the CD again for pupils to repeat in chorus. ‘© Make six groups. Hand out one clothes flashcard to each ‘group. Conduct groups like an orchestra. Point to a group. They stand, say their word in chorus and then sit. Move quickly from group to group, returning to the same group twice ‘sometimes to make it more fun, ‘Tshirt, skirt, socks, shoes, jacket, trousers Extra activity 1: see page 111 (if time) B46, activity 1. Find and count. Circle the number. ‘© Say Open your Activity Books at page 46, please. Say Look at eee eee eaten vee Paes clas. At the count of 10, point tothe circled zo in the grid. Say Do the some for Tshirts, skirts, shoes, jackets, rouses ‘© Pupils work individually. They checkin pairs. Check withthe class by asking, eg. How many Tshirts? Pupils count aloud, One, two, thee. /AB46, activiTy 2. Listen and answer. ‘Play the fist question onthe CD. Elicit the response from pupils. Restart the CD for them to check. Play the rest of the 0. Pupils chorus the answers. ee, nine, ten, four seven four How many jackets? How many shoes? How many socks? How many pairs of trousers? How many skcts? How many T-shirts? Extra activity 2: see page 111 (if time) Ending the lesson {© Say, Point to some shoes, please, Puls point (to thei ot another pupi'’s shoes). Say Point toa skit, Pupils don' point. Continue with other ciothes. Pupils who make a mistake sit down. Stop when you have a small group of winners.‘© TARGET LANGUAGE Key language: jacket, shoes, skirt, socks, (pair of) trousers, Tshirt Revis have got, colours, adjectives, face and body parts @ MATERIALS REQUIRED Clothes flasheards (66-71) ‘Optional: audio or video recorder Extra activity 2: CD of lively music Warmer ‘@- Review clothes and instructions by playing a TPR game with the class. Combine instructions, clothes, body parts and colours, Say, eg. Stand up if you've got black shoes. Jump up if, ‘you've got brown hair Stamp your feet if you've got blue socks. ‘Wave your arms if you've gat a white shirt. Clap your hands if ‘you've got grey trousers. Use vocabulary which gives all pupils, ‘achance to join in. B47, acTiVITY 3, Say the chant. ‘© Say Open your Pupi’s Books at page 47, please, Point to the Jacket. What colour is it? Play the CD. Pupils listen and clap or tap the rhythm. «© Play the CD. Pupils repeat line by line, Pupils say the chant as a class, Repeat. Record the class, using audio or video if possible. Feasts cts Pal pleas oes ees meee ee Pl ete Cee tox, mene ‘Now say the chant again. (Karaoke version) B47, activity 4, Listen and say the number. {Say Listen Play the first section of the CD. Pupils look at the pictures. Wait for most pupils to raise their hands. Elicit the answer (1). Play the rest of the CD. Pupils whisper the answer to their partner. Play the CD again. Stop after each sentence. Pupils put up their hands. Elicit answers from different pupil Key: 1, 3,4,3,4, 22,24 20234 My favourite clothes are my grey skirt and my purple jacket. ‘My favourite shoes are white ve got an orange T-shirt. I's my favourite. lve got short grey trousers. They/re my favourite. [My favourite shoes are red. [My favourite trousers are brown. [My favourite socks are pink. ‘My favourite Tshirt is big and yellow. My favourite skirt is blue. I've got brown shoes. They're my favourite ‘My favourite shoes are black. They're beautiful My favourite jacket is green. My favourite socks are white. Pair work Pupils do the activity in pairs. They take tin turns to speak and answer. Pupil A says, eg My favourite shoes are brown. Pupil 8 points and says, eg. Number 2. Extra activity 1: see page 111 (if time) ‘AB47, activity 3. Listen and colour. [YLE] '¢ Say Open your Activity Books at page 47, please Pupils take out sre, blu, brown, yellow, gren, red and orange crayons. Say Listen and colour Mae a dot first. Play the CD. Pupils make @ doton the clothes. They check in pars. Ply the CD again Stop after each one to check and for pupils to colour 1 Eleit which colour they didnt need to use (green). Te got red trousers, ‘anda bie Pht. ve got a grey jacket, ‘And an orange skit ve got brown shoes, And yellow socks Theyre onthe floor, Next to my box. ‘B47, activity 4. Draw and write. ‘© Say Um, my favourite clothes are my brown shoes and my green jacket. (Name, what about you? Elicit ideas from pupis using the model. Ensure correct pronunciation of clothes. ‘© Say Draw your favourite clothes here (point tothe box) and write the words here (point tothe writing line). Display the flashcards on the board to give support with speling ‘© More confident pupils show their pictures tothe class and say the sentence. Extra activity 2: see page 121 (if time) Ending the lesson € Display the lathes flashcards (word side). Pupils stand up, Poin t one word, eg Sock. Pupils silently point to their socks. Continue pointing to different words quickly, one after another. Pupils who say the word (or who giggle) mis a tur, Unit 8 My clothes 59‘@ TARGET LANGUAGE Key language: He's got ../ She's got .., He hasn't got ../ She hasn't got .., jacket, shoes, skirt, socks, trousers, T-shirt ‘Additional language: Who's got. ?'s that right? Revision: colours, I have got ../! havent got ..,! don't know ‘© MATERIALS REQUIRED Real clothes: T-shirts, socks, trousers, skirts, jackets A big bag. Warmer Play aversion of the warmer from the previous lesson. Use negatives as well,eg Standup if you havent got black shoes. Jump up if you've got blue eyes. B48, activity 5. Listen and point. ‘© Say Open your Pupil’s Books at page 48, please. Remind pupils that Mrs Star is their mum, Say Listen to the CD and point to the clothes. Play the CD. Pupils listen and point. ‘© Play the CD again, Check understanding, e.g. Has Simon got his blue Tshirt? (no). Supply He/She hasnt. Continue, eg. Has ‘Stella got her red trousers? (No, she hasm'). Ask Who's got the clothes? (Suzy). STELLA: Mum, have you got my red trousers? Where are they? ‘mum | don't know. STELLA: Has Simon got my red trousers? ‘Mum Ack Simon, not me '5U2¥: No, Stella, Simon hasn't got your red trousers. ‘SIMON: Mur, has Stella got my blue T-shirt? mum | don't know. Ask Stella, not me. SUZY: No, Simon. Stlla hast got your blue Tshirt. STELLA: No, | haven't got your blue T-shirt, Have you got my red trousers? SIMON: No, I Raverit. And whos got my favourite STELLA AND SIMON: Where's Suzy? ims stAR: Look at Suzy. She's got your red trousers, Stella. She's {got your blue Tshirt, Simon. SIMON: And she's got my Favourite white shoes shoes? Not my shoes! Practice ‘© ‘Transfer to pupils and their clothes, etc. Say, eg. Has (name) {got green eyes? Pupils answer Yes, he/she has or No, he/she ‘hasn't. Continue, Pupils ask questions about their classmates for the class to answer. ‘© Introduce Who's got (long hair)? etc. Pupils continue, asking ‘about other pupils in the class. B48. activity 6. Listen, point and repeat. «Play the CD. Pause after each sentence. Pupils point to and ‘chorus the clothes. Walk around the room. Point to pupils’ clothes for the class to say He's got .../ She's got He's gota blue Tshirt. She's got red trousers He's got white shoes. Extra activity 1: see page 111 (if time) ‘AB48. activiTy 5, Listen and colour. Listen and match. [YLE] ‘© Say Open your Activity Books at page 4; please. Say Liste. Dont write. Pay the fist par of the CD. Pupils listen and take cout the crayons they need (back, grey, geen, pink, white, brown, purple, yellow, blue, orange, red). Say Listen, Put a coloured dat onthe picture. Play the first part ofthe CD again Elicit the colours and the objects (lack shoe, grey mouse, et). Pupils colour them, Complete the activity 1 Say Listen again. Who's got «black shoe anda pink jacket? Listen and draw fines. Pay the second part ofthe CO Elicit the answer (Su). Play the rest ofthe second part in sections Paps check in pairs. Check withthe cass TREE Listen and colour ‘The shoe under the table is black, ‘The mouse is grey. “The Tshirt on the chair is green. The jacket is pink ‘The cat is black and white “The shoe under the char is brown, “The skirt is purple. “The socks on the char ae yellow and blue. “The fish is orange and black. “The trousers are red Listen and match. ‘Sue's gota black shoe and a pink jacket. [Nick's got a green T-shirt and an orange and black fish ims got a purple skirt and a grey mouse Tony's gota black and white cat and a brown shoe. ‘May's got red trousers and yellow and blue socks. Extra activity 2: see page 112 (if time) Ending the lesson ‘© Put the clothes inthe bag. Pupils come up one by one, feelin the bag and guess the clothing. They take it out and hold it up to check: Repeat.@ TARGET LANGUAGE ‘Additional language: Tell me about .. Revision: She's got .., He/She hasnt got. colours, book, train, car, bal, clothes ‘© MATERIALS REQUIRED Photocopiable activity 8 (see page 99), one for each pupil, copied onto thin card, scissors, a complete coloured set for demonstration, envelopes Warmer ‘© Play the guessing game from Extra activity 1 in the previous lesson to review clothes. Include pupils not included before, Song 849, activity 7. Sing the song. ‘Say Open your Pups Books at page 49 please Elicit where the clothes aren hier hands Say Listen to the song and pont tothe clothes ley the CD. Pui listen and point Encourage them to join in. Say, eg What colours the sock? Pupils chorus Yellow. Repeat withthe other tems. {© Play the CD again. Pupils jon in. Sing it again without the CO. Pupils stand up. Make four groups. Each group sings averse ‘Thy sing the song. changing the words tothe other ems the boy and gil are hosing fared Tshirt, a whit eraser, brown trousers an orange boo) «Fick up an objec eg» green eraser, and hod it out in your hands: Pupils ing about you, eg. She's got «green eraser in her hands Say Great! Pups come to the font in turn wth chjects forthe class to sing about. Make sure the objects and colours are known and that you invite boys and girls mE He's gota blue jacket in his hands, A blue jacket. He's gota blue jacket in his hands, A jacket in his hands He's got a purple ballin his hands, ‘A purple ball, He's got a purple ball in his hands, A ballin his hands, She's got a yellow sock in her hands, A yellow sock She's got a yellow sock in her hands, ‘Asock in her hands. She's got a pink pencil ‘Appink pencil. ‘She's gota pink pencil in her hands, ‘A pencil in her hands. "Now sing the song again. (Karaoke version) her hands, Group game ‘¢ Take out Photocopiable activity 8. Show the class your set of cards, Elicit what they are, eg. Green socks, blue shoes. Hand ‘ut a photocopy to each pupil Dictate the colours, eg. Colour the skirt red. Choose different colours for each clothes item. Pupils colour the backgrounds as they wish. Pupils cut up the cards and write their name on the back of each one, so they can identify them later (© Mix four sets of cards together. Deal them to four pupils. Pupils ask each other for cards to collect sets of four the same, eg, Have you got red shoes? They take it in turns to ask and answer. When they get a set, they putit down on the table. They continue until all the sets are found, or the time is up. '# Make groups of four. Pupils pay the game. Review, eg. its my turn / fs your turn, ‘© At the end, pupils take back their own cards and put them in ‘an envelope. Extra activity 1: see page 112 (if time) AB49. acTIviTy 6. Colour the clothes. ‘© Say Open your Activity Books at page 49, please. Say Colour the clothes t's a secret. Put your finger to your lips. Pupils colour the clothes atthe top of the page. Check pupils are using different colours. ‘© Look at your Activity Book and say, eg Suzy’s got a green Tshirt. Mime fora pupil to colour Suzy’s T-shirt green in the bottom pictur of their Activity Book. Say Tell me about ‘Simon's trousers. The pupil says, e.g. He's got blue trousers. ‘Mime colouring Simon's trousers blue inthe bottom picture ‘of your Activity Book. Check pupils understand what to do. ‘Put pupils into new pairs. Remind them to st facing one another, holding their books up so ther partner cant see. Pupils take turns to say a sentence about the clothes and to colour. Monitor to check for complete sentences, eg. Suzys got a brown Tshirt, Review, eg. Sorry? Can you repeat, please? ‘© Pupils compare their pictures to see if they coloured them all the same colours. Extra activity 2: see page 122 (if time) Ending the lesson ‘Mime putting onan item of clothing, eg. a skirt. Pupils gues. Repeat © Pupils play the game in pairs. Unit 8 Mv clothes 6:‘@ TARGET LANGUAGE. key language: the phoneme / asin Daisy dog, a dirty dog, ‘© MATERIALS REQUIRED. Clothes, some pet, some toy, some school flashcards (66-71, 47, 48, $2, 37,39, 31, 32) Extra activity 2: cards from Photocopiable activity 8 (see page 99) ‘Warmer ‘© Review clothes, some pets (dog, cat, bird), some toys (dol, bike) and some school words (pencil, pen), using the flashcards. Elicit the word and stick the flashcard on the board. Put the flashcards with the initial sound (din one group: dog, doll. Point to them and say Todays sound is. Let the class complete by saying dub PBSO. actIviry 8. Say it with Monty. ‘© ‘Say Open your Pupi’s Books at page 50, please. Introduce Daisy ddog to the class. Say This is Daisy dog. Pupils say Hi, Daisy dog. Show pupils how to make the sound, with the tongue and the teeth. Make a // and a/t/ sound to show how they are different (dis voice, is unvoiced). ‘© Say Say it wth Monty. Play the CD. Pupils listen and repeat, Play the CD again. Pupils say the tongue twister as a class and then in groups. More confident pupils can try saying it quickly for the class ‘MONTY: Daisy dog MONTY, BOY AND GIRL: Daisy dog. ‘MONTY: A dirty dog, a doll and a door MONTY, BOY AND GIRL: A dirty dog, a doll and a door PBSO. acrivity 9. Ask and answer. 1 Pupils look atthe pictures for 30 seconds. Say She's got a yellow jacket. Pupils answer Meera. Pupils close their books. Continue to see how much they can remember. ‘Pupils work in pais. They look atthe pictures for two minutes. Pupil A closes their book and Pupil B asks questions. As get ‘one point foreach correct answer. After two minutes, pupils swap roles. Give Bs one minute to look at the pictures again before As ask the questions. Elicit how many points pupils got at the end of the activity. Extra activity 1: see page 112 (if time) ‘AB5O. activity 7. Write @ ’b’or ‘p’ 1 ‘Say Open your Activity Books at page 50, please Hold up your vty Book and point to the door Point to the letter '¢' and clit the sound, Write the letter large onthe board, reminding pupils where to star, the direction and where to take the pen off the paper. Repeat with the other letters,’ and, making sure pupils remember the starting point, direction and end point foreach one. «Pupils work individually and write the First letter ofeach word rex tothe pictures. They checkin pir, during the activity if necessary: Monitor pupils to make sure they are writing the letters correctly. Key: (en), bra, bia), ol, bal), plenci, bk), dog) ABSO. ACTIVITY 8. Write the words. ‘© Pupils label the clothes on the pictures of the girl and boy. They checkin pairs. Check wit the clas. Key: 2 skirt, 3 socks, jacket, § trousers, 6 shoes Extra activity 2: see page 112 (if time) Ending the lesson ‘© A pupil comes tothe front. The pupil stands facing the board, so thatthe class can see hisfhr back. Write a letter (b por €) on the pupil's bac, using your finger. (Alternatively, f you prefer, you can trace letters on the desk for this activity.) The pupil then says a word beginning with this letter. If the pupil at feel the letter, writ ton their back again Remind the ‘lass to be silent. Repeat with two other pupils and the other {wo letters, Overemphasise the shape and direction ofthe letter each time. «Pupils work in pairs. They take turns to write one ofthe three letters on each other's backs and to say a word beginning with the letter. It doesn't matter if they repeat words from earlier in the gamePage 51 @ TARGET LANGUAGE Key language: language from the unit Revision: language from the unit, ! dont know ‘© MATERIALS REQUIRED ‘Clothes flashcards (66-71) Extra activity 2: Prepare a large piece of paper with split words on it ike this: jac sers sh shirt sk ket “0 int trou oes r cs Warmer ‘© Play a mime game to review clothes. Mime taking off an item of clothing for pupils to guess. Individual pupils can come tothe front and mime for the class. Encourage them to be inventive, Story PBSL. acriviry 10. Listen f0 the story. ‘Say Open your Pups Books at page 52, please. Elicit who they can see (Stella, Simon, Suzy, Trevor, Monty, Marie and ‘Maskman) Say Listen and fook. What colours Suzys Tshirt? Whats oni? Play the CD. Pupil listen and look They checkin pairs. Check with the clas (range, a mouse). ‘© Play the CO again Pupil listen and repeat. ‘© Check comprehension by holding up your book, pointing to each picture in turn and asking, eg. Who's this? (Stella). Has she got a blue Tshirt? What colour are her socks and shoes? atc 4 Personalise. Ask Who's got a mouse on their T-shirt? {Play the CO again. Pupils listen and repeat in sections. Encourage them to say it with feeling. ‘Simon: Here, Stella. Catch. Toys inthe toy box, Come alive. Walk and talk, On the count of five One, two, tree, four, five. 'MARUE: Look at Stell’ clothes. She's got a yellow T-shirt, she's got ‘a blue skirt, she's got pink socks and she's got brown shoes. [MASKMAN: But she hasn't got a jacket. Look at these. Simon's got ‘a red jacket, he's got green trousers and he's got black shoes. manie: Well, Maskman, Stella’ got trousers too. Has Simon got skirt? 'MAsKMAN: Huh! No, he hasr'tt ‘TREVOR: Oooohht! Hee, hee. MoNTY: Suzy's got with a mouse on it! ‘Trevor: Ha, ha, hal BSI. AcTiviTy 12. Listen and say the number. © Say Listen. Whats the number? Play the first one as an ‘example. Pupils whisper the number to their partner. Elicit the ‘number from the class (5). Play the rest of the CD. Pause after teach one to give pupils time to look, think and write down the ‘number. Pupils check in pars. lay the CD for a final time. Stop after each one for a hands-up-and-chorus answer. 5,3, 4s dy 2 ict, and she's got a beautiful orange T:shi B] story as above, but in the order of the key. Extra activity 1: see page 112 (if time) 'ABS1. MY PICTURE DICTIONARY. f¢ Say Open your Activity Books at page 52, please Look ot the picture diconary. Pupils prepare the stickers. Say the words in turn. Pupil holdup the correct sticker. Say the word again ina diferent order. Pupils point tothe correct word in their books. Pupils stick the stickers in the correct place. Moitor around the class to check. f appropriate, pupils trace around the word under the picture. Extra activity 2: see page 112 (if time) |ABSL. MY STAR CARD. © Say Can you soy these words? Use the flashcards to elicit the ‘words in turn fom the clas. Pupils say them in chorus. ASK pupils to repeat i necessary. Where pupils don al say a word Correctly, elicit the word from another pupil who can and then ask the fst pup to repeat. «© Pupils work in pairs. They ake turns to point toa word in their books and to sy it. © Say Colour the stars. Check pups know what todo with the ther words and stars Pupils choose colours to colour their. stars. Ending the lesson ‘© Ask pupils which chant/song/game they'd like to do again from the unt Do it together to end the lesson Unit 8 My clothes 63‘@ TARGET LANGUAGE Key language: revision of Units 5-8, colours, have got, has got ‘Additional language: clown (© MATERIALS REQUIRED Flashcards from Units 5-8 ‘Warmer (© Hand out the 24 flashcards. Point to a flashcard in turn, The class says the word, The pupil with the flashcard comes to the front, holds it up and says the word again. PBS2. ACTIVITY 1. Listen and say the number. ‘© Say Open your Pupil’s Books at page 52, please. Check Understanding of Safari park. Play the first section of the CD. Check with the class, Play the rest of the CD. Pupils whisper the numbers to their partner. Play the CD again. Stop after teach section. Pupils raise their hands. Elicit the answer, ‘© Ask, eg. What colour's the snake? Has it gota big body? Elicit pupils’ favourite animals. Key: 35,1624 NARRATOR: Today Ben and Julie are ata safari park with their ‘mum and dad. The safari park's gota lot of wild animals. ‘NaRRaToR: Now they're in the snake house. ‘BEN: Look, Mum. They've gota lot of snakes. JULIE: Look at that ong yellow snake. It’s gota big head. Err Its really ugly. ‘BEN: No, it isnt. t's beautiful ‘pap: Look at those big cats. JULIE: Theyre tigers, Dad. ‘bap: That's right. Tigers are big cats. ‘BEN: Oooh! They've got lots of big white teeth ‘unt: They're beautiful. Tigers are my favourite animals JULIE: Oh, look atthe giraffes. They've got beautiful long legs. BeN: Yes, but they haven't got lots of big teeth. Jjuuie: No, that’s right. They're my favourite. ‘unt: Look at those dirty hippos. JULIE: They've got funny faces. Look, Ben. BEN: Hmm. They've got big mouths and teeth .. but very small ears. They're ugly. ‘en: What now? Where are the crocodiles? Dao: They're over there. BEN: Let's look at them. They're my favourite animals. Juue: That’ right, Ben. They/ve got very long mouths and a lot of big white teeth. sen: Yup! 64. Kid's Box Teacher's Book 1 Review Units 5-8 B52. ACTIVITY 2. Listen and say ‘yes’ or ‘no’ ‘© Say Listen tothe CD. Say yes or no. Play the fist sentence. Elicit the answer (no). Ask what i's got (wild animals) ‘© Play the CD. Pause after each one. Pupils look atthe pictures and do thumbs up/down with their partner. Play the CD again. Elicit the answers. For ‘no’ answers, elicit the correction, GE Key: The safari park's got alot of | No, it's got alot of pets wild animals. Ben and julie are with their No, theye with their ‘grandmother and grandfather. | mum and dad. The long snake's got a big head. | Yes. Tigers are big cats Yes. A giraffe's got short legs. No, it’s got long legs. A giraffe hasnt got alot of big | Yes. teeth, The hippos are clean. No, they're dirty. Hippos have got small ears. Yes. Crocodiles have got small No. They've got very mouths. long mouths Extra activity 1: see page 112 (if time) ‘ABS2. ACTIVITY 1. Read, draw and colour. ‘© Say Open your Activity Books at page 52, please. Elicit or teach the word clown, Say Look at this clown. Whats his name? ). Repeat for the other clown (Mil). Point tothe text. Point to, eg. Long shoes. Ask Zito or Milo? (Zito). Mime drawing long shoes on Zito. Do another example for Milo ‘© Pupils complete the activity in pairs. ‘ABS52, activiry 2. Listen and say Zito! or ‘Milo: ‘© Say Listen and check. Play the CD. Stop after each sentence for pupils to say Zito or Milo in chorus before they hear iton the CD. 3. He's got black har... Zito. 4. He's got purple trousers... Zito. 2. He's got short shoes... Milo.5, He's gota grey Tshirt... Mio 3. Hels gota red jacket... Milo.6. He's gota sad mouth, . Zito AB52. activity 3. Make true sentences. ‘© Point othe cats the giraffes and x hands. Say the example sentence: Cats and giraffes havent got hands. Say sit true? Pupils respond Yes. Give one more example. ‘© Pupils work in pairs. They make as many true sentences as they can. Elicit true sentences from pairs forthe class. Extra activity 2: see page 112 (if time) Ending the lesson ‘© Pupils stand up. Say, eg Pin to your nose, pease. (Pupils point other noses) Touch your eas. Pupils don' respond) Continue, going faster and faster. Pupils who respond incorrectly sit down,‘@ TARGET LANGUAGE Key language: revision of Units 5-8, pronunciation ‘© MATERIALS REQUIRED Flashcards from Units 5-8 Paper, scissors, crayons, glue, a book already made to show the pupils Magazines with animal and clothes pictures Extra activity 2: Prepare a photocopiable sheet for pupils as follows: ‘Write. Then fold. 1 My animals got two... ies got a big it’s gota very long its got alot of ithasn got Warmer ‘© Draw three large circles on the board. In the middle of one write Pets, in the middle of another write Clothes, and in the ‘middle ofthe third write Wild animals. Brainstorm with the class (books closed) the words that complete the word families. Either write the words on the board as pupils say them, or hhand out flashcards around the class and have pupils come and stick them in the right place. The class confirms ‘or wrong. PBS3. acriviry 3. Make books. ‘© Say Open your Pupl’s Books at page 53, please. Tell pupils they are going to make books like these. Show the class your book. Read the ttl, eg. My favourite animals and show the book to pupils page by page, reading aloud what you have written. ‘Move around the class to make sure al the pupils can see. Elicit hhow many pictures there are and that there is writing under ‘each picture. ‘© Divide the class into pairs. On the board, write Our favourite to the left of the circles. Elicit from pairs what their book is going to be about. Ask What's your book? Pairs respond, eg. Our favourite pets. Show pupils how to make the books. ‘Place the magazines and resources for pupils atthe front of the class. Pupils come and take one magazine, cut out what they ‘need and put the magazine back for other pupils. Pupils can ‘draw pictures if they prefer. right ‘© Monitor pupils as they are working and help them to make quick choices. Pupils cutout the pictures and stick them onthe pages. They write the tile and then write a sentence for each page, eg Tigers ore beauiful. Write some model sentences or prompts onthe board if necessary. Extra activity 1: see page 112 (if time) |ABS3. activity 4. Read and write. [YLE] «© ‘Say Open your Activity Boks at page 53, please Elicit what thoy can see (a monkey). Focus pupils on the text. Either read it aloud yourself, stopping atthe pictures for pupil to supply the word, or read it with the class. Some pupils may find this amount of text dificult to process, so be ready to give alot of Support. Go through it orally with the class once or twice. «Pupils work in pairs and write the word in the gaps. Remind them to se their picture dictionaries, to look back atthe urits inthe book for help and to ask each othe. © Check withthe class by reading the text around the clas at the end. Key: 2 two, 3 ears, 4 mouth 5 arms, 6 two, 7 hands, 8 til Extra activity 2: see page 112 (if time) Ending the lesson ‘© Make groups of three. Groups need one picture dictionary between tres. They use a book (or paper to cover the words from Unit 5. They take turns to say what each picture i. They Took and check, They then cover the pictures from Unit 6 and take turns to say the words. They choose which to cover for Units 7 and 8 (words or pictures). 4 Talcabout the units withthe pupil, using La if necessary. Ask them which lessons, topics andor activites ae thee favourites. ‘Our world Review Units 5-8 65Page 54 ‘© TARGET LANGUAGE Key language: play football, play basketball, play tennis, play the guitar, swim, ride a bike, play the piano ‘Additional language: play table tennis Revision: character names ‘© MATERIALS REQUIRED Character and action flashcards (1-5, 19, 33-34, 72-78) Two rulers Warmer Spread the character flashcards over the board. Make two teams, They line up, facing the board. Give the first pupil in ‘each line a ruler. Say the name of a character, eg, Suzy. The ‘two pupils race to be the first to slap the picture, Award a point to the pupils team. The two pupils hand the rulers to the {two pupils at the front and go to the back ofthe line. Repeat. Presentation ‘Show the picture side of each action flashcard and teach or elicit the action. Use the simple infinitive, eg. Play football. Pupils repeat in chorus and in groups. Then show flashcards at random. Pupils say the act ‘© Practise doing the actions Pupils stand up. Say, eg. Simon says play the guitar. Pupils mime playing the guitar. Say Play ‘football. Pupils don't mime. Repeat forthe other actions. B54, activity 1. Listen and point. ‘© Say Open your Pupils Books at page 54, please. Say Where's the star? Check by pointing tothe star (onthe piano}. Pupils say Here it. «Say Listen and point tothe actions. Play the CD. Pupil listen and point. «Play the CD again. Pupils stand up and play the game as they listen ‘ALEX: Lets play ‘Simon says. Evervaoov: OK. ‘SIMON: OK, Simon says put your hands on your head. ‘SIMON: OK, good. ‘siMon: Now, play the piano. Oh, sorry, Lenny. Come and stand next to me. Lew: Oops, yeah, OK simon: Simon says play basketbal. Good. Simon says play tennis. ‘Very good. Now play the guitar. Oh, dear, Stella. Come and stand next to Lenny. STELLA: Ha ha hal OK! SIMON: OK. Meera and Alex. Simon says swim. Great! Now, play football. Oops, Alex! Stand next to Stella. OK, Ale, ‘Simon says’ stand next to Stell 6 Kid's Raw Taachorls Ren + ‘Avex: Thank you ‘SIMON: Great. Meera, Simon says ride a bike. SIMON: OK, stop. meena: Very good, Simon. Now its my turn, PBS4, acriVITY 2. Listen, point and repeat. ‘© Say Listen and repeat. Play the CD. Pups repeat in chorus. Check word stress on footbal, basketball, tennis, guitar. ‘© Play Simon says again. Pupils give the instructions. Play football, swim, play basketball, play tennis, ride a bike, play the guitar Extra activity 1: see page 112 (if time) ‘ABS4, acTiviTy 1. Listen and write the number. [YLE] ‘© Say Open your Activity Books at page 54 please. Say Listen and write the number. Here's an example. Play the first one. CCheck pupils know what to do. Play the rest ofthe CD. Pupiis check in pairs, Play the CD again. Stop after each one. Check with the class. Swim 3 Ply tenis 4 Pay basketball 5 Play the guitar &: Pay football Extra activity 2: see page 113 (if time) ABS4. ACTIVITY 2. Read and match. Say Look at Activity 2. Use the example to check puis know what todo, Say Reed and march the others. Pupils work indivdualy and then check in pairs. Monitor pupis as they are working Check by displaying the flashards (word side), pointing to them inthe sare sequence as onthe Activity Book page and saying, eg. Number 3? Pupils respond Ride a bike Key: 1 ply tennis, 2 play basketball, 3 ride bike, play football, 5 play the guitar Ending the lesson ‘Play guessing game with te action flashcards. Hold them facing you so that no-one can see them Hide the word side too. Pupis take tuns to guess, eg, Ride a bike? Reply Yes, it is/ No, it ont The pupil who guesses correctly comes up and has turn. Repeat‘© TARGET LANGUAGE ‘Additional language: Now let’ ., Lets all do .., match, Ready, steady, go Revision: play football, play basketball, play tennis, play the guitar, swim, ride a bike, play the piano, Maskman, What's (number 1)? ‘© MATERIALS REQUIRED ‘Action flashcards (72-78) ‘Activity Book Activity 3 drawn o Extra activity 1: Photocopiable ac ‘copied onto thin card, one for each pupil, one completed set of cards for demonstration, scissors, envelopes ‘Warmer ‘@ Review the actions by playing a game of Simon says, as in the previous lesson. Song BSS. acriviTy 3. Sing the song. «Say Open your Pups Boks at page 55, please. Elicit who itis (Maskman). Say Listen tothe song. Do the actions. Play the CD. Pupils listen and do the actions (eg. riding a bike). Play the CD again in sections. Pupils repeat. Play the CD again. Pupils mime the actions and sing the song «Pupils stand up. Make six groups, one for each action. Each ‘group sings ther lines and does thei action. The whole class sings the chorus. SateNira srg asee anise avatar el reaeanee pone nearag renege Neues fisabie tay ey taht rae po adda Dn ERT ne Levarssta nee rre Cavan pen Ma snc pea abera cm hone Mittal we ga Boral Do the Maskman song, Do the Maskman song, Let's all do the Maskman song. Do the Maskman song, Do the Maskman song, Let's all do the Maskman song. Now sing the song again. (Karaoke version) BSS, ACTIVITY 4. Listen and answer ‘Focus pupils on the pictures in Activity 3. Say Listen. What's the number? Play the fist one as an example, Stop the CD. Elicit the answer (ride a bike) Play the rest of the CD. Pupils whisper the answer to their partner. Play the CD again. Stop after each one for pupils to answer in chorus. Key: 1 ride a bike, 2 pay tenis, 3 play basketball, «swim, 5 play football 6 play the guitar What's number 1? What's number 2? What's number 3? ‘Whats number 4? What’ number 5? ‘What’ number 6? Extra activity 1: see page 113 (if time) ABS. acTIvITY 3. Find six words. ‘Say Open your Activity Books at page 55, pleose. Elicit the

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