1 Engleski Prirucnik Low

Енглески језик за први разред основне школе
Приручник
за наставнике
Гинтер Гернгрос • Херберт Пухта • Бојана Гледић

Introduction
Contents
I. Introduction............................................................................................................................................................................ 4
What is innovative in Playway to English 1 Serbian edition? .............................................................................................. 4

The components of Playway to English 1 Serbian edition .................................................................................................. 4
Aims .......................................................................................................................................................................................... 6
Contents ................................................................................................................................................................................... 6
Activities ................................................................................................................................................................................... 6
How to use Playway to English 1 Serbian edition in the lesson ......................................................................................... 8

The selection of teaching topics ............................................................................................................................................... 8
Lesson overviews ...................................................................................................................................................................... 8
Basic technology ..................................................................................................................................................................... 9

Working with the flashcards ...................................................................................................................................................... 9
Using the DVD sequences and the story cards (where applicable) .......................................................................................... 9
Using the Mr Matt sketches (where applicable) ...................................................................................................................... 10
How to use the action stories .................................................................................................................................................. 10
Using the songs ...................................................................................................................................................................... 10
Using the rhymes .................................................................................................................................................................... 11
Using the chants ..................................................................................................................................................................... 11
Developing speaking skills ...................................................................................................................................................... 11
Working with Show what you can do ...................................................................................................................................... 12
Observations from the psychology of learning on the early learning of foreign languages .......................................... 12
Requirements of foreign-language learning for very young learners ...................................................................................... 12
Learning languages as a holistic process ............................................................................................................................... 13
The SMILE approach ............................................................................................................................................................. 14
Learning a language through play is more than just fun and games................................................................................ 16
The importance of constant revision ................................................................................................................................... 16
Classroom management ...................................................................................................................................................... 17
The role of the parents .......................................................................................................................................................... 19
Characteristics of early foreign language learning (Photocopiable master) ................................................................... 20
II. Lesson plans ...................................................................................................................................................................... 21
Unit 1: Hello .................................................................................................................................................................. 24

Unit 2: School ............................................................................................................................................................... 36
Units 1–2: Show what you can do ...................................................................................................................................... 46
Unit 3: Pets ................................................................................................................................................................... 48
Unit 4: Toys ................................................................................................................................................................... 61
Unit 5: Party .................................................................................................................................................................. 76
Unit 6: Weather ............................................................................................................................................................. 87
Unit 7: Home ............................................................................................................................................................... 100
Unit 8: Health .............................................................................................................................................................. 110
Units 7–8: Show what you can do .................................................................................................................................... 120
Unit 9: Food ................................................................................................................................................................ 122
Unit 10: Animals ........................................................................................................................................................... 134
Units 9–10: Show what you can do .................................................................................................................................... 143
III. Appendix.......................................................................................................................................................................... 145
2 Teacher’s Book  Playway to English 1 Serbian edition © Cambridge University Press, Helbling Languages GmbH and Klett 2013
I.
Introduction
© Cambridge University Press, Helbling Languages GmbH and Klett 2013 Teacher’s Book  Playway to English 1 Serbian edition 3
Introduction
Playway to English 1 Serbian edition represents an in- In Playway to English Serbian edition Pupil’s Book, you will
tegrated body of material for teaching English starting in find a CLIL activity on page 57 – a listening activity about
Year 1; its essential characteristic is learning through play. health (listening and identifying some main ways to stay
With the aid of the SMILE approach Playway to English 1 healthy.)
introduces basic listening and speaking skills and engages
the children in learning English. CLIL activities are optional and well-suited to different inter-
ests and abilities. Teachers can decide on a case to case
The tried and tested SMILE approach is based on the fol- basis whether to carry out such activities with the children,
lowing principles: taking into account their level of knowledge and interests.
S kill oriented foreign language learning 4. Steps to creativity (Word Play):

These new activities have been developed especially to give
M ulti-sensory learner motivation the children an opportunity to be linguistically creative with
I ntelligence-building activities the help of set structures or models.
L Long-term memory storage through
5. More user-friendliness:
music, movement, rhythm and rhyme A clear cross-referencing system in the Pupil’s Book, Activity
E xciting sketches, stories and games Book and Teacher’s Book facilitates the use of Playway to
English in the lesson. The CD icons alongside the Pupil’s
Book and Activity Book rubrics give the relevant audio track
number. Transcriptions of all the CD recordings are included
What is innovative in in the teaching notes.
Playway to English 1
Serbian edition? The components of
Playway to English 1 Serbian edition is highly efficient
as it contains:
Playway to English 1
1. A stronger emphasis on outcome in the development
Serbian edition
of the speaking skills Playway to English 1 Serbian edition consists of a compre-
With the aid of numerous exercises, the pupils are system- hensive range of teaching materials:
atically encouraged to speak English. An extended range of • Teacher’s Book
exercises and a clearer focus on communicative speaking • 3 Audio CDs
results in the children learning to express themselves on a • Pupil’s Book
wide variety of topics and developing an ever expanding • Activity Book
repertoire of communicative expressions. • DVD with the Cartoon Stories and Mr Matt Sketches
(where applicable)
2. Better possibilities for assessment and self-assess- • Cards Pack (flashcards and Story Cards)
ment:
Under the heading Show what you can do, Playway now
offers material for self-assessment at regular intervals that Teacher’s Book
the children can use to assess their progress. This is initially
The Teacher’s Book provides:
done under supervision but then gradually the students are
encouraged to assess their progress independently. • Information on the structure, components and ways
of using the material and also on the desired out-
3. CLIL comes. In addition there is an introduction to the teaching
(Content and Language Integrated Learning): theory of Playway to English 1, the educational bases and
the principles behind the use of the materials plus a dis-
A CLIL activity introduces content from the general curricu-
cussion of important issues of classroom management.
lum into the English classroom. In this cross-curricular les-
• Comprehensive notes on the individual units. These
son, the intention is not so much ‘language learning’ but
notes give a clear overview of the topic in question, the
‘learning through language’. This means, therefore, that the
desired outcomes, the learning content, the learning ac-
children work with interesting content from another area of
tivities and vocabulary plus tips on possible pronunciation
the curriculum that is new to them. The main aim of this les-
difficulties. The main part consists of detailed and well-
son is to cultivate the receptive processing of language, i.e.
tried step-by-step instructions for using the individual les-
for the children to learn to understand the foreign language
son plans in class. There are also suggestions on how to
in a new, meaningful context that is important to them. This
practise listening comprehension and speaking skills and
cross-curricular link promotes holistic ‘immersion’ in English
sub-skills such as vocabulary and pronunciation.
and gives foreign language learning additional meaning.
Audio CDs themselves and also to change it in a creative way (e.g. Pupil’s
Book pp. 35, 56).
The three audio CDs contain all the listening exercises, in-
• Exercises on vocabulary revision are for playful and multi-
cluding karaoke versions.
sensory consolidation of the new words (e.g. Pupil’s Book
Listening to a foreign language frequently and intensively is
p. 11).
an essential requirement for the development of speaking
• Asking each other how many objects there are in puzzle pic-
skills. On the CD, the children hear examples of authentic
tures, counting the objects and saying how many there are.
pronunciation and intonation from both child and adult native
• There are exercises that directly build upon the stories and
speakers. Although the teacher represents the most impor-
sketches. When the children have seen a cartoon story on
tant model for pronunciation and intonation for the children,
the DVD, for example, they then complete missing scenes in
by using the CD from the start of their learning process the
the picture story with the aid of the picture stickers (see ap-
children are given the opportunity to hear a variety of na-
pendix of the Pupil’s Book) whilst listening to the audio version
tive speakers. In this way they can develop differentiated
on the CD. This engages the children in an active reconstruc-
listening comprehension skills that are not limited to just one
tion of the story.
attachment figure (the teacher). The CD is, therefore, an
• There are a wide range of activities to encourage active listen-
ideal resource in preparing the students for meeting different
ing. For example, the children listen to instructions on the CD
variations of English.
and complete a set exercise in the Pupil’s Book (they draw a
The different types of aural comprehension activities give the
picture following spoken instructions, or put pictures in the
children exposure to a variety of models. In the trial phase of
correct sequence ).
Playway to English 1 it was noted that, in a role play activity,
• There are numerous exercises that help to develop important
some children were able to imitate the pronunciation of the
thinking skills. For example, the children complete logical
characters almost perfectly. This is seldom achieved with
sequences by drawing a series of pictures and then they ‘read’
isolated pronunciation exercises but the various activities
out their answers (e.g. Activity Book p. 12).
offered in Playway to English 1 e.g. humorous role plays
• Regular Word Play activities give the children a valuable op-
that encourages the students to identify with the characters
portunity to use the language they have learned creatively.
through play, emphasise the valuable connection between
After practising a structured chant or rhyme, the children are
motivation and pronunciation.
then encouraged to produce their own version, therefore al-
lowing them to engage with the language in a wholly per-
sonal, imaginative way.
Pupil’s Book • At the end of every second unit the Show what you can do
The 80-page Pupil’s Book has a wide range of illustrations section serves as a summary, revision and reinforcement of
that support the development of the children’s listening com- the main vocabulary in the topics of the preceding two units.
prehension and speaking skills. The children may – at first with the help of the teacher and,
The written word is not introduced at this level in accordance gradually, independently – evaluate their progress for the
with the educational psychological theory that this prevents purpose of self assessment.
the interference between writing and pronunciation that might
arise if the child is faced with the written word before the pro-
nunciation is secured. Activity Book
The 64-page Activity Book offers a variety of exercises de-
Key features and activities:
signed to consolidate the language that children have learnt
• The illustrations of the songs, Word Plays or chants help the
and to assist them in using it creatively in individual, pair and
children to quickly master the texts without the support of the
group work. There are a wide range of activities that involve
written word.
students in a number of different tasks: they listen and com-
• After the introduction of important words the children listen to
plete with numbers or colour; complete logical sequences by
a song, a rhyme or a chant on the CD and follow it in the book.
drawing pictures; draw, colour and speak, etc.
With the aid of the pictures they learn to understand the texts
As a general guideline, the Activity Book is for use at the
and gradually to sing or say them.
end of a lesson rather than at the beginning since it helps to
• A picture dictionary with all the main vocabulary offers stu-
consolidate the presented language that has been practised
dents the chance to revise or consolidate the learning of new
through various other means.
words after each unit (see pp. 74–79 of the Pupil’s Book). This
will be more effective if the children are encouraged to ac-
Key activities:
tively use the dictionary through pair work games, like those
These are the main methodological steps that the children
outlined below:
take when they work with the Activity Book:
1) Child A points to a picture and child B names it. • Listening to sequences of instructions that are similar to the
2) Child A looks at the picture dictionary for ten seconds language they have heard in the Action Stories and putting
and tries to remember as many items as possible. Then pictures in order.
they close their eyes and tell child B as many items as • Listening to words, sequences of words, sentences or short
they can remember. dialogues and deciding which pictures go with what they have
3) Child A names a picture and child B points to it. heard.
4) Both children look at the picture dictionary. Child A says • Listening and comparing pictures with what they have heard
the names of all the items except one. Child B has to and completing the pictures if things are missing.
identify and name it. • Looking at logical sequences, ‘reading’ them out and complet-
• The model presentation of dialogues with the aid of pictures ing the sequences by drawing the missing pictures.
has a similar function. The children look at the picture and at • Listening to stories that are slightly different from the ones
the same time listen to a mini-dialogue. They learn to say it they have already learnt and completing tasks based on them.
Introduction
• Practising language through various games, for example
Bingo and Memory. Aims
• Looking at rows of pictures and identifying which ones are
The aims of Playway to English 1 Serbian edition are:
the same and which are different.
• to let the children experience, through all the senses, that
• Solving logical puzzles and other problem-solving activities
learning a foreign language is fun.
and also creating similar puzzles themselves to be solved in
• to enable the children to experience language as a means
pairs.
of communication in the lesson itself.
• to enable the children to express their own wishes and
needs in English.
DVD (where applicable) • to develop listening comprehension and speaking skills.
• to offer a wide range of activities that promote the learning
The DVD contains four Mr Matt sketches and six cartoon
process.
stories that present English in a way that is both humorous
• to contribute to the development of the intellectual, social,
and culturally informative through dialogues that are relevant
emotional and spatial skills of the children.
to the unit topic. At the centre of the Mr Matt sketches are
• to establish foreign language learning as a positive expe-
Mr Matt and his two children, Danny and Daisy. These se-
rience for the children from the start. As they gather pos-
quences are intended to help the children to understand
itive learning experiences through finding their creative
English in the context of a genuine dialogue. The interaction
side when, for example, they learn to compose short texts,
of picture and sound offers important support for the com-
rhymes and chants using the models provided and with
prehension process. The use of native speakers provides an
corresponding linguistic assistance.
ideal preparation for understanding English in real situations.
• to lay the foundations for an open and positive attitude to
The sketches also offer the children important pronunciation
other peoples and cultures by familiarising the children
models.
with another linguistic community.
In their first school year, children still have a very strong • to offer teachers concrete teaching models for an innova-
imitative way of learning pronunciation, and classroom re- tive and up-to-date foreign language lesson in the primary
search shows that this process is particularly effective when school and to support them with ideas for integrating for-
the pronunciation models are appropriately motivating and eign language learning into the curriculum.
invite imitation.
The cartoon stories are fully animated. There are also audio
versions of them on the CD. This means that the children can
listen to a story several times for revision without needing Contents
to use a PC or DVD player. Furthermore, the children listen
to the audio version after watching the story on the DVD Playway to English 1 Serbian edition is divided into ten topic
when they do the text-editing exercises in the Pupil’s Book, areas that have been selected according to motivational and
such as completing a picture story by correctly inserting the age-appropriate criteria.
picture stickers.
Topics
Unit 1 Hello Unit 6 Weather
Unit 2 School Unit 7 Home
Cards Pack Unit 3 Pets Unit 8 Health
Unit 4 Toys Unit 9 Food
Flashcards Unit 5 Party Unit 10 Animals
There are flashcards for all the main vocabulary. They are
an essential means of conveying the meaning of new words Characters
and they help the children to memorise them more effec- Linda, Benny and Max appear frequently as characters in
tively. The flashcards also eliminate the task of drawing on the cartoon stories and also in listening exercises in Playway
the board or producing home-made pictures, thus saving to English 1 Serbian edition. Max is a fantasy figure who is
a lot of preparation time for the teacher. The lesson notes friends with Benny and Linda. There are also three additional
give numerous tips on how the flashcards can be used for characters from the Mr Matt sketches on the DVD – Mr Matt,
the reinforcement and revision of vocabulary and in games. Danny and Daisy.
A list of all the flashcards is given in the appendix of the
Teacher’s Book.
Story Cards
Activities
There are story cards to accompany the cartoon stories in
The content of the units is taught with the aid of the following
Playway to English 1 Serbian edition. After the children have
types of activity:
watched a story on DVD, they reconstruct it with the aid of
the pictures and picture stickers in the Pupil’s Book, then the • Cartoon Stories
teacher repeats the story using story cards, mimes and ges- • Mr Matt Sketches
tures. Alternatively, these two stages can be reversed. The • Action Stories
teacher revises the story with the aid of the story cards and • Songs
gradually the children can join in the reconstruction of the • Chants
story. Then they complete the exercise in the Pupil’s Book. • Word Plays
It has been clearly shown that information in a foreign lan- out immediately by imitating the teacher. The sentence is
guage remains more firmly fixed in the children’s memories represented physically after it has been heard; in this way,
when what they are learning appeals to them. Most informa- listening comprehension is directly linked to action.
tion that reaches our brains via various senses is quickly Action stories are a classical example of learning with all
forgotten. What is retained in our memories is what is rel- the senses. Studies on the use of Total Physical Response
evant to us. Psychologists talk of the ‘depth quality’ of an show that, for several reasons, this method is well suited to
experience. For teaching interesting and humorous content, getting the foreign language across to children at beginners’
stories, rhymes, songs and chants – is particularly suitable. level. The reasons for this are:
The activities in Playway to English 1 Serbian edition are de-
• Doing the actions with others allows the child to experience
signed to be compatible with the interests of Year 1 children
following instructions as an action game. In this game, lan-
and to facilitate their learning. These involve as many of the
guage and action are experienced as inseparable and the
children’s senses as possible.
meaning of the language is learned directly through the
The combination of interesting content and holistic
action.
presentation ensures that the children retain the ma-
• Action stories are learned in an anxiety-free environment
terial and have fun learning English.
and through play. The actions of the group provide secu-
rity, particularly for those children who need a little longer
Cartoon Stories and Mr Matt Sketches to process the language; they can get their bearings by
It is impossible to imagine primary school lessons without looking at other children in the group and using them as
stories. There is good reason for this as educational psy- models.
chologists repeatedly stress the idea that stories make an • Right from the start the children learn through the action
essential contribution to the cultural, social and emotional stories that they can do something in English. This is an
development of the child: important sense of achievement and strengthens the chil-
dren’s confidence in their own ability to learn a foreign lan-
The story form is a cultural universal; everyone everywhere guage.
enjoys stories. The story, then, is not just some casual en- • The development of the children’s listening comprehension
tertainment; it reflects a basic and powerful form in which we skills forms an important foundation for their speaking.
make sense of the world and experience.1 When working with the action stories the children should
In the foreign-language lesson the children learn to under- first and foremost be listening. Gradually, they will speak
stand longer sequences of events with the aid of stories along with the teacher and in this way gain self-confidence
and gradually become accustomed to descriptive, narrative in their pronunciation and intonation. The primary goal in
language. It has been clearly established through action re- working with action stories is developing listening compre-
search on foreign language in primary schools that stories hension. This means that the teaching/learning goal is
rate particularly highly in the children’s scale of preferences. achieved when the children can act out the sentences of
Stories are strong motivators and remain very strongly an- an action story independently after practising it. It is not the
chored in the memory if they are conveyed appropriately. primary goal of working with action stories to have the chil-
Moreover, they promote the children’s enjoyment of theatri- dren immediately recite the story or even to be able to
cal presentation. The children watch the story first on DVD, reconstruct it freely.
then the mini-dialogues are practised and next a role play
is performed. Songs
The work with the role plays makes an essential contribu- Songs are highly valuable for motivating children of primary
tion to the development of the children’s speaking skills. The school age. Singing in groups is fun and children enjoy learn-
children’s high degree of identification with the content of a ing a repertoire of songs during the course of the year. Play-
story can be seen in the fact that many children succeed way to English 1 Serbian edition offers songs that have been
in imitating with surprising accuracy the pronunciation and specially written for the individual topics. The advantage of
intonation of the roles of the speakers that they have previ- this is that songs consolidate the language presented and
ously heard on the DVD. the language input can be easily monitored.
Action Stories Chants

Action stories are short stories with sentences that can be Chants are texts that are recited to a set rhythm. They offer
represented by actions, gestures and mimes. They are per- an excellent opportunity to practise pronunciation, intonation
formed using the Total Physical Response (TPR) method and speech rhythm. All the chants in Playway to English 1
developed by James Asher 2 to convey language with a multi- Serbian edition have been specially written for the individual
sensory approach by first aiming for intensive training of the topics. When working on a chant, the children listen to it on
receptive skills. As already noted above, it is critically impor- the CD first. In the Pupil’s Book, the text is represented by
tant to develop listening comprehension skills. The closer the illustrations; so, when listening to the chant a second
the link between what children hear and a concrete action, time, the children follow the chant in the book. The pictures
the better they can remember the language that they have are very helpful for the children in mentally reconstructing
learned and the easier it is for them to use it productively. the text.
In the action stories the children hear a sentence and act it Then the children watch the gestures of the teacher, imitate
them and speak at the same time. Next the children listen
to the first part of the karaoke section (And now you!) with
1
Egan, K, (1986) Teaching as Story Telling, Chicago, University of Chicago
Press, p. 2.
gaps (half playback) and say the missing parts of the text.
Finally, the children recite the complete text of the chant with
2
Asher, J. (1988), Learning Another Language Through Actions: The
Complete Teacher’s Guide Book, Los Gatos, Ca.: Sky Oaks Publications.
the rhythmic support of the karaoke section.
Introduction
Word Plays – creative tasks How to use Playway to
Playway to English 1 Serbian edition includes tasks that
carefully encourage the children to be creative in English English 1 Serbian edition
right from the beginning. For example, in the first rhyme on
page 8 of the Pupil’s Book: in the lesson
A red bike for Linda, The selection of teaching topics
A green bike for Li,
A yellow bike for Benny, There are numerous ways of using the material in Playway
A blue bike for me! to English 1 Serbian edition. The topics have been organised
in such a way that they provide cross-curricular integration.
First of all, the children listen to the rhyme and colour the
children’s bikes in the appropriate colours; the rhyme is then
practised intensively. The children next look at the second Lesson overviews
picture on page 8 of the Pupil’s Book. They are asked to At the start of the teaching notes for each individual lesson,
colour each of the boats a different colour. This gives them there is an overview box that provides a summary of the
the framework to compose their own rhyme using the picture language used and lists the materials required in the lesson
as a guide. For example: under the following headings:
A green boat for Benny, • Vocabulary, phrases and structures
A red boat for Li, • Linguistic skills
A blue boat for Linda, • Cognitive, motor and social skills
A yellow boat for me! • Cross-curricular integration
• Materials
By involving as many senses as possible the rhymes are
retained in the memory long-term. Research findings in pri-
mary school English lessons show that children who have
forgotten parts of the text can remember them again by re-
calling the series of actions or the colours and the rhymes.
Rhymes
The rhymes in Playway to English 1 Serbian edition were
also specially written for the individual topics. The children
can experience the rhymes in a multi-sensory way. For ex-
ample, a rhyme like (Pupil’s Book p. 39):
Snow, snow,
Snowman grow.
Oh, the sun.
Snowman run.
is presented so that the children simultaneously listen,
speak, and perform certain movements. By involving as
many senses as possible, the rhymes are retained in the
memory for a long time.
Research in the pre-primary English classrooms shows that
children who have forgotten the text can easily remember it
again by recalling the series of movements.
Basic technology Exercises for anchoring words in the children’s pro-
ductive memory
• Hold a flashcard in your hand with the reverse side to the
Working with the flashcards children and ask: What is it? The children guess what the
word is. When a child has guessed correctly, show the
The purpose of the flashcards is to introduce important new flashcard and reply: Yes, it is.
words visually. These suggestions for using them in the les- • Stick the flashcards on the board. Then say all the words
son are based on the following educational principles: in order together with the children. Clap twice between
• Conveying the meaning of new words in the foreign-lan- each word. Repeat the words a few times but change the
guage lesson should be carried out as visually as pos- activities between the individual words. For example, click
sible. your fingers, slap your thighs, stamp your feet, stand up
• Always apply the principle listening precedes speaking. and sit down at the next word.
The children should first of all become accustomed to the • Take one flashcard after another, say the words and turn
pronunciation and intonation of a word before they are the card over so that only the reverse is visible. When all
asked to repeat it. the flashcards have been turned over, ask: Who can re-
• When introducing new words use a combination of all member the words? Have individual children come up,
the senses. Pictures, pronunciation and intonation and say a word and turn over the card they think is the right
also motor-processing techniques complement each one.
other and help to anchor a word in the long-term memory.
• The anchoring of the new words will be all the more
long-lasting if the words are repeated often enough. No Using the DVD sequences and the
more than one to two minutes are needed for this. The story cards (where applicable)
flashcards are highly suited to such repetition stages.
For using the cartoon story sequences on the DVD we
The following methods have proven successful: recommend the following steps:
Introduction of vocabulary
1st stage: Preliminary preparation of important words
• Show the cards in order and say the English word at the
and phrases
same time.
Pre-teach important words or phrases beforehand if neces-
• Then stick the cards on the board. Repeat the words in
sary – usually with the aid of the flashcards or story cards.
order, then jumbled up, at the same time pointing to the
corresponding flashcard.
2nd stage: Playing the DVD sequence
• Say the words and encourage the children to point to the
Play the DVD sequence – several times if necessary.
flashcards, e.g.: Point to the pencil case.
• Have the children repeat the word after you several times.
3rd stage: Picture sticker activity
• Gradually increase the pace.
The children listen to the audio version of the story on
the CD while they are completing the picture story with
Exercises for anchoring the vocabulary in the recogni-
the picture stickers from the Appendix of the Pupil’s Book.
tion memory:
• Call one child up to the board and say the words in order. 4th stage: Evaluation
The child points to the corresponding flashcards on the Go around the class and check whether the children have
board. Call another child to the board, say the words jum- completed the picture story correctly with the stickers. Al-
bled up and ask the child to point along as you speak. ternatively, produce a completed picture story and the
• Call individual children to the front and ask them to take children check their work independently.
a card from the board and to give it to another child in the
class, e.g.: Marko, take the glue, please. Pass it to Jelena. 5th stage: Telling the story
Marko: Here you are. Jelena: Thank you. In further stages the story cards can be used to practise
When all the flashcards have been distributed around the and reinforce the story texts through play. They can also
class, say: Stick the glue on the board. The child with be used later on as an ideal way to regularly revise the
the corresponding flashcard sticks it back on the board. learned material.
Continue in this way until all the flashcards are stuck back • Tell the story with the aid of the story cards. While you
on the board. are telling the story stick the cards one after the other on
• Call individual children out to the board. Give the follow- the board.
ing instruction: Touch the (pencil case). The children touch • Tell the story again. While you are telling the story, keep
the corresponding flashcard. Then remove all the flash- stopping and asking the children with corresponding
cards from the board. Ask the children to close their eyes. mimes and gestures to reconstruct the story with you. For
By turning off the visual channel the children can concen- example, when working on the story The mouse (Pupil’s
trate completely on the sound pattern. Say the words Book pp. 20 and 21), say: Hello, Cat. Squeak, squeak.
individually. Change your voice as you do so. Say the Let’s … Children: … play. Say: No, go away. The mouse
words loudly, quietly, in a high voice, in a deep voice, is … Children: … sad., etc.
happily, sadly, angrily and encouragingly. The children
just listen first of all then they repeat the word exactly as 6th stage: Story reconstruction game
you say it. • Distribute the story cards to individual children. Tell the
story again. The child with the corresponding picture
comes out to the front. Finally, all the children who were
Introduction
given the story cards are standing in the order of the se- • Then give the instructions again in the correct order and
quence of the story in front of the class. Tell the children the children carry them out. Do not do the actions with
to hold the pictures up so that they can be seen clearly them. Repeat this several times until you see that the
by all. children all understand well.
• Tell the story slowly and at the same time point to the
child with the corresponding picture. Stop and ask the 3rd stage: Carrying out the instructions in jumbled
child to complete the sentence(s). If necessary, get the order
other children to help. Support the children with mimes • Give the instructions in jumbled order and the children
and gestures. Say: Hello, Cat. Squeak, squeak. Child: ... carry them out. Do not do the actions yourself.
Let’s play … Say: No … Child: ... go away., etc. • A particular favourite is a game where you give each child
an instruction, jumbled up and increasing in pace. The
game is fun, and practises quick responses to English ut-
Using the Mr Matt sketches (where appli- terances whilst furthermore increasing the concentration
cable) of the children.
For using the Mr Matt sketches on the DVD we recommend 4th stage: Listening exercise
the following steps: • Finally the children open the Pupil’s Book. They listen to
the instructions on the CD and point along in the book
1st stage: Preliminary preparation of important words where the pictures are illustrated in jumbled order. Then
and phrases the children put the pictures in the right order by number-
Pre-teach important words or phrases beforehand if neces- ing them. This serves to check and confirm whether indi-
sary – ideally with the aid of the flashcards. vidual children can understand the sentences in the action
story.
2nd stage: Playing the DVD sequence
Play the DVD sequence – several times if necessary. 5th stage: Evaluation
• Go around the class and check the children’s work.
3rd stage: Listening exercise • Option: In high-ability classes you can put out an answer
Play the listening exercise for the Mr Matt sketches on the key for self-checking. The children go and check their own
CD (ideally) twice. In their books the children number the work themselves.
scenes depicted in the sketches. • Alternatively: Draw six boxes on the board (some action
stories have four or six pictures/boxes) that represent the
4th stage: Evaluation page in the Pupil’s Book. Have the children tell you the
Go around the class and check whether the children have numbers. Write the numbers in the boxes.
correctly numbered the pictures. You can also hold up
your book, point to scenes, and have the children say the
corresponding number. Using the songs
The following steps have proven very successful when used
How to use the action stories with the songs.
The action stories are based on the Total Physical Response 1st stage: Preliminary preparation and playing the
method through which listening comprehension is consoli- song on the CD
dated holistically through play. Here is an example for the Option: Introduce the new words with the aid of the flash-
text of an action story from the topic Food (Unit 9): cards. If necessary, reinforce important phrases with ap-
You’re hungry. propriate actions/gestures or drawings on the board.
Go into the kitchen. Play the song twice. The children follow in the book.
Take a plate of cheese.
There’s a big spider on the cheese. 2nd stage: Reinforcing the text
Drop the plate. Facilitate the understanding of the text with corresponding
Run out of the kitchen. actions or gestures and encourage the children to imitate
you. Say the lyrics – several times if necessary in the
The following steps have proven very useful in working with rhythm of the song.
the action stories.
3rd stage: Singing along
1 stage: Listening and imitating
st Ask the children to stand in a circle. Hum the tune of the
• Model the first statement (You’re hungry.) and act it out song. Gradually the children join in with you and hum along.
by rubbing your stomach. The children imitate you. When they are all humming, start to sing the words. Sing
• Model the next statement and mime it. The children imi- the song together with the children a few times along with
tate your actions and synchronise theirs as closely as the CD.
possible with yours. Repeat this procedure for all the lines
in the action story. 4th stage: Singing to the karaoke version of the CD
Sing the song together with the children using the karaoke
2nd stage: Carrying out instructions version of the CD. Sing the song and do the actions.
• The sequence of instructions and actions is repeated sev-
eral times until you see that the children can carry them
out independently and without difficulty.
Using the rhymes verse at a time, then get the children to repeat the verses
rhythmically and mime them.
The rhymes in Playway to English 1 Serbian edition have
been carefully constructed so that they can be worked on 4th stage: Listening exercise
using a multi-sensory method: the children not only listen to Play the chant on the CD. The children number the pic-
the rhyme, but also speak and carry out certain movements. tures accordingly in the book. This serves to check and
The following steps have proven very useful in practice: confirm whether they can understand the lines of the
chant.
1st stage: Play the rhyme on the CD and present its
content in gestures 5th stage: Using the first playback version of the CD
Play the rhyme on the CD and, at the same time, present (And now you!)
its content with the aid of appropriate gestures and actions Play the CD. The children point to the corresponding pic-
or point to the corresponding pictures in the book. tures in the book and join in the verses. Play the half
playback version on the CD. The children point along in
2nd stage: Reinforcing the text (1) the book and recite the missing parts of the text.
Play the rhyme for a second time. Do the corresponding
actions to it again or point along in the book. At first the 6th stage: Using the karaoke version of the CD
children just watch. Say the rhyme line by line with the (One more time!)
support of actions and encourage the children to copy you. The children now say the whole text to the karaoke section
Practise the chant with the children one line at a time by on the CD. Finally, divide the children into two groups.
saying it out loud and doing the appropriate actions. The Allocate sections of the chant that can be said by each
children repeat after you and imitate your actions. group; the teaching notes for specific chants offer some
suggestions as to how this could be done, e.g. one group
3rd stage: Reinforcing the text (2) takes the part of the speaker with the teacher and the other
The children open their books. Say the lines of the text in group repeats. The group that is not speaking carries out
random order and the children point to the corresponding the instructions. Repeat this several times.
pictures in the book.
4th stage: Presentation Developing speaking skills

Invite any children who feel confident about it to recite the
rhyme. The children can also do this in pairs. High-ability The development of the children’s ability to express them-
groups can also say the rhyme to the playback version selves in English represents an important aim in the educa-
of the CD. tional concept of Playway to Englsih 1 Serbian edition and
in its method of use. Foundations for speaking are first and
5th stage: Step to creativity (only relevant for Word foremost laid by the children getting to know and understand
Plays) various sorts of texts (action stories, songs, chants, sketches,
Some of the rhymes are used as Word Plays. In that stories, listening exercises) important words, chunks of lan-
case, the original rhyme gives the children the framework guage, phrases and sentences and absorbing and storing
to compose their own rhyme using the pictures in the Pu- many of them by way of text-editing exercises. A wide range
pil’s Book as a guide. of exercises serves to consistently build up and systemati-
cally extend the children’s linguistic expressions. A distinction
must be made between so-called ‘pre-communicative’ and
‘communicative’ exercises in the course. In the pre-commu-
Using the chants nicative exercises the focus is on the language work. The
exercises provide preparation for later communicative exer-
All the chants in Playway to English 1 Serbian edition have cises. Communicative exercises, on the other hand, are distin-
been specially written for the individual topics and have been guished by the fact that they offer opportunities for speaking
carefully constructed so that they can be worked on using that the children want or have to use to express themselves.
a multi-sensory approach. The following steps offer a basic
structure for working on the chants: Examples for pre-communicative exercises in Playway
to English 1 Serbian edition
1st stage: Play the chant on the CD and prepare the
comprehension of the text • Matching
Play the chant on the CD and carry out appropriate actions On p. 11 of the Pupil’s Book, after the introduction of the
to facilitate the comprehension of the text. key sentences, e.g.: The (pencil) and the (glue), please, the
children listen to the CD and match the phrases to the corre-
2nd stage: Reinforcing the text (1) sponding pictures. Through the act of matching linguistic ut-
Play the chant a second time on the CD and have the terances to pictures the children’s stock of linguistic actions
children point along in the book. The text is represented is extended – albeit only receptively at first. This language is
by the illustrations in the Pupil’s Book. Say the text line used later in pair work mini-dialogues that then help to store
by line. The children do the actions. the language in the children’s stock of productive language,
e.g. Child A: The book, please. Child B: Here you are.
3rd stage: Reinforcing the text (2)
Practise the chant with the children by giving two ‘instruc- On p. 22 of the Activity Book the children listen and colour
tions’ and miming them. The children imitate your actions numbered shapes. They then follow jumbled lines to match
and repeat after you. Practise the chant in this way one these shapes with toys and they colour and number the
Introduction
toys accordingly. When the matching activity is complete, The use of the English in the here-and-now of the lesson
the results are used in a communicative activity where the
Increasingly, conversation in class should be carried out in
teacher asks about the toys, colours and numbers, e.g.:
English. It will start off with the teacher speaking English and
What colour is the (car)? and What’s number (five)?
the children understanding and carrying out what the teacher
says. With the appropriate skills it will, however, also be pos-
• Completing
sible to motivate the children to try saying something com-
In Unit 10, the children watch a cartoon story on the DVD
municatively themselves in English which goes beyond the
(The lion is ill). After listening several times and recon-
pre-communicative or communicative exercises described
structing the story with the story cards the children look at
above. You can support the children in this by whispering
a picture summary of the story in the Pupil’s Book (pp. 66
words or groups of words as prompts whenever necessary.
and 67). They then complete the pictures with the picture
It is also important to emphasise that learning foreign lan-
stickers whilst listening to the story on the audio CD.
guages and making mistakes belong inseparably together.
Examples of communicative exercises in Playway to
English 1 Serbian edition Working with Show what you can do
• This self-assessment section appears after every two
• Games
units. It serves the purpose of consolidating the most im-
Speaking can be practised through games in a way that is portant words; the ones that are set as compulsory in the
very motivating and appropriate for children. For example, syllabus. The children listen to the CD and match the
on p. 18 in the Pupil’s Book, the children start with a listen- words to the pictures by numbering them in the colours
ing exercise on the topic ‘Pets’. After working on the animal given on the recording.
vocabulary, the children work in pairs and check whether • The speaking and colouring activity represents a further
they have remembered the names of the animals through stage in the self-assessment in that the children only col-
a vocabulary game. our the frame of the pictures if they can say the corre-
sponding words in English.
On p. 29 of the Activity Book, the children play a memory
• Children and parents should be aware that the words in
game in pairs whereby each has to remember the colour
the self-assessment are to be mastered as productively
the other has used to fill in the numbers one to ten by
as possible, i.e. that the children can use the words from
asking the question: What colour is number (eight)? They
the self-assessment with as few errors as possible.
then go on to play an information gap guessing game with
numbers and colours.
• Interviews
Using set phrases children ask each other questions or
give information about themselves as, for example, on
p. 61 in the Pupil’s Book where, as a model for the pair
work activity, the characters Linda and Benny say what
food they like, e.g.: Linda: I like spaghetti, cornflakes, … .
In Unit 4, the children draw pictures of the facial features
from the main vocabulary set and colour them (Activity
Book p. 27). They then present them to the class as their
own, e.g.: I’ve got blue eyes. They then go on to do a pair
work activity in which they ask each other: What have
you got?
• Dialogues and scenes

We recommend that dialogues should be listened to sever-
al times first of all and then, in high-ability groups, practised
well. Children also like performing such dialogues in front
of the class. They first of all re-enact the model dialogues.
Then the children should be asked to gradually change
the dialogue based on an example given by the teacher.
Before acting them out the children should be given the
opportunity to memorise them well and consider how they
might personalise the dialogue. Just small changes are
sufficient, for example, on p.55 of the Pupil’s Book Two
bananas, please. instead of the phrase given in the book
Three lollies, please. shows the children that the point is
not to recite language but that they learn to use language
communicatively themselves.
Observations from the The ability to interact and to speak
Children have a natural need to communicate with each other
psychology of learning on and to adults. This may not always be easy, especially when
teachers or parents want to encourage them to listen. How-
the early learning of ever communication is also an important basic skill on which
the ability to interact in a foreign language can be built.
foreign languages
Learning languages as a holistic process
Requirements of foreign-language
learning for very young learners Language is communication. By using language we can un-
derstand others and make ourselves understood. For many
When children start learning English at primary school as adults learning a foreign language, the conscious explana-
a rule they not only already know a few English words but tion of its formal aspects is important. They want to under-
also have a range of basic skills that enable them to learn a stand how the language works and what rules it follows; they
new language. These skills have been gained in the process want to know, for example, how different verb tenses are
of learning their mother tongue. Learning a foreign language formed and how they are used and try to use their cognitive
at school builds on these foundations and further develops knowledge about language as an aid to learning a foreign
the skills: language systematically. Children learn a foreign language
in a different way. They pick it up as a holistic process. The
The ability to grasp meaning development of listening comprehension forms one of the
Before toddlers know the exact meanings of individual words important bases of this process. Children learn to understand
they are able to understand the sense of complete utteranc- what they hear, speculating at first about what it might mean.
es. Intonation, mime, gesture, and the connection between In this process, mime and gesture, realia and other visual
what is said and their environment helps them to decode aids such as pictures and drawings on the board play an
what they have heard. In the foreign-language lesson this important part in assisting comprehension. Thus, from the
skill needs to be activated. By doing so, already in very early beginning, the children can understand the teacher’s request
stages of the foreign-language lesson, the children experi- to Stand up. because the teacher stands up the first time
ence a sense of achievement. the phrase is used and asks the children to imitate through
mime and gesture. When subsequently the teacher gives the
The ability to manage with limited linguistic means same instruction time and again, the children will gradually
Children often play with language and try to extend their be able to do it without any prompting. What a child assumes
often very limited linguistic options by transferring what they a phrase or question might mean is verified through constant
have learned to other contexts and through new creations. repetition. An anxiety-free atmosphere and a pleasant learn-
Often, for example, L1 words are spoken with an English ac- ing environment are created by praising children for having
cent if a child cannot find the right word in English. Observing correctly understood and by patiently helping them when
this gives the teacher insight into important processes in the they have misunderstood.
learning of languages.
The content of what the children are offered in the new lan-
guage is of crucial importance in motivating them to work out
The ability to learn indirectly
the meaning of what they hear. If this content is meaningful,
Primary school children are not very interested in grammati-
interesting, exciting or funny they will be more motivated to
cal structures, the system of pronunciation or other formal
try to understand. The pleasure in their ability to understand,
aspects of language. They are fascinated by a story and try
for example, a story in the foreign language, increases their
to understand it. They gain pleasure from the sound of new
self-esteem and heightens their motivation to learn.
words that the teacher introduces and love copying them.
They enjoy chants and songs and enthusiastically do the The same is true for developing speaking skills. Songs,
actions to them when they speak or sing. They want to find rhymes and chants give children the opportunity to gain
the answer in a guessing game and eagerly use the struc- experience with pronunciation and intonation, through play
ture that the teacher has introduced when they do this. They and without anxiety. The children also practise and repeat
act out scenes from a story in class imitating the voices of important words and expressions in ways that are fun and
the characters that they are playing so well that their pro- subconsciously store them in their memories. Stories (car-
nunciation comes very close to the models that they have toon stories and Mr Matt sketches) are as valuable an aid in
previously heard on the DVD or CD. In all these cases, and the development of speaking skills when learning a foreign
in many others, the children are unconsciously learning im- language as they are in the acquisition of the mother tongue.
portant linguistic skills. Here language is not an end in itself The children memorise important expressions. They learn to
but a natural means of reaching communicative goals. understand connections and they can try out simple utter-
ances in communicative contexts in the role plays.
The ability to learn through fantasy and imagination
Children know that role play is a game. At the same time
they identify so strongly with the story that it is as if it were
actually real. The boundary between make-believe and real-
ity is blurred. Children can better make the foreign language
their own in such situations. In this way, the foreignness of
the new language is gradually diminished.
Introduction
The SMILE approach® teaching methodology that takes account of the differing
sensory needs of different learners and aims to strike a
balance between visual, auditory and kinaesthetic pres-
In developing the SMILE approach® we were guided by entation, processing and practice of linguistic information.
the following basic principles which are based on accepted • Children love stories (narrative texts) and humorous
findings in research in the psychology of learning: sketches (dialogues). These stories and sketches remain
firmly in the memory when presented in an appropriate
➣ Skill-oriented learning multi-sensory way. Words, parts of sentences and sen-
M tences (chunks of language) can thus be fixed in the long-
term memory.
I
L
S
E
M
Recent findings in the psychology of learning clearly show ➣ Intelligence-building activities
that the development of foreign-language skills does not take L
place independently of general cognitive development. For
example, when children are engaged in deciphering the mean-
E
ing of a sentence that they have heard spoken by the teacher
‘Intelligence’ is a collective term that covers a range of dif-
they draw on abilities that they also need for handling tasks in
ferent human abilities which are all independent of each
other areas of life. These abilities include solving problems,
other. Researchers into intelligence speak of a multiplicity
establishing causal relationships, drawing conclusions based
of ‘intelligences’.
on analogy, etc. For this reason it makes sense to integrate
Howard Gardner, for example, claims that there are seven
early foreign-language learning into the curriculum as far as
different areas of intelligence, i.e. ‘multiple intelligences’.3
possible. This is congruent with the learning style of children
Modern research into intelligence also clearly indicates that
of this age group which is still very holistic. Integrating the
intelligence is not a gift with which human beings are born
foreign-language lesson and the curriculum in this way de-
and which then stays with them for the rest of their lives in
velops the child’s general intellectual skills and they promote
the form of a higher or lower IQ (intelligent quotient). Even
each other reciprocally.
though the inherited element is not inconsiderable, intelli-
gence is quite clearly influenced by the learning process.
S Simply put, it can be said that intelligence can be learned.
➣ Multi-sensory learner motivation Learning a foreign language at an early age helps develop
I and stimulate a child’s intelligence in a number of ways. All
L the intelligences named by Howard Gardner are stimulated
by the SMILE approach:
E
You need only watch children at play to understand the sig-
nificance of using all the senses when learning. Playway to
English 1 Serbian edition aims to constantly activate all the
senses to as great a degree as possible. This is based on
the following concepts of the psychology of learning:
• When our pupils take in information, they do so through
the senses: they learn what they see, hear and do.
• The auditory reception of information correlates with the
so-called left side of the brain activities. Processing infor-
mation kinaesthetically – by concrete activity is closely
connected to the processing part that is often attributed
to the right side of the brain. The visual reception of infor-
mation can be controlled by either the left or the right side
of the brain.
• The better the individual senses are integrated into the
presentation of information stage the better the children’s
reception of the information (multi-sensory reception).
• The reception of information activates the neurological
systems (visual, auditory, kinaesthetic) in the processing
of information when thinking and remembering. During
these processes a multi-sensory activation of the brain
heightens children’s ability to pay attention and concen-
trate and to store linguistic information in their long-term
memories.
• The fact that most children have different learning styles
and have a preference for one sensory channel over an-
other (and can therefore also have weaknesses in one or
3
Gardner, H, (1983) Frames of Mind: the Theory of Multiple Intelligences.
two sensory channels) underlines the importance of a
Basic Books.
Area of Activation in Playway to English 1 S
intelligence Serbian edition by: M
Linguistic • Systematically developing the I
intelligence ability to decode the meaning of a ➣ Long-term memory storage through
foreign language through a great E music, movement, rhythm
variety of different kinds of text.
and rhyme
• Developing the child’s hearing of
phonemes by exercises in phonetic It is well known that adults can remember rhymes and songs
and articulatory differentiation. they learned in the earliest stages of childhood. The reason
• Promoting the pleasure in playing these songs are so well retained is because children learn
with language. them using actions and movement. The ability to grasp and
• Promoting unconscious discovery carry out rhythmic structuring can almost be seen as an
of laws of language. expression of the level of language development of a child.
The central function of the rhythmic differentiation ability for
• Offering associative aids to noting
the unity of the perception and understanding of language
vocabulary and phrases.
is important for the storage of word and writing content and
also of sentence patterns.’
Musical • Promoting the ability to differentiate
intelligence rhythm through chants and rhymes.
• Promoting the ability to differentiate
S
tunes through songs. M
I
Interpersonal • Developing basic social skills as an L
intelligence intrinsic principle: learning to listen
to each other, tolerance of langua- ➣ Exciting sketches, stories and games
ge errors, patience, etc.
When learning, motivation is highly dependent on whether
• Promoting empathy through role
the learners identify with what they are learning. When chil-
play.
dren can identify closely with what has been learned it leads
• Promoting the ability to work in to them remembering it better. They remember phrases, parts
pairs by cooperative tasks. of sentences and often whole sentences (so-called chunks of
language) holistically. Good foreign-language learners are
Kinaesthetic • Using the whole body when characterised by the fact that they can repeatedly transfer
intelligence working on the language through such chunks of language to other contexts and thus so to
action stories, songs and action speak practise and consolidate the foreign language through
games. play. A learner who identifies with a foreign language makes
• Developing fine motor skills through this foreign language more easily ‘their own’. This reduces
various types of activities: picture the ‘foreignness’ of the foreign language. This principle also
stickers, drawing, colouring and plays an important role in the acquisition of good pronuncia-
craft activities. tion. Role plays are a natural component of a child’s every-
day life. In role play children develop their identity. Identify-
Visuospatial • Developing visuospatial perception ing with the foreign language and with foreign-language roles
intelligence through picture searches (discovery and characters in role play in the class helps build up a good
pictures). pronunciation and intonation.
• Promoting the visual memory
through picture puzzles.
Mathematical- • Developing mathematical-logical

logical intelligence through exercises
intelligence where the children sort and match.
• Encouraging logical perception
through logical sequences and
activities requiring putting things in
order.
Intrapersonal • Encouraging the ability to reflect as

intelligence a basis for one’s own speaking.
Introduction
Learning a language The importance of

through play is more than constant revision
just fun and games Revision is vital for learning a foreign language. This is
clearly established in the psychology of learning. The ac-
‘That is by no means to say that learning too must be through quisition of a foreign language makes it necessary to ac-
play in all these cases. It can also remain associated with quire a whole range of complex skills that can be summed
effort even during a game…’.4 Early foreign-language learn- up, in terms of cognitive psychology, under the heading
ing is anything but laborious swotting of vocabulary, difficult of procedural knowledge. This is a multitude of intertwin-
puzzling over structures or anxiety-ridden battling with cor- ing cognitive process skills acquired as a complex whole
rectness of language. Foreign-language learning should not and cannot be compared with the simple learning of facts
have negative connotations at any age – and yet for some (declarative knowledge). One of the essential prerequisites
adults it has those associations. Playway to English 1 Ser- for establishing procedural knowledge is that its acquisition
bian edition makes it possible for children to enjoy foreign- requires significantly more time and is stimulated by constant
language learning from the very beginning by involving them regular practice over a long period of time. Like driving a
in games, songs, chants, role plays, and other similar activi- car, procedural knowledge is established by regular revi-
ties. For children these activities are fun, and yet they are sion.5 Therefore it is beneficial to revise with the children
involved in serious learning as they are doing them. Because repeatedly in very short bursts during the lesson. This can
of the many elements of play, children seem to completely be very enjoyable for them; it becomes a demonstration of
forget that they are learning. They are so fascinated by the their own capabilities and thus an essential confirmation of
stories, role plays, songs and activities that they seem to their learning success. It shows you and the children how
take in the language effortlessly and remember it well. The the foreign language grows and gradually moves into the
children often cannot wait to be allowed to recite a rhyme or ‘possession’ of the children. The applause of the class com-
a short dialogue in a role play in front of the class. munity and praise from the teacher are not only an outward
sign of progress made; they also strengthen the children’s
self-confidence and increase their motivation.
Playway to English 1 Serbian edition offers you numerous

options for revision:
• Revising the songs and chants regularly.
• Revising the rhymes and also having them recited by
individual children.
• Carrying out regular vocabulary revision with the aid of
the flashcards.
• Using the DVD or story cards to revise the stories.
• Having the children perform role plays of the stories that
lend themselves to it.
4
Hans Scheuerl, (1990) Das Spiel [Play], Volume 1, Beltz, p. 176. 5
cf. J. R. Anderson, (1983) The Architecture of Cognition, Harvard,
University Press.
Classroom management instruction any more. It is therefore recommended that
you speak in short sentences, give the children time to
think, repeat the instructions patiently and help by using
The teacher’s tasks mimes and gestures or, in some cases, support the in-
structions by drawing on the board or using pictures.
In the process of teaching English the teacher has a number
of different tasks:
• Conveying linguistic input (in part with the aid of media) The role of the mother tongue (L1)
and checking that this input has been understood.
• Using the mother tongue (L1) in small doses. In the first months of the children’s contact with the foreign
• Establishing routines. language, giving explanations, instructions etc. in the child’s
• Encouraging the children to express themselves in the first language cannot be avoided. The aim, however, over
foreign language. the course of the school year is to increase the use of the
• Reacting to the children’s errors in a methodologically foreign language in conducting the classroom activities. By
correct way. constantly using classroom phrases it is easy to gradually
• Encouraging the children to learn independently. move over to the foreign language for regular routines. So
• Adapting the seating arrangement to suit the type of the children very soon react, e.g. to the request Let’s do an
activity. action story., by standing up and putting their chairs away
to make room for the actions, and to the request Now work
in pairs., by moving closer together.
Checking comprehension Although the aim is to reduce the use of the mother tongue,
there are always situations where it is necessary to translate
When we learn a foreign language we are constantly exposing single words or phrases because they cannot be represented
ourselves to the risk of not understanding everything that we by gestures, pictures, realia, etc. It is unavoidable to explain,
hear or see. We try to understand messages holistically and for example, the phrase Let’s … in Let’s make a … with a
work out what is not understood from the context. In class, mother tongue equivalent when it first comes up. Let’s …
the teacher tries to help the children understand as much as cannot be represented with gestures, pictures, realia etc.,
possible by conveying the information through different sen- and the children must be prevented from coming up with
sory channels (auditory, visual and motor). Watching children their own interpretation. In contrast, when introducing the
when they are performing tasks gives the teacher clues as to word book it is pointless to add a translation in addition to
how much they have understood. Three patterns of behaviour showing an actual book. The meaning is made clear by the
frequently observed among teachers checking comprehension object. To sum up, the following ground rule should deter-
are counterproductive. mine the use of the mother tongue. Use as much English
These are: as possible and only as much of the mother tongue as is
• Constantly translating individual words. This makes the absolutely necessary.
children feel that they can only understand the foreign
language when they know every single word. For exam-
ple, when you teach the sentences in the action story in
An observation on the children’s names
Unit 8 (Health), Get out of bed., Wash your face., etc. …
you teach the children to understand the sentences as an
In primary schools there is a tradition of giving the children
integral whole. Translating individual words would be ab-
English names in the English lesson. Two arguments for
surd and would hinder the learning process. In contrast,
this are usually given:
translation in the following case is appropriate. The teach-
• Children like to slip into another role.
er says: Touch the pencil., etc. to establish whether the
• When the teacher says for example Nemanja, can you
children have mastered the English terms for school
help me, please?, the articulatory basis is the native lan-
items. A child hits every object named. At this point the
guage – the child’s name – and the teacher then switches
teacher cannot distinguish whether the child is displaying
into English with the next word.
aggressive behaviour, wants attention or has not under-
stood. The teacher goes to the child and says Touch the
We are inclined to support the following counterarguments
book. S/he gives the L1 equivalent for touch and shows
in favour of retaining the child’s own name:
the child the action once again.
• Playing a part in a role play means that a child takes on
• The question Do you understand? is in most cases coun-
the identity of a character for the duration of the game.
terproductive. Children prefer to say yes to a question
However, Dunja becomes Sue in the English lesson, she
rather than go into explaining what they have not under-
does not take on another identity. Only the name is
stood. It is much more useful to maintain eye contact and
changed. The child stays the same person despite the
watch closely how the children behave and this will en-
fact that she has been given or has assumed another
able you to determine whether further aids to comprehen-
name.
sion are needed.
• The children – and sometimes also the teacher – keep
• The following pattern of behaviour can frequently be ob-
forgetting the English names of their classmates. This
served during lessons. The teacher gives an instruction
leads to confusion in group work and when working with
in English and then translates it into the L1. The reason
a partner.
for this may be that the teacher is unsure whether or not
• If children are to learn to communicate in the foreign lan-
the children really understand the instruction in English.
guage, then this also means that they should state their
As soon as the children realise that each instruction is
own feelings, state of health, preferences etc. When, for
also given in L1, they hardly bother to listen to the English
Introduction
example, the teacher encourages Sue (who is actually Giving praise:
called Dunja) to name her favourite food, Dunja talks Great!
about herself. Sue’s identity is not present. Well done.
• If Dunja meets another child in the holidays and this child Yes, that’s right.
can only communicate in English, if she is asked her What a lovely drawing!
name, she will answer Dunja and not Sue. Good./Very good.
Language the children use:

Routines Good morning.
Goodbye.
English lessons involve constantly changing classroom sce- Hello.
narios. The children watch and listen to a story and show Can I have the (scissors)?
that they have understood it by putting pictures in order. I don’t know.
They learn a song. They practise and revise a rhyme that I don’t understand.
they already know well. They ask each other for words in Can I go to the toilet?
pair work, etc. Check, please.
Alongside these changing scenarios, other processes are It’s my turn.
constantly taking place at the socio-emotional level. One Sorry!
child is being disruptive, another is trying to get the teacher’s Thank you.
attention, a third is explaining an exercise to their partner, I can’t find my … .
another is looking for their pencil or borrowing a rubber, etc. I haven’t got … .
The teacher tries to guide these processes verbally and non- What’s … in English?
verbally. The important thing is that the teacher begins to
develop routines around all these complex processes using
English to an ever-increasing degree. Dealing with linguistic errors
What errors do children make when acquiring a foreign lan-
CLASSROOM LANGUAGE guage? Basically, we differentiate between errors that occur
General instructions: in understanding and errors in reproduction or production of
Let’s start. language. The errors that can be made at the reproduction
Listen. stage or in the production of language occur at the levels
Stand up. of pronunciation and intonation, vocabulary and grammar.
Sit down. Three examples may illustrate this:
Can you come here? • In a role play one child says to the other Go away. During
Can you come to the front? the performance several children do not succeed in pro-
Show me a/the … . nouncing the [w] in away correctly. The teacher does not
Bring me a/the … . interrupt the role play. Even after the role play she does
Give me a/the … . not dwell on the fact that three particular children have
Put it here/there. made this pronunciation mistake but she practises the [w]
Open/close the door/window … . with the whole class with other words they already know
Stop now. and points out the exact position of the mouth. It would be
Pay attention. naive to assume that this compensatory practice would
Stop eating. have the effect of clearing up problems with the [w] once
Put it in the bin. and for all. The correct pronunciation of sounds and sound
combinations, and also the intonation are the result of
Working with vocabulary: long practice. Adequate opportunities to hear English in
Say the word. motivating situations, the teacher’s good example and
All together. short activities that are carried out again and again help
Say it after/with me. the learners to improve their pronunciation and intonation.
Say it again. • While performing a mini-dialogue a child says: Here. in-
Now in groups. stead of Here you are. The teacher does not interrupt but
practises the phrase again before other pairs present the
Working with the Pupil’s Book: dialogue.
Look at the picture/pictures. • When working out a puzzle a child says: Four cat. The
Write the numbers. teacher repeats: Right, four cats. Unlike during a role play,
Work in/get into pairs. a rhyme or chant where it would be disruptive for the
Colour the … . teacher to interrupt the course of the lesson, in this exam-
Open your books (at page) … . ple they acknowledge the correct content of the child’s
Working with Songs, Rhymes und Chants: utterance positively and adds the linguistic correction.
Sing along. Making mistakes is unavoidable when trying to make
progress in a foreign language. For this reason, when the
teacher corrects the child the tone and context must be clear-
ly helpful so that the child perceives it as such. Correcting in
a negative way is counterproductive. The result is that the
children no longer dare to speak. Mistakes that occur during
activities with the objective of producing correct language
(drills, etc.) are corrected immediately. The teacher does The role of the parents
not make corrections during role plays and other situations
where the children are trying to be linguistically creative. The In general, the parents of primary school children have a
teacher will show interest in what the child is communicating. very positive attitude towards the early learning of a foreign
Should certain errors occur repeatedly in these stages then language and also want to actively support their children’s
the teacher should consider what activities could be effective language development.
in improving the linguistic accuracy as a follow-up.
It is recommended that at a parents’ evening the following
points are made:
• The children’s early experiences of learning the foreign
Learning to learn language should be positive ones. Through these experi-
ences they gain self-esteem and motivation and lose their
Learning to learn can, in its initial stages, start to be devel- shyness about expressing themselves in a foreign lan-
oped in the first year of primary school. The aim is for chil- guage.
dren to gradually gain slight awareness of how they under- • Parents should not expect their children to be able to
stand what is presented to them, what helps them remember speak English right from the start. Children should first
words, phrases and texts and whether or not the pace of the learn to understand linguistic utterances and later be able
lesson is appropriate for them. In order to achieve this aim, to respond orally in simple language.
it is important to talk with the children about goals and about • Using Playway to English 1 Serbian edition in foreign-
their own learning. That does not mean that the teacher takes language lessons will develop the children’s intellectual,
the position of knowing everything, but that the aim is to take social, emotional and motor skills.
on board what the children say and talk about and what is • Learning a foreign language at an early age stimulates
particularly helpful or hinders their learning progress. an open-minded attitude towards other people and cul-
tures.
• Point out that it is very important to praise children for the
The seating arrangement slightest progress in learning. If a child comes home and
says ‘Today we learned ‘yes’ and ‘no’.’, they should re-
Although it is unrealistic to expect the tables in the classroom ceive recognition for it.
to be moved round for short periods of English teaching, • If children would like to show what they can do at home,
the following points should, if possible, be considered with parents should listen patiently and show interest. Errors
respect to the seating arrangement: are a sign of progress in learning. It is quite normal for
• Tables and chairs should be arranged in such a way that children to make a lot of errors at the beginning.
the children have enough room in their places to be able • Parents should not ask their children to translate an Eng-
to move. lish sentence into their mother tongue. The children learn
• Ideally there should be space in the classroom to allow the foreign language holistically. They may be able to
the performance of role plays. understand the content of many sentences and phrases
• All children should have a clear view of the board. but not be able to translate them into the mother tongue.
• If a DVD player is used, the children should have the pos- • Parents should not be disappointed if their child cannot yet
sibility of being able to sit on the floor in front of the ‘stage’ say something that has been learned. Some children start
like a puppet show. talking earlier than others. Parents can support their chil-
dren in learning English with Playway to English 1 Serbian
edition in the following way:
– Rhymes, songs and chants can be revised. The pictures
in the Pupil’s Book can be used for support.
– Parents can play ‘at school’ with their children and take
on the role of the pupil. Children take great pleasure
in teaching their parents in the foreign language. On
the following page, you will find a photocopiable master
that explains foreign-language learning with Playway to
English 1 Serbian edition in more detail.
Introduction
Photocopiable master:
Characteristics of early
foreign language learning
This is how children learn in practice:
• They grasp the meaning of new words with the aid of

flashcards.
• They learn correct pronunciation by imitating English
native speakers on the CD.
• They extend their vocabulary through play with the aid of
targeted exercises.
• They learn to understand and carry out short action
stories.
• They learn songs, rhymes and rhythmic chants.
• They learn to perform simple dialogues/role plays in
class.
• They learn to assess their learning/progress/knowledge/
vocabulary and their ability themselves by means of
regular self-assessment activities.
• They also learn to understand other topics on the
curriculum in the foreign language.
II.
Lesson plans
Unit 1 Units 5–6

Hello Show wh t you c n do
Unit 2 Unit 7
School Home
Units 1–2 Unit 8

Show wh t you c n do He lth
Unit 3 Units 7–8

Pets Show wh t you c n do
Unit 4 Unit 9
Toys Food
Units 3–4 Unit 10

Show wh t you c n do Anim ls
Unit 5 Units 9–10

P rty Show wh t you c n do
Unit 6
We ther
Lyrics: Gerngross/Puchta
Text: Playway-Autoren
Music: Lorenz
Musik: Lorenz Maierhofer
Maierhofer
Playway to English © Helbling,
© Helbling, Rum/Innsbruck
Rum/Innsbruck
j j F
&bc Œ
F C
œ œ œ œ œ œ œ œ
œ ¿ œ
With PLAY - WAY (clap) learning Eng - lish is fun, with
j j .. j j F
&b œ Œ
F C7 C7
œ œ œ œ œ œ œ œ œ
1. 2. Fine
œ œ ¿
PLAY- WAY, PLAY - WAY, hip, hip, hooray! hip, hip, hooray! (clap)
&b œ œ œ œ œ œ Ó Ó
G G7 C G G7 C
œ œ ¿ ¿ œ œ œ œ œ œ ˙ ¿ ¿
Learn- ing to listen is ea - sy, (clap) learn - ing to speak is not hard, (clap)
j j j j
G C G G7 C
&b œ œ Œ Œ œ œ œ œ nœ ˙.
3
œ œ œ œ œ œ
D. C.
¿ ¿
come on and smile, (clap) com - mu - ni - cate, (clap) learning Eng- lish is great!
Zur Gestaltung:
¿ ¿
PLAYWAY
snap snap
left right
Pictograms in the Teacher’s Book:
Pupil’s Book
Activity Book
CD
Story Cards
Flashcards
Unit
1 Hello
L E S S O N 1
Vocabulary, phrases and structures: Cognitive, motor and social skills:
Good morning; What’s your name?; Hello, I’m Completing a picture story with stickers.
Max/Benny/Linda/… Pair work: Saying a mini-dialogue.
Linguistic skills: Cross-curricular integration:
Understanding a story (I’m Max) from the DVD and Topic: Learning how to behave in a social setting.
the CD.
Asking names. Materials:
Introducing oneself. Pupil’s Book, p. 4, ex. 1; CD 1/1–2; picture stickers
from the appendix of the Pupil’s Book
Warm-up  Listen and stick.

• Greet the children in English:
Hello/Good morning. I’m Mrs/Mr/Ms … . Listening exercise: Sticker activity CD 1/2
• Motivate the children to want to learn English by telling U ni t
Hello
1
them all the things they can expect: songs, rhymes and
funny stories.
2
1 CD 1
Listen and stick.
• Give the children some time to flick through their Pupil’s

Books and arouse their curiosity.
• Play the Playway introductory song on the CD to antici-
pate the fun lessons (CD1/1). ?
Note: As a warm-up, ask the children for English words that they
already know.
?
Tapescript:
Max: Hello. ?
Linda and Benny: Hello.
Linda: What’s your name?
Max: Aaaaaaah... M...m...m... 2
3/4
CD 1
Sing the song.
Benny: Martin?
4
Max: M...m...
Linda: Mike? • If the classroom is equipped with a TV and DVD player,
Max: M...m...m... the children can first watch the story and then proceed
Benny: Max? with the other activities.
Max: Yes. Yes. I’m Max. Max. • Ask the children to find the picture stickers for this unit
What’s your name? and show them where to look. They then look at p. 4 in
Benny: I’m Benny. their Pupil’s Books.
Max: And what’s your name? • Play the audio version of the story twice (CD 1/2). The
Linda: I’m Linda. children follow it in the book and complete the missing
scenes in the picture story with the stickers. Go around
the class and check that all the pictures are in the right
place.
Note: Use English as you are going up and down the aisles.
Keep repeating: Let me check. Yes. Very good/Excellent.
Now stick in the pictures.
Mini-dialogues
• Go round the class. Ask the children for their names and
greet them. What’s your name? Stefan. – Hello, Stefan.
• Choose volunteers to try to take on your role.
• The children gradually ask the child sitting next to them
what his/her name is.
Note: Encourage the children by moving around the classroom
and repeating Very good/Excellent!
Unit
1
L E S S O N 2
Vocabulary, phrases and structures: Cross-curricular integration:
Hello to you! Music
Receptive language: Where’s Linda/Benny/Max? Art
Linguistic skills: Materials:
Sing a song (What’s your name?). CD 1/3–4; Activity Book, p. 4, ex. 1; coloured
pencils; (optional) props for the characters in the
Cognitive, motor and social skills: role play
Paying attention while speaking in unison, singing
and clapping to the right beat.
Paying attention to pauses in clapping.
Singing a song.
Looking for characters hidden in a picture.
Practising fine motor skills.
Revision Option: Give the children who are playing Benny, Linda and Max
a prop each to distinguish their character, e.g. a cap for
• As you enter the classroom, after greeting the entire Benny, a T-shirt for Linda, and a scarf for Max.
class, greet several children selected at random with
Good morning. What’s your name?
 Look and say. Colour Linda,
 Sing the song. Benny and Max.
Song: What’s your name? Discovery picture

CD 1/3–4
U ni t
Lyrics: Gerngross/Puchta 1 Hello
Music: Lorenz Maierhofer
What's your name? © Helbling, Rum/Innsbruck
1 Look and say. Colour Linda, Benny and Max.
C G G7 C
& c œ. œ ˙ Œ Œ Ó Œ Œ ..
All Solo
œ. œ ˙ ¿ ¿ ¿ œ œ œ ˙
1.-3. What's your name? What's your name? (clap) 1. I'm Lin - da.
2. I'm Ben- ny.
3. I'm Max.
F C G G7 C C7
& œ œ œ œ ˙ œ œ œ œ ˙ œ œ œ œ œ œ ˙. Œ
All
Ref.: Hel - lo, hel - lo, hel - lo, hello, hel - lo, hel - lo to you!
F C G G7 C
>
& œ œ œ œ ˙ œ œ œ œ ˙ œ œ œ œ œ œ
Œ œ Œ
œ
Hel- lo, hello, hello, hello, hel - lo, hel - lo to you! Hi!
4
• Play the song (CD 1/3) and sing along yourself.
• Read the words out slowly several times and have the
children speak along. • Ask the children to open their Activity Books at p. 4.
• Play the song again and clap three times after the • Tell the children to find where Linda, Benny and Max are
second What’s your name? Ask the children to clap hidden in the picture. Give the children sufficient time for
along. Say: Come on. Clap your hands. this step.
• Sing the song with the children using the karaoke version • If the children cannot find Linda, Benny and Max,
(CD 1/4). suggest that they look at the picture from different
• Cast three children in the parts of Benny, Linda and Max. angles. Show them the best way to do this.
They either say or sing the line: I’m Linda/Benny/Max. • When the children have found the characters, ask them:
• Sing and clap the verses along with all the children as Where’s Linda/Benny/Max? Get the children to hold up
the three children with roles sing or recite their parts on their books and point at the spot where Benny is hidden.
their own. Prompt them to say: Here.
• The children colour the characters in the picture.
Unit
1 Hello
L E S S O N 3
Vocabulary, phrases and structures: Understanding instructions on the CD and
one; two; three; four; right; left numbering pictures in the correct order.
Receptive language: stand up; stretch; shout: Understanding instructions on the CD and ticking
‘Hooray!’; sit down the corresponding pictures in the book.

Understanding and naming the numbers one to four. Music
Understanding and naming quantities of one to four. Mathematics: Numbers one to four
Counting rhythmic sequences of numbers. Sport
Understanding instructions in an Action Story Materials:
(Stand up).
CD 1/4
Understanding instructions on the CD and
Flashcards: one, two, three, four; CD 1/5; Pupil’s
matching with the pictures in the book.
Book, p. 5, ex. 3; (optional) answer key for self-
Cognitive, motor and social skills: checking; CD 1/6; Activity Book, p. 5, ex. 2
Counting.
Counting rhythmically.
Pair work: Practising the numbers.
Matching instructions with actions.
Understanding and carrying out jumbled
instructions.
Revision Pair work:

• Play the karaoke version (CD 1/4) and sing the song • Child A shows a quantity and child B says the number.
What’s your name? together with the children. • Child A touches child B’s back with a number of fingers
(one to four) and child B tries to guess the correct
number of fingers.
one, two, three, four
• Introduce the numbers one to four by counting them on Action Story: Stand up
your fingers. Show the flashcards with the numbers and
elicit the language from the children. Repeat this several Listen and imitate
times and stick the flashcards on the board. • Ask the children to stand in a circle or stand up in their
• Say a number. The children show the corresponding places.
number on their fingers. • Give the first instruction and at the same time
• Now say, e.g.: Show me the number two. A child comes demonstrate through mime/gesture. Say: Stand up.
out and points to the corresponding flashcard. Stand up at the same time. The children imitate your
action.
Pronunciation tip: For the pronunciation of the [T] in three the • Say: Stretch. – Stretch.
children should have the tip of their tongue • Say: Shout ‘Hooray!’ – Shout ‘Hooray!’.
between their teeth. Avoid saying an [s].
• Say: Sit down. – Sit down.
• Keep repeating this until you see that the children have
Exercises for anchoring words in the a good grasp of the instructions and the actions that go
children’s productive memory with them.
• Speaking rhythmically: Count from one to four on your
Note: Tell the children that they do not need to repeat your
fingers and say the words at the same time.
instructions. However, if the children cannot stop
• The children count aloud with you. themselves repeating, let them.
• Say the following sequence four times, one after the
other, stressing the next higher number each time:
One, two, three, four Carrying out instructions
One, two, three, four • Tell the children that you are now going to give the
One, two, three, four same instructions but not carry them out yourself. Give
One, two, three, four the same instructions as above in the same order. Say:
• Say the number sequence again. This time the children Stand up. The children do the action. Do not do any
clap their hands during the counting. They clap louder of the actions yourself but give positive feedback (e.g.
on the number stressed. by nodding your head) when the children carry out the
• Show a number of fingers (one to four) and the children instruction correctly.
say the correct number.
Unit
1
• Continue with the rest of the instructions in the same way. Alternative: Draw four boxes on the board that represent the page
• Keep repeating this until you see that the children can in the Pupil’s Book. Ask the children to call out the
carry out the instructions without difficulty. Gradually answers. Write the numbers in the boxes.
increase the tempo.
 Listen and tick (3).
Carrying out the instructions in a different Listening exercise CD 1/6
order
U ni t
• Say that you are going to give the instructions jumbled up 1
and the children are to carry them out. Do not do any of 6
2 Listen and tick ( ).
✓
the actions yourself. 1
CD 1
• Now give the instructions as above but in random order. ✓
Say, e.g.: Shout ‘Hooray!’./Stand up./…

• Keep repeating this until you see that the children can
carry out the instructions without difficulty. 2
✓
• Call on individual children and give each of them one of
the instructions to carry out, in any order.
 L isten and point.

✓
Write the numbers.

Action Story: Stand up CD 1/5 4
✓
U ni t
1
5
3 CD 1
Listen and point. Write the numbers.
5
2 4
• Ask the children to look at the first pair of pictures on

p. 5 in the Activity Book. Say: One. Stand up. Sit down.
Repeat two or three times and get the children to point at
the corresponding pictures. Proceed with the other pairs
in the same way: Two. Stretch. Shout ‘Hooray!’., Three.
1 3 Sit down. Stretch., Four. Sit down. Stand up.
• Tell the children that they are going to listen to the
CD and that they should put a tick in the box of the
corresponding picture of each pair.
• Play CD 1/6. The children tick the appropriate pictures in
the book.
Tapescript:
One. Stand up. Three. Stretch.
One. Stand up. Three. Stretch.
Tapescript: Two. Shout ‘Hooray!’ Four. Sit down.
Stand up. Shout ‘Hooray!’. Two. Shout ‘Hooray!’ Four. Sit down.
Stretch. Sit down.
• The children listen again and check.

• The children open their Pupil’s Books at p. 5. The four • Draw a grid on the board.
pictures are printed in random order. Give the children 1
sufficient time to look at the pictures. 2
• Play the Action Story (CD 1/5). The children point to the 3
appropriate pictures. 4
• Tell the children to put the pictures in the correct order • Say the words: left/right several times. Ask the children
by numbering them. Number 1 is already done. to repeat and point at the appropriate side.
• Now play the Action Story again. The children look for • Ask the children: Number one. Left or right? Point to
the corresponding picture and number the pictures in each box. Look at them questioningly and prompt them
order. to give you the right answer.
Option: In high-ability classes you can put out a completed
Action Story for self-checking. The children go and check
their own work themselves.
Unit
1 Hello
L E S S O N 4
Vocabulary, phrases and structures: Chanting rhythmically in unison and individually
Vocabulary revision: numbers one to four with the support of pictures (Give me red).
What is it?; Yes; No; Give me red/yellow/green/ Cross-curricular integration:
blue/black/white; Here you are; Yeah, all right.
Music
Linguistic skills:
Materials:
Learning the meaning and pronunciation of the
Flashcards: one, two, three, four
new words.
Flashcards: red, yellow, green, blue, black, white;
Understanding new words (colours) from the CD.
coloured pencils; Pupil’s Book, p. 6, ex. 4; CD 1/7–8
Naming colours.
Revision Pronunciation tip: Pay attention to the pronunciation of blue [b].

• Give the instructions from the Action Story (Stand up) The [r] in red and green needs particular
practice. The children learn the pronunciation
from the previous lesson.
primarily through imitation.
• Revise the numbers one to four with the flashcards.
Introduction of vocabulary  Listen and point. Say the chant.

red; yellow; green; blue; black; white
Chant: Give me red CD 1/7– 8
• Introduce the colours with the help of the flashcards.

Show the flashcards in order and repeat the word
several times. Have the children repeat it after you.
U ni t
• Stick the flashcards on the board. Point to the 1

flashcards in any order and have the children name the 4
7/8
Listen and point. Say the chant.
CD 1
corresponding colour.
Exercises for anchoring the

vocabulary in the recognition memory
• Say the colours in any order. Ask the children
individually to point to the corresponding colour on the
board, e.g.: Nikola, come up to the board. Point to red.
• Ask the children to hold up pencils of the corresponding
colours: red, yellow, …
Exercises for anchoring words

in the children’s productive
memory
• Ask the children to close their eyes. Say the colours. 6
First the children just listen. Then say each word

individually and change your voice: loud, quiet, high,
deep, happy, sad or angry. The children repeat the word Tapescript:
exactly as you say it. Give me red. Give me blue.
Here you are. Here you are.
Comment: By turning off the visual channel the child can
concentrate completely on the sound pattern.
Give me yellow. Give me black.
Accurate listening and imitating of different sound Here you are. Here you are.
qualities is good training for listening and sound. It Give me green. Give me white.
supports the memorizing of the pronunciation in the Here you are. Yeah, all right.
long-term memory.
• Hold a flashcard in your hand with the reverse side to • The children open their Pupil’s Books at p. 6 and look at
the children and ask: What colour is it? the pictures.
• The children guess what colour it is: Red? – No.– Blue? • Play the chant (CD 1/7). Point to the pictures so that all
– Yes. the children can see. Then play the chant again. Now
• When a child has guessed correctly, show the flashcard. the children point to the appropriate pictures in the book.
Unit
1
• Practise the chant with the children in sections by saying • Play the karaoke version of the chant (One more time!
it out loud and making the appropriate gestures. The CD 1/8). The children look at the words in the Pupil’s
children imitate your actions and say it after you. Use Book and chant rhythmically.
the corresponding flashcards (red, yellow, green, blue, • Divide the class into two groups, A and B. The pictures in
black, white) as visual support. the book act as support.
• Play the first part of the recording (And now you! CD 1/8) • Ask the groups to stand in two rows. Each pair, A and B
several times and say the chant with the children. The face each other and recite the chant:
children point to the corresponding pictures in the book A: Give me red.
as they say the chant. B: Here you are.
A: Give me….
L E S S O N 5
Vocabulary revision: Numbers one to four; colours Understanding numbers and colours from the CD
brown and pointing along in the book.
Pair work: Playing a vocabulary game.
Linguistic skills:
Learning the meaning and pronunciation of the Cross-curricular integration:
new word. Mathematics: Number range one to four
Understanding colours from the CD.
Naming colours. Materials:
CD 1/8; Flashcards: one, two, three, four, red,
yellow, green, blue, black, white;
Flashcard: brown; CD 1/9; Pupil’s Book, p. 7,
ex. 5–6
Revision  Listen and point.

• Play the karaoke version (CD 1/8) and recite the chant Listening exercise CD 1/9
(Give me red) from the previous lesson in two groups.
Say the numbers one to four and the colours already U ni t
learnt voicelessly (Read my lips). The children guess 1

the number or colour in question. 5
9
Listen and point.
CD 1
• Hand out the flashcards to individual children. Name a

colour or number and the child with the corresponding
flashcard comes out and sticks it on the board.
• Start a clapping rhythm, e.g.: xx xxx and the children
follow it.
• Call out ten children. They say the number words and
colours out loud in the order that they are on the board.
After each word the other children clap in the practised
rhythm, e.g.:
blue xx xxx
6 Look and say.
three xx xxx
yellow xx xxx
• The children open their Pupil’s Book at p. 7 and look at
etc.
ex. 5.
• Hold up your book and point to a colour. The children
Vocabulary extension say the corresponding word.
• Play the listening exercise twice (CD 1/9). The 7children
brown listen and point to the corresponding colours in the book.
• Introduce the colour brown with the aid of the flashcard.
Make sure the children have the opportunity to repeat
the word several times. Tapescript:
blue white
red black
green brown
yellow
1
9
5 Listen and point.
Unit
CD 1
1 Hello
 Look and say. • Demonstrate the pair work (Pupil’s Book, p. 7 ex. 6) with
a child.
Vocabulary game: Pair work • Point to a colour in ex. 5. The child says the
corresponding word. Then have the child point to a
6 Look and say. colour in the book and you name the word.
• The children work in pairs. Child A points to a colour and
child B names it. Then they swap roles.
• During this exercise go around the class and help if
necessary.
L E S S O N 6
Vocabulary revision: colours General knowledge: Motivation to speak ‘Being
Give me yellow; Here you are; please; thank you polite and helpful’.
Art
Linguistic skills:
Understanding dialogues from the CD. Materials:
Flashcards: red, yellow, green, blue, black, white,
Cognitive, motor and social skills: brown
Understanding dialogues from the CD and coloured pencils; CD 1/10; Activity Book, p. 6, ex.
colouring pictures accordingly. 3–4; prop for the character of Max
Pair work: Mini-dialogues.
Revision Tapescript:
• Hand out the flashcards to individual children. Name a Speaker: One.
colour and the child with the corresponding flashcard Girl: Give me yellow, please.
comes out and sticks it on the board. Boy: Here you are.
• Make sure each child has their set of the following Girl: Thank you.
coloured pencils on their desk: yellow, blue, black and
green. Speaker: Two.
• Call out the colours one after the other and ask the Boy: Give me blue, please.
children to hold up the appropriate pencils. Girl: Here you are.
Boy: Thank you.
 Listen and colour. Speaker: Three.

Girl: Give me black, please.
Listening exercise CD 1/10
Boy: Here you are.

U ni t Girl: Thank you.
1
3
10
CD 1
Listen and colour. Speaker: Four.
1 2 Boy: Give me green, please.
Girl: Here you are.
Boy: Thank you.
3 4 • Play the CD again. The children first of all mark the cans
in the corresponding colour as they listen. They can
colour them in completely after listening.
• Go around the class and help if necessary.
• The children now colour the cans.
• To check the answers ask the children, e.g.: One.
4 Say and colour.
(Two/…) What colour is it? Individual children answer:
• Then they open their Activity Books on p. 6 and look at
Yellow. (Blue/…)
the four pictures in ex. 3. Tell the children that they are
to colour in the paint cans in each of the four pictures
according to what they hear on the CD.
• Play CD 1/10. First
6 the children only listen to the CD.
10
3 CD 1
Listen and colour.
1 2
Unit
1
3 4
 Say and colour. Teacher: Give me (green), please.

The child hands over the correct pencil.
Pair work: Mini-dialogues The first time, whisper the correct answer to the child.
Max (repeats): Here you are.
4 Say and colour.
Teacher: Thank you. (Pretend to colour can 1 in the
child’s book green.)
• Repeat this exchange until you see that all the children
have understood the dialogue.
• Then ask as many children as possible for different
6 colours. If necessary, prompt the children quietly with:
Here you are.
• Ask the children to do ex. 4 in their Activity Books. Child
• Ask the children to look at the pictures in ex. 4 on p. 6 in A asks: Give me (red), please. Child B hands over the
their Activity Books. red pencil and says: Here you are. Child A answers:
• Choose one of the children for the role of Max. Give the Thank you. and colours in can 1 in the picture. They
child a prop for the role (e.g. a scarf). Present the dia- continue with cans 2 and 3 in the same way. Then they
logue with the child as your dialogue partner. If the child swap roles.
has difficulty, look at the correct pencil or nod towards it • During this exercise go around the class and help if
to help the child. necessary.
L E S S O N 7
a red/… bike for Linda/me…; boat Speaking in the rhythm of a group.
Practising a rhyme and reciting it.
Linguistic skills: Colouring in pictures in corresponding colours and
Understanding the meaning and pronunciation of composing one’s own rhyme (word play).
the new words. Reciting one’s own rhyme.
Understanding a rhyme from the CD.
Chanting rhythmically in chorus and individually Cross-curricular integration:
with the support of pictures (A red bike for Linda). Music
Learning and reciting fluently a self-composed
rhyme. Materials:
Flashcards: one, two, three, four, red, yellow,
green, blue, black, white, brown
Flashcards: bike, boat; Pupil’s Book, p. 8, ex. 7–8;
CD 1/11–12; coloured pencils
 Listen and colour. Say.

Revision
Rhyme: A red bike for Linda
• Revise the colours and the numbers with the flashcards.
CD 1/11

Vocabulary extension U ni t
1
bike 7
11/12
CD 1
Listen and colour. Say.
• Introduce the word bike with the aid of the flashcard and
appropriate gestures. Show the flashcard and repeat the
word several times. Have the children repeat it after you.
8 Colour and say.
• The children look at p. 8 (top half) of their Pupil’s Books.

• Point to the pictures of the children in turn. Say: Linda –
Li – Benny – me. At me point to yourself.
• Then point to the paint pots at the bottom of the picture
and have individual children name the corresponding
colours.
• Play the rhyme once (CD 1/11). The children point to the
paint pot and the
8 corresponding bike. Demonstrate this
exercise with the first line of the rhyme.
Unit
Hello
U ni t
1
11/12
7 CD 1
Tapescript:
 Colour and say.
Speaking exercise:
A red bike for Linda,
A green bike for Li, Step to creativity (Word Play)
A yellow bike for Benny,
A blue bike for me! 8 Colour and say.
• The children have a red, green, yellow and blue pencil

on the desk in front of them. Play the rhyme again. The
children first mark the bikes in the corresponding colour
and then colour them in completely after they have
listened. 8
• Practise the rhyme thoroughly line by line with the
children.
• The children can practise the rhyme in pairs and volun-
teers or individual children then recite the rhyme in front • The children look at p. 8 (bottom half) of their Pupil’s
of the class. Books.
• Able groups can also try to recite their version to the • They have red, green, yellow and blue pencils on the
karaoke version (CD 1/12). desk in front of them. Tell the children that they are to
colour in each boat in a different colour and thus make
up their own rhyme. Give the children sufficient time for
this work. While they are doing this, go around the class
Introduction of vocabulary and watch that the children are only colouring each boat
in one colour.
boat • Afterwards the children learn the text of the rhyme they
• Introduce the word boat with the aid of the flashcard. have composed off by heart. Show the children the
• Then hold the flashcard in your left hand and take best way to do this. Hold up your book with coloured-in
a flashcard for a colour e.g. red in your right hand. boats. Recite the rhyme and point along in the book.
Say: A red boat (for me!) Have the children repeat it Then go around the class and help if necessary.
after you several times. Use the flashcards to make • Individual children present their rhymes to the class.
the sentences: A green/yellow/blue boat for me/Max/ Remember to give them appropriate applause (Say:
Li… and ask the children to say the corresponding Let’s give them a big hand! ).
sentences.
Option: High-ability children can also recite their rhyme to the
karaoke version (CD 1/12).
L E S S O N 8
Vocabulary, phrases and structures: Completing logical sequences by drawing.
Boat number one is red/… Creating own logical sequences and checking
Receptive language: What colour’s boat one/boat logical sequences with a partner.
number one?; What colour is it? Understanding instructions on the CD and ticking
A green bike the corresponding pictures in the book.
Practising fine motor skills by colouring shapes.
Linguistic skills:
Cross-curricular integration:
Understanding instructions from the CD.
Completing logical sequences. Art
Understanding instructions on the CD and match- Materials:
ing to the pictures in the book.
CD 1/11–12
Cognitive, motor and social skills: CD 1/13–14; Flashcards: bike, boat; Activity Book,
Understanding instructions from the CD and pp. 7–8, ex. 5–7; coloured pencils
colouring in pictures accordingly.
Revision
• Get individual children to present their rhymes from the
previous lesson to the class. Remember to give them
appropriate applause (Say: Let’s give them a big hand!).
Notes: High-ability children can also recite their rhyme to the

karaoke version (CD 1/12).
Unit
1
• Demonstrate this exercise by drawing a logical
 Listen and colour. sequence of coloured shapes on the board, e. g. green –
Listening exercise CD 1/14 blue – green – blue – <blank>.

• Read out the sequence together with the children while
U ni t
1 pointing along on the board. Say: green, blue, green,

14
blue…. Then look at the children questioningly and elicit
6 CD 1
Listen and colour.
the missing colour: Green. Say: Right. Complete the
sequence on the board.
BLUE • Ask the children to open their Activity Books at p. 8 and
to look at the pictures in ex. 7.
• Hold up your book and work on the first line together
GREEN
YELLOW
with the children.
RED
• Get them to read out the sequence with you while
you point along in your book. Say: blue, yellow, blue,
7 Look and colour. Say.
yellow… When pointing at the blank shape, look at the
• The children have a red, a green, a yellow and a BLUE children questioningly and elicit the missing colour:
blue pencil on the desk in front of them. Name the Blue. The children then colour the blank circle blue.
colours one after the other and the children hold up the BLUE
• The children complete the next sequence of shapes
appropriate pencil. individually.
• Ask the children to look at the picture in ex. 6 on p. 8 of • Get them to read it out to check the answers.
their Activity Books. Tell the children that they are going
to listen to the CD and colour the boats accordingly.
• Play the recording8
(CD 1/14) twice. First, the children Pair work
mark the boats in the corresponding colour and then • The children create their own logical sequences
colour them in completely after they have listened to the individually by colouring the triangles in the third row.
recording for a second time. Tell them to leave blank one or two shapes in each of
the rows. Give them sufficient time for this step. Go
around the class and help if necessary.
Tapescript: • Now they work in pairs, complete each others’ rows and
read out the sequences to one another.
Boat number one is red.
• They then do the same with the row of squares.
Boat number one is red.

Boat number two is green.
Boat number two is green.
Boat number three is blue.

 Listen and tick (3).
Boat number three is blue. Listening exercise CD 1/13

Boat number four is yellow. U ni t
Boat number four is yellow. 1

13
5 CD 1
Listen and tick ( ).
✓

U ni t 1 2
1
• Check the answers by asking the children: What colour’s ✓ ✓
boat one/two/… or
6 Boat one. What colour is it? The
Listen and colour.
14
CD 1
children answer: Red./Green./etc.

3 4
BLUE ✓ ✓
 Look and colour. Say. GREEN
Logical sequences YELLOW

RED ✓ ✓
7 Look and colour. Say.
BLUE
✓ ✓
BLUE
Unit
1 Hello
• Ask the children to look at the first pair of pictures in • The children listen again and check.
ex. 5 on p. 7 of their Activity Books. Then say: A green • Draw a grid on the board.
bike./A blue bike. and get the children to point to the 1 2
corresponding bike.
• Proceed with the other pictures in the same way. Notice 3 4
that instead of numbers there are pictures of Benny/ Benny Linda
Linda/Max/Li at the bottom of p. 7. Name the characters
and say: Benny. A black bike/..., etc.
Max Li
• Tell the children that they are to listen to the CD and put
a tick in the box of the corresponding picture of each
pair. • Say the words: left/right several times. Ask the children
• Play CD 1/13. The children tick the appropriate pictures. to repeat and point at the appropriate side.
• Ask the children: Number one. Left or right? Point to
each box. Look at them questioningly and prompt them
to give you the right answer.
Tapescript:
One. A green bike.
One. A green bike.
Two. A brown bike.
Two. A brown bike.
Three. A yellow bike.
Three. A yellow bike.
Four. A red bike
Four. A red bike
Benny. A black bike.
Benny. A black bike.
Linda. A blue bike.
Linda. A blue bike.
Max. A white bike.
Max. A white bike.
Li. A red bike.
Li. A red bike.
L E S S O N 9
Vocabulary, phrases and structures: Putting a dialogue into the right order by number-
Vocabulary revision: colours; bike; boat ing pictures accordingly.
Good morning, children/teacher! Drawing pictures.
Goodbye, teacher! Cross-curricular integration:
Draw a house/boat.
Learning how to behave in a social setting
Linguistic skills:
Materials:
Understanding the dialogue on the CD and match-
ing with the pictures in the book.
brown, bike, boat
Understanding the dialogue on the CD and putting
Flashcards: house, children, teacher; CD 1/15–16;
pictures in the correct order.
Pupil’s Book, p. 9, ex. 9; Activity Book, p. 9, ex. 8
Cognitive, motor and social skills:
Understanding the dialogue on the CD and point-
ing to the appropriate pictures in the book.
Revision
• Revise the words for colours, boat and bike with the board. The children open their eyes. (Open your eyes.)
flashcards. Ask: What’s missing? The children name the missing
• Play What’s missing? with the flashcards. Put the object or colour. You can also take away two flashcards
flashcards on the board. The children close their eyes. at the same time.
(Close your eyes.) Take away one flashcard from the
Unit
1
Introduction of vocabulary  Listen and write the numbers.
house, children, teacher Listening exercise CD 1/16
• Introduce the new words with the aid of the flashcards.
Hold up each flashcard and pronounce the new word U ni t
clearly. Have the children repeat after you. 1

16
8 CD 1
Listen and write the numbers.
3 1
 Listen and point. Say

U ni t
5 4
1
15
9 CD 1
Listen and point. Say.
1 2
6 2
3 4
5 6
Tapescript:
Teacher: Good morning, children!
Children: Good morning, teacher!
Teacher: Draw a house. This is very good.
9 (The bell rings.)
Children: Goodbye, teacher!
Teacher: Goodbye, children!
Tapescript:
Teacher: Good morning, children!
Children: Good morning, teacher! • Ask the children to open their Activity Books at p. 9 and
Teacher: Draw a boat. This is very good. to look at the pictures in ex. 8.
(The bell rings.) • Play the recording (CD 1/16) and ask the children to
Children: Goodbye, teacher! look at the pictures while listening.
Teacher: Goodbye, children! • Play the recording a second time and ask the children
to put the pictures in the appropriate order by writing a
number next to each picture.
• Ask the children to open their Pupil’s Books at p. 9 and • Hold up your own copy of the book and ask the children
to look at the pictures in ex. 9. to read out the numbers.
• Play the recording (CD 1/15) and ask the children to
Additional activity: Divide the class into pairs. Ask the
look at the pictures while listening.
children to open their notebooks. Ask each child to instruct
• Play the recording a second time and ask the children to
his/her partner in English to draw a picture of any word the
point to the appropriate picture and repeat the words.
child can remember (Draw a bike, boat, Linda, Max, etc.).
They then swap roles.
Unit
2 School
L E S S O N 1
Vocabulary, phrases and structures: the book and chanting rhythmically in unison and
schoolbag; pencil; pencil case; scissors; glue; individually.
book; baby face; sit down Playing a quick recognition game with flashcards.
Playing a game in a group.
Linguistic skills:
new words. Topic: We go to school.
Saying words for school items. Music
Understanding a chant (Baby Face!) from the CD. Materials:
Cognitive, motor and social skills: Flashcards: schoolbag, pencil, pencil case,
Understanding new words from the CD and scissors, glue, book, rubber, notebook;
pointing to the corresponding pictures in the book. CD 1/17–18; Pupil’s Book, p. 10, ex. 1; (optional)
Listening to a chant on the CD, pointing along in mask from the appendix of the Teacher’s Book
Revision Exercises for anchoring words in the

• Revise the colours learnt in Unit 1. Say: Point to children’s productive memory
something blue. Get the children to point to something • Say the words noiselessly. Move your lips as if you were
in the classroom that is blue. Continue with the other really saying the words (Read my lips.). The children
colours in the same way. read the words from your lips and say them out loud.
• Show the flashcards or the school items in quick
Introduction of vocabulary succession. The children name the objects.
schoolbag; pencil; pencil case; scissors; glue; Pronunciation tip: Take care with the pronunciation of schoolbag.
book; rubber; notebook It is important that the pronunciation of the [&]
is as open as possible.
• Show the book flashcard. Open an imaginary book and
read it. Note: Ensure that the tempo of the vocabulary work is quite brisk
• Now say the word book several times and ask various and is characterized by a quick change of exercises.
children to imitate your gestures. However, every child must have sufficient time to reflect if
• Show the pencil case flashcard and say: pencil case. At necessary.
the same time mime opening a pencil case and taking
out a pencil then closing the pencil case.
• Introduce the next word – scissors – with the flashcard.  Listen and point.
Make cutting movements with your index and middle Say the chant.
fingers. Chant: Baby Face! CD 1/17–18
• Say the word scissors several times and ask various
children to imitate your gestures.
U ni t
• Introduce the words pencil, schoolbag, glue, rubber and 2 School

notebook with mimes in the same way. 1
17/18
CD 1
Exercises for anchoring the

• Say a word, e.g.: pencil case, and ask a child to respond
with the corresponding gesture (Do it.). Practise all the
other words in this way.
• The children put a pencil case, a glue stick/glue, scis-
sors, a pencil, a rubber, a notebook, and a Pupil’s Books
on the desk in front of them and their schoolbag next
to their chair. Say: Touch the pencil. Demonstrate by
touching a pencil.
• Practise the other words in the same way.
10
Unit
2
• The children open their Pupil’s Books at p.10 and look • Now stand in a circle. Practise the chant, reciting and
at the pictures. If you decide to use the mask (see the accompanying your words with gestures, e.g. miming
appendix in the Teacher’s Book), photocopy enough so using the school objects. The children imitate your
each child has one. actions and join in the chant.
• Introduce the word baby face by pointing at the picture in • Recite the chant again and, as you say the word for
the Pupil’s Book or the mask. each school object, move around the circle and point at
• Play the chant (CD 1/17). The children listen. each child in turn. The child named last – Baby Face! –
holds the mask in front of his/her face or makes a baby
face and drops out of the game. Repeat.
Tapescript:
• Play the first part of the recording (CD 1/18 And now
Schoolbag, pencil, pencil case, you!) and point to the children around the circle in turn.
scissors, glue, book, Baby Face! Play the game again with the children chanting along.
Sit down.
• Play the karaoke section (CD 1/18). The children play
the game whilst you watch and monitor. Every child
• Play the chant a second time and encourage the that says: Baby Face! holds up the mask to their face or
children to point to the pictures in their books. makes a baby face before sitting down.
L E S S O N 2
Vocabulary, phrases and structures: Matching instructions with actions.
Receptive language: What has (Benny) got?; What Understanding and carrying out jumbled
have you got?; Put your book in your schoolbag; instructions.
Put your pencil case in your schoolbag; Put your Understanding instructions on the CD and
scissors in your schoolbag; Go to school. numbering pictures in the correct order.

Understanding the meaning of the new questions. Art
Solving a puzzle: Finding out which object belongs Sport
to whom. Materials:
Answering questions.
brown; schoolbag, pencil, pencil case, scissors,
glue, book, rubber, notebook; CD 1/18
Cognitive, motor and social skills: Activity Book, p. 10, ex. 1; coloured pencils;
Colouring in objects and answering questions CD 1/19; Activity Book, p. 11, ex. 2; (optional)
about them. answer key for self-checking
Drawing oneself and one of one’s own school
items in the book and giving information about it.
Revision
• Revise the words for school items and colours with the
flashcards. Select a flashcard and hold it so that the
children cannot see the picture. Say: What is it? What do
you think?
• Stand in a circle and revise the chant Baby Face! from
the previous lesson with the karaoke section of the
recording (CD 1/18).
Unit
2 School
• Keep repeating this until you see that the children can
 Colour and say. mime the actions that go with the sentences without
Matching activity difficulty.

• Call on individual children and give each of them one of
U ni t
School the sentences to mime.
2
1 Find, colour and say.
 Listen and write the numbers.

Listening exercises CD 1/19
LINDA
U ni t
2
19
MAX 2 CD 1
3 4
BENNY
LI
2 1
10
• Hold up p. 10 of your Activity Book. Say the names of

the children on the left hand side of the book as you
point to them in order: Benny, Linda, Max, Li and me.
At me point to yourself and indicate to the children that
they should also point to themselves. Then name and 11
point to the school items on the right-hand side of the

page.
• Say the name of one of the children from the book and Tapescript:
one of the school items. The children point as quickly as
Put your book in your schoolbag.
possible to the character and the corresponding object.
Put your pencil case in your schoolbag.
• The children have coloured pencils in front of them on
Put your scissors in your schoolbag.
the desk. Explain to them that they are to colour each
Go to school.
object on the right hand side of the Activity Book in only
one colour each.
• With a coloured pencil the children then draw along
each of the lines from Benny, Linda, Max, Li and the • The children open their Activity Books at p. 11. Give
silhouette. The children use different colours for each them sufficient time to look at the pictures.
one. • Play the recording twice (CD 1/19). The children listen
• Then ask the children individually: What has Benny got? and number the pictures accordingly. Number one has
Child: A pencil. Teacher: What colour is it? Child: Green. already been done as an example.
Help if necessary by whispering to the child. • To check the children’s work, ask: What number is ‘Go to
• The children draw their own face in the silhouette and school?’? Child: Four.
one of their school objects in the empty frame at the
Option: In high-ability classes you can put out an answer key for
bottom of the page. They then colour the object in one
self-checking. On a sheet of paper draw four boxes with
colour.
circles that represent the page in the Activity Book. Write
• Ask individual children: (Marija), what have you got? the correct numbers in the circles. The children go to the
(Marija): A (yellow schoolbag). etc. key and check their own work themselves.
Alternative: Draw four boxes on the board that represent the

Pre-teaching key phrases page in the Activity Book. Have the children tell you
Put your book in your schoolbag; Put your pencil case in the answers. Write the numbers in the boxes.
your schoolbag; Put your scissors in your schoolbag; Go
to school.
• Ask the children to stand in a circle or stand up in their
places.
• Say the first sentence and at the same time demonstrate
through mime and gesture. Say: Put your book in your
schoolbag. Mime putting a book in a schoolbag. The
children imitate your action.
• Proceed with the other phrases in the same way.
Unit
2
L E S S O N 3
Vocabulary, phrases and structures: Pair work: Playing a vocabulary game.
Vocabulary revision: School items and colours Following the rules of the game.
the pencil and the glue/…; The (glue), please; Pair work: Mini-dialogues
Here you are; Thank you. Cross-curricular integration:
Receptive language: What does Benny/… want?
General knowledge: Speaking motivation ‘being
Linguistic skills: helpful’.
Understanding a dialogue from the CD. Materials:
Naming objects.
Cognitive, motor and social skills: brown; schoolbag, pencil, pencil case, scissors,
Understanding dialogues from the CD and ticking glue, book, rubber, notebook;
the corresponding pictures in the book. Pupil’s Book, p. 11, ex. 2–3; CD 1/ 20; picture
Sticking the picture stickers in the spaces provided. stickers from the appendix of the Pupil’s Book
• Revise the words for school items and colours with the Benny and Max.
flashcards. Benny: Max?
• Play What’s missing? with the flashcards. Put the Max: Yes, Benny.
flashcards on the board. The children close their eyes. Benny: The pencil and the glue, please.
(Close your eyes.) Take away one flashcard from the Max: The pencil and the glue.
board. The children open their eyes. (Open your eyes.) Benny: Thank you.
Ask: What’s missing? The children name the missing
Linda and Max.
object. You can also take away two flashcards at the
Linda: Max?
same time.
Max: Yes, Linda.
Linda: The pencil case and the scissors, please.
 Listen and tick (3). Max: The pencil case and the scissors.
Linda: Thank you.
Max and Benny.
U ni t Max: Benny?
2 Benny: Yes, Max?
Listen and point. Say the chant. 2
20
CD 1
✓ Max: The schoolbag and the book, please.
1
✓ Benny: The schoolbag and the book.
Max: Thank you.
✓
• Check the answers by asking: Look at Benny and
3
Max. What does Benny want? Look at the children
questioningly. One child answers, e.g.: The pencil and
✓ the glue. If necessary, whisper the right answer. Say:
Yes, well done. or No, sorry.
3 Stick and say.
• Ask the children to open their Pupil’s Books at p. 11.

• Point to the first pair of pictures in ex. 2 and say: Look
at Benny and Max. Then say: The pencil and the glue.
Repeat this several times. Then ask the children to point
to the pencil and glue in the three pictures of school
11
items next to Benny and Max.

• Proceed in the same way with the other two situations
(Linda and Max; Max and Benny).
• Explain the listening exercise to the children. They
must listen carefully and find out which objects Benny,
Linda and Max would like. In each case they tick the
corresponding picture.
• Play the recording twice (CD 1/20). The children listen
and tick the correct answers.
2
Unit
20
Listen and point. Say the chant. 2 CD 1
✓
2 School
1
✓
✓
Additional task for high-ability groups: Child A names the
 Stick and say. 3 objects and their colours that she/he has stuck in one of the
Pair work: Vocabulary game double frames in his/her book, e.g.: a blue pencil case and a
green pencil. Child B now points to the corresponding picture
✓
stickers in child A’s book. Then they swap roles.
3 Stick and say.
Pair work: Mini-dialogues

• Demonstrate the dialogue with a child.
Give the child the school item flashcards.
Teacher: The glue, please.
11
Child: Here you are. (He/She passes you the glue
flashcard.)
• Ask the children to look at ex. 3 on p. 11. Name the Teacher: Thank you.
school objects in the picture in any order. The children
• Have the children repeat the dialogue until they are
point to the appropriate pictures in the book.
confident.
• The children choose two picture stickers of school
• Divide the class into pairs. The children place the school
objects from the appendix of the Pupil’s Book and stick
objects in front of them on the desk. Child A asks for an
them in the first double frame. They do the same with
object (The scissors, please), child B hands over the
the two other double frames.
object (Here you are). Child A says thank you. (Thank
• Demonstrate the game with a volunteer. Name one
you.) Then they swap roles.
pair of objects that you have stuck in your book, e.g.:
• During this exercise move around the class and help if
scissors and schoolbag. The child must point to the
necessary.
corresponding picture stickers in your book.
• Swap roles and play again.
• The children play the game in pairs.
L E S S O N 4
Vocabulary revision: school items (pencil, glue, Understanding the new phrases on the CD and
etc.) pointing to the appropriate pictures in the book.
Receptive language: This is (a board/a desk/my Numbering pictures in accordance with instructions
hair, etc). on the CD.
This is a (blue) notebook.
Open/close the window/door. / Touch your Cross-curricular integration:
schoolbag. / Say ‘Hello!’ / Clean the board. / Look! Describing the classroom environment

Understanding the new phrases on the CD, Flashcards: red, yellow, green, blue, black, white,
repeating the new phrases. brown; schoolbag, pencil, pencil case, scissors,
Understanding the new phrases on the CD and glue, book, rubber, notebook
matching with the pictures in the book. Flashcards: orange, pink, purple; (black)board,
Naming school objects and their colours. chair, desk, door, window, classroom; Pupil’s Book,
pp. 12–13, ex. 4–7
Revision
• Hold up the flashcards in a random order and have the orange, pink, purple; (black)board, chair, desk, door,
children repeat the words for the colours and the school window, classroom
objects. • Introduce the new words with the aid of the flashcards.
• Then use the flashcards to play What’s missing? (See Hold up each flashcard and pronounce the new word
Unit 1 Lesson 9 Revision.) clearly. Have the children repeat after you.
• In addition to using the flashcards, consider pointing to
real objects in the classroom.
Unit
2
• Ask the children to look at ex. 6 on p. 12 of their Pupil’s
 Listen and point. Books.
Then say and point. • Have them point to each of the pictures and say the
Listening exercise: CD 1/21 corresponding phrase: e.g. This is a notebook.

U ni t
• Then consider adding the colour vocabulary: This is a
2 (blue) notebook.
4
21
Listen and point. Then say and point.
• Then point to various real objects in the classroom and
CD 1
have the whole class say what they are, using the words
for the appropriate colours if possible.
• Additionally, divide the class into pairs. Have one child
point to a selected picture and his/her partner say what it
is, using the appropriate colour.
 Listen and point.

5 Point and say. Write the numbers.
Tapescript: Listening exercise: CD 1/22
6 Say.
U ni t
This is a board. 2
This is a desk. 22
7 Listen and point. Write the numbers.
This is a chair. CD 1
3 6
12
This is a rubber.
This is a notebook.
This is my hair.
4 2
• Tell the children to open their Pupil’s Books at p. 12, ex. 4.

• Play the recording at least once (CD 1/21). Have the
children point to the pictures as they hear the phrases.

U ni t
• Have the children2 repeat the phrases while pointing at

1 5
the appropriate picture.
4
21
CD 1
• Have the children point at real objects in the classroom

and try to use the received phrases. Nod your head to
encourage them.
13
 Point and say.

Tapescript:
5 Point and say.
Close the window.
Touch your schoolbag.

U ni t 6 Say.
Say ’Hello!’
• Ask the children2to look at ex. 5 on p. 12 of their Pupil’s Clean the board.
Books. 21 Look.
4 Listen and point. Then say and point.
CD 1
• Have them point to each of the pictures and say the Open the door.
phrase: e.g. This is a chair.
corresponding 12
• Then point to various real objects in the classroom and
have the whole class say what they are. • Tell the children to open their Pupil’s Books at p. 13, ex. 7.
• Put the children into pairs. Have one child point to a • Allow the children a couple of minutes to have a look at
selected picture and his/her partner say what it is. the pictures.
• Play the recording once (CD 1/22).
• Play the recording a second time. Instruct the children to
number the pictures accordingly. Number one has been
 Say. 5 Point and say.
done as an example.
• Say the numbers out loud. Have the class repeat the
6 Say. appropriate phrases.
12
Unit
2 School
L E S S O N 5
Vocabulary revision: Open/close. / Touch. / Say. / Understanding instructions on the CD.
Clean. / Look! Acting out instructions.
This is (a board/a desk/my hair, etc). / This is a Discovering logical sequences.
(blue) pencil. Drawing/colouring pictures.
Receptive language: Point. Touch.
Linguistic skills: Art
Understanding the instructions on the CD, repea- Describing the classroom environment
ting the instructions.
Materials:
Naming school objects and their colours.
Flashcards: point, touch; Pupil’s Book, p. 14, ex.
8–10; CD 1/24; Activity Book, p. 12, ex. 3–4;
coloured pencils
Revision • Tell the children to open their Pupil’s Books at p. 14, ex. 8.
• Point to various school objects on the children’s desks • Play the recording at least once (CD 1/24). Have the

and ask: (Jelena), what have you got? Prompt the children point to the appropriate picture (point or touch)
U ni t
2
children with the correct answers if necessary. as they hear the phrase.
24
• Have the children8 carry out the instructions. Help them if

Look and point. Listen and do.
CD 1
necessary.
point, touch
 Look and say.
Hold up the flashcard and pronounce the new word
9 Look and say.
clearly. Have the children repeat after you.
• In addition to using the flashcards, consider using mime.
10 Say and mime.

U ni t
Books. 2
 Look and point. • Have them point 8to each of the pictures and say the
24
Listen and do.

Look and point. Listen and do.
CD 1
corresponding phrase: e.g. Touch the board.

Listening exercise: CD 1/24 • Divide the class into pairs. Have one child point to a
selected picture
14 and his/her partner say the instructions.

U ni t
2
24
8 Look and point. Listen and do. 9 Look and say.
 Say and mime.

CD 1
10 Say and mime.
9 Look and say.
Tapescript:
10 Say and mime. 14
Point. Books. Say Open the window.
Touch. • Select a few children and have them stand in front of the
Listen and do. class. Give them instructions (e.g. Open the door.) and
Point to the door. have them carry them out.
Touch your book. • Select a few volunteers to give instructions to their
Touch your desk.
14
classmates.
Point to the window. • As an alternative, divide the class into pairs and have
Point to the teacher. children exchange instructions while you walk around
Touch your pencil. the classroom.
3 Look, draw and say.
Unit
2
 Look, draw and say.  Point and say.

U ni t
2 4 Point and say.
12
• Now ask the children to look at ex. 4.

• Describe the first picture. Say: This is a schoolbag. Have
the class provide the rest of the descriptions, picture by
picture. Ask: (Mirjana), what’s this?
4 Point and say.
• Ask the children to open their Activity Books at p. 12, ex. 3.
• Instruct them to have a look at the logical sequences.
Ask: What’s missing? Have the children draw the
missing object.
12
L E S S O N 6
Vocabulary revision: Open/close. / Touch. / Point. / Understanding instructions on the CD.
Say. / Clean. / Look! Acting out a dialogue.
Receptive language: This is my friend. / Hello, I’m Matching pictures.
... / How are you? I’m fine, thank you. / Nice to
meet you. Cross-curricular integration:
Learning how to behave in a social setting
Linguistic skills:
Understanding phrases on the CD and ticking the Materials:
appropriate pictures. Pupil’s Book, p. 15, ex. 11; CD 1/25; Activity Book,
Understanding the dialogue on the CD. pp. 13–14, ex. 5–6
Revision
• As you enter the classroom, give out a few random Tapescript:
instructions to children selected at random (e.g. 1 Touch your pencil.
(Nemanja), open the window.) and have them carry 2 Open the window.
them out. 3 Say ’Hello!’
4 Clean the board.
5 Look!
 Listen and tick (3). 6 Close the door.
U ni t
2
23
• Allow them a minute to have a look at the pictures.
5 CD 1
✓
• Play the recording (CD 1/23) and have the children tick
1
✓
2
✓
the appropriate pictures.
• Write the numbers (1–6) on the board and draw two
boxes next to each. Ask the children whether they ticked
the left or right one. Tick the appropriate box on the
board.
3 4
✓ ✓
5 6
✓ ✓
13
Unit
2 School
11 Listen and point. Act.  Match and say.

U ni t
2
U ni t
6
2 Match and say.
25
11 CD 1
Listen and point. Act.
1 2
4 5
5 6
14
15

Tapescript: • Allow them a minute to have a look at the pictures.
• Read the first pair Open the door. / Open the schoolbag.
Boy: This is my friend Monica.
Have the children match the other pairs of pictures.
David: Hello, Monica, I’m David. How are you?
• Ask the children to read out their matched pairs.
Monica: I’m fine, thank you. And how are you?
David: I’m fine, thank you. Nice to meet you.
Monica: Nice to meet you.
• Ask the children to open their Pupil’s Books at p. 15, ex. 11.
• Allow the children a minute to have a look at the picture
story and then play the recording (CD 1/25).
• Have them point to each of the pictures as they listen to
the dialogue.
• Play the recording a second time and have the children
repeat the phrases.
• Put the children into groups of three and have them try
to act out the dialogue.
Unit
2
L E S S O N 7
Vocabulary revision: colours; school things Remembering and naming objects.
Receptive language: What colour’s his (pencil)? Drawing oneself, colouring school objects in the
What have you got? book and giving information about them.
A (blue) and (green) (schoolbag).
Materials:
Linguistic skills: Flashcards: red, yellow, green, blue, black, white,
Saying school objects and their colours. brown; orange, pink, purple
Saying what Max has got. Activity Book, p. 15, ex. 7–8; coloured pencils
Answering questions. U ni t
2
7 Look and remember. Say.
Revision  Colour and say.

• Hold up a flashcard with the back of the card facing Speaking exercise
the children and ask them: What colour is it? Tell the
children to guess which word it could be: Green? – No.
Yellow? – Yes! That’s right. 8 Colour and say.
• When the children have made the correct guess, show

them the flashcard.
• Mouth the words by moving your lips as if you were
actually speaking, but do not say the words. Encourage
the children to read the words from your lips and say
them aloud.
15
 Look and remember. Say.
Memory training and speaking exercise • Ask the children to look at p.15 in their Activity Books,
ex. 8. Tell them to draw their face in the silhouette and
U ni t
colour in the school objects. Make sure that they do not
2 use more than two colours per object.
7 Look and remember. Say. • Give the children sufficient time for this step and go
around the class to help if necessary.
• When the children have finished colouring, ask, e.g.:
(Luka), what have you got? Prompt the child to answer,
e.g.: A blue and red schoolbag., etc.
8 Colour and say.
• Ask the children to open their Activity Books at p. 15. Tell

them to look at the picture in ex. 7 for 30 seconds and to
try to memorise the colours of the school objects.
• The children then close their books.
• Ask: What has Max got? and prompt the children to say:
A green pencil case. / A green and orange book, etc.
• Continue with the other school objects in the same15
way. Help the children to answer by whispering cues if
necessary.
• Alternatively, ask: What colour is the pencil case? Child:
(It’s) green.
Units
1-2 Show wh t you c n do
L E S S O N 1
Checking of vocabulary acquisition. Matching words and phrases from the CD to the
corresponding pictures in the book.
Linguistic skills: Numbering these words/phrases in the
Understanding and saying the key vocabulary corresponding colours.
from Units 1–2 on the topic areas Hello and Checking answers in an answer key.
School. Self-evaluation
Materials:
CD 1/26–27; Pupil’s Book, pp. 16–17, ex. 1–2;
coloured pencils; answer key for self-checking
Self-evaluation Tapescript:
Option: Divide Show what you can do into two lessons. Speaker 1: Take a red pencil. Write the numbers.
Note: For notes on the basic methodology of this section, see
Take a red pencil. OK? Here we go.
Show what you can do in the Introduction. Number one: schoolbag.
Number one: schoolbag.
 Listen and write the numbers. Number two: touch.
Listening exercise: Matching Number two: touch.
exercise CD 1/26 Number three: boat.
Number three: boat.
U ni t s
1-2 Show wh t you c n do Number four: glue.

26
Number four: glue.
1 CD 1
GREEN BLUE BLUE

4 1 3
Speaker 2: Take a green pencil. Write the numbers.
Take a green pencil. OK? Here we go.
BLUE RED GREEN

Number one: rubber.
2 2 1
Number one: rubber.
Number two: pencil.
Number two: pencil.
2 GREEN
4 RED
3 GREEN

Number three: bike.
Number three: bike.
3 RED
1 RED
4 BLUE Number four: door.
Number four: door.
Speaker 3: Take a blue pencil. Write the numbers.

16
Take a blue pencil. OK? Here we go.
Number one: book.
• Tell the children that they will now find out which of Number one: book.
the words on Pupil’s Book p. 16 they can already
Number two: desk.
understand well and which words they can say.
Number two: desk.
• The children now check independently whether they
can match the words they hear to the corresponding Number three: scissors.
pictures. They have a red, a green and a blue pencil in Number three: scissors.
front of them on the desk.
• Play CD 1/26. The children write the numbers one to Number four: pencil case.
four in the appropriate colours in the circles for each Number four: pencil case.
picture. The first picture has already been numbered.
• Go around the class and help the children as necessary.
• Put out a completed sheet and let the children come out
and check their results independently.
Units
Show wh t you c n do 1-2

• Ask the children to look at the pictures again. Explain
that if they can say the correct words for the pictures, Tapescript:
they colour the frames in the corresponding colours.
Speaker 1: Take a red pencil. Write the numbers.
• When the children have coloured the frames, give
them an activity from Units 1 or 2 of the Teacher’s
Resource Pack to work on while you go around and Number one: Stretch.
check the individual answers to the colouring activity. Number one: Stretch.
Ask individual children to say the colours, e.g.: Teacher:
Number two: Point to the window.
(Lena). (Lena): boat – red. Teacher: (Stefan). (Stefan):
Number two: Point to the window.
book – blue.
• Divide the class into groups of four or five to do this if Number three: Close your book.
it is easier to move from group to group to check their Number three: Close your book.
work.
Number four: Clean the board.
Number four: Clean the board.
 Listen and write the numbers.
Listening exercise: Matching
exercise CD 1/27
Number one: Sit down.
U ni t s Number one: Sit down.
1-2
27
Number two: Open your book.
2 Listen and write the numbers.
CD 1
RED GREEN
Number two: Open your book.
3 4
Number three: Shout.
Number three: Shout.
1 GREEN
3 GREEN Number four: Here you are.
Number four: Here you are.
RED GREEN
1 2

that if they can say the correct words for the pictures,
RED RED
2 4
Resource Pack to work on while you go round and
17
check the individual answers to the colouring activity.
(Milan). (Milan): Clean the board – red. Teacher: (Sanja).
(Sanja): Sit down – green.
• Tell the children that they will now find out which of • Divide the class into groups of four or five to do this if
the phrases on Pupil’s Book p. 17 they can already it is easier to move from group to group to check their
understand well and which of them they can say. work.
can match the phrases they hear to the corresponding
pictures. They have a red and a green pencil in front of
them on the desk.
• Play CD 1/27. The children write the numbers one to
four in the appropriate colours in the circles for each
Unit
3 Pets
L E S S O N 1
Vocabulary, phrases and structures: Matching flashcards to the corresponding words.
dog; mouse; rabbit; duck; cat; hamster Understanding words on the CD and pointing to
Receptive language: Touch the (cat); Show the the appropriate pictures.
(rabbit); What’s missing? Playing a vocabulary game with rhythmic clapping.
Pair work: Playing a vocabulary game.
Linguistic skills:
new words. Topic: Animals
Understanding words from the CD. Materials:
Cognitive, motor and social skills: Flashcards: dog, mouse, rabbit, duck, cat, hamster;
Associating sounds with animals. CD 1/28; Pupil’s Book, p. 18, ex. 1
Responding to words with gestures.
Revision
• After you enter the classroom, select a few children ran-
Tapescript:
domly and ask them about an object on their desk, e.g. cat
(Mila), what’s this? After she answers: A notebook, ask dog
her: A red notebook? Try to have the children answer by hamster
using the word for the object and the appropriate colour. mouse
duck
rabbit
dog; mouse; rabbit; duck; cat; hamster
• Present the new words with the flashcards. Hold up the • The children listen to various noises or animal sounds
flashcards one by one and say the word. (CD 1/28) and point to the corresponding animal in the
• Then say the words again and for each one make the Pupil’s Book, p. 18 (ex. 1). Then they hear the word.
corresponding animal sound and a gesture or mime for • Play the listening exercise a second time and the
each animal: miaow; woof; squeak; quack; etc. children point along in the book.
• Then whisper one of the words to a child. The child must
Exercises for anchoring the vocabulary mime the corresponding animal. Whoever knows the
in the recognition memory English word for the animal may mime the next animal.
• Stick the flashcards on the board. Say one of the

animals. Ask a child to touch the corresponding Exercises for anchoring words in the
flashcard, e.g.: (Ana), touch the cat., etc. children’s productive memory
• Hand out the flashcards to individual children. Say, • Put the flashcards on the board. Together with the
e.g.: Show the rabbit to (Aleksa). The child with the children say the words one after the other in the order of
corresponding card shows it to (Aleksa), and so on. the flashcards on the board. Clap between the individual
words, at first three times, then twice, then once:
 Listen and point. cat x x x dog x x x hamster x x x …
Listening exercise CD 1/28 cat x x dog x x hamster x x …
cat x dog x hamster x mouse x duck x rabbit

U ni t
Pets • Jumble the flashcards on the board. Give the children a
3
28
few minutes to memorise them.
1 CD 1
• Play What’s missing? with the flashcards (see Unit 1,
Lesson 9, Revision).
29
2 CD 1
Listen and colour. Count and say.
48 Teacher’s Book • Playway to English 1 Serbian edition © Cambridge University Press, Helbling Languages GmbH and Klett 2013
18
Unit
3
Note: Pair work increases the time the children spend speaking
 Then say and point English and makes an important contribution to social
Vocabulary game: Pair work learning.
Gradually introduce certain phrases that the children can
• Each pair has one Pupil’s Book open at p. 18. They look use to express what they want in English.
at the picture in ex. 1. Child A names an animal and child Examples: Once more, please; Let’s play it again; It’s my
B points to it. They then swap roles. turn; Can we play the game again?
• Demonstrate the exercise first with a child in front of the
class before the children work in pairs.
L E S S O N 2
Vocabulary, phrases and structures: Recognising animals in a picture puzzle and
Is it a cat/…?; No, sorry; Yes; one mouse; two identifying the number of them.
dogs; three cats; four rabbits Option: Pair work: Looking for animals in a picture
Receptive language: How many … are there? puzzle.
Keeping to a specified rhythm.
Linguistic skills: Paying attention to the plural -s.
Guessing animals.
Saying the number of animals found in a hidden
pictures puzzle. Mathematics: Naming quantities.
Speaking rhythmically: Plural -s. Art.
Cognitive, motor and social skills: Materials:

Colouring in objects and answering questions Flashcards: dog, mouse, rabbit, duck, cat, hamster;

U ni t
about them. CD 1/29–30; Pupil’s

3 Book,Petsp. 18, ex. 2; Activity
Following the rules of a game. Book, p. 16, ex. 1;1 coloured pencils
28
CD 1
Vocabulary revision  Listen and colour.

dog; mouse; rabbit; duck; cat; hamster Count and say.
• Say the words noiselessly. Move your lips as if you Listening exercise CD 1/29
were really going to say the words. The children say the 29
word (lip reading). 2 CD 1

Listen and colour. Count and say.
• Ask a child to choose a flashcard but not to show you

what it is. Guess what is on the card by saying:
Is it a ...? The child answers: No, sorry. or Yes.
• Play the guessing game again. Give six children a
flashcard each. Each child looks briefly at the flashcard
and then holds it so that the other children cannot see
the card. The other children try to guess the word. 18
Note: Rehearse the expressions needed beforehand with the

class by saying and repeating several times. Whisper if a
child cannot recall the phrase: Is it a ...?. Tapescript:
One dog ... two dogs.
One hamster ... three hamsters.
Revision of the phrase One rabbit ... four rabbits.
How many … are there? One duck ... five ducks.
One cat ... six cats.
• Play a guessing game with the children. Briefly show
some coloured pencils and then hide them behind your
back. Ask: How many (red) pencils are there? Have the • Ask the children to open their books at p. 18, ex. 2.
children guess. When a child has guessed correctly, Make sure their coloured pencils are on their desks.
show the pencils. Repeat the game several times. • Play the recording (CD 1/29). Have the children mark
the appropriate number of animals with the appropriate
colours.
• Play the recording again. Have the children colour the
appropriate number of animals.
• Ask the children: How many (blue dogs) are there? Have
the class answer in unison.
© Cambridge University Press, Helbling Languages GmbH and Klett 2013 Teacher’s Book • Playway to English 1 Serbian edition 49
Unit
3 Pets
• The children look for all the hidden animals and colour in
 Look and colour. the correct number of animals in the relevant row in the
Discovery picture corresponding colour.
Option: The exercise can also be done as pair work. The social

U ni t
Pets aspect of helping each other comes particularly into play
3 here.
30
1 CD 1
Look and colour. Listen and point.
 Listen and point.

• Now play the recording twice (CD 1/30). The children
listen and point to their answers in the book. In this way,
they can check their answers themselves in the Activity
Book.
Tapescript:
Four rabbits,
two dogs,
three cats,
three ducks,
16 two hamsters,
one mouse.
• Look at the picture puzzle on p. 16 of the Activity Book

with the children. Tell them that they are to find out how
many cats, dogs, etc. are hidden in the picture. First
have the children look together for one type of animal • Ask the children: How many animals are there? Help the
e.g. for the dogs. Say: How many dogs are there? children with their answers: Two rabbits...., etc.
Children: Two. • Finally, for rote learning of the plural-s, have them
• When the children have found the (two) dogs hidden in speak the lines from the CD rhythmically in unison: Four
the picture, tell them that they are to colour in two dogs rabbits, two dogs, three cats, three ducks, two hamsters,
in the row of dogs. The children colour in two dogs in the one mouse.
second row in red as indicated by the coloured pencil.
L E S S O N 3
Vocabulary revision: animals/pets; colours; Mathematics: Logical sequences; recognising
numbers; plural-s shapes
Receptive language: What is it? Art
‘Reading’ logical sequences and completing them. Flashcards: dog, mouse, rabbit, duck, cat, hamster;
Giving answers. Activity Book, pp. 17–18, ex. 2–3; (optional)
answer key for self-checking
Completing logical sequences by drawing.
Option: Pair work: Checking answers.
Matching animals with coloured shapes by
numbering.
Revision • Point to one of the pictures and say the incorrect

• Draw six pictures of different quantities (from one to quantity of animals, or, if you think the class can
six) of each animal on the board, e.g. five rabbits, three manage it, say the incorrect quantity and the incorrect
ducks, etc. animal, e.g. point to three ducks. Say: Four ducks? Look
at the children questioningly to elicit the answer: (No!)
Note: The irregular plural ‘mice’ has not yet been taught, so only Three ducks. Continue like this for all the pictures.
draw one mouse. • If the children need help, point to the picture and say,
e.g.: How many (ducks) are there? Children: Three!
Unit
3
 Think and draw.  Look and write the numbers.
Logical sequences Matching activity
U ni t
U ni t
3 3
3 Look and draw. 2 Look and write the numbers.
1 2 3 4 5 6
1 2 3 4 5 6
3 6 5
4 Draw.
• The children open their Activity Books at p.18 and look

at ex. 3. 1 5 2
• Work on the first line together with the children. Hold up

your book. Point in order to the pictures and say them 3 2 4
together: Rabbit – duck – rabbit – duck – rabbit…
• Point to the last empty box and look questioningly at the
1 4 6
children. Elicit the word duck. The children draw a duck
in it. 18 17
• The children complete the remaining lines individually.
• Check the answers as a class by having the children
read out the lines. • Hold up your Activity Book so that the children can see
• Finally, the children can also read out the lines to each the shapes at the top of page 17. Point at one shape
other as pair work. after another and get the children to say the numbers
from one to six with the appropriate colour: one – blue;
Answer key: two – red; etc.
rabbit – duck – rabbit – duck – rabbit – duck –
• Then point at the shapes in random order and the
rabbit – duck – rabbit – duck children call out the numbers plus colours again.
• Now point at the animals on the lower part of the page.
mouse – rabbit – hamster – mouse – rabbit –
hamster – mouse – rabbit – hamster – mouse
The children name the animals.
• Explain to the children that they need to match the
cat – dog – dog – cat – dog – dog –
shape and colour of the animal frames with the shapes
cat – dog – dog – cat
at the top of the page. Then they are to write the
duck – duck – mouse – duck – duck –
corresponding number in the circle provided in each of
mouse – duck – duck – mouse – duck
the pictures.
• Demonstrate the exercise. Hold up your book and point
to the first shape in the top row and at number 1. Say:
Look. One. Blue. Look at the pets in picture frames.
Point at the rabbit in the picture with the blue trapezium
frame. Pretend to write the number 1 in the circle of that
picture.
• Now the children try to match the shapes to the frames.
Go around the class and help if necessary.
• Finally, check the children’s work as a whole class. Say,
e.g.: One. Blue. What is it? Prompt the children to say:
Rabbit., etc.
Options: In high-ability classes you can put out an answer key
for self-checking. Photocopy the page from the Activity
Book and complete the answers. The children go to the
key and check their own work themselves.
When the children have finished, get them to work with
a partner and compare their answers.
Unit
3 Pets
L E S S O N 4
What’s this?; miaow; woof; squeak; quack Topic: Animal noises
Music
Understanding a chant (What’s this? ) from the CD.
Chanting rhythmically. Materials:
CD 1/31–32; Pupil’s Book, p. 19, ex. 3; Activity
Cognitive, motor and social skills: Book, p. 18, ex. 4; Flashcards: dog, mouse, duck,
Keeping to a rhythm. cat; coloured pencils
Pointing to the right pictures while speaking
rhythmically.
Chanting in two groups.
numbering pictures in the book.
Pair work: Playing a guessing game.
Practising fine motor skills. Drawing.
• Mime one of the animals from the previous lessons and What’s this? What’s this?
ask the children to guess. The child who guesses the Miaow, miaow.
animal correctly may mime the next animal. A cat, a cat.
A cat, miaow.
Preliminary preparation of phrases
What’s this? What’s this?
• Imitate an animal noise, e.g.: Woof, woof and ask:
Woof, woof, woof, woof.
What’s this? The children name the animal, and so on.
A dog, a dog.
• Then say: Mouse. The children give the corresponding
A dog, woof, woof.
animal noise: Squeak, squeak. Continue with the other
animals in the same way.
What’s this? What’s this?
Squeak, squeak, squeak, squeak.
 Listen and write the A mouse, a mouse.
A mouse, squeak, squeak.
numbers. Say the chant.
Chant: What’s this? CD 1/31–32 What’s this? What’s this?
Quack, quack, quack, quack.
U ni t A duck, a duck.
3 A duck, quack, quack.
31/32
Listen and point. Then say and point. 3 CD 1
Listen and write the numbers. Say the chant.
1 2
• Play the chant once as a model (CD 1/31). The children

just listen.
Play the chant again.
• The children number the individual verses by looking at
the pictures and writing the numbers one to four in the
3 4 circles provided.
• Circulate and check the children’s work.
• Practise the chant in sections with the children by saying
it out loud and making the appropriate gestures. The
children imitate your actions and say it after you. Use
the corresponding flashcards (cat, dog, mouse, duck) as
visual support.
• Play the first part of CD 1/32 (And now you!) and say the
19 chant with the children several times line by line. The
children point to the corresponding pictures in the book
as they say the chant.

U ni t
Unit
3
3
3 Look and draw.
• Play the karaoke section of CD 1/32 (One more time!)

and ask the children to look at the relevant page in the
 Draw.
Pupil’s Book and chant along in time. Guessing game: Pair work
• Play the karaoke section again (One more time!). In the
background, some children should drum their fingers 4 Draw.
on their desks in time to the rhythm. Meanwhile, others
make the appropriate animal noises.
Variation 1: Divide the speaking roles among various children

or groups.
A: What’s this? What’s this?
B: Miaow, miaow.
A: A cat, a cat.
A and B: A cat, miaow. 18
Variation 2: Four groups of four or five children each represent

one of the animals in the chant. Each group stands • The children work in pairs. Each child draws an animal
in a different part of the classroom. The rest of the in one of the windows of the house in ex. 4 on p. 18 of
children stand in the middle and ask: What’s this? the Activity Book. They should not show their drawing
The other groups answer accordingly. to their partner and should close their book or cover the
drawing when they have finished.
Pronunciation tip: It is important the [D] in this is voiced. With
• Before the children work in pairs, demonstrate the
their fingers in their ears the voiced nature
exercise with a child in front of the class. Draw an animal
can be demonstrated as the children can feel
a vibration. in one of the windows in your book and hide the page
from the child. Ask: What is it? Encourage the child to
guess, e.g.: Is it a (duck)? Answer: No, it isn’t. or Yes, it
is. Accept the answers: Yes or No, (sorry) if the child is
struggling with Yes, it is./No, it isn’t.
• The children work in pairs and repeat the activity. When
child B has found out what the animal is, child A shows
the picture and it is child A’s turn to guess the animal in
child B’s house.
• Then both partners draw a second animal in one of the
windows of their house and carry on with the game in
the same way until there are animals in all four windows.
• When the children have finished the game, they can
colour in their animals.
Unit
3 Pets
L E S S O N 5
Let’s play; No, go away! Topic: Speaking motivation ‘Being excluded from a
Receptive language: The mouse is (very) sad; The community’.
mouse goes away; Let’s go to the show;
Wonderful; Abracadabra; Super; You’re the (dog). Materials:
Flashcard: sad; CD 1/33; Pupil’s Book, pp. 20–21,
Linguistic skills: ex. 4; picture stickers from the appendix in the
Understanding a story (The mouse) from the DVD Pupil’s Book; Story Cards: The mouse; props for a
and the CD and from narration by the teacher. role play; (optional) picture story answer key for
Gradually joining in with narration. self-checking; (optional) masks for the role play
Mini-dialogues and (optional) acting out a role (photocopiable master in the appendix of the
play. Teacher’s Book)
Following the sequence of events of a story.
Completing a picture story with stickers.
Option: Checking independently by means of an
answer key.
Revision
• Recite the chant What’s this? from the previous Tapescript:
lesson. Four groups of four or five children each Mouse: Hello, dog.
represent one of the animals in the chant. Each group Squeak, squeak.
stands in a different part of the classroom. The rest of Let’s play.
the children stand in the middle and ask: What’s this? Dog: No, go away.
The other groups answer accordingly. Woof, woof.
Storyteller: The mouse goes away.
Mouse: Hello, cat.
Introduction of vocabulary Squeak, squeak.
Let’s play.
sad
Cat: No, go away.
• Introduce the new word with the aid of the flashcard. Miaow!
Pronounce the new word clearly and have the Storyteller: The mouse is sad.
children repeat it after you. Also consider using a Mouse: Hello, rabbit, hello, hamster.
facial expression as an example. Squeak, squeak.
Let’s play.
Rabbit and hamster: No, go away.
Pre-teaching new phrases
Storyteller: The mouse is very sad.
Let’s play; Go away. Mouse: Oh, I’m so sad. What can I do now?
Oh, what’s this?
• Put up on the board the story cards that illustrate the
Wonderful.
sentences Let’s play. and Go away.
Abracadabra, one, two, three.
• Make the meaning of the sentences clear through
Ooooooh!
appropriate gestures and say the phrases a few
Dog: Woof, woof!
times. Get the children to imitate your movements
Let’s go to the show.
and repeat after you.
Hamster and cat: Yes.
Mouse: Ladies and gentlemen.
Welcome to the show.
Abracadabra, one, two, three. Tada.
All the animals: Super!
Dog: A duck!
Mouse: Thank you. Thank you very much.
Squeak, squeak.
Unit
3
 Listen and stick. Telling the story
• Tell the story again with the aid of the story
Listening exercise: cards. As you are telling the story, stick the cards, one
Sticker activity CD 1/33 after the other on the board.

• If you tell the story several times, you can gradually
U ni t
3 prompt the children to say it with you. Point to the first

33
picture and say, e.g.: Hello dog. Squeak, squeak. Let’s
4 Listen and stick.
CD 1
play.
• Gesture for the children to say with you: No, go away!
Woof, woof, etc.
?
Mini-dialogues – role play
• Say to one child: You’re the dog. Now imitate the voice
of the mouse and say: Hello dog. Squeak, squeak. Let’s
play. If necessary whisper to prompt the child: No, go
away. Woof, woof.
• Say to another child: You’re the cat., etc.
Option: The story can also be acted out as a role play. (See
? Teacher’s Book pp. 148–149 for the photocopiable
master for masks.)
20
U ni t
?
21
• If the classroom is equipped with a TV and DVD player,

the children can first watch the story and then proceed
with the other activities.
• Ask the children to find the picture stickers for this unit
and show them where to look. They then look at pp.
20–21 in their Pupil’s Books.
• Play the audio version of the story twice (CD 1/33).
The children listen and stick the picture stickers in the
corresponding blank spaces.
• Circulate and check the children’s work.
Option: Place a completed picture story in the classroom.

The children go and check it independently.
Unit
3 Pets
L E S S O N 6
Receptive language: The rabbit’s sad; The duck Topic: Speaking motivation ‘Social behaviour’.
goes away; Hello, dog, quack, quack. Let’s play; General knowledge: Speaking motivation ‘How to
No, go away, duck! Woof, woof!; Abracadabra, behave (in a fair way)’.
one, two, three!
Materials:
Linguistic skills: (optional) masks for the story The mouse (in the
Understanding sentences on the CD and matching appendix to the Teacher’s Book)
to the pictures in the book. CD 1/34; Activity Book, p. 19, ex. 5; (optional)
answer key for self-checking;
Understanding sentences on the CD and ticking
the corresponding pictures in the book.
Revision • Demonstrate one example. Stop the CD after the first

• Have the children perform the role play The mouse from example Pink. The rabbit’s sad. Repeat the sentence
Lesson 5. Give out the masks for the individual roles and pretend to tick the right box of the first (pink) pair of
(optional). If possible, show the DVD for revision before pictures.
the children perform the story. Remember to give them a • Then play the whole recording again (CD 1/34). The
round of applause (Let’s give them a big hand!). children listen and tick the boxes.
 Listen and tick (3). Tapescript:

Listening exercise CD 1/34 Speaker 1: Pink. The rabbit’s sad.
Pink. The rabbit’s sad.
U ni t
3 Speaker 2: Red. The duck goes away.

34
Red. The duck goes away.
5 CD 1
✓
✓ ✓
Speaker 1: Blue.
Duck: Hello, Dog, quack, quack. Let’s play.
Speaker 1: Blue.
✓ ✓
Duck: Hello, Dog, quack, quack. Let’s play.
Speaker 2: Yellow.
Dog: No, go away, Duck! Woof, woof!
✓ ✓ Speaker 2: Yellow.
Dog: No, go away, Duck! Woof, woof!
Speaker 1: Green.
✓ ✓
Duck: Hello, Cat. Hello, hamster. Let’s play.
Quack. Quack!
Speaker 1: Green.
Duck: Hello, Cat. Hello, hamster. Let’s play.
19
Quack. Quack!
• The children open their Activity Books on p. 19 and Speaker 2: Purple. The cat’s sad.
look at the pictures. Hold up your book and point at Purple. The cat’s sad.
one picture after the other while speaking: The mouse
is sad./The rabbit’s sad./The duck goes away/… The Speaker 1: Orange.
children listen to you and point at the appropriate Dog: Abacadabra. One, two, three.
pictures in their books. Speaker 1: Orange.
• Then say all the sentences in random order once again Dog: Abacadabra. One, two, three.
and the children point to the pictures.
• Tell the children that they are to listen to the CD and Speaker 2: Black.
to tick the correct box in each of the pairs of pictures Dog: A rabbit! Woof, woof!
indicated by the coloured frames. Speaker 2: Black.
Dog: A rabbit! Woof, woof!
Unit
3
• The children listen again and check. Go around the Alternative: Draw eight pairs of boxes (in the corresponding
class and help if necessary. Ask: What about pink? Left colours) on the board that represent the page in the
or right? Children: Right. Activity Book. Have the children tell you the
answers. Tick the corresponding boxes.
• Check the children’s work.
self-checking. On a sheet of paper draw eight pairs of
boxes that represent the page in the Activity Book. Tick
the correct box in each pair. The children go to the key
and check their own work themselves.
L E S S O N 7
Vocabulary, phrases and structures: Putting pictures in the correct order by numbering
ghost; Kick the ball; Run! them.
Receptive language: Let’s play; Great; What’s Miming a role play in a group.
this?; Wonderful!; Abracadabra; A ghost; Stop! Following numbered pictures to create a mime
sequence.
Linguistic skills:
new word/phrases. Topic: Speaking motivation ‘Community building’.
Understanding a story from the CD. Materials:
Understanding sentences from the story.
Story cards: The mouse
Cognitive, motor and social skills: Flashcards: ghost, hat; CD 1/35; Pupil’s Book,
Understanding sentences from the CD and p. 22, ex. 5; CD 1/36; Activity Book, p. 20, ex. 6
matching them to the pictures in the book.
Revision  Listen and write the numbers.

• Together with the children reconstruct the story Listening exercise: Story CD 1/35
The mouse with the story cards.

U ni t
3
Vocabulary extension 5
35
CD 1
ghost, hat 3 1
• Introduce the new words with the aid of the illustrations

in the Pupil’s Book on p. 22 or the flashcards. Repeat
the new words several times and have the children
repeat them after you. 6 5
4 2
22
• As a warm-up exercise, ask the children to look at the

pictures on p. 22 of the Pupil’s Book. Tell them that the
pictures make up a story, but that they are printed in the
wrong order.
• Ask the children to tell you in L1 what they think the
story is about.
• Play the story twice (CD 1/35). The children listen and
put the pictures in order by numbering them one to six.
Unit
3 Pets
• Ask the children to open their Activity Books on p. 20
Tapescript: and look at the pictures in ex. 6. Tell them that they are
Dog: Hello, Cat. Woof, woof. Let’s play. to number the pictures according to what they hear on
Cat: OK, great. Miaow. CD.
• Play CD 1/36 and have the children order the pictures
Dog: Hello, Rabbit. Woof, woof. by numbering them one to six.
Cat: Hello, Rabbit. Miaow. Let’s play. • Play the CD again. The children listen and check.
Rabbit: OK. Great. • Finally, check the children’s work by asking, e.g.: What
number is ‘Hello, Cat. Let’s play. – OK, Rabbit. Miaow.’?
Rabbit: Oh, what’s this?
Cat, Rabbit, Dog: Wonderful!
Tapescript:
Rabbit: Abracadabra. Rabbit: Hello, Cat. Let’s play.
Cat, Rabbit, Dog: One, two, three. Cat: OK, Rabbit. Miaow.
Ghost: Ooooooooooh!
Cat, Rabbit, Dog: A ghost, oh no! Cat: Kick the ball, Rabbit.
Rabbit: OK!
Ghost: Oh, stop. Let’s play.
Oooooooooooh! Mouse: Hello, Rabbit. Hello, Cat.
Let’s play.
Rabbit and Cat: OK. Great.
• Have the children call out words or phrases that they
remember from the story. Rabbit and Cat: Run, Mouse!
• Play the CD again. The children check their work. Mouse: Yeaahhh!
• Then check the answers as a whole class by saying:
What number is ‘Hello, cat. Woof, woof. Let’s play’?/… Cat: Kick the ball, Mouse!
Children: (Number) one/…
Cat, Mouse, Rabbit: Oh, no!
Vocabulary extension
Kick the ball; Run!
Role play
• Make the meaning of the new words/phrase clear
• Divide the class into groups of three. Tell each group to
through appropriate actions.
decide who is Rabbit, who is Mouse and who is Cat. The
groups then use the numbered pictures in the Activity
 Listen and write the numbers. Book to create a mime of the story in ex. 6.
• Practice some possible mimes with the children before
Listening exercise CD 1/36 they begin, e.g. Say: Run! and run to the spot. Say: Kick
the ball! and mime kicking a ball. Say: Let’s play! and
gesture for the children to come with you. Say: Oh, no!

U ni t
3 and look horrified.

• When they have had time to rehearse, invite groups
36
6 CD 1
6 3 to perform for the other children as you read out the

tapescript or play the CD (1/36).
2 1
4 5
20
Unit
3
L E S S O N 8
Vocabulary, phrases and structures: Optional: Pair work: Reciting magic spells
Understanding the dialogue from the CD and
Abracadabra, one, two, three; a rabbit and a book;
pointing to the corresponding characters in the
a plum and a banana; a mouse and a green pencil;
picture.
a duck, a mouse, a little cat
Receptive language: hat; What’s number (two)?; Cross-curricular integration:
What about number (three)? General knowledge: Speaking motivation
Linguistic skills: ‘Mystery’.
Understanding the meaning and pronunciation of Materials:
the new words. CD 1/35; Pupil’s Book, p. 22, ex. 5;
Understanding magic spells from the CD. Flashcards: banana, plum; CD 1/37; Pupil’s Book,
Cognitive, motor and social skills: p. 23, ex. 6; CD 1/38; Activity Book, p. 21, ex. 7;
coloured pencils
Understanding magic spells from the CD and
drawing accordingly.
• Revise the story from the previous lesson. The children
Young man: Have you got a pet?
look at the pictures on p. 22 of their Pupil’s Books and
Child 1: Yes, I’ve got a rabbit.
listen to CD 1/35.
Child 2: I’ve got three cats.
Child 3: Only I’ve got six ducks.
Vocabulary extension Child 4: I haven’t got a pet. I’m very sad.
little, plum, banana
• Explain the word little by indicating with your thumb and • Ask the children to open their Pupil’s Books at p. 23,
index finger that something is little. ex. 6 and give them a minute to look at the picture.
• Say the new word several times and the children repeat • Play CD 1/37 and have the children look at the picture
after you. again. Play it a second time and have them point to the
• Introduce the words plum and banana by using the appropriate character in the picture.
flashcards. Show the children the appropriate flashcard
and have them repeat the words after you.
 Listen and draw.
 Listen and point. Listening exercise CD 1/38
U ni t
Listening exercise CD 1/37 3

38
7 CD 1
Listen and draw.
U ni t
3 1 2
37
Listen and write the numbers. 6 CD 1
Listen and point.
3 4
21
• Ask the children to open their Activity Books at p. 21. Tell

23 them that they are going to listen to four magic spells on
the CD. They should listen very carefully and draw the
appropriate objects or animals in the corresponding hats.
Unit
3 Pets
• Hold up your book and demonstrate the first magic spell. Step to creativity (optional)
• Point to the first picture. Say: One. Play the first magic
• The children create their own spell and draw a picture of
• trick from CD 1/38. Stop the CD. Look at the children
it on a piece of paper. Give the children sufficient time for
questioningly. Ask: What is it? and prompt them to say:
this and go around the class to help if necessary.
A rabbit and a book. Pretend to draw a rabbit and a book
• When the children have finished their work, get them to
in the hat in picture 1 and say the spell as you do so.
practise their spells together with a partner. Help with
• Play the next trick. Stop the CD and get the children
the language.
to draw the appropriate fruit (a plum and a banana) in
• Finally, ask volunteers to present their magic spells in
the hat in picture 2. Continue like this for the remaining
front of the whole class. Remember to give applause.
pictures.
(Let’s give them a big hand!)
Tapescript:
Child 1: Abracadabra, one, two, three,
a rabbit and a book,
a rabbit and a book,
a rabbit and a book for me!
Heeheeheeheehee!
Child 2: Abracadabra, eenie, meenie, moo,

a plum and a banana,
a plum and a banana,
a plum and a banana for you!

Cat: Abracadabra, miaow, miaow, miaow,
A mouse and a green pencil,
A mouse and a green pencil,
Miaow, miaow, meeeeeeoooooooooow!

Mouse: Abracadabra, here we go,
a duck, a mouse, a little cat,
a duck, a mouse, a little cat,
are in my hat!
Squeak, squeak.

• Ask them: What’s number two? Children: A plum and
a banana. Say: Yes./ Right. What about number three/
four? The children answer accordingly.
• When you have checked their answers, the children can
colour in the objects.
Unit
Toys 4
L E S S O N 1
Vocabulary, phrases and structures: (Optional) Looking for toys hidden in a picture with
teddy bear; train; plane; car; doll; computer game; a partner.
ball; puzzle; seven; eight Counting the toys.
Receptive language: How many balls are there?; Cross-curricular integration:
Three (balls).
Music
Linguistic skills: Topic: Speaking motivation ‘The world of the child’.
Understanding the meaning and pronunciation of Mathematics: Numbers one to eight
the new words. Materials:
Guessing toys.
Flashcards: teddy bear, train, plane, car, doll,
Plural-s.
computer game, ball, puzzle, one, two, three, four,
Cognitive, motor and social skills: five, six, seven, eight; Pupil’s Book, p. 24, ex. 1;
Finding toys hidden in a picture. toys and a bag
Revision Exercises for anchoring words in the

• Revise the colours. Say, e.g. (Jovana), point to children’s productive memory
something (blue). (Jovana) points to something (blue) in • Ask the children to close their eyes. Say the words one
the classroom. after the other in a variety of pitches and volumes. The
children are to imitate them.
Introduction of vocabulary • Put toys into a bag and ask a child to put one hand in,
feel a toy and guess what it is. Then the toy is pulled out
teddy bear; train; plane; car; doll; and shown to the other children.
computer game; ball; puzzle • Continue with different children until all the toys are on
• Show the flashcards one after the other. Say, e.g.: the table.
Teddy bear. and mime hugging a toy teddy bear. Say
Note: The effect of the children closing their eyes is to remove
the word teddy bear again and ask the children to imitate
visual distractions so they can concentrate fully and
your action.
completely on the sound pattern. Accurately listening to
• Introduce the rest of the new words in the same way. and imitating different sound qualities helps to reinforce the
• Say the new words in random order and ask the children correct pronunciation in the long-term memory.
to imitate your actions.
• Say all the words again and the children repeat after
you. Vocabulary extension
• Practise the words with the following activities: seven; eight
– Say a word and ask the children to do the
• Revise the numbers from one to six and introduce the
corresponding action.
new numbers with the flashcards.
– Lip reading (Mouth the word but don’t say it.)
• Show a flashcard and say the number several times. Get
– Say: Touch the … .
the children to repeat after you.
– Ask: What’s missing? (See Unit 1, Lesson 9, Revision)
• Put the flashcards on the board. Point to the flashcards
in order then point to them at random. The children say
the corresponding words.
Note: Picture, sound and action reinforce the understanding and

memorizing of the word. Repetition helps to store the sound
pattern in the memory.
Pronunciation tip: Make the children aware of the difference

between plane [p] and ball [b], train [t] and
doll [d]. If the children hold a hand in front of
their mouth, they can feel a burst of air when
[p] and [t] are pronounced correctly. In the
pronunciation of puzzle, a clearly voiced [z]
similar to the buzzing of a bee can be heard.
Unit
4 Toys
 Look and count. Say. Look at the picture with the children.
Hidden picture puzzle • Tell them to find out how many dolls, balls, etc. are
hidden in the picture. Option: They try to find the toys in
U ni t
Toys pairs.
4
• Ask the children to look for one kind of toy together,
1 Look and count. Say.
e. g. the ball. Ask: How many balls are there? Children:
Three. Say: Yes, right. Three balls.
• Check the number of the other toys in the same way.
Help the children answer by whispering: One puzzle.
Two computer games., etc.
Answer key:
2 puzzles
6 computer games
8 balls
4 planes
5 trains
7 cars
1 teddy bear
3 dolls
24
L E S S O N 2
Vocabulary revision: colours; toys; numbers one to Art
eight Topic: Speaking motivation ‘The world of the child’.
Receptive language: What’s number (four)?; What Mathematics: Numbers one to eight.
colour is the … / number …?
Materials:
Linguistic skills: Flashcards: one, two, three, four, five, six, seven,
Reinforcing the meaning and pronunciation of the eight; teddy bear, train, plane, car, doll, computer
new numbers. game, ball, puzzle
Understanding numbers and colours on the CD. CD 2/4; Activity Book, p. 22, ex. 1; coloured
pencils
Understanding numbers and colours on the CD
and colouring in shapes accordingly.
• Ask the children to listen closely and call out the number
that should follow in the sequence, e.g.:
Three, four, five … Children: Six.
Revision
Five, six, seven … Children: Eight.
• Revise the toys and the numbers from one to eight with Four, five, six … Children: Seven.
the flashcards. Eight, seven, six … Children: Five.
Four, three, two … Children: One.
Vocabulary games for anchoring words in
the children’s productive memories
• Eight children stand in a row in front of the class. Tap
one or more children on the back. These children sit
down on the floor quickly. The rest of the class call out
the number of children left standing.
• Ask two children to come to the board. Now call on
individual children to call out numbers from one to
eight. The children at the board clap the corresponding
numbers.
Unit
4
• Check the children’s work by asking: What colour is
 Listen and colour. number three? etc.
Find, write the numbers and colour. • The children finish colouring the shapes.
• Demonstrate the next step. Hold up your book. Speak
Matching exercise CD 2/4 and point. Say: Look. Number one. It’s yellow. Trace the
line with your finger and point at the car which is already
U ni t
Toys numbered and marked yellow. Say: It’s the car. Number
4
4
one is the car.
1 CD 2
Listen and colour. Find, write the numbers and colour.
• Say: Write the numbers. The children trace each line
and write the same number in the circles.
1 5 • Check the children’s work by asking: What’s number
RED
2
four? The children answer The puzzle., etc.
4
GREEN•RED • Hold up your book and point to the car. Ask: What colour
3 8 is the car? Children: Yellow.
GREEN
• The children colour the toys in the same colour as the
4 7 shapes they are matched with on the left side of the
PURPLE•YELLOW
5 1
page. Give the children sufficient time for this exercise.
YELLOW Go around the class and help if necessary.
6 2 • Ask what colour the toys are, e.g.: What colour is the
ORANGE•PINK
3
doll?
• You can also ask: What’s number (seven)? Children:
7
BLUE
6 The doll. Teacher: What colour is it? Children: It’s

8
PINK (purple and yellow)., etc.
22
• Ask the children to open their Activity Books at p. 22

Hold up your book and point at the shapes on the left-
hand side of the page. Count from one to eight and at
the same time point at the corresponding shapes. The
children point along in their books. Tell them that they
are to listen to the CD and to colour the shapes.
• Play CD 2/4 twice and the children mark the shapes
with the colour accordingly. They later colour them
completely.
Tapescript:
Speaker 1: Number one – yellow.
Number one – yellow.
Speaker 2: Number two – orange and pink.
Number two – orange and pink.
Speaker 1: Number three – blue.
Number three – blue.
Speaker 2: Number four – green and red.
Number four – green and red.
Speaker 1: Number five – red.
Number five – red.
Speaker 2: Number six – pink.
Number six – pink.
Speaker 1: Number seven – purple and yellow.
Number seven – purple and yellow.
Speaker 2: Number eight – green.
Number eight – green.
Unit
4 Toys
L E S S O N 3
Vocabulary revision: rabbit, toys (teddy bear, train, Understanding the new phrases on the CD and
etc.) pointing to the appropriate pictures in the book.
Receptive language: Happy birthday! This is for Numbering pictures in accordance with instructions
you. on the CD.
How old are you? I’m (seven). What is it? Open it. Drawing/circling objects as instructed.
Is it a ...?
Linguistic skills: Topic: Speaking motivation ‘The world of the child’.
Understanding the new phrases on the CD, Behaving in a social setting
repeating the new phrases.
Understanding the new phrases on the CD and Materials:
matching with the pictures in the book. Flashcards: rabbit, teddy bear, train, plane, car,
Understanding dialogues from the CD. doll, computer game, ball, puzzle
Understanding instructions from the CD. Flashcard: small; CD 2/1–3; Pupil’s Book, p. 25,
ex. 2–3; CD 2/10–11; Activity Book, p. 23, ex. 2–3;
(optional) magazine clippings
 Listen and point.

Write the numbers.
Revision
• Revise the words for toys and rabbit by using the Listening exercise CD 2/1–2
flashcards and playing What’s missing? with the children
(see Unit 1 Lesson 9). U ni t
4
1/2
CD 2
4 3
mum, dad, brother, sister

tennis racket, football
small
1 2
• Find a few pictures of families in magazines and cut
them out. If necessary, paste them onto cardboard for
ease of presentation. Show the pictures to the class.
Introduce each family member: mum, dad, brother,
sister. Repeat the words a few times and have the
3
3 CD 2
children repeat them after you. Consider sticking the

Tapescript:
pictures on the board. Point to various family members
and have the children tell you who they are. Whisper Dad: Happy birthday, Mike! This is for you.
the answers and have them read your lips if necessary.
Mike: Thank you, Dad!
Alternatively, use the illustrations on p. 25 of the Pupil’s
Book to introduce the new words. Sister: Happy birthday, Mike! This is for you.
25
• Introduce tennis racket and football by drawing them on Mike: Thank you, sister!
the board. Brother: Happy birthday, Mike! This is for you.
• Introduce small with the aid of the flashcard.
Mike: Thank you, brother!
Mum: Happy birthday, Mike! This is for you.
Pre-teaching new phrases
Mike: A big cake! Thank you, Mum! Thank you
Happy birthday; How old are you? very much!
• Draw a birthday cake and a birthday present on the
board. Draw a stick figure next to them, point to it and
say: Happy birthday! If necessary, use L1 to clarify • Ask the children to open their Pupil’s Books at p. 25,
Explain the meaning of How old are you? in L1. Have ex. 2 and give them a minute to look at the pictures.
the children repeat the phrases after you. • Play CD 2/1 and have the children look at the pictures
• Alternatively, use the illustrations on p. 25 of the Pupil’s again. Play CD 2/2 and have them number the appropri-
Book to explain the meaning of the phrases. ate picture. Number one has been done as an example.
• Point to each picture and have the class read out the
appropriate number.
U ni t
4
2
1/2
Listen and point. Write the numbers. Unit
4
CD 2
4 3
 Listen and point.

1 Say. 2
Sister: Happy birthday! This is for you.
Listening exercise CD 2/3 Child: Is it a car?
Sister: No.
3
Child: Is it a teddy bear?
3 Listen and point. Say.
CD 2
Sister: No.
Child: Is it a puzzle?
Sister: No, open it.
Child: Oh, it’s a small rabbit!
Brother: This is for you.

25
Child: What is it?
Brother: Open it!
Child: Oh, it’s a football!
Tapescript:
Child 1: How old are you? • Ask the children to open their Activity Books at
Child 2: I’m seven. How old are you? p. 23, ex. 2.
Child 1: I’m eight. • Allow them a moment to have a look at the four pictures.
• Play the recording (CD 2/10) while the children look
at the picture. Play the first part a second time. Have
the children tell you what they need to draw by asking:
• Ask the children to open their Pupil’s Books at p. 25, ex. Number one, what is it? Point to the picture. After they
2. have answered, give them sufficient time to draw
U ni t
4 the
• Play CD 2/3 and have the children look at the picture. picture. 10
Play it a second time and have them point to the appro- 2 Listen and draw.
• Repeat the process for all four pictures.
CD 2
priate child in the picture.

1 2
• If time allows, select a few children and ask them how

old they are. Prompt them with answers if necessary.
 Listen and draw. 3 4

 Listen and draw.
Matching exercise CD 2/10 3
11
CD 2
Listen and draw.
U ni t
4
10
2 CD 2
Listen and draw.
1 2
23
3 4
Tapescript:
Speaker: How old are you?
3
11
Listen and draw.
Child 1: I’m six.
CD 2
Child 2 I’m eight.

Tapescript:
Child 3: I’m five.
Dad: This is for you! Child 4: I’m seven.
Child: What is it? Speaker: How old are you?
Dad: Open it. 23 Child 5: I’m four.
Child: Oh, it’s a computer game!
Mum: Happy birthday, dear! This is for you. • Ask the children to look at the rows of birthday candles
Child: Is it a plane? in ex. 3, p. 23. Have them count the candles in the first
Mum: No. row. Ask them: How many are there?
Child: Is it a train? • Play CD 2/11 and have the children mark the appropri-
Mum: No. ate number of candles. Have them listen to it a second
Child: Is it a ball? time and circle the correct number.
Mum: No, open it. • Go around the class to check the answers or draw the
Child: Oh, it’s a tennis racket. rows of candles on the board and have the children tell
you how many to circle.
Unit
4 Toys
L E S S O N 4
Vocabulary, phrases and structures: Speaking rhythmically.
Vocabulary revision: toys, colours Colouring objects as instructed.
Receptive language: A big car. A small star. Composing and reciting a rhyme.
The big car is purple. The small star is red. Cross-curricular integration:
A red car.
Topic: Speaking motivation ‘The world of the child’.
Understanding the new phrases on the CD, Materials:
brown, orange, pink, purple; teddy bear, train,
Chanting a rhyme rhythmically.
plane, car, doll, computer game, ball, puzzle

U ni t
4
Cognitive, motor and social skills: Flashcards: star, big; CD 2/5–7; Pupil’s Book,
5/6
4
Understanding the new phrases on the CD and p. 26, ex. 4–5; coloured pencils
CD 2
pointing to the appropriate objects in the picture.
Revision  Listen and colour. Say.

• Play What’s missing? with the flashcards for toys and Listening exercise: CD 2/7
colours. (See Unit 1, Lesson 9, Revision.)
7
5 CD 2
BLUE
star, big
PINK
RED
• Hold up the toy flashcards and ask the children to say PURPLE GREEN
BLACK
the words.
• Introduce the words star and big with the flashcards and
encourage the children to repeat them several times. 26
 Listen and point. Say. Tapescript:

Listening exercise CD 2/5–6 The big car is green.
The small star is pink.
The small train is black.

U ni t
4
The big star is purple.
5/6
4 CD 2
The small car is red.
The big train is blue.
• Ask the children to have a look at the picture on p. 26 of their

Pupil’s Books, ex. 5. Make sure they have their coloured
pencils ready (green, pink, black, purple, red, blue).
• Play CD 2/7 and have the children look at the picture.
7
Play it a second time and have them mark the objects
5 Listen and colour. Say.
CD 2
with the appropriate colours.
Tapescript: • Allow them a little more time to colour in the objects and
then ask them what colours the toys are: What colour is
A big plane.
BLUE PINK
RED
the car/train?
A small train. PURPLE GREEN
• Consider asking a few more questions as you see fit; for
A big ball. BLACK
example, if a child has a blue notebook, you could ask:
A small car. What colour is the notebook?
A big star.
26
• Ask the children to open their Pupil’s Books at p. 26, ex. 4. Word Play
• Play CD 2/5 and have the children look at the picture. • Attempt to make rhymes with the children: A big star, a
Play it a second time and have them point to the small car, a big plane, a small train. You could also add
appropriate object in the picture. the words for colours: A pink star, a red car, etc. You
• Select a few children and ask them separately: What’s may need to repeat these phrases a few times. For the
this? Prompt them to use the words big and small. purposes of composing a rhyme, you could also use
• Consider playing CD 2/6 and having the children repeat recording CD 2/6 for a background rhythm.
the sentences against a background rhythm. You may
need to help them follow the rhythm.
Unit
4
L E S S O N 5
Vocabulary revision: The big (plane) is (purple). Art
Is your (plane) red?; No, it isn’t; Yes, it is.
Materials:
Linguistic skills: Flashcards: red, yellow, green, blue, black, white,
Asking for colours of toys and answering brown, orange, pink, purple; bike, boat; teddy bear,
accordingly. train, plane, car, doll, computer game, ball, puzzle,
star;
Cognitive, motor and social skills: Activity Book, p. 24, ex. 4–5; coloured pencils
Colouring in pictures.
Pair work: Doing an information gap activity.
U ni t
Playing a game (Bingo!). 4

4 Colour and say.
1 2
Revision  Colour. Play bingo.

• Hand out the flashcards for colours and toys to
individual children. Say, e.g.: Give me the red ball. The
Game: Bingo!
two children with the appropriate flashcards come out to
the board. They hold up the cards (for red and ball) and 5 Colour. Play bingo.
say: Here you are.
 Colour and say.

Pair work: Speaking exercise

U ni t
4
4 Colour and say. 24
1 2
• Get the children to colour the toys in ex. 5 in one of the

following colours: red, green, blue, yellow or pink.
• Explain that you will tell them what toys they should
cross out in their Bingo grid. The child who has crossed
5 Colour. Play bingo.
out three pictures in a row (across or down) calls out
Bingo!
• Ask the children to open their Activity Books at p. 24 and • Slowly tell them what to cross out, e.g. a pink car, a
look at ex. 4. yellow teddy bear, a red train, …etc. Keep a note of the
• Divide the class into pairs and tell them that each child colours of the items you say.
sitting to the left will be colouring the pictures under 1 • To check, tell the winner to say the toys and the
and each child sitting to the right the ones under 2. corresponding colours in their row.
• Tell the children that they should put a schoolbag or a
book on the desk so that they cannot see their partner’s
work.
• Allow the children
24
a sufficient amount of time to colour in
the objects and make sure they use colours which they
can name in English.
• Explain to the children that they then need to tell their
partner what colour they used for the objects. You can
give an example by looking at one child’s picture and
telling the other child: The big plane is blue.
• Once each partner has been given a total of four
instructions for colouring, the children swap roles.
• Continue to walk around the classroom to check on the
children’s progress and see if they need any help.
• At the end, have the children describe their pictures
orally.
Unit
4 Toys
L E S S O N 6
Vocabulary, phrases and structures: Drawing oneself and making statements about
I’ve got three/four/… cars/planes/… oneself.
Receptive language: How many cars/… has Pair work: Saying which and how many toys they
(Anna) got?; How many cars/… have you got? have.
What has (James) got? Cross-curricular integration:
Linguistic skills: Topic: Speaking motivation ‘My toys’.
Learning the meaning and pronunciation of the Mathematics: Counting from one to eight
new phrases. Materials:
Understanding statements from the CD.
Flashcards: one, two, three, four, five, six, seven,
Saying how many toys the children in the listening
eight; train, plane, car, ball
exercise have got.
CD 2/8; Pupil’s Book, p. 27, ex. 6; CD 2/14 Activity
Cognitive, motor and social skills: Book, p. 25, ex. 6
Understanding words from the CD and matching
them to pictures in the book.
• Revise the words train, plane, car and ball and the
Anna: Hi, I’m Anna. I’ve got two cars, one train and
numbers one to eight with the flashcards.
six dolls. Again. I’ve got two cars, one train
and six dolls.
Tom: Hi, I’m Tom. I’ve got six cars, two planes and
three balls. One more time. I’ve got six cars,
 Listen and write the numbers. two planes and three balls.
Listening exercise CD 2/8 Lisa: Hi, I’m Lisa. I’ve got three planes, two trains,
four dolls and two balls. Again. I’ve got three
U ni t
4 planes, two trains, four dolls and two balls.

8
6 CD 2
Draw, write the numbers and say.
• Play the CD several times.

Anna Tom Lisa
• Check the children’s answers by asking: How many cars
2 6 has (Tom) got? Child: Six. Teacher: Yes, right./No, sorry.
2 3 etc.
1 2
6 4
 Draw, write the numbers and say.
3 2
7
9
Speaking exercise
CD 2
• The children draw their own face in the silhouette in the

• Ask the children to open their Pupil’s Books at p. 27 and top right of the grid in the Pupil’s Book on p. 27. Then
to look at the first column of the grid in ex. 6. Name the they fill in the last column for themselves so that they
toys first in order, then jumbled up. The children point to can say later, e.g.: I’ve got three cars, four planes and
the appropriate items in the first column of the grid. three dolls.
• Hold up your book, point to the photos of the children • Ask individual children: (Marija), how many cars have
and give their names. 27
you got?. (Marija): Six.
• Tell the children that they are going to hear which toys • Say, e.g.: Wow, that’s a lot!, etc.
and how many of them Anna, Tom and Lisa have. They
should listen and write the corresponding numbers in
the boxes in the grid.
• Play CD 2/8. Stop after the first child (Anna). Ask: How
many cars has Anna got? Child: Two. You: Yes, right. /
No, sorry. etc.
Unit
4
 Listen and circle. Tapescript:
Speaker: James.
James: I’ve got a train, three cars, two planes and
U ni t
three balls. Once more. I’ve got a train,
4 three cars, two planes and three balls.
14
6 Listen and circle.
1
CD 2
Speaker: Ruby.
Ruby: I’ve got three dolls, four trains, five planes
and two cars. Once more. I’ve got three
dolls, four trains, five planes and two cars.
• Ask the children to open their Activity Books at p. 25 and

to look at ex. 6.
• Tell them to listen to the CD and circle the number of
toys the two children (James and Ruby) have.
7 Say. • Play the recording (CD 2/14) twice for both of the
children (James and Ruby). The children listen and
circle the number of toys accordingly.
• Check the answers as a class. Ask: What has James
got? The children answer: Three cars, two planes and
three balls. Repeat for Ruby.
25
L E S S O N 7
Vocabulary revision: names for family members Understanding the new phrases on the CD and
Receptive language: My (dad) is (tall). pointing to the appropriate objects in the picture.

Understanding the new phrases on the CD,
Topic: Speaking motivation ‘The world of the child’. U ni t
repeating the new phrases. 4

Materials:
Describing items in a picture. 6
8
Flashcards: big, small, Draw, write the numbers and say.
sad, cat, teddy bear
CD 2
Flashcards: happy, tall, fat; CD 2/9; Pupil’s Book,

p. 27, ex. 7; Activity Book,
Annap. 25, Tom ex. 7
Lisa
2 6
2 3
Revision  Listen and point. Say. 1 2

6 4
• Use the flashcards to revise the words big, small, sad, Listening exercise CD 2/9
cat and teddy bear. Show the children the flashcard, but 3 2
don’t look at it yourself. Ask them: Is it a (cat)? After they

9
7 CD 2
answer, you can ask additional questions, e.g.: Is it a big

cat?
happy, tall, fat
27
my
• Introduce the words happy, tall and fat by using the
flashcards. Tapescript:
• Introduce the word my by using some object of yours My Dad is tall.
as an example, e.g. hold up your notebook and say: My Mum is happy.
My notebook. Encourage the children to repeat the new My brother is sad.
words several times. My sister is small.
And my cat is fat.

• Play CD 2/9 and have the children point to the
appropriate characters in the picture.
repeat the phrases.
• Point at random characters in the picture and elicit the
phrases from the children.
4
Unit
14
6 CD 2
Listen and circle.
4 Toys
1
Additional activity: Once you have finished the two

 Say.
2
exercises, have the children describe their school objects

Speaking exercise to you using the words for colours and size. Elicit at least
one sentence from each child, using examples from
the classroom. First, give an example of something that
7 Say.
belongs to you, e.g.: My book is red. Then point to some of
the children’s school objects and try to elicit answers, e.g.
(Ksenija): My rubber is small.
If you feel that you need to revise the vocabulary, you
can play What’s missing? with the flashcards (see Unit 1,
Lesson 9, Revision) from Units 1 and 2 to help the children
25
remember the words.
• Allow them a few moments to have a look at the five
pictures.
• Randomly select one character in the picture and
provide the description, e.g. point to the cat and say: My
cat is fat.
• Hold up your book and ask the children individually; call
out their name and point to a character. Ask them: (Mila),
what is it? When she answers: A cat, ask her, e.g.: Is the
cat small?
L E S S O N 8
Vocabulary revision: Close. / Open. / Touch. Understanding the new phrases on the CD and
Receptive language: Close/Open your eyes. / pointing to the appropriate objects in the picture.
Touch your nose. / Listen. / Smile. Matching instructions with actions.
Understanding the new phrases on the CD, Topic: Speaking motivation ‘The world of the child’.
repeating the new phrases. Sport
Materials:
Flashcards: eyes, nose; CD 2/12; Pupil’s Book,
p. 28, ex. 8; CD 2/15; Activity Book, p. 26, ex. 8
Revision  Listen and point. Say.

• After you enter the classroom, revise the instructions
Open, Close and Touch by giving the children a few
orders: (Sanja), open the window. (Nikola), touch your
U ni t
schoolbag. 4
12
8 CD 2
Introduction of vocabulary 3 6
eyes, nose
stand up, sit down, stretch, smile, your
• Introduce the words eyes and nose with the aid of the
flashcards. Encourage the children to repeat the words 2 1
after you.
• Introduce the orders stand up, sit down, stretch and
smile by making appropriate gestures. Give a few
orders to the entire class to check if the children have
4 5
understood you correctly.
• Introduce the word your by using some objects in the
classroom as examples; e.g. hold up your notebook and
say: My notebook, and then point to a child’s book and
say: Your notebook and point to the child.
28
Unit
4
Tapescript: Tapescript:
Stand up. Speaker 1: One: Stand up!
Close your eyes. One: Stand up!
Touch your nose.
Speaker 2: Two: Touch your nose.
Touch your eyes.
Two: Touch your nose.
Open your eyes.
Smile! Speaker 1: Three: Sit down.
Three: Sit down.
Speaker 2: F
our: Smile!
• Ask the children to open their Pupil’s Books at p. 28, ex. 8. Four: Smile!
• Allow the children a minute to look at the pictures. Speaker 1: F
ive: Streeeeeech!
• Play CD 2/12 while the children number the appropriate Five: Streeeeeech!
picture.
• Play it a second time and have the children repeat the Speaker 2: Six: Open your eyes!
instructions. Six: Open your eyes!
• To check their answers, read out the numbers and have
the class repeat the order. • Ask the children to open their Activity Books at p. 26, ex. 8.
• Before the next exercise, have the whole class stand up. • Allow the children a minute to look at the pictures.
Give instructions, first slowly and then more and more • Play CD 2/15 while the children tick the appropriate box
quickly. in the picture.
• To check their answers, read out the numbers and have
the class repeat the order. You can also draw two boxes
 Listen and tick (3). next to six numbers on the board and ask the children
whether they ticked the left or right one.

U ni t
4
15
8 CD 2
✓
1 2
✓ ✓
3 4
✓ ✓
5 6
✓ ✓
26
Unit
4 Toys
L E S S O N 9
Vocabulary, phrases and structures: Colouring items one can name.
Vocabulary revision: teddy bear, doll, computer Drawing items as instructed.
game, sad, happy, I’ve got... Cross-curricular integration:
Receptive language: I’ve got (blue) eyes/a small
Topic: Speaking motivation ‘The world of the child’.
nose/brown hair.
Art
Linguistic skills:
Materials:
Understanding the new phrases on the CD,
Flashcards: green, blue, black, brown, teddy bear,
doll, computer game, eyes, nose, small, big
Understanding instructions.
Flashcard: hair; CD 2/32; Pupil’s Book, p. 29,
Cognitive, motor and social skills: ex. 9–10; Activity Book, p. 27, ex. 9; coloured
Understanding the new phrases on the CD and pencils
pointing to the appropriate picture.
Revision
• Hand out the flashcards face down. Ask individual • Have the children look at the pictures. Point at the
children which card they have, e.g.: (Mila), what have pictures in the first row and provide the appropriate
you got? When the child answers, e.g.: Blue, hold up information: brown eyes, brown hair, small nose. Then
the card and have the class confirm that this is the right play the recording (CD 2/13).
answer.
• Play it a second time and have the children point to the

U ni t
4
appropriate pictures. 13
9
Introduction of vocabulary • Ask individual children to describe themselves. Ask,
CD 2
e.g.: (Andrija), what have you got? (Andrija): Blue eyes,

hair brown hair ... Prompt them with cues if necessary.
• Introduce the word hair with the aid of the flashcard.
Also consider pointing to your own hair. Point to several
children with different coloured hair and say: (Milica),
 Find, colour and say.
you’ve got brown hair.
10 Find, colour and say.
 Listen and point. Say.

U ni t
4
13
9 CD 2
29
• Ask the children to look at p. 29, ex. 10.

• Allow them sufficient time to find out which toy belongs
to which child.
• Point to each of the children and give them a name.
Then ask, e.g.: (Tom) – what has he got? When the
10 Find, colour and say. children answer: A computer game, tell them: The
computer game is blue. Allow the class a minute to
Tapescript: colour in the computer game. Repeat the process for all
three children. Then have the children tell you who has
I’ve got blue eyes, I’ve got brown hair, I’ve got a
got which toy or what colour each of the toys are.
small nose.
Mum’s got brown eyes, she’s got black hair, she’s got
a small nose.
Dad’s got blue eyes, he’s got brown hair, he’s got 29
a
big nose.
Unit
4
• Ask the children to open their Activity Books at p. 27,
 Draw, colour and say. ex. 9. Make sure they have their coloured pencils ready.
• Instruct the children to draw themselves and tell you
U ni t what they look like.
4 • Alternatively, consider instructing them to draw a boy,
9 Draw, colour and say. e.g.: Draw Jason: he’s got black hair, blue eyes and a
big nose. Have the children hold up their books for you
to check their drawings.
27
Units
L E S S O N 1
Linguistic skills: Numbering these words/phrases in the correspon-
Understanding and saying the key vocabulary and ding colours.
phrases from Units 3–4 on the topic areas Pets Checking the results in an answer key.
and Toys. Self-evaluation
Materials:
coloured pencils; (optional) answer key for self-
checking
Self-evaluation Speaker 2: Take a green pencil. Write the numbers.

Option: Divide Show what you can do into two lessons.
Note: For notes on the basic methodology of this section, see Number one: rabbit.
Show what you can do in the Introduction. Number one: rabbit.
Number two: ball.
 Listen and write the numbers. Number two: ball.
Listening exercise: CD 2/16 Number three: dog.

Number three: dog.
U ni t s Number four: plane.

3-4 Show wh t you c n do Number four: plane.
16
1 CD 2
3 BLUE
2 GREEN
2 RED Speaker 1: Take a blue pencil. Write the numbers.
Number one: cat.
1 RED
1 GREEN
3 GREEN Number one: cat.
Number two: car.
Number two: car.
3 RED
4 BLUE
2 BLUE
Number three: hamster.
Number three: hamster.
Number four: mouse.
4 RED
1 BLUE
4 GREEN
Number four: mouse.
30
• Tell the children that they will now find out which words
on p. 30 of the Pupil’s Book they can already understand
well and which words they can say.
Tapescript:
Speaker 1: Take a red pencil. Write the numbers. can match the words they hear to the corresponding
Take a red pencil. OK? Here we go. pictures. They have a red, a green and a blue pencil in
Number one: sad. front of them on the desk.
Number one: sad. • Play CD 2/16. The children write the numbers one to
Number two: train. picture. The first picture has already been numbered.
Number two: train. • Go around the class and help the children if necessary.
Number three: duck. • Display a completed sheet and let the children come out
Number three: duck. and check their results independently.
Number four: ghost.

Number four: ghost.
Units

• Tell the children that they will now find out which of the
• Ask the children to look at the pictures again. Explain phrases on p. 31 of the Pupil’s Book they can already
that if they can say the correct words for the pictures, understand well and which of them they can say.
they can colour the frames in the corresponding colours. • The children now check independently whether they
• When the children have coloured in the frames, give can match the phrases they hear to the corresponding
them an activity from Units 3 or 4 of the Teacher’s pictures. They have a red and a green pencil in front of
Resource Pack to work on while you go around and them on the desk.
check individual answers to the colouring activity. Ask • Play CD 2/17. The children write the numbers one to
individual children to say the colours, e.g.: Teacher: four in the appropriate colours in the circles for each
(Kristina). (Kristina): ghost – red. Teacher: (Strahinja). picture. The first picture has already been numbered.
(Strahinja): cat – blue. • Go around the class and help the children if necessary.
• Divide the class into groups of four or five to do this if • Display a completed sheet and let the children come out
it is easier to move from group to group to check their and check their results independently.
work. • Ask the children to look at the pictures again. Explain
that if they can say the correct phrases for the pictures,
they can colour the frames in the corresponding colours.
 Listen and write the numbers. • When the children have coloured in the frames, give
Listening exercise: CD 2/17 them an activity from Units 3 or 4 of the Teacher’s
Resource Pack to work on while you go around and
U ni t s
check individual answers to the colouring activity. Ask
3-4 individual children to say the colours, e.g.: Teacher:
Listen and write the numbers. 2
17
(Tijana). (Tijana): Let’s play! – red. Teacher: (Vuk). (Vuk):
Run! – green.
CD 2
GREEN GREEN
1 2
• Divide the class into groups of four or five to do this if
it is easier to move from group to group to check their
work.
RED RED
4 2
GREEN RED
3 3
RED GREEN
1 7
31
Tapescript:
Speaker 1: Take
a red pencil. Write the numbers.
Number one: Let’s play!
Number one: Let’s play!
Number two: Say ‘Hello’ to your Mum.
Number two: Say ‘Hello’ to your Mum.
Number three: What’s this?
Number three: What’s this?
Number four: Happy birthday!
Number four: Happy birthday!
Speaker 2: T
ake a green pencil. Write the numbers.
Number one: I’m seven.
Number two: Run!
Number three: I’ve got two dolls.
Number four: Go away!
Unit
5 P rty
L E S S O N 1
sheriff; princess; bear, ghost; clown; monster; Understanding new words on the CD and pointing
nine; ten; frog to the corresponding pictures in the book.
Receptive language: What’s missing? Close your Discovering costumes hidden in a picture.
books. How many (bears) are there? What is
there? Cross-curricular integration:
Merry Christmas, Happy New Year, Christmas tree Mathematics: Numbers one to ten
Topics: Speaking motivation ‘Fancy dress party’.
new words and numbers. Materials:
Finding and saying the number of costumes Flashcards: one, two, three, four, five, six, seven,
hidden in a picture. eight; dog, cat, ghost
Flashcards: frog, sheriff, princess, bear, clown,
monster(s), Christmas tree, nine, ten;
CD 2/18 Pupil’s Book, p. 32, ex. 1; CD 2/21;
Activity Book, p. 28, ex. 1
• Revise the words for cat, dog and ghost with the Sheriff: Merry Christmas, princess!
flashcards. Princess: Merry Christmas, sheriff!
• Revise the numbers one to eight with the flashcards. Children sing: We wish you a Merry Christmas,
we wish you a Merry Christmas,
we wish you a Merry Christmas,
Introduction of vocabulary and a Happy New Year!
frog, sheriff, princess, bear, clown, monster, Christmas tree
nine, ten
• Introduce the new words frog, sheriff, princess, bear, • Ask the children to open their Pupil’s Book at p. 32.
clown, monster and Christmas tree and the new Allow them a minute to have a careful look at the picture.
numbers nine and ten with the flashcards. Say all the • Play the recording (CD 2/18) and have the children find
words and get the children to repeat after you. Put the the two participants in the dialogue.
flashcards on the board one by one. Call out individual • Repeat the phrases Merry Christmas and Happy New
children and say: (Marko), come up to the board. Touch Year a few times and have the children repeat after you.
the sheriff., etc. Explain the phrases in L1.
• Play What’s missing? (See Unit 1, Lesson 9, Revision) • Tell the children to look at the picture of the fancy dress
party again for about 20 seconds. Then tell them to
close their books.
 Listen and point. • Ask the children to tell you the English words for the
Discovery picture: Listening exercise CD 2/18 animals and costumes they can remember: princess,

sheriff, clown, ghost, bear, cat, dog, frog.
U ni t
P rty • Recite the following counting rhyme aloud, and count on
5
18
your fingers so that all the children can see you.
1 Listen and point.
CD 2
One cat.
Two cats.
Three cats.
Four.
Five cats.
Six cats.
Seven cats.
More.
Note: This rhyme makes the children aware of the use of the
plural -s. The rhyme can be easily varied. Cat can be
replaced by other nouns. However, avoid mouse or
princess as they are irregular plurals.
32
Unit
5
• Say the rhyme again and encourage the children to join • The children say the costumes that they have found in
in saying it and counting on their fingers. the picture: a princess, sheriffs, ghosts, clowns, bears. If
• The children look at the picture again. Ask them to look the children say the singular, e.g.: sheriff, then say: OK,
for one kind of animal or costume. Say, e.g.: How many there are sheriffs.
(sheriffs) are there? The children count and give you the • Tell the children that they are now to find out how many
appropriate answer: Three (sheriffs). Say: Right, there princesses, clowns, etc. are hidden in the picture. At first
are three sheriffs. have the children look for one costume, e.g.: bears. Say:
• Continue with the other costumes/animals in the same How many bears are there?
way. • When the children have found the (six) hidden bears, tell
them that they are to colour the six bears yellow in the
rows below the party picture.
• The children look for the other hidden costumes and
 Look and colour. colour the number of pictures in the row as indicated by
Vocabulary revision with the coloured pencil.
discovery picture Note: The children check their answers in the ‘Listen and check’
activity that follows.
U ni t
5 P rty
21
1 CD 2
Look and colour. Listen and check.
 Listen and check.

Tapescript:
Eight ghosts,
one princess,
two clowns,
three sheriffs,
six bears.
• Tell the children that they will now hear the correct
28
answers to the picture puzzle on the CD. They are to
listen carefully and check their answers.
• Play CD 2/21 twice. Pause it after each item in the list to
give the children time to count the items along the rows
look at the party picture for 20 seconds. The object is to
in their books.
find as many costumes as possible in this time. After 20
• Check the answers. Ask: How many (princesses) are
seconds say: Stop. Close your books. What is there?
there? Children: One (princess).
Children: Ghosts. Teacher: OK.
Unit
5 P rty
L E S S O N 2
Vocabulary: Cross-curricular integration:
A party for a princess Music
Mathematics: Numbers one to ten
Linguistic skills: Topic: Speaking motivation ‘Fancy dress party’.
Understanding a chant (A party for a princess) from
the CD. Materials:
Flashcards: numbers one to ten; dog, mouse,
Cognitive, motor and social skills: rabbit, cat, frog; sheriff, princess, bear, ghost,
Hearing a chant on the CD, pointing along in the clown, monster(s); CD 2/18
book and chanting it rhythmically in unison. CD 2/19–20; Pupil’s Book, p. 33, ex. 2–3;
Completing logical number sequences. (optional) answer key for self-checking
(Option) Pair work: Completing number
sequences.
• Ask the children to open their Pupil’s Books at p. 33 and

Revision look at ex. 2.
• Play the recording (CD 2/19) and have the children point
• Tell the children that you are going to look at a picture
to the costumes as they hear the chant.
of a fancy dress party again. Use this opportunity to
• Practise the chant line by line with the children. Use the
practise the chant We wish you a Merry Christmas from
appropriate flashcards (princess/sheriff/bear/ghost/frog/
the previous class. Play CD 2/18 and practise the chant
cat/monster/dog) as visual support. Recite the chant
line by line. Then revise the other necessary vocabulary.
several times with the children. U ni t
• With the flashcards revise the words for frog, cat, dog, 5 say the
• Play the first part of CD 2/20 (And now you!) and
rabbit, mouse and the costumes.
chant with the children several times.
19/20
Listen and point. 2 Listen and point. Say the chant.
• Put the flashcards on the board and number them by
CD 2

putting the number flashcards next to each animal/
and ask the children to look at the page in the Pupil’s
costume. Say, e.g.: Princess – one, sheriff – two, bear
Book and to chant rhythmically.
– three, etc. Tell the children to learn the costumes and
the corresponding numbers by heart. Give them about
30 seconds time for this. Then close the board.  Think and write the numbers.
• Say a number and the children name the corresponding
costume/animal that goes with it.
Logical sequences
3 Think and write the numbers.
 Listen and point. 4 5 6

Say the chant.
6 5 4
8 9 10 8 7 6
6 7 8 5 4 3
Chant: A party for a princess CD 2/19–20 3 4 5 4 3 2
1 2 3 7 6 5
U ni t
5 33
19/20
Listen and point. 2 CD 2
• Demonstrate a few logical sequences. Write, e.g. the

sequence 2 _ 4 on the board. Say: Two. Point to the
blank space, then to 4 and say: Four. Ask the children:
What’s missing? When the children say: Three. write
the number in the space. Read out the sequence: Two,
three, four.
• The children open their Pupil’s Books at p. 33 (ex. 3).
Say the numbers one to ten in random order. The
3 Think and write the numbers.
children point to the corresponding numbers in the book.
• The children now work individually and put the missing
Tapescript: 4
8
5
9
6
10
6
8
5
7
4
6
numbers into the logical sequences in the book.
A party for a princess,
6 7 8 5 4 3 • Check the answers. Ask individual children to read out
3 4 5
a sheriff and a dog, 1 2 3
4 3 2
the sequences of numbers.
7 6 5
a bear, a cat, a monster, Options: Put out a completed answer key for self-checking. The
a ghost and a frog! 33
children go to the key and check their work.
This exercise can also be carried out as pair work.
Unit
5
L E S S O N 3
Vocabulary, phrases and structures: Pair work: A colour and number game.
What colour is number (one)?; Is number six Cross-curricular integration:
(blue)?; Yes, it is./No, it isn’t.
Topics: Speaking motivation ‘Fancy dress party’.
Linguistic skills: Mathematics: Numbers from one to ten.
Understanding sentences on the CD. Art
Asking about colours and giving the appropriate Materials:
answers.
Flashcards: sheriff, princess, bear, ghost, clown,
Cognitive, motor and social skills: monster(s)
Understanding sentences on the CD and ticking CD 2/22; Activity Book, p. 29, ex. 2–3; coloured
the corresponding pictures in the book. pencils
Colouring numbers from one to ten in one’s own
choice.
U ni t
5
• The children listen2 andListen and tick ( ).
tick the✓appropriate pictures.
Revision
22
CD 2
• Check the children’s work. Draw two pairs of boxes

1
• Revise the words for costumes with the flashcards. Hand ✓

on the board that represent the exercise in the Activity
out the flashcards to individual children. Give simple Book. Ask Left or right? Have the children tell you the
instructions, e.g.: (Danijela), give the sheriff to (Luka). answer. Tick the boxes.
(Ana), put the clown on the board. (Ognjen), touch the 2
clown., etc.
 Colour and say. ✓
Step to creativity: Pair work

Listening exercise CD 2/22 3 Colour and say.
U ni t
5
22
2 CD 2
✓
1
✓
29
2 • Tell the children to look at the numbers from one to ten

✓
in ex. 3. Say the numbers in the cloud in random order.
The children point along in their books.
• Then tell them to colour the numbers as they choose,
each number in one colour only.
3 Colour and say.
• The children then work in pairs. Child A shows his/her
Tapescript: numbers to child B for about ten seconds. Get child
A to count up to ten and then close their book. While
One. A party for a princess, a sheriff, a bear, A is counting, B tries to remember the colours of the
a cat and a frog. numbers in A’s book.
One. A party for a princess, a sheriff, a bear, • Child A asks child B: What colour is number one? Child
a cat and a frog. B tries to remember and if he/she gives the correct
29
answer, child A puts a tick in the box below number one.

Two. ‘Hooray!’ A party for a monster, Child A continues asking child B for the colours of all
a sheriff, a bear, a dog and a ghost. the numbers. Then A counts how many ticks B has and
Two. ‘Hooray!’ A party for a monster, writes the number in the circle next to the cloud. They
a sheriff, a bear, a dog and a ghost. then swap roles.
• The children now take three colours of their own choice.
• The children open their Activity Books on p. 29 and look They then individually colour the numbers in the houses,
at the pictures in ex. 2. Hold up your book and say, each number in one of the three colours. Child B tells
e.g.: Look. A party for a princess, a cat, a frog, a bear child A which three colours he/she has selected. Child
and a sheriff. The children listen to you and point at the A starts by asking child B: Is number six (blue)? B
appropriate pictures in their book. answers: Yes, it is./No, it isn’t. B puts a tick in the box
• Tell the children that they are to listen to the CD and to below number six if A has guessed correctly. Child A
tick the correct box in each of the pairs of pictures. continues by asking child B about the colours of all the
• Play CD 2/22 twice. numbers. Child B counts how many ticks child A has and
writes the number in the circle above the number ten.
They then swap roles.
Unit
5 P rty
L E S S O N 4
Vocabulary, phrases and structures: Understanding sentences from the CD and ticking
Receptive language: You’re a magician; Get a the corresponding pictures in the book.
piece of cake; A clown grabs your plate; Turn the Understanding sentences from the CD and numbe-
clown into a bird; The bird flies away; Eat your ring pictures in the book accordingly.
piece of cake; The clown eats the cake Cross-curricular integration:
Linguistic skills: Sport
(You’re a magician).
CD 2/20
Understanding instructions from the CD and
Flashcards: cake, plate, bird, magician; CD 2/23;
matching with the corresponding pictures.
Pupil’s Book, p. 34, ex. 4; (optional) answer key for
Cognitive, motor and social skills: self-checking; CD 2/24; Activity Book, p. 30, ex. 4
instructions.
Revision • Work on the action story by carrying out the following

• Say the chant A party for a princess with the children to steps:
the karaoke section of CD 2/20. – Listen and imitate
The children stand up in a circle or in their places.
Introduction of vocabulary Give the instructions and mime the actions. The
children imitate you. Repeat until the children are
cake; plate; bird; magician
confident.
• Introduce the new words with the flashcards. – Carrying out instructions
Give the instructions again but do not do them
yourself. Repeat until the children are confident.
Gradually increase the tempo.
 Listen and point.
– Carrying out the instructions in a jumbled order
Write the numbers.
Give the instructions in jumbled order. Do not do
Action Story: You’re a magician CD 2/23 the actions yourself. Repeat until the children are
confident. Give random instructions to individual

U ni t children.
5 • The children open their Pupil’s Books at p. 34. The six
pictures are printed in random order. Give the children
23
4 CD 2
3 5 sufficient time to look at the pictures.

• Play the Action Story (CD 2/23). The children point to
1 6
Tapescript
You’re a magician.
Get a piece of cake.
A clown grabs your plate.
4 2 Turn the clown into a bird.
The bird flies away.
Eat your piece of cake.
34
• Tell the children to put the pictures in the correct order
by numbering them. Number 1 is already done.
• Now play the Action Story again. The children listen and
number the pictures in the book.
Unit
5
self-checking. The children go to the key and check their Tapescript
own work themselves.
Speaker 1: One. You’re a magician.
Alternative: Draw six boxes on the board that represent the page One. You’re a magician.
in the Activity Book. Have the children tell you the
answers. Write the numbers in the boxes.
Speaker 2: Two. A frog grabs the clown’s plate.
Two. A frog grabs the clown’s plate.
Speaker 1: Three. The clown eats the cake.

Three. The clown eats the cake.
 Listen and tick (3). Speaker 2: Four. The bird flies away.
Four. The bird flies away.

U ni t
5 • The children open their Activity Books at p. 30 and look

4
24
CD 2
✓ at the pictures in ex. 4.
1 • Tell the children that they are to listen to the CD and to
✓
tick the correct picture in each of the pairs of pictures
• Play CD 2/24 twice.
• The children listen and tick the appropriate pictures.
2
✓
• Check the children’s work. Draw eight boxes on the
board that represent the page in the Activity Book. Have
3
the children tell you the answers. Tick the boxes.
✓ • Check the children’s work. Ask: What about number 1?
Left or right? Children: Left.
4
✓
30
Unit
5 P rty
L E S S O N 5
Receptive language: What a lovely cake; Lovely General knowledge: Speaking motivation ‘Fancy
pears; Here you are; Thank you; Is this your dog/ dress party’.
cat?; Yes, it is; Watch out!; Oh, no!; Stop. Look at Sport
the cat.
Materials:
Linguistic skills: Flashcard: pear; CD 2/25; Pupil’s Book, p. 35,
Understanding dialogues from the CD. ex. 5; CD 2/26; Activity Book, p. 31, ex. 5
Understanding dialogues from the CD and
matching with pictures in the book.
Understanding dialogues from the CD and
numbering pictures in the book accordingly.
Acting out a dialogue.
Revision • Present the role play. Speak as a boy. Say: What a

• Say the instructions from the Action Story You’re a lovely cake. Answer as the girl with: Here you are. and
magician from the previous lesson. The children do the swap places. Develop the dialogue in this way and act it
corresponding actions. out several times in front of the class.
• Then encourage one child to take on the role of the girl
and act out the dialogue. Whisper cues to help. Ask
 Listen and point. Act out. another child to take on the role of the boy and you take
Role play CD 2/25 the part of the girl. In this way act out the dialogue in
front of the class with several children.
U ni t
5 look at the picture story.
Listen and point. Write the numbers. 5
25
Listen and point. Act out.
• Tell the children to listen to the dialogue (CD 2/25) and
to point to the pictures in the book.
CD 2
1 2
• Play CD 2/25 twice. The children listen and point to the

pictures.
• The children practise the dialogue in pairs.
• Finally, volunteers act out the dialogue as a role play
3 4 in front of the whole class. Ask the class to applaud the
actors. (Let’s give them a big hand!)
5 6
35
Tapescript:
Boy: What a lovely cake.
Girl: Here you are.
Boy: Thank you.
Is this your dog?
Girl: Yes, it is.
Watch out!
Boy: Oh, no!
Unit
5
 Listen and write the numbers. Tapescript:
Listening exercise CD 2/26 Girl: Hmm. Lovely pears.
Boy: Here you are.
Girl: Thank you.
U ni t
5 Is this your cat?

26
Boy: Yes, it is.
5 Listen and write the numbers.
CD 2
Oh, no. Stop.
2 5 Girl: Look at the cat.
Boy: Oh no!
Girl and Boy: Hehehehehe!
4 1 • Before playing the recording, introduce the word pear by

using the appropriate flashcard. Repeat the word several
times.
• Ask the children to look at the pictures on p. 31 in their
Activity Books. The pictures are in jumbled order. Tell
6 3 the children that they are to listen to the dialogue on the
CD and number the pictures accordingly.
• Play CD 2/26 twice. The children listen and number the
pictures in the book.
• Check the children’s work. Ask: What number is ‘Here
31 you are.’?
• Alternatively you can ask: What’s number two?
Children: Here you are, etc.
L E S S O N 6
Abracadabra; One, two, three; I’m a magician; Music
Look at me!; A ghost into a sheriff; a bear into a Topic: Speaking motivation ‘Magic and wizardry’.
car; a prince into a crocodile; Oh, I’m a superstar!
Materials:
Linguistic skills: Flashcards: sheriff, princess, bear, ghost, clown,
Singing a song (I’m a magician). monster(s), magician
Learning self-composed lyrics by heart and singing Flashcards: crocodile, prince; CD 2/27–28; Pupil’s
them. Book, pp. 36–37, ex. 6–7
Keeping to the rhythm and melody while speaking
in unison and singing.
Pointing to the right pictures while speaking and
singing.
Composing their own lyrics.
Speaking rhythmically.
Revision Introduction of vocabulary

• Revise the words for costumes and magician with the crocodile; prince
flashcards.
• Introduce the new words with the flashcards. Say them
several times with the children repeating after you.
Unit
5 P rty
• The children make a circle. Go around the inside of the
 Listen and point. circle and hum the tune. The children you go past pick
Sing the song. up the tune and begin to hum along. Go around in the
Song: I’m a magician CD 2/27–28 circle several times until all the children are humming
the tune with you.

U ni t • Start to sing the words.
5 • Join the circle and do the corresponding actions as you
6
27/28
CD 2
Listen and point. Sing the song. sing. Use the karaoke version (CD 2/28). The children
imitate your actions and sing along.
 Draw and say.

Step to creativity (Word Play)
CD 2/28
U ni t
5
28
Listen and point. Sing the song. 7 CD 2
Draw and say.
36
I'm a magician Music: Lorenz Maierhofer
© Helbling, Rum/Innsbruck
Swinging
# D
A l Solo m
†
& # c œ œ œ œ ~~ œ œ œ œ ¿Œ œ œœœœ œ Œ
Bm A G D E7 A
œ œœ œ
A - bra -ca -da - bra, one, two, three! I'm a ma- gi -cian. Look at me!
##
l All m l Solo (Fine)m
† .. œ œ œ œ œ œ ..
& œ œ œ Œ¿ œ œ ˙
D Bm A G D A7 D 37
œ œ œ œ ~~ œ
A - bra - ca - da - bra, one, two, three! I'm a ma - gi -cian. Look at me!
• The children look at the pictures on p. 37 (ex. 7) of their
B Pupil’s Books.
##
l All m lSolo m lAll
Œ ‰ œj œ œ j j • Explain to the children that they are to compose their

& œ œ œ œ
G D G D A7 D
¿ ¿ ¿ ¿ ¿ ¿ œ own lyrics by filling in the empty frames with their own

Look at me! Look at me! A ghost in - to a she - riff. A drawings.
• Do an example with the children. Hold up your book.
(whispering)
# A7 j G j
Point to the pictures and say: Abracadabra, one, two,
j
m l Solo m lAll
& # œ œ œ œ œ œ œ œ œ œ ‰ œ
D D
œ œ three. I’m a magician. Look at me! A …

• Now point to the first blank space in the book. Look
ghost in - to a she - riff. A bear in - to a car. A
questioningly at the children and collect a few ideas,
e.g.: a dog and a rabbit.
# G j G j j
m l Solo m l All
& # œ œ œ œ œ. œ œ œ œ œ œ œ œ
D D
• The children work on their own to complete the other
œ frames. When they have finished drawing, they learn the
bear in - to a car. A prince in - to a cro - co - dile. A lyrics of their song by heart by saying the lyrics in a low
D.C. (al Fine)
voice and pointing along in the Pupil’s Book. Go around
# G U
m l Solo m l All m
& # œ œ œ œ œ œ œj œj œ œ œ œ œ ‰ œj œ
A
the class and help if necessary.
˙
D E7 A E7 A7
œ • Finally, individual children can read out their lyrics in

prince in - to a cro - co -dile. Oh, I'm a super -star! A su - per - star! front of the class. Volunteers can also sing their songs.
Remember to applaud them! (Let’s give them a big
hand!)
• Play the song (CD 2/27) and at the same time do the Option: For advanced classes the children can also sing their
corresponding actions and make any sound effects to own compositions to the karaoke section (CD 2/28).
facilitate the understanding of the text.
• Play the song again and the children point along with it
on p. 36 (ex. 6) of the Pupil’s Book.
• Say the words of the song together with the children.
They use the pictures in the book as prompts and point
along again.
Unit
5
L E S S O N 7
Receptive language: Draw a line from number … Art
to number … Mathematics: Addition range one to ten
Vocabulary revision: Numbers and colours
happy, sad, small, tall, fat Materials:
Flashcards: happy, sad, small, tall, fat
Linguistic skills: CD 2/27–28; Pupil’s Book, pp. 36–37, ex. 6–7
Formulating simple addition sums in English. CD 2/29; Activity Book, pp. 32–33, ex. 6–8
Following instructions from the CD.
Describing characters in a picture.
Doing simple addition.
(Option) Checking sums with a partner.
Following instructions given on the CD to complete
a dot-to-dot picture.
Matching similar characters in a picture.

U ni t
5
6 Do the sums. Say.
Revision  Listen and complete

2 + 7 = 9 1 +
6= 7 6+3 = 9
• Sing the song I’m a magician with the children to the the picture. 8 + 1 = 9 5 + 2 = 7 4+3 = 7
karaoke section (CD 2/28). Use p. 36 in the Pupil’s
Book as visual support. Ask the children whether some 3 + 6 = CD
Listening exercise 9 2/29
4+1= 5 3+5 = 8
of them want to present their own compositions to the 7+2= 9 4+2= 6 4+5 = 9
karaoke version (CD 2/28). 7
29
CD 2
Listen and complete the picture.
• Revise the words happy, sad, small, tall, fat with the
aid of the flashcards. Show the children a flashcard by
holding it up without looking at it yourself. Ask the class,
e.g.: Is it (sad)?
 Do the sums. Say.

Addition
32

U ni t
5
6 Do the sums. Say. Tapescript:
2+7= 9 1+6= 7 6+3 = 9 Draw a line from number six to number eight.
8+1= 9 5+2= 7 4+3 = 7 Number six to number eight.
3+6 = 9 4+1= 5 3+5 = 8 Draw a line from number four to number three.
7+2= 9 4+2= 6 4+5 = 9 Number four to number three.
Draw a line from number two to number nine.
29
7 CD 2
Listen and complete the picture.
• Demonstrate several simple additions on the board, Number two to number nine.
e.g.: 4 + 1 = … Draw a line from number five to number one.
• Say: Four plus one is … Children: Five. Say: Yes, that’s Number five to number one.
right. Complete the addition on the board and say: Four
plus one is five. The children repeat after you. Draw a line from number two to number seven.
• The children open their Activity Books at p. 32 and do Number two to number seven.
the sums in ex. 6 on their own. Say: Now do the sums.
What is it?
• Give the children sufficient time for this work. Go around
the class and help
32
if necessary. A sheriff!
• Check the sums by writing them on the board in figures.
As you do this, say the sums together with the children.
• Alternatively, the children take turns to read out one of
the sums to one another.
Unit
5 P rty
• Ask the children to look at ex. 7 on Activity Book p. 32. • Ask the children to open their Activity Books at p. 33.
• Tell the children to listen and draw lines from one • Allow them a minute to examine the various characters
number to the other according to what they hear on the in the picture.
CD. • Point to the pair that has already been matched. Say:
• Play CD 2/29 twice. The children listen and draw lines The clown is sad. Sister is sad.
accordingly. • Give the children time to match the pictures and find the
• If necessary ask them: What is it? Children: (A) sheriff. other pairs.
Pause the CD after the question: What is it? • Ask them to read out their pairs by saying a statement
• Play the last line of the tapescript to confirm the about each character using the words: happy, tall, fat
children’s answer. and small.
Option: The children colour the picture.
 Think and match. Say.

U ni t
5
8 Think and match. Say.
33
Unit
We ther 6
L E S S O N 1
Vocabulary, phrases and structures: Listening to a chant on the CD and pointing along
rain; sun; wind; cloud(s); snow; It’s raining/ in the book.
snowing; It’s /sunny/windy/cloudy; a cap on a frog; Speaking in the rhythm of a group.
Caps are always fun; Distinguishing weather conditions and completing
Receptive language: What’s the weather like? pictures by drawing the appropriate weather
symbols.
Linguistic skills:
new words and phrases. Topic: Speaking motivation ‘Weather’.
Reciting a chant (A cap on a cat) in unison and in Materials:
groups.
Flashcards: dog, rabbit, cat, frog
Answering questions about the weather conditions.
Flashcards: rain, sun, wind, cloud(s), snow;
Cognitive, motor and social skills: CD 2/30–32; Pupil’s Book, p. 38, ex. 1–2; baseball
Associating sounds with pictures in the book. cap or a drawn and cut-out picture of a cap;
Pair work: Understanding/Saying words in pairs. Activity Book, p. 34, ex. 1
Associating sounds and words from the CD.
• Revise the words cat, dog, rabbit and frog with the
flashcards. Rain – It’s raining.
Wind – It’s windy.
Snow – It’s snowing.
Introduction of vocabulary Sun – It’s sunny.
rain; sun; wind; cloud(s); snow; It’s raining/snowing; Cloud – It’s cloudy.
It’s sunny/windy/cloudy.
• Show the rain flashcard and say: Rain – It’s raining.
• At the same time make a gesture that symbolizes rain, Exercises for anchoring the vocabulary in
for example, holding an umbrella or drumming with your the recognition memory
fingers on the table. Say the word/phrase several times
• Ask the children to close their eyes. Say the words
and ask the children to do the corresponding action.
at different volumes and pitches several times. The
• Introduce the other words and phrases in the same way.
children just listen.
• Call individual children out to the board. Say, e.g.:
 Listen and point. (Sandro), touch rain. (Sandro) touches the
corresponding flashcard on the board, etc.
U ni t
We ther
 Work in pairs.
6
30
Pair work
1 CD 2
Listen and point.
• The children work in pairs with one Pupil’s Book.

• Child A says a weather word, child B points to the
appropriate picture in ex. 1. Then they swap roles.
Note: Pair work gives the children the possibility of practising the
new words in a stress-free atmosphere. In addition it
increases the time each individual child spends speaking.
31/32
2 CD 2
Pronunciation tip: Take care with the pronunciation of wind. The
[w] is spoken with rounded lips.
• Play CD 2/30. The children just listen to the weather
sounds and phrases.
Play the CD again. The children point to the
corresponding pictures in ex. 1.
38
Unit
6 We ther
Vocabulary extension Note: Explain the line of text Caps are always fun. in L1.
cap Pronunciation tip: Take care with the pronunciation of cap and
cat. Say the [æ] as open as possible.
• Introduce the word cap by showing the cap you have
brought to class. Alternatively, use the picture of a cap
U ni t
you have drawn6 and cut out. We ther  Draw to complete the pictures. Say.
1
30
CD 2
Listen and point. Speaking exercise
 Listen and point. U ni t
6 We ther
Say the chant.
1 Draw to complete the pictures. Say.
Chant: A cap on a cat CD 2/31–32

2 4 3 5 1
31/32
2 CD 2
Listen and point. Say the chant. 1 2
3 4
5
38
• Stick the flashcards of the animals (cat, dog, rabbit,

frog) on the board. Take a cap and hold it briefly over
each picture to give the impression that the animals are 34
wearing the cap. At the same time, say and point along:
A cap on a cat, a cap on a dog, a cap on a rabbit, a cap • Ask the children to look at the weather symbols at the
on a frog. top of p. 34 in their Activity Books. Hold up your book.
• Ask the children to look at ex. 2 on p. 38 of their Pupil’s Point to the weather symbols one after the other and
Books. Play the chant a few times (CD 2/31) and ask the ask the children to repeat the word or phrase, e.g. Sun./
children to point along in their books. It’s sunny. Clouds/It’s cloudy. Rain/It’s raining. Wind./It’s
• Encourage the children to say the chant. Practise it line windy. Snow./It’s snowing.
by line and point along with it on the board by using the • Tell the children to look at the five main pictures.
flashcards and the cap as above. Ask them to complete the pictures by drawing the
appropriate weather symbols.
Tapescript: • To check the children’s work ask, e.g.: Number one.
A cap on a cat. What’s the weather like? Prompt the children to answer:
A cap on a dog. It’s snowing. Continue with the other pictures in the
A cap on a rabbit. same way.
A cap on a frog. • Alternatively, you can check the children’s answers as
Rain, snow or sun. follows:
Caps are always fun. Teacher: It’s sunny. What picture is it?
Child: Two., etc.
chant with the children several times line by line. The
and say the chant.
Book and chant rhythmically.
• Play the karaoke section again (One more time!). The
children recite the chant in two groups A and B:
A: A cap on a cat.
A: A cap on a dog.
A: A cap on a rabbit.
A: A cap on a frog.
B: Rain, snow or sun.
B: Caps are always fun.
Unit
6
L E S S O N 2
Vocabulary, phrases and structures: Catching a ball and at the same time responding
snowman; grow; run with a word.
Receptive language: Cap number one is orange; Colouring in pictures according to the instructions
How many (dogs) are there? from the CD.
Counting and naming the number of animals and
Linguistic skills: caps in a picture.
Reciting a rhyme (Snowman grow) and pointing to
the relevant pictures.
Reciting a rhyme with actions. Sport: Ball game with animal names.
Recognising tracks in the snow. Topic: Animal tracks in the snow.
Understanding instructions from the CD. Materials:
Cognitive, motor and social skills: Flashcards: numbers one to six, rabbit, duck, cat,
Listening to a rhyme on the CD and pointing to the rain, sun, wind, cloud(s), snow; CD 2/32
corresponding pictures in the book. Flashcard: snowman; CD 2/33–34; Pupil’s Book,
Saying a rhyme to the karaoke section of the CD. p. 39, ex. 3–4; a ball; CD 2/35; Activity Book, p. 35,
ex. 2
Revision
• Revise the weather words, the numbers one to six, cat, Tapescript:
duck and rabbit with the aid of the flashcards. Snow, snow.
• Stand in a circle. Chant with the children A cap on a cat. Snowman grow.
from the previous lesson. Use the karaoke section of Oh, the sun.
CD 2/32. Snowman run.
• Play the rhyme (CD 2/33). Use gesture and mime to
snowman; grow; run help convey meaning.
• Introduce the word snowman with the flashcard. • Play the rhyme a second time (CD 2/33). The children
• Make clear the meaning of the words grow and run open their Pupil’s Books at p. 39 and point along in
through appropriate actions. Say the words several ex. 3.
times and get the children to imitate your actions and • The children stand in a circle. Say the rhyme with mimes
repeat after you. and gesture. The children imitate your actions.
• Ask the children to join in saying the rhyme and doing
the actions.
 Listen and point. Say. • Use the karaoke section (CD 2/34). Say the rhyme again
Rhyme: Snowman grow but stop doing the actions. The children recite and do the
actions.
CD 2/33–34
U ni t Vocabulary revision
6
33/34
dog; mouse; rabbit; duck; cat; hamster
• Revise the animals with the children sitting in a circle

on the floor and rolling a ball to each other. The child to
whom the ball is rolled names an animal and rolls the
ball to another child, etc. The individual animal names
may be used several times.

4 Look and write the numbers. Say.
1
3
2
4
3
1
4
2
39
U ni t
Unit 6
6 We ther
33/34
 Look and write the numbers. Say.  Listen and colour. Count and
Discovery picture write the numbers.
Listen and point. Say the chant. Listening exercise CD 2/35
4 Look and write the numbers. Say.
U ni t
6
1
3
2 35
4 2 CD 2
Listen and colour. Count and write the numbers.
3 ORANGE BLACK GREEN BROWN
1 4 6 5 2
4
2 6 4 2 5
39
• The children open their Pupil’s Books at p. 39 and look

at ex. 4.
• Name the animals and Max in the right-hand column in
order and the children point to them in the book.
• The children try to recognise the tracks in the snow and
match them to the animals or to Max.
• Check the answers. Ask: What’s number one? Child: A
rabbit. / A cat. Teacher: Yes, right. / No, sorry., etc.
Answer key: 35
1 rabbit
2 Max
3 cat
4 duck Tapescript:
Speaker 1: Cap number one is orange.
Speaker 2: Cap number two is black.
Speaker 1: Cap number three is green.
Speaker 2: Cap number four is brown.
• Ask the children to look at p. 35 in their Activity Books.

Say, e.g.: Point at a frog/a dog/a cap/a rabbit/a cat. The
children point to appropriate pictures in their book.
• Make sure that the children have coloured pencils ready:
orange, black, green and brown.
• Tell the children to colour the caps at the top of the page
according to the instructions they hear on the CD.
• Play CD 2/35. The children listen and only mark the
caps in the corresponding colour.
• The children listen again and check their work. They
then complete colouring all the caps on the page
accordingly. E.g.: all the caps showing number one are
coloured orange.
• Finally, they count the animals and the caps in the
picture and write the appropriate numbers in the grid at
the top.
• Ask, e.g.: How many dogs are there? How many orange
caps are there? How many frogs are there? The children
answer, e.g.: Four (dogs)., etc.
Answer key:
4 orange caps
6 black caps
5 green caps
2 brown caps
6 cats
4 dogs
2 rabbits
5 frogs
Unit
6
L E S S O N 3
Vocabulary, phrases and structures: Understanding a dialogue on the CD and matching
Vocabulary revision: colours objects.
Receptive language: What are you wearing? I’m Colouring objects as instructed.
wearing (my) ... Cross-curricular integration:
The (T-shirt) is (red).
Topic: Clothes
Understanding the new phrases on the CD, Materials:
Understanding the new phrases on the CD and
brown, orange, pink, purple
Flashcards: jacket, jeans, T-shirt, skirt, socks,
shoes; CD 2/36–37; Pupil’s Book, p. 40, ex. 5–6;
Cognitive, motor and social skills: CD 2/38; Activity Book, p. 36, ex. 3; coloured
Understanding the new phrases on the CD and pencils
U ni t
6
pointing to the appropriate pictures in the book. 36
5 CD 2
Revision  Listen and match.

• Revise the words for colours by using the flashcards and
playing What’s missing? with the children (see Unit 1
Lesson 9).
37
6 CD 2
Listen and match.
jacket, jeans, socks, shoes, skirt, T-shirt, cap

• Introduce the clothes vocabulary with the aid of the
flashcards. Introduce the word cap with the aid of the
illustration in the Pupil’s Book, p. 40, ex. 6. In addition,
consider pointing to your own clothes and the children’s
clothes. Repeat the words several times and have the
children repeat after you. 40
 Listen and point. Tapescript:

Say the chant.
Lucy: Hello, I’m Lucy.
Listening exercise CD 2/36 Speaker: What are you wearing, Lucy?
Lucy: I’m wearing a skirt, I’m wearing a T-shirt,

U ni t
I’m wearing my socks, I’m wearing my
6
36
shoes.
5 CD 2
David: Hi, I’m David.

Speaker: What are you wearing, David?
David: I’m wearing a cap, I’m wearing a jacket,
I’m wearing my jeans, I’m wearing my
shoes.
6
37
CD 2
Listen and match. • Ask the children to look at their Pupil’s Books, p. 40,
ex. 6. Tell them that the children in the picture are called
Tapescript:
Lucy and David. Point to them and say: This is Lucy.
Jacket, jeans, skirt This is David.
Socks, shoes, T-shirt • Play CD 2/37. Play it a second time and have the child-
ren match the children with the appropriate items in the
• Ask the children to open their Pupil’s Books at p. 40 and picture.
look at ex. 5. • Ask the children: What is (Lucy) wearing? and have
• Play CD 2/3640and have the children point along to the them provide the correct answers, e.g.: A skirt, a T-shirt,
appropriate items in the picture. etc.
• Repeat the chant with the children several times without • Consider asking a few further questions, e.g.: Is (she)
the support of the recording. wearing a pink skirt?
Unit
6 We ther
 Listen and colour. Say. to look at ex. 3. Make sure they have the appropriate
Listening exercise CD 2/38 coloured pencils ready (red, black, purple, yellow, blue,
green and orange).

U ni t
• Play CD 2/38 and have the children mark the items with
6 the appropriate colour.
3
38
CD 2
check their answers once again.

• Give the children sufficient time to colour in the items
and have them tell you what colour they are.
GREEN
•
PURPLE ORANGE
RED YELLOW
BLUE
BLACK
4 Look and colour. Count and say.
Tapescript:
The T-shirt is red.
The T-shirt is red.
The jeans are black.
The jeans are black.
5 Colour and say.
The skirt is purple.

The skirt is purple.
36
The shoes are yellow.

The shoes are yellow.
The jacket is blue.
The jacket is blue.
The socks are green and orange.
The socks are green and orange.
L E S S O N 4
Vocabulary revision: colours, items of clothing Understanding statements on the CD and
The (T-shirt) is (red). How many ... are there? matching objects.
Receptive language: It’s cold. Put on your jacket. Answering questions about one’s own appearance.
Understanding the new phrases on the CD, Topics: Clothes, Weather
repeating the new phrases. Art
Understanding the new phrases on the CD and
matching with the pictures in the book. Materials:
Flashcards: numbers one to ten
Flashcards: hot, cold, shorts, boots, sunglasses;
CD 2/39; Pupil’s Book, p. 41, ex. 7; Activity Book,
p. 36, ex. 4–5; coloured pencils
Revision Pre-teaching key phrases

• Revise the numbers by using the flashcards. Show the put on, it’s hot, it’s cold
children a flashcard by holding it up without looking at it
yourself. Ask the class, e.g.: Is it (one)? • Introduce put on and the phrases it’s hot, it’s cold by
using appropriate gestures and mime. Repeat the
Introduction of vocabulary phrases several times and have the children repeat after
you.
hot, cold, boots, shorts, sunglasses
Encourage the children to repeat them after you.
Unit
6

U ni t
6
38
3 CD 2
GREEN
•
 Listen and point.  Look and colour. Count and say.

PURPLE ORANGE
RED YELLOW
BLUE
Think and match. Say.

BLACK
Listening exercise CD 2/39 4 Look and colour. Count and say.
U ni t
6
39
7 CD 2
Listen and point. Think and match. Say.
1 2
5 Colour and say.
• Ask the children to open their Activity Books at p. 36

U ni t
and to look at 6ex. 4. Make sure they have their coloured

pencils on their desks.
38
3 Listen and colour. Say.
36 CD 2
• Ask them to look at the picture. Instruct them to colour

all the objects that are the same one colour. When they GREEN
•
PURPLE
have finished, tell them to count the objects.

ORANGE
RED YELLOW
BLUE
• Go around the class and have the children tell you how BLACK
many objects there are. Ask: How many (blue) (socks)

are there? 4 Look and colour. Count and say.
41
 Colour and say.
Tapescript: 5 Colour and say.
Speaker 1: It’s cold!

Speaker 2: It’s hot!
36
Speaker 1: It’s cold! Put on your jacket!

It’s cold! Put on your cap!
• Ask the children to look at ex. 5. Make sure they still
It’s cold! Put on your jeans!
have their coloured pencils on their desks.
It’s cold! Put on your boots!
• Ask them to look at the picture. Instruct them to colour
Speaker 2: I t’s hot! Put on your sunglasses! each picture one colour. Have them tell you what colour
It’s hot! Put on your T-shirt! the objects are, e.g.: The cap is blue.
It’s hot! Put on your shorts!
It’s hot! Put on your shoes!

to look at ex. 7.
• Play CD 2/39. Play it a second time and have the
children match the appropriate items to the appropriate
picture.
• To check their answers, ask: Number one? and have the
children list the appropriate items of clothing.
Unit
6 We ther
L E S S O N 5
Vocabulary revision: items of clothing, What are Understanding weather reports from the CD and
you wearing? I’m wearing... putting pictures in the correct order by numbering
Vocabulary revision: rain; sun; wind; cloud(s); them.
snow; It’s raining/snowing; It’s sunny/windy/cloudy. Pair work: Playing a mime game with weather
Receptive language: What’s the weather like vocabulary.
today?; It’s very (cloudy).
Linguistic skills: Curriculum content: Speaking motivation ‘Weather
Understanding short weather reports from the CD. and climate’.
Understanding geographical information about the Art
weather in Great Britain through photos.
Materials:
Flashcards: umbrella, raincoat; CD 2/41; Pupil’s
Book, p. 42, ex. 8–9; CD 2/40, 42; Activity Book,
pp. 37–38, ex. 6–7
Revision
• After you greet the children, tell them what your are
Tapescript:
wearing. Select a few children and ask them what they Number one. It’s very cloudy.
are wearing by gesturing towards their outfit. Help them Number one. It’s very cloudy.
with cues if necessary.
Number two. It’s very windy.
Number two. It’s very windy.
Number three. It’s very sunny.
What’s the weather like today?; It’s sunny/raining Number three. It’s very sunny.

U ni t
6
• Ask the children: What’s the weather like today? Look Number four. It’s raining. 41
8
out of the window and elicit It’s sunny/raining/… Help the Listen and point. Write the numbers.
Number four. It’s raining.

CD 2
children by whispering to them. 2 4
 Listen and point.

Write the numbers.
 Say.
1 3
Pair work
Listening exercise: Weather reports CD 2/41

U ni t 9 Say.
6
41
8 CD 2
2 4
1 3
42
9 Say.
• Demonstrate the pair work with a child in front of the
class. Make a gesture that symbolizes e.g.: rain. (Elicit
• The children open their Pupil’s Books at p. 42 and the word rain or It’s raining.)
look at the photos in ex. 8. They call out any relevant • The children work in pairs. Child A mimes the weather
weather words that occur to them. and child B says the word or the phrase. Then they
• Tell the children that they are going to hear short swap roles. Go around the class and help if necessary.
weather reports on the CD and are to number the
pictures to match what they hear. Option: The children walk round the classroom. When you clap
• Play CD 2/41. Stop
42 the CD after the first weather report your hands they form pairs with the person standing
nearest to them. They do the pair work. When you clap
and do the first example with the children.
again the children walk round the classroom again.
• Play the remaining three weather reports. The children
number the photos in the book.
• Check the children’s answers by asking: There’s a
strong wind./It’s windy. What number is it? etc.
Unit
6
 Listen and tick.  Listen and point.
Listening exercise CD 2/40 Complete and say.

U ni t U ni t
6 6
40 42
6 CD 2
✓ 7 CD 2
Listen and point. Complete and say.
1 2
1 2
✓ ✓
3 4
✓ ✓
3 4
5 6
✓ ✓
37 38
It’s sunny. I’m wearing my sunglasses.
One: Put on your sunglasses.
It’s sunny. I’m wearing my sunglasses.
One: Put on your sunglasses.
It’s snowing. I’m wearing my cap.
Two: Put on your boots. It’s snowing. I’m wearing my cap.
Two: Put on your boots.
It’s raining. I’m wearing my raincoat.
It’s raining. I’m wearing my raincoat.
Three: Run!
Three: Run! It’s windy. I’m wearing my jacket.
It’s windy. I’m wearing my jacket.
Four: Put on your shorts.
Four: Put on your shorts.
• Ask the children to open their Activity Books at p. 38.
Five: Take your umbrella! Allow them a minute to look at the pictures.
Five: Take your umbrella! • Play CD 2/42 and have the children draw the clothes
and repeat the phrases from the CD. Seeing that rain-
Six: Grow! coat is a new word, assist them with the pronunciation if
Six: Grow! necessary.
• Ask the children to open their Activity Books at p. 37.

Allow them a minute to look at the pictures.
• Before playing the recording, demonstrate the mea-
ning of the orders Grow! and Run! by using appropriate
gestures. Use the flashcards to present the meanings of
the words umbrella and raincoat.
• Play CD 2/40 and have the children tick the appropriate
boxes.
• Draw the boxes on the board and for each number ask
the children whether they selected the left or right box.
Unit
6 We ther
L E S S O N 6
Vocabulary revision: school things; pets; toys; fruit Art
Receptive language: It’s (cold) in (winter).
Material:
Linguistic skills: Flashcards: schoolbag, pencil, pencil case,
Understanding vocabulary on the CD and scissors, glue, book, dog, mouse, rabbit, duck, cat,
matching it to pictures in the book. hamster, teddy bear, train, plane, car, doll, com-
puter game, ball, puzzle
Cognitive, motor and social skills: Flashcards: spring, summer, autumn, winter;
Understanding vocabulary on the CD and ticking CD 2/43; Pupil’s Book, p. 43, ex. 10; CD 2/44;
the corresponding pictures in the book. Activity Book, p. 39, ex. 8–9
Pair work: Drawing pictures and playing a
vocabulary game.
• Sit in a circle with the children. Revise school things,
pets and toys using the flashcards. One: It’s sunny in summer.
• Ask the children to stand and clap with you as you One: It’s sunny in summer.
repeat the words rhythmically.
Two: It’s windy in autumn.
• The children sit down. Say a number of words from one
Two: It’s windy in autumn.
category, including a word that does not belong to this
category, e.g. car, plane, train, doll. Instruct the children Three: It’s cold in winter.
to put their hands up when they hear the odd word out. Three: It’s cold in winter.
Four: It’s rainy in spring.
Four: It’s rainy in spring.
 Listen and point.

• Ask the children to open their Pupil’s Books at p. 43,
Think and tick (3).
ex. 10. Instruct them to examine the four pictures at the
Listening exercise CD 2/43 top of the page and introduce the names of the seasons
while pointing to the appropriate picture. In addition, use
U ni t the flashcards to introduce the seasons. Encourage the
6 children to repeat the new words after you by holding up
10
43
CD 2
Listen and point. Think and tick ( ).
✓ the four flashcards one by one.
• Play CD 2/43. First, the children only look at the
pictures. Play the recording a second time. Now the
children tick the appropriate boxes.
• To check the answers, draw boxes on the board and ask
the children whether they selected the picture on the left
or on the right.
1 ✓
2 ✓
3 ✓
4 ✓
43
44
8 CD 2
Listen and tick ( ). Say.
✓
Unit
1 ✓
6
2 ✓
3 ✓
4 ✓
5 ✓
 Listen and tick (3). Say.  Draw and say. 6 ✓
Listening exercise CD 2/44 Pair work: Step to creativity

7 ✓
8 ✓
U ni t
6 9 Draw and say.
44
8 CD 2
Listen and tick ( ). Say.
✓
1 ✓
2 ✓
3 ✓ 39
4 ✓
5 ✓
• Tell the children to draw two pictures of their own choice
6 ✓ into the first frame in ex. 9 on p. 39 in their Activity
7 ✓ Books. Then they continue with the other three frames in
8 ✓ the same way.
• Ask the children to work in pairs. Child A says the words
9 Draw and say.
in one of his/her frames to child B. Child B points at the
appropriate picture in child A’s Activity Book.
Tapescript: • They then swap roles and continue in this way. Go
around the class to help if necessary.
Speaker 1: O
ne: a bird and a plane
One: a bird and a plane 39
Speaker 2: T
wo: a snowman and a rabbit
Two: a snowman and a rabbit
Speaker 1: T
hree: a hamster and scissors
Three: a hamster and scissors
Speaker 2: Four: a pencil case and a cat
Four: a pencil case and a cat
Speaker 1: F
ive: a doll and a ball
Five: a doll and a ball
Speaker 2: Six: a puzzle and a nose
Six: a puzzle and a nose
even: a bike and a boat
Speaker 1: S
Seven: a bike and a boat
Speaker 2: Eight: a computer game and a train
Eight: a computer game and a train
• The children open their Activity Books at p. 39 and look

at the pictures in ex. 8. Hold up your book and point at
each pair of pictures one after another while saying: A
plane and a car, a bird and a plane, etc. The children
listen to you and point along in their books.
• Tell them that they are to listen to the CD and tick the
box next to the appropriate pair of pictures in each line
indicated by numbers (one to eight).
• Demonstrate the first one. Stop the CD after the first
example One: a bird and a plane. Repeat the words
and pretend to tick the box next to the second pair of
pictures.
• Then play the entire recording (CD 2/44). The children
listen and tick the boxes next to the appropriate pairs of
pictures.
• Play the CD again. The children listen and check their
work. Go round the class and help if necessary.
• Check the answers, e.g.: What about number one?
Children: A bird and a plane!
self-checking. The children go to the key and check their
Units
L E S S O N 1
Vocabulary, phrases and structures: Numbering these words/phrases in the correspon-
Checking of vocabulary acquisition. ding colours.
Checking the results in an answer key.
Linguistic skills: Self-evaluation
Understanding and saying the key vocabulary and
Materials:
phrases from Units 5–6 on the topic areas Party
and Weather. CD 2/ 45–46; Pupil’s Book, pp. 44–45, ex. 1–2;
coloured pencils; (optional) answer key for self-
Cognitive, motor and social skills: checking
Matching words and phrases from the CD to the

Number one: sun
Show what you can do in the Introduction.
Number one: sun

Number two: bear
Number two: bear
 Listen and write the numbers.
Listening exercise CD 2/45 Number three: piece of cake
Number three: piece of cake

Number four: wind
U ni t s
Show wh t you c n do Number four: wind
5-6

45
1 CD 2
2 RED
2 GREEN
3 GREEN

Number one: crocodile
Number one: crocodile
BLUE RED GREEN

1 3 4
Number two: T-shirt
Number two: T-shirt

GREEN RED BLUE
Number three: Christmas tree
1 4 4
Number three: Christmas tree

Number four: cloud
Number four: cloud
RED BLUE BLUE
1 2 3
44 • Tell the children that they will now find out which words
Tapescript:
can match the words they hear to the corresponding
Speaker 1: Take a red pencil. Write the numbers. pictures. They have a red, a green and a blue pencil in
Take a red pencil. OK? Here we go. front of them on the desk.

• Play CD 2/45. The children write the numbers one to
Number one: umbrella
Number one: umbrella
Number two: frog • Go around the class and help the children if necessary.
Number two: frog • Display a completed sheet and let the children come out

Number three: shoes
Number three: shoes
that if they can say the correct words for the pictures,
Number four: snow they can colour the frames in the corresponding colours.
Number four: snow
Units
5-6
• When the children have coloured in the frames, give • Tell the children that they will now find out which of the
them an activity from Units 5 or 6 of the Teacher’s phrases on p. 45 of the Pupil’s Book they can already
Resource Pack to work on while you go around and understand well and which of them they can say.
check individual answers to the colouring activity. Ask • The children now check independently whether they
individual children to say the colours, e.g.: Teacher: can match the phrases they hear to the corresponding
(Milica). (Milica): snow – red. Teacher: (Dragan). pictures. They have a red and a green pencil in front of
(Dragan): bear – green. them on the desk.
• Divide the class into groups of four or five to do this if • Play CD 2/46. The children write the numbers one to
it is easier to move from group to group to check their four in the appropriate colours in the circles for each
work. picture. The first picture has already been numbered.
• Go around the class and help the children if necessary.
• Display a completed sheet and let the children come out
 Listen and write the numbers. and check their results independently.
Listening exercise CD 2/46 • Ask the children to look at the pictures again. Explain
U ni t s
they can colour the frames in the corresponding colours.
5-6 • When the children have coloured in the frames, give
46
Listen and write the numbers. them an activity from Units 5 or 6 of the Teacher’s
CD 2
3 RED
4 RED Resource Pack to work on while you go around and
individual children to say the colours, e.g.: Teacher:
(Ivana). (Ivana): It’s hot – red. Teacher: (Dimitrije).
2 GREEN
3 GREEN
(Dimitrije): Look at the dog – green.
GREEN GREEN
work.
1 4
RED RED
2 1
45
Tapescript:

Number one: Put on your sunglasses.
Number one: Put on your sunglasses.

Number two: It’s raining.
Number two: It’s raining.

Number three: It’s hot.
Number three: It’s hot.

Number four: Merry Christmas, mum!
Number four: Merry Christmas, mum!


Number one: It’s cold.
Number one: It’s cold.

Number two: The bird flies away.
Number two: The bird flies away.

Number three: Look at the dog.
Number three: Look at the dog.

Number four: I’m wearing my jacket.
Number four: I’m wearing my jacket.
Unit
7 Home
L E S S O N 1
Receptive language: living room, kitchen, Topic: Speaking motivation: ‘My house’
bedroom, bathroom
This is my (kitchen). There’s a (living room) Materials:
Flashcards: one, two, three, four, five, six, dog,
Linguistic skills: mouse
Understanding a chant (This is my house) from the Flashcards: kitchen, bathroom, bedroom, living
CD. room; CD 3/1–2; Pupil’s Book, p. 46, ex. 1; CD 3/3;
Understanding statements on the CD and Activity Book, p. 40, ex. 1
Hearing a chant on the CD, pointing along in the
book and chanting rhythmically in unison.
Understanding statements on the CD and numbe-
ring pictures accordingly.
Revision  Listen and point.

• Revise the words for numbers and animals (mouse and Say the chant.
dog) by using the flashcards and playing What’s mis-
sing? with the children (see Unit 1 Lesson 9).
Chant: This is my house CD 3/1–2
• Revise the meaning of the word my by showing the
class, e.g., your book, and saying: My book or My (red)
U ni t
book. 7 Home
1/2
1 CD 3
kitchen, bathroom, bedroom, living room
Repeat the new words several times and have the child-
ren repeat after you. If you believe it to be necessary to
revise the word house from Unit 1, draw a picture of a
house on the board.
Pre-teaching key phrases

This is … There’s …
• Explain the meaning of these phrases by using real-life
examples. Point to one of the children and say, e.g.
This is (Nenad). Point to the back of the class and say 46
There’s (Milica). Provide a few more examples and have

the children repeat the phrases several times after you.
Tapescript:
Living room, kitchen, there’s a mouse,
Bedroom, bathroom, this is my house!

look at ex. 1.
• Hold up your book, point to each of the four pictures at
the top of the page, and provide the appropriate names
for the different rooms.
• Then play CD 3/1 and have the children point to the
appropriate room at the top of the page.
Unit
7
• Next, present the picture of the house at the bottom of
the page and say: This is my house. Then point to each Tapescript:
of the rooms and say: There’s the (bedroom). One: This is my bedroom.
• Play the recording a second time and have the children Two: This is my house.
repeat the chant. Three: There’s a living room.
• Play the karaoke version (CD 3/2) and practise the chant Four: There’s a kitchen.
with the children. Five: This is my dog.
Six: There’s a bathroom.
 Listen and point.
Write the numbers. • Ask the children to open their Activity Books at p. 40 and
look at ex. 1.
Listening exercise CD 3/3 • Play CD 3/3 and have the children listen and point to the

appropriate pictures.
U ni t
Home • Play the recording a second time and have them number
7
3
the pictures accordingly. Number one has already been
1 CD 3
done.
4 2 • Play the recording a third time for the children to check
their answers.
• To check the children’s answers, ask: Number one, what
is it? or This is my dog, what number is it?
1 6
3 5
40
L E S S O N 2
Vocabulary revision: mum, dad, brother, sister. Understanding statements on the CD and
This is my house. matching objects.
Receptive language: Who’s in the (bedroom)? Understanding statements on the CD and ticking
(Mum)’s in the (bedroom). the appropriate boxes in the book.
Understanding statements on the CD, repeating Topic: Speaking motivation: ‘My house’
the sentences.
Understanding statements on the CD and Materials:
matching with the pictures in the book. CD 3/2
CD 3/4; Pupil’s Book, p. 47, ex. 2; CD 3/5; Activity
Book, p. 41, ex. 2

• Use the karaoke version (CD 3/2) to practise the chant in
This is my house with the children.
• Explain the meaning of in by using real-life examples
• To revise the words for family, draw four stick figures
from the classroom, e.g. pick up a pencil case and say:
on the board and say: This is dad pointing at the first
The pencil is in the pencil case. Stress the word in. Then
one. The children provide sentences for the other family
give a few other examples (e.g. The notebook is in the
members. If you used and saved magazine clippings
school bag.) Repeat the statements several times and
with pictures of families, you could reuse them at this
have the children repeat after you.
point.
Unit
7 Home
Pre-teaching key phrases  Think and tick (3).
Who’s …? Listen and say.
• Explain the meaning of this phrase by drawing a picture Listening exercise CD 3/5
of a house on the board. Draw one of the stick figures
again and point to it and say, e.g.: Who’s in the house? U ni t
Dad’s in the house. Provide a few more examples and 7

have the children repeat the statements several times 2
5
CD 3
Think and tick ( ). Listen and say.
✓
after you.
 Listen and match. Say.

U ni t
7
4 ✓
2 CD 3
Listen and match. Say.
✓
✓
✓
41
Tapescript:
Speaker: Who’s in the bedroom?
Child: Sister’s in the bedroom.
Speaker: Who’s in the bathroom?
Child: Dad’s in the bathroom.
Speaker: Who’s in the living room?
Child: Mum’s in the living room.
47
Speaker: Who’s in the kitchen?

Child: Brother’s in the kitchen.
Tapescript:
Mum’s in the kitchen.
look at ex. 2.
Dad’s in the living room.
• Point to each of the characters and each of the rooms
Sister’s in the bathroom.
and elicit words from the children. The same applies to
Brother’s in the bedroom.
both the top and bottom of the page.
• Then play CD 3/5 and first have the children listen and
• Ask the children to open their Pupil’s Books at p. 47 and point at the appropriate rooms in the large picture of the
look at ex. 2. house.
• Hold up your book and point to each of the four • Play the recording a second time and have the children
pictures at the top of the page and provide or elicit the tick the appropriate boxes at the bottom of the page. The
appropriate names for the different family members. first row has already been completed.
• Next, present the picture at the bottom of the page. Point • Play the recording a third time for the children to check
to each of the rooms and say (or elicit): There’s the their answers.
(bedroom). • To check the children’s answers, ask: Who’s in the
• Then play CD 3/4 and have the children match the four (kitchen)?
characters to the appropriate pictures at the bottom of
the page.
check their answers.
• Have the class read out the answers.
Unit
7
L E S S O N 3
Vocabulary revision: colours, plate Understanding phrases on the CD and numbering
Receptive language: fridge, table, sofa, TV, bed, pictures accordingly.
mirror Matching, drawing and colouring objects.
Sleep. Watch TV. Open the fridge. Sit on the sofa.
Go to bed. Put the plates on the table. Cross-curricular integration:
Topic: Speaking motivation: ‘My house’
Understanding phrases on the CD and matching
with the pictures in the book. Materials:
Making statements about objects in a picture. Flashcards: red, yellow, green, blue, black, white,
brown, orange, pink, purple, plate
Flashcards: sofa, TV, fridge, table; CD 3/6; Pupil’s
Book, p. 48, ex. 3; Activity Book, p. 42, ex. 3;
coloured pencils
Revision  Listen and point.

Write the numbers.
• Revise the words for colours and the word plate with the
aid of the flashcards. Show the children a flashcard by
holding it up without looking at it yourself. Ask the class,

U ni t
7
e.g.: Is it (red)?
6
3 CD 3
5 4
fridge, table, sofa, TV, bed, mirror
• Explain the meaning of the first four words with the aid of
the flashcards. Explain the meanings of bed and mirror 2 6
either by drawing them on the board or using the illustra-

tions on p. 42 of the Activity Book. Repeat the new words
several times and have the children repeat after you.
3 1
Sleep. Watch TV. Open the fridge. Sit on the sofa.
Go to bed. Put ... on the table.
• Explain the meanings of these phrases by using appro- 48
priate gestures, the flashcards, and drawing pictures on
the board. Encourage the children to repeat the phrases
several times after you. Tapescript:
One: Sleep.
Two: Watch TV.
Three: Open the fridge.
Four: Sit on the sofa.
Five: Go to bed.
Six: Put the plates on the table.

look at ex. 3.
• Play CD 3/6 and have the children listen and point at the
• Play the recording a second time and have them num-
ber the pictures accordingly. Number one has already
been done.
• Play the recording a third time for the children to check
their answers.
• To check the children’s answers, ask: Number one, what
is it? or Go to bed. What number is it?
Unit
7 Home
 Draw and colour. Say look at ex. 3.
• Point to each of the items of furniture at the bottom of
the page and elicit words from the children. Then elicit

U ni t
7 words for the four presented rooms.

3 Draw and colour. Say. • Take the fridge as an example. Ask the children, e.g.:
Is the fridge in the bathroom? The children answer: No!
When they finally answer yes, pretend to draw the fridge
in that picture.
• Allow the children sufficient time for drawing and
colouring.
• To check the answers, have the children say which item
of furniture is in which room, e.g.: The fridge is in the
kitchen. Then say: Yes, the white fridge. Elicit words for
the other colours as well.
Option: Ask about the other objects in the pictures: The (sofa),
what colour is it?
42
L E S S O N 4
Vocabulary revision: colours, items of clothing, Topic: Speaking motivation: ‘My house’
toys Art
Receptive language: The (rubber) is in the (pencil
case). The (skirt) is on the (bed). The (shoes) are Materials:
under the (chair). Flashcards: red, yellow, green, blue, black, white,
brown, orange, pink, purple; schoolbag, pencil,
Linguistic skills: pencil case, scissors, glue, book, rubber, note-
Understanding instructions on the CD. book, desk, chair; teddy bear, train, plane, car, doll,
Making statements about objects in a picture. computer game, ball, puzzle; jacket, jeans, T-shirt,
skirt, shorts, socks, shoes
Cognitive, motor and social skills: Pupil’s Book, p. 49, ex. 4; CD 3/7 Activity Book,
Understanding instructions on the CD and drawing p. 43, ex. 4; coloured pencils
items accordingly.
Drawing and colouring objects.

• Revise the words for colours, school items, toys and on, under
clothes by using flashcards. Play What’s missing? (see
Unit 1 Lesson 9). • Explain the meaning of on and under by using real-life
examples, e.g. put a pencil on the desk and say: The
pencil is on the desk. Stress the word on. Then give
another example with under by putting something
(e.g. a rubber) under your chair. Provide a few other
examples. Repeat the statements several times and
have the children repeat them after you.
Unit
7
 Listen and draw.  Say.
Colour and say.
Listening exercise CD 3/7 U ni t
7
Listen and point. Write the numbers. 4 Say.
U ni t
7
7
4 CD 3
Listen and draw. Colour and say.
SKIRT
BALL
SCISSORS
SCHOOLBAG
SHOES
49
43
look at ex. 4. Allow them a couple of minutes to examine
the picture.
Tapescript:
• Point to some of the items in the picture and elicit words
The pencil case is on the desk. from the children. Then elicit statements about those
The pencil case is on the desk. items, e.g. The (brown) teddy bear is on the (red) car.
• Also consider asking the children, e.g.: The book is
The rubber is in the pencil case. under the chair? or The car is red?
The rubber is in the pencil case.
The skirt is on the bed.

The skirt is on the bed.
The shoes are under the chair.

The shoes are under the chair.
The school bag is on the chair.

The school bag is on the chair.
The ball is under the bed.

The ball is under the bed.
The scissors are on the desk.

The scissors are on the desk.

look at ex. 4.
• Elicit the words desk, bed, chair and point to them in the
picture.
• Then play CD 3/7 and have the children draw the
appropriate items in the picture.
• Play the recording a second time and have them check
their answers.
• Allow the children some time to colour in the items.
• To check the answers, have the children try to repeat the
statements from the CD. In addition, consider asking:
The desk, what colour is it? When asking about objects
the children do not know how to say, simply ask: And
this, what colour is it?
Unit
7 Home
L E S S O N 5
Vocabulary revision: plum, banana Understanding statements and mini-dialogues on
Receptive language: What’s for breakfast? I’m the CD and numbering pictures accordingly.
hungry. I’m thirsty. Have a sandwich/a glass of Finishing logical sequences by drawing items.
water. Dinner’s ready. Let’s eat. Can I go out?
Linguistic skills: Topic: Speaking motivation: ‘Meals’
Understanding statements on the CD, repeating Art
the statements.
Understanding mini-dialogues on the CD and Materials:
matching with the pictures in the book. Flashcards: banana, plum
Flashcards: apple, pear, hungry, thirsty, sandwich,
glass of water; CD 3/8; Pupil’s Book, p. 50,
ex. 5–6; CD 3/9; Activity Book, p. 44, ex. 5–6;
coloured pencils
Revision  Listen and point.

• Revise the words plum and banana by using the Write the numbers
appropriate flashcards. Elicit the words from the children.
U ni t
7
apple, pear, sandwich, a glass of water 8
breakfast, lunch, dinner CD 3
4 3
• Introduce the words apple, pear, sandwich and a glass
of water by using the appropriate flashcards.
• Introduce the words for meals in L1.
• Encourage the children to repeat all the new words
several times. 1 2

I’m hungry. I’m thirsty. Have a ... Dinner’s ready! 10
6 Listen and point.
Let’s eat. Can I go out? CD 3
• Try to explain the meaning of as many of these state-

ments as you can by using appropriate gestures. Use L1 Tapescript:
for those which remain unclear. Have the children repeat Speaker: One
the statements several times after you. 50
Child: Good morning, mum.

Mum: Good morning, dear.
Child: What’s for breakfast? I’m hungry.
Speaker: Two
Child: Can I go out, mum?

Mum: No, it’s lunchtime. Have a sandwich.
Speaker: Three
Child: Hi, mum! I’m thirsty, I’m very thirsty!

Mum: Have a glass of water.
Speaker: Four
Mum: Dinner’s ready!

Child: Mmm ... Let’s eat!
Unit
7
look at ex. 5. Tapescript:
• Play CD 3/8 and have the children listen and point to the
One: Dinner’s ready!
One: Dinner’s ready!
• Play the recording a second time and have them number

U ni t
7
the pictures accordingly. Number one has already been Two: Let’s eat!
done. 5
8
CD 3
Two: Let’s eat!
• Play the recording4 a third time for3 the children to check
Three: Have a sandwich.
their answers.
Three: Have a sandwich.
• To check the children’s answers, draw four boxes on
the board and have the children tell you the appropriate Four: Can I go out?
numbers. Four: Can I go out
1 2
 Listen and point.

Listening exercise CD 3/10 look at ex. 5.
10
• Play CD 3/9 and first have the children listen.
6 Listen and point.
CD 3

tick the appropriate boxes. Number one has already

U ni t
7
been completed. 9
5
• Play the recording a third time✓for the children to check
CD 3
1 2
their answers. ✓ ✓
50
• To check the children’s answers, write the numbers one
to four on the board and draw two boxes next to each of
them. Then ask: One ... left or right?
Tapescript:
3 4
✓ ✓
apple, banana, plum, pear
 Look, draw and say.
• Ask the children to have a look at their Pupil’s Books,

p. 50, ex. 6.
• Play CD 3/10 and have them point to the appropriate
items in the picture.
44
 Listen and tick (3).

Listening exercise CD 3/9 to look at ex. 6.

U ni t
• Help them read out the first row of fruit and to finish the
7 logical sequence.
5
9
✓
• Give the class sufficient time to complete the other two
logical sequences and then have the class read out the
CD 3
1 2
✓ ✓
sequences to you.
3 4
✓ ✓
44
Unit
7 Home
L E S S O N 6
Vocabulary revision: fruit, numbers Topic: Speaking motivation: ‘Fruit’
Receptive language: Give me ... please ... Give me
more! No way! Materials:
Flashcards: numbers one to ten; apple, banana,
Linguistic skills: plum, pear
Understanding statements on the CD. CD 3/11–12; Pupil’s Book, p. 51, ex. 7; CD 3/13;
Understanding a chant (Give me more!) from the Activity Book, p. 45, ex. 7
CD.
Hearing a chant on the CD, pointing along in the
book and chanting rhythmically in unison.
Understanding statements on the CD and mat-
ching pictures.
Revision  Listen and point.

• Revise the words for numbers and fruit by using the Say the chant.
flashcards and playing What’s missing? with the children
(see Unit 1 Lesson 9). Chant: Give me more! CD 3/11–12
U ni t
Pre-teaching key phrases 7

11/12
Listen and point. Write the numbers. 7 Listen and point. Say the chant.
Give me … Give me more … No way! CD 3
• Explain the meaning of these phrases by making appro-

priate gestures. Put ten pencils on your desk. Ask one
of the children to come to the front of the class. Point to
one of the pencils and tell the child, e.g.: (Tijana), give
me a pencil and use an appropriate gesture if necessary
so that the child understands what he/she needs to do.
When the child hands over the pencil, ask for another,
and another, and then say: Give me more! and make the
appropriate gesture so that the child understands what
you mean. Have the children repeat the phrases several
times.
• Ask another child to come to the front of the class. Have
the child point to the pencils and say: (Teacher), give me
a pencil. Demonstrate No way! to the class, but be sure
to smile immediately after you say this so that the child 51
does not think he/she has done something wrong.
Tapescript:
One apple, two apples, three apples, four!
Give me more! Give me more!
One plum, two plums, three plums, four!
One pear, two pears, three pears, four!
No way!
Okay.
Unit
7
look at ex. 7. Speaker: Five
• Hold up your book, point to the first three rows of pic- Child 1: Give me three plums and two bananas,
tures, and elicit the names for the different kinds of fruit. please.
• Then play CD 3/11 and have the children point to the Child 2: No problem. Three plums and two
appropriate pictures on the page. bananas. Here you are.
• Play the recording a second time and have the children Child 1: Thank you!
repeat the chant.
• Play the karaoke version, CD 3/12 (And now you!), and Speaker: Six
practise the chant with the children. Child 1: Give me two apples and three pears,
please.
Child 2: Two apples and one, two, three pears.
Here you are.
 Listen and tick (3). Child 3: Thank you!
U ni t
7
13
look at ex. 7.
7 CD 3
✓ • Play CD 3/13 and first have the children listen.
1 2
✓ ✓
tick the appropriate boxes. Number one has already
been completed.
• Play the recording a third time for the children to check
their answers.
• To check the children’s answers, write the numbers one
3 4
✓ ✓
to six on the board and draw two boxes next to each
number. Then ask: One ... left or right?
5 6
✓ ✓
45
Tapescript:
Speaker: One
Child 1: Give me six plums, please.
Child 2: Here you are.
Child 1: Thank you.
Speaker: Two
Child 1: Give me five apples, please.
Child 2: Here you are.
Child 1: Thank you!
Speaker: Three
Child 1: Give me three pears and two bananas,
please.
Child 2: Three pears and two bananas,
here you are.
Child 1: Thank you.
Speaker: Four
Child 1: Give me an apple and three pears,
please.
Child 2: An apple and two pears?
Child 1: No, an apple and three pears.
Child 2: Okay, an apple and three pears.
Here you are.
Child 1: Thank you!
Unit
8 He lth
L E S S O N 1
Vocabulary, phrases and structures: Understanding and carrying out jumbled
bed; tooth/teeth; knees; (a glass of) milk instructions.
Receptive language: Get out of bed; Wash your Understanding instructions from the CD and
face; Clean your teeth; Bend your knees; Jump; numbering pictures accordingly.
Have a glass of milk; Sing a song; Have an apple; Cross-curricular integration:
Run to school.
Topic: Speaking motivation ‘Health’.
Linguistic skills: Sport
(Bend your knees).
CD 3/12;
Flashcards: bed, tooth/teeth, knees, (a glass of)
matching with the corresponding pictures.
milk, face; CD 3/14; Pupil’s Book, p. 52, ex. 1;
Cognitive, motor and social skills: (optional) answer key for self-checking; CD 3/17;
Matching instructions with actions. Activity Book, p. 46, ex. 1
Revision • Work on the Action Story by carrying out the following

• Revise the chant from the previous lesson. Use the steps as in previous units.
karaoke version of the recording (CD 3/12). – Listen and imitate
bed; tooth/teeth; knees; (a glass of) milk; face
confident.
• Introduce the new words with the flashcards. Say the
– Carrying out instructions
words as you show the card and the children repeat
after you. Give the instructions again but do not do them
yourself. Repeat until the children are confident.
Gradually increase the tempo.
 Listen and point. Write the
numbers. – Carrying out the instructions in a jumbled order
Action Story: Bend your knees CD 3/14
the actions yourself. Repeat until the children are
confident. Give random instructions to individual
U ni t
8 He lth children.
1
14
CD 3
Listen and point. Write the numbers. • The children open their Pupil’s Books at p. 52. The six
3 6 pictures are printed in random order. Give the children
sufficient time to look at the pictures.
5 1
Tapescript:
Get out of bed.
Wash your face.
Clean your teeth.
2 4
Bend your knees – one, two, three.
Jump – one, two, three.
Have a glass of milk.
52 • Tell the children to put the pictures in the correct order

by numbering them. Number 1 is already done.
• Now play the Action Story again. The children listen and
number the pictures.
Unit
8
Option: In high-ability classes you can put out an answer key for • Ask the children to open their Activity Books at p. 46 and
self-checking. The children go to the key and check their look at the pictures in ex. 1. They are shown in random
own work themselves. order.
Alternative: Draw six boxes on the board that represent the page • Tell the children that they are to listen to the CD and
in the Pupil’s Book. Have the children tell you the number the pictures according to what they hear.
answers. Write the numbers on the board. Number 1 is already done.
Pronunciation tips: The lips must be rounded for the formation
of the [w] in wash.
pictures.
For the pronunciation of the word teeth [ti:T]
the children should be able to feel the tip of
their tongue against their teeth. Avoid using Tapescript:
an [s]. Note that the ‘j’ in jump is soft and
voiced [dZ]. Use the following sentence for Get out of bed.
practice: Jump, Charley, jump. The [tS] in Wash your face.
Charley is spoken unvoiced and ‘hard’. Clean your teeth.
Sing a song.
Have an apple.
 Listen and write the numbers. Run to school.
U ni t
8 He lth • Check the children’s work by asking, e.g.: Wash your

17
face. What number is it?
1 CD 3
5 3
2 6
1 4
46
Unit
8 He lth
L E S S O N 2
Get out of bed; Wash your face; Clean your teeth; Topic: Speaking motivation ‘Health’.
Bend your knees; Jump; Let’s keep fit. Music
Singing a song (Get out of bed). CD 3/15–16; Pupil’s Book, p. 53, ex. 2;
Matching instructions from the CD to pictures in the CD 3/18; Activity Book, p. 47, ex. 2;
book. (optional) answer key for self-checking
Singing while imitating actions, clapping or
dancing.
Learning the words of a song by pointing along to
lines of pictures and by movements.
Keeping to the right rhythm while speaking in
unison and singing.
Revision Get out of bed © Helbling, Rum/Innsbruck
• Give the instructions from the Action Story (Bend your

# D
& #c œ
D A A A7
knees) from the previous lesson. The children do the
œ œ œ Œ œ Œ œ Œ
actions. œ œ œ œ
1. Get out of bed, wash your face, wash your face,
 L isten and point. 2. Get

3. Get
out
out
of bed,
of bed,
clean
bend
your teeth,
your knees,
clean your teeth,
bend your knees,
Sing the song. Lebhafter

## 1.
D
Œ ..
2.
D D7
.. œ
G
Œ œ Œ
Song: Get out of bed CD 3/15–16 & œ œ œ œ œ œ œ
wash your face. wash your face. And Ref.: jump, jump,
U ni t clean your teeth. clean your teeth. And
8 bend your knees. bend your knees. And
# D
15/16
& # œ œ œ œ .
Listen and point. Write the numbers. 2 Listen and point. Sing the song. A A7 D D7 D
œ Œ œ Œ
Œ
œ œ œ œ .
CD 3 1. 2.
œ œ œ
let's keep fit, and jump, jump, let's keep fit, and let's keep fit!
• Play the song (CD 3/15).

Z
• Say the words of the song line by line and indicate
meaning by doing the actions.
• Play the song again. The children point along with it on
p. 53 in the Pupil’s Book.
• Now say the words with the children. They use the
pictures in the book as prompts and point along again.
• The children make a circle. Go around the inside of the
circle and hum the tune. The children you go past pick
up the tune and begin to hum along. Go around in the
circle several times until in the end all the children are
53
humming the tune with you.
• Play the karaoke version (CD 3/16). Start to sing the
song. Join the circle and do the actions with the children.
At Let’s keep fit! clap your hands three times.
• The children imitate your actions and sing along.
Unit
8
• Play CD 3/18 twice. Now the children tick the
 Listen and tick (3). appropriate pictures in the book.
Listening exercise CD 3/18 • The children then listen again and check. Go around the
class and check the children’s work.
U ni t
8
2
18
CD 3
✓
Tapescript:
1
✓
2
✓
Speaker 1: One. Wash your face.
One. Wash your face.
Speaker 2: Two. Get out of bed.
Two. Get out of bed.
3
✓
4
✓ Speaker 1: Three. Bend your knees.
Three. Bend your knees.
Speaker 2: Four. Drink a glass of milk.
Four. Drink a glass of milk.
5
✓
6
✓ Speaker 1: Five: Jump.
Five: Jump.
Speaker 1: Six: Clean your teeth.
Six: Clean your teeth.
47
• Ask the children to look at the pictures on p. 47 of their self-checking. The children go to the key and check their
Activity Books. own work themselves.
• Say: One. Smile. Wash your face. Two. Get out of bed. Alternative: Draw six pairs of boxes on the board that represent
Clean your teeth, etc. Get the children to point to the the page in the Activity Book. Point at the first pair of
corresponding pictures in the book. boxes. Say: Left or right? The children tell you the
• Tell the children that they are to listen to the CD and tick answers. Tick the corresponding boxes on the
the corresponding picture of each pair. board.
L E S S O N 3
Receptive language: My tooth hurts. Open your Understanding sentences and mini-dialogues from
mouth. the CD and numbering the pictures in the book into
An ice cream, please. Have an apple. I love the correct order.
chocolate.
Linguistic skills: Topic: Speaking motivation ‘Healthy habits’
Understanding mini-dialogues from the CD.
Understanding sentences on the CD. Materials:
Understanding sentences on the CD and matching CD 3/16; Flashcards: banana, apple
with the pictures in the book. Flashcard: ice cream; CD 3/19; Pupil’s Book, p. 54,
ex. 3; CD 3/20; Activity Book, p. 48, ex. 3
Revision chocolate, ice cream
• Sing the song Get out of bed from the previous lesson • Introduce the word ice cream and revise the words
with the children to the karaoke version (CD 3/16). Do banana and apple with the aid of the appropriate
the corresponding actions. flashcards. Introduce chocolate by drawing it on the
board.
Unit
8 He lth
Announcer: Picture four.
my tooth hurts, open your mouth, Dentist: Open your mouth.
have a banana, come in, take a seat Announcer: Once again.
• Introduce the various phrases by using appropriate Picture four.
gestures. Have the children repeat them after you a Dentist: Open your mouth.
couple of times.
• Hold your book up. Point to the first picture and ask:
 Listen and write the numbers. What number is it? Children: Three., etc.
Listening exercise CD 3/19 Note: You can also check the children’s answers by saying, e.g.:
Have an apple, Dad. Children: (It’s number) Three.

U ni t
8
3
19
CD 3
 Listen and write the numbers.
3 2

U ni t
8
20
3 CD 3
5 1
1 4
2 4
54 6 3
• The children open their Pupil’s Books at p. 54 and look

at the pictures. Explain to the children that they will now
hear individual sentences or short dialogues on the CD
and are to match them to the corresponding pictures in 48
the book. Picture 1 has already been numbered.

• Play the listening exercise twice (CD 3/19). The children • Ask the children to open their Activity Books at p. 48 and
listen and write the corresponding numbers in the circles look at the pictures in ex. 3. The six pictures are shown
in the book. in random order.
• Tell them that they are to listen to the CD and number
the pictures according to what they hear.
Tapescript:
pictures.
Announcer: Picture one.
Mr Matt: My tooth hurts.
Announcer: Once again. Tapescript:
Picture one. Speaker: One.
Mr Matt: My tooth hurts. Boy: I love chocolate.
Announcer: Picture two. Speaker: Two.

Mr Matt: A big ice cream, please. Boy: My tooth hurts.
Man: Here you are. Speaker: Three.
Announcer: Once again. Girl: Have a banana.
Picture two.
Mr Matt: A big ice cream, please. Speaker: Four.
Man: Here you are. Dentist: Come in.
Speaker: Five.
Announcer: Picture three. Dentist: Take a seat.
Danny: Have an apple, Dad.
Mr Matt: No, thanks. Speaker: Six.
Announcer: Once again. Dentist: Open your mouth.
Picture three.
Danny: Have an apple, Dad.
• Check the children’s work by asking, e.g.: My tooth
Mr Matt: No, thanks.
hurts. What number is it?
Unit
8
L E S S O N 4
Vocabulary, phrases and structures: Categorising food into healthy or unhealthy.
Three lollies, please; Yummy; Tea’s ready; No, Drawing/Copying food items.
thank you, Dad; What’s the matter?; I feel sick. Cross-curricular integration:
Linguistic skills: Topic: Speaking motivation ‘A healthy snack’.
Understanding mini-dialogues on the CD. Art
Cognitive, motor and social skills: Materials:

Understanding mini-dialogues on the CD and a soft ball; Flashcards: apple, banana, plum, pear,
pointing along in the book. cake, (a glass of) milk, ice cream
Saying mini-dialogues or performing a role play in Flashcards: orange, lemon, lolly; CD 3/21; Pupil’s
front of the class. Book, p. 55, ex. 4; Activity Book, p. 49, ex. 4
Pair work: Practising a dialogue. (Option) Acting it
out.
• Stand in a circle with the children. Say a number and Boy: Three lollies please.
throw the ball to a child. The child catches the ball, says Man: Here you are.
another number and throws the ball to another child, etc. Boy: Thank you. – Yummy.
Revise colours, school things, pets and toys in this way.
• Revise the food items the children have learnt so far. Put Boy: A big ice cream, please.
the flashcards on the board and play What’s missing? Woman: Here you are.
(See Unit 1, Lesson 9, Revision) Boy: Thank you. – Yummy.
• Use this opportunity to introduce the words orange,
lemon and lolly. Use the appropriate flashcards. Dad: Tea’s ready.
Boy: No, thank you, Dad.
Dad: What’s the matter?
Preliminary preparation of phrases Boy: I feel sick.
Tea’s ready; I feel sick
• Translate the phrases Tea’s ready. and I feel sick.
• Tell the children that in the UK the afternoon snack is • The children look at the pictures on p. 55 in the Pupil’s
called tea without tea necessarily being served. Children Book. Play the listening exercise several times (CD 3/21).
ask for example: What’s for tea, mum? Mum: A glass of The children listen and point along in the book.
milk and a sandwich.
Mini-dialogues
 Listen and point. • Hold up your book, point to the pictures and act out
Listening exercise CD 3/21 the mini-dialogues using two different-sounding voices.
Repeat the mini-dialogues several times and encourage
U ni t the children to repeat them after you.
8 • Act out a mini-dialogue with a child. Repeat the
mini-dialogue several times with different children, but
21
4 CD 3
Listen and point.
with you always playing the same role (e.g. the boy).
Then take on the other roles and act out the other
mini-dialogues with other children. Repeat the process
until the children are able to recite the whole sketch.
• Now the children work in pairs and choose one
sequence of the dialogue. Then they mime it in front of
the class. The others have to guess what they are acting
out. Ask: What is it? Children answer e.g.: What’s the
matter? – I feel sick.
55
Unit
8 He lth
Shopping List Memory Game.  Think and draw. Say.
• Divide children into small groups where possible. Catagorising food
Alternatively have high-ability children together in one
group. U ni t
• Sit the children in a circle. The child to start asks the 8

child to their left for something on an imaginary shopping 4 Think and draw. Say.
list, e.g.: Four bananas, please. The child then responds

with: Here you are before turning to the next child in the
circle. They repeat the order and add an item of their
own, e.g.: Four bananas and three pears, please. Play
moves to the left, and each child adds a new item to the
list. The children see how many items they can add to
their list.
Pre-teaching key words

healthy; unhealthy
• Explain the words healthy/unhealthy. Get the children
to repeat the new words several times after you. Put
the food flashcards on the board and draw a lemon and
some chocolate. Point at the apple flashcard. Ask, e.g.:
49
What about the apple? Is it healthy or unhealthy food?
Prompt them to answer (It’s) healthy (food). Say: That’s
right/OK. The apple is healthy food. Let’s put it here. Put • Take the flashcards off the board.
the flashcard underneath a drawing of a ‘thumbs up’ • Ask the children to look at the food items at the top of
sign on the board. Continue with the other flashcards. p. 49 in the Activity Book. Name them and the children
Put the flashcards with food classified as unhealthy point at the corresponding pictures.
underneath the drawing of a ‘thumbs down’ sign. • Tell the children to draw the items in the appropriate
boxes according to whether they are healthy or
unhealthy food.
• Check the children’s work by asking: What about the
(banana)? The children answer: It’s healthy, etc.
L E S S O N 5
Vocabulary, phrases and structures: Pair work: Practising a dialogue. (Option) Acting it
Go and clean your teeth, Ben; Yes, Dad; Let’s sing out.
a song; OK, sir; My tooth hurts; Open your mouth; Understanding sentences from the CD and
Clean your teeth; I feel sick; Wash your face; I’m numbering pictures accordingly.
hungry. Pair work: Miming instructions.

Understanding mini-dialogues/sentences from the Topic: Speaking motivation ‘A healthy snack’.
CD. Materials:
Cognitive, motor and social skills: CD 3/22; Pupil’s Book, p. 56, ex. 5; CD 3/23
Understanding mini-dialogues on the CD and Activity Book, p. 50, ex. 5–6
pointing along in the book.
Saying mini-dialogues or performing a role play in
front of the class.
Revision
• Ask volunteers to act out their dialogues from the
previous lesson.
Unit
8
 Listen and point. Act out.  Listen and write the numbers.
Role play CD 3/22 Listening exercise CD 3/23

U ni t
U ni t
8 8
22
5 CD 3
Listen and point. Act out. 5
23
CD 3
1 2
4 1 3
6 2 5
3 4
6 Say and mime.
5 6
• Ask the children to look at the pictures in ex. 5, on p. 50
in their Activity Books. Say the sentences illustrated by
the pictures in random order. The children point to the
corresponding pictures. Clarify the meaning of I feel
sick. through gesture and mime.
56 • Tell the children50 to number the pictures according to
what they hear on the CD.

• Play CD 3/23. The children write the numbers.
Tapescript:
Dad: Go and clean your teeth, Ben.
Tapescript:
Ben: Yes, Dad.
Teacher: Let’s sing a song. Speaker 1: One.
Students: Yes! Speaker 2: Open your mouth.
Teacher: Ben, here you are. Go and clean your
teeth. Speaker 1: Two.
Ben: OK, sir. Speaker 2: Wash your face.
Students: Yeaaahh!
Speaker 1: Three.
Speaker 2: Clean your teeth.
• Ask the children to open their Pupil’s Books at p. 56 and Speaker 1: Four.
look at the picture story. Speaker 2: My tooth hurts.
• Tell the children to listen to the dialogue (CD 3/22) and
to point to the pictures in the book. Speaker 1:
Five.
U ni t
• Play CD 3/22 twice. The children listen and point. Speaker 2: 8 hungry.
I’m
• Present the content of the dialogue as a role play. Say: 5
23
CD 3
Go and clean your teeth, Ben. In another voice answer: Speaker 1: Six.4 1 3
Yes, Dad. As Ben, pretend to clean your teeth and, Speaker 2: I feel sick.
instead, clean an imaginary mirror with an imaginary
toothbrush. Hum a song while doing this.
• In this way develop the whole dialogue and act it out
several times in front of the class.  Say and mime.
6 2 5
• Then encourage a child to take on the role of Ben. Play

Pair work
the parts of dad and the teacher yourself. Four or five
children (or the rest of the class) take the part of the
6 Say and mime.
students and sing the song Get out of bed together with
you.
• Divide the class in four groups and get them to practise
the dialogue. Any additional students in each group play
the students. Go around the class and help if necessary.
• Finally, volunteers act out the role play in front of the
class. Ask the class to applaud. (Let’s give them a big 50
hand!)
Unit
8 He lth
• Say the six sentences from ex. 5 one by one and mime • Say one of the six sentences. Get the child to mime the
the action. The children repeat after you and do the sentence. Then the child says a sentence and you try to
action. mime it. Continue with two or three other sentences in
• When the children are confident, demonstrate the pair the same way.
work with a child in front of the class. • The children work in pairs. Child A says three sentences
and child B mimes them.
• Then they swap roles. Circulate around the class and
help if necessary.
L E S S O N 6
Vocabulary, phrases and structures: Pair work: Completing a logical sequence and
Vocabulary revision reading it out.
Receptive language: Wash your hands. Don’t eat Understanding instructions on the CD and
too many sweets. Eat lots of fruit. Keep fit. numbering the pictures in the book into the correct
order.
Linguistic skills:
Reading out logical sequences.
Understanding instructions on the CD. Art
Topic: Speaking motivation ‘Healthy habits’
Materials:
Completing logical sequences and reading
them out. Activity Book, p. 51, exs. 7–8; coloured pencils;
Creating one’s own logical sequence and (optional) answer key for self-checking
reading it out. CD 3/24; Pupil’s Book, p. 57, ex. 6
Revision • Ask the children to open their Activity Books at p. 51 and

• Ask the children to stand in two rows facing each other. look at the pictures in ex. 7 for about five seconds. Get
Assign roles A and B to each row. them to close their books and give you words they can
• Start by calling out each action the children have learnt remember. Say: Give me words.
U ni t
so far in this unit, e.g.: Get out of bed. Wash your face. • Then the children open their books again. Tell them
8 to
Clean your teeth., etc. Child A mimes the first action complete the number sequences.
7 Complete, colour and say.
and child B mirrors their action. Then child B mimes the • Give the children enough time to do this. Go around the
second action and child A mirrors their action. class and help if necessary. 5
RABBITS
• To check the children’s work, get them to read out the

Note: This leads to instant recall and comprehension. sequences. 1
BANANA
Option: Put out an answer key for self-checking. The children go

 Complete and say. to the key and check their own work themselves.
1
PENCIL
Logical sequences
 Draw and say.
1
BALL
U ni t
8 Step to creativity: Pair work 3

CARS
7 Complete, colour and say.

8 Draw and say.
5
RABBITS
1
BANANA
51
1
PENCIL
• Tell the children to create their own logical sequence
1
individually by drawing items of their own choice in the
BALL
blank row in ex. 8 on p. 51 in the Activity Book. Tell them
to leave the last box in the row blank.
3
CARS • They then work with a partner, complete each other’s
sequence and read it out to one another.
8 Draw and say.
51
Unit
8
C L I L:
Content and Language Integrated Learning
Objective:
Making the children aware of what they can do for their own health.
Pre-teaching vocabulary Tapescript:

before/after meals; Don’t eat too many sweets; toilet; Speaker 1: Number one: Wash your hands before
lots of; Keep fit meals.
• Make the meaning of the vocabulary phrases clear. Speaker 2: Number two: Wash your hands after you
Translate if necessary. go to the toilet.
• Tell the children that there is the saying in the UK An Speaker 1: Number three: Don’t eat too many sweets.
apple a day keeps the doctor away. Ask them in L1 what Speaker 2: Number four: Clean your teeth after meals.
it could mean.
Speaker 1: Number five: Eat lots of fruit.
Speaker 2: Number six: Keep fit.
 Listen and write the numbers.
Listening exercise:
Pair work CD 3/24
• Ask the children to look at the pictures on p. 57 in their
U ni t Pupil’s Books.
8 • Tell them to listen to a radio programme about health
Listen and point. Act out. 6
24
CD 3
Listen and write the numbers. and look at the pictures. Play CD 3/24. The children
3 1
listen and look at the pictures in the book.
➡ • Play the CD again and now the children number the
pictures accordingly.
• Check the children’s work by asking: Clean your teeth
after meals. What number is it?
5
• The children choose a partner. Get them to think
4 about one rule they’d like their partner to stick to in the
following week. The children draw a picture of their
partner engaged in the activity to illustrate this, e.g.:
6 washing hands before/after meals, eating lots of fruit,
2
keeping fit, etc.
➡ • When the children have finished their drawings, sit in a
circle. They show their pictures to the others, give it to
their partner and say, e.g.: Wash your hands/Clean your
teeth/Keep fit/Eat lots of fruit…
57
• When all the children have presented their rules, they
stick the pictures on the wall in the classroom.
Units
L E S S O N 1
Linguistic skills: Numbering these words and phrases in the corre-
Understanding and saying the important words and sponding colours.
phrases from Units 7–8 on the topic areas Home Checking the results in an answer key.
and Health. Self-evaluation
Materials:

Number one: bed.
Show what you can do in the Introduction.
Number one: bed.
Number two: ice cream.
Number two: ice cream.
Listening exercise: Matching Number three: fridge.
Number three: fridge.
exercise CD 3/25
Number four: plate.
U ni t s Number four: plate.
1
25
CD 3
Listen and write the numbers. Speaker 1: Take a blue pencil. Write the numbers.
4 BLUE
3 BLUE
2 RED
Number one: knee.
Number one: knee.
GREEN GREEN RED
3 4 4
Number two: plum.
Number two: plum.
Number three: sofa.
RED BLUE RED
3 1 2 Number three: sofa.
Number four: pear.
Number four: pear.
GREEN GREEN RED
1 2 1
58 • Tell the children that they will now find out which words
Tapescript: • The children now check independently whether they
can match the words they hear to the corresponding
pictures. They have a red, a green and a blue pencil in
front of them on the desk.
Number one: dentist. • Play CD 3/25. The children write the numbers one to
Number one: dentist. four in the appropriate colours in the circles for each
Number two: face.
• Go around the class and help the children if necessary.
Number two: face.
• Display a completed sheet and let the children come out
Number three: milk. and check their results independently.
Number three: milk.
Number four: glass.
Number four: glass.
Units
7-8
• Ask the children to look at the pictures again. Explain • Tell the children that they will now find out which of the
that if they can say the correct words for the pictures, phrases on p. 59 of the Pupil’s Book they can already
they can colour the frames in the corresponding colours. understand well and which of them they can say.
• When the children have coloured in the frames, give • The children now check independently whether they
them an activity from Units 7 or 8 of the Teacher’s can match the phrases they hear to the corresponding
Resource Pack to work on while you go around and pictures. They have a red and a green pencil in front of
check individual answers to the colouring activity. Ask them on the desk.
individual children to say the colours, e.g.: Teacher: • Play CD 3/26. The children write the numbers one to
(Jovana). (Jovana): face – red. Teacher: (Nenad). four in the appropriate colours in the circles for each
(Nenad): plum – blue. picture. The first picture has already been numbered.
• Divide the class into groups of four or five to do this if • Go around the class and help the children if necessary.
it is easier to move from group to group to check their • Display a completed sheet and let the children come out
work. and check their results independently.
 Listen and write the numbers. they can colour the frames in the corresponding colours.
Listening exercise: Matching • When the children have coloured in the frames, give
exercise CD 3/26 them an activity from Units 7 or 8 of the Teacher’s
U ni t s
7-8 individual children to say the colours, e.g.: Teacher:
26
(Anastasija). (Anastasija): Open your mouth – red.
Teacher: (Todor). (Todor): Wash your face – green.
CD 3
GREEN RED
1 1
work.
RED GREEN
2 2
RED RED
3 4
GREEN GREEN
3 4
59
Tapescript:
Number one: Open your mouth.
Number one: Open your mouth.
Number two: You’re hungry.
Number two: You’re hungry.
Number three: Clean your teeth!
Number three: Clean your teeth!
Number four: Have a banana.
Number four: Have a banana.
Number one: Have an apple.
Number one: Have an apple.
Number two: You’re thirsty.
Number two: You’re thirsty.
Number three: No thanks!
Number three: No thanks!
Number four: Wash your face.
Number four: Wash your face.
Unit
9 Food
L E S S O N 1
Vocabulary, phrases and structures: Understanding sentences on the CD and
butter; Lots of spaghetti / chicken on a big, big numbering the corresponding pictures.
plate; with butter and cheese / ketchup and chips; Cross-curricular integration:
spaghetti / chicken is great; pizza
Music
Linguistic skills: Curriculum content: Speaking motivation ‘Food’.
new words.
Flashcards: plate; butter, spaghetti, chicken,
Saying a chant (Lots of spaghetti).
cheese, chips; CD 3/27–28; Pupil’s Book, p. 60,
Understanding sentences from the CD.
ex. 1; CD 3/29; Activity Book, p. 52, ex. 1
Keeping the rhythm of a chant in the group.
Pointing to pictures while speaking rhythmically.
Revision  Listen and point.

• Ask the children to give you some ideas of what you Say the chant.
can do to keep fit and healthy, e.g.: Eat fruit., Bend your
knees.; Run to school., etc.
Chant: Lots of spaghetti
• Ask them about their ideas and whether they are easy or CD 3/27–28
difficult to follow. Discuss in L1.
U ni t
9 Food
Introduction of vocabulary 27/28
1 CD 3
butter; spaghetti; chicken; cheese; chips

• Introduce the food items with the flashcards in the usual
manner. Stick them on the board and encourage the
children to repeat the words after you.
• Revise the word plate with the flashcard.
Exercises for anchoring words in the

children’s recognition and productive
memory
• Give the instruction: Touch the butter. Invite a child
to come to the board and touch the corresponding
flashcard.
• Ask the children to close their eyes. Say the words
aloud. The children listen closely. Then say each word
60
individually, changing your voice. Say the words in a
loud, soft, high-pitched, deep, happy, sad, angry and
lively way. Ask the children to repeat the words exactly
as you say them. Tapescript:
Note: Shutting off the visual channel allows the child to Lots of spaghetti
concentrate completely on the pronunciation. Listening on a big, big plate.
closely to and imitating different modes of sound is good With butter and cheese.
practice in listening and phonetics, and helps store the Spaghetti is great.
pronunciation of the words in long-term memory.
Lots of chicken
• Hold a flashcard with its back towards the children and on a big, big plate.
ask: What is it? The children try to guess which item it is: With ketchup and chips.
Cheese? Butter?, etc. Chicken is great.
Answer: Yes, it is. or No, it isn’t. When a child has
guessed correctly, show the picture on the card.
Note: chips = British English; French fries = American English
Unit
9
• Play the chant (CD 3/27). Present the chant with
appropriate gesture and mime, e.g.: on a big, big plate –
use both hand to mime a big plate, etc. Listening exercise CD 3/29
Play the chant again. Hold your book up and point along U ni t
Food
9
at the pictures. The children listen and do the same in
29
their books. 1 CD 3
• Practise the chant with the children by saying it out loud 4 6

line by line and showing the corresponding flashcards
(spaghetti, plate, butter, cheese, chicken, chips) as
visual support. The children repeat after you.
chant with the children several times line by line. The 3 5
as they say the chant.
Book and chant rhythmically. 1 2
pizza 52
• Introduce the new word pizza with the flashcard in the • Ask the children to open their Activity Books on p. 52
usual manner. Practise the word by saying it and the and look at the pictures. The six pictures are shown in
children repeating several times. random order.
• Tell the children that they are to listen to the CD and
Pronunciation tip: Take care that the i in pizza is pronounced number the pictures according to what they hear.
long ['pi;ts@].
pictures.
Tapescript:
One. Milk is great.
One. Milk is great.
Two. Apples are great.

Two. Apples are great.
Three. Cheese is great.

Three. Cheese is great.
Four. Chicken is great.

Four. Chicken is great.
Five: Pizza is great.

Five: Pizza is great.
Six: Spaghetti is great.

Six: Spaghetti is great.
• Check the children’s work by asking, e.g.: Chicken is

great. What number is it?
• Alternatively, check by asking, e.g.: What’s number
four? Children: Chicken is great.
Unit
9 Food
L E S S O N 2
Vocabulary, phrases and structures: Understanding statements on the CD and
Vocabulary revision: food matching pictures by drawing lines.
Receptive language: What do the children like?; Cross-curricular integration:
What does Linda/Benny like?; I like…
Curriculum content: Speaking motivation ‘Healthy
Linguistic skills: eating’.
Guessing food items in a game. Art
Understanding statements on the CD. Materials:
Making statements about one’s own preferences.
CD 3/28; Flashcards: apple, banana, plum, pear;
Option: Asking other people about their
cake; (a glass of) milk, orange, ice cream, butter,
preferences.
spaghetti, chicken, cheese, chips, pizza
Cognitive, motor and social skills: Flashcard: cornflakes; CD 3/30; Pupil’s Book,
Matching flashcards to the corresponding words. p. 61, ex. 2; a red pencil; CD 3/31; Activity Book,
Understanding statements on the CD and marking p. 53, ex. 2
the corresponding pictures in the book.
Revision
 Listen and colour. Say.
• Revise all the food items already learnt with the
flashcards.
U ni t
• Have the children say the chant Lots of spaghetti from 9
the previous lesson in two groups. Option: Use the 30
Listen and point. Say the chant. 2 Listen and colour. Say.
karaoke section (CD 3/28) for rhythmic support. CD 3
Pre-teaching a key phrase

I like…
• Put the food flashcards on the board. Say: I like
spaghetti and draw a heart on the board next to the
spaghetti flashcard. Repeat this process for a few
other items. Then have the children try to repeat these
phrases while you point to the items you marked.
cornflakes
• Introduce the word cornflakes with the flashcard.
61
• Tell the children that they will hear what Linda and
Benny like to eat and drink.
• Tell them to look at the pictures on p. 61 of the Pupil’s
Book. As they listen they are to use a red pencil to mark
the hearts next to those items of food that Linda and
Benny like.
• Play the listening exercise several times (CD 3/30). The
children first mark the hearts in red.
Unit
9
• Ask the children to look at ex. 2 on p. 53 in their Activity
Tapescript: Books. Then hold up your book. Point to the children
and read out their names: Look, here are Lily, Harry,
Speaker: Linda Ruby and Danny.
Linda: I like spaghetti, cornflakes, pears, apples • Get the children to close their books and tell you the
and milk. names of the four children. Then they open their books
Speaker: Benny again. Name some of the food items on the tables and
Benny: I like chips, bananas, apples, pizza and the children point at them.
spaghetti. • Say: What do the children like? Listen.
• Play CD 3/31 once. The children just listen and look at
the pictures.
• Play the listening exercise again. The children listen

again and check their answers independently. They then Tapescript:
finish colouring the hearts.
• To check the answers ask: What does Linda like? Hi, I’m Lily.
Children: Spaghetti, cornflakes, pears, apples, milk. I like pizza, milk, chips, apples, pears and bananas.
Check Benny in the same way. I like pizza, milk, chips, apples, pears and bananas.
Hi, I’m Harry.

Mini-dialogues I like cornflakes, milk, chips, cheese, pears and
• Ask the children what they like. bananas.
Teacher: Laura, what do you like? I like cornflakes, milk, chips, cheese, pears and
Laura: I like spaghetti, etc. bananas.
• In high-ability groups the children can also ask each
Hi, I’m Ruby.
other.
I like pizza, milk, chicken, apples, pears and plums.
I like pizza, milk, chicken, apples, pears and plums.
 Listen and match.
Listening exercise CD 3/31 Hi, I’m Danny.
I like cornflakes, milk, chips, apples, pears, plums
U ni t
and bananas.
9 I like cornflakes, milk, chips, apples, pears, plums
2
31
Listen and match.
and bananas.
CD 3
• Demonstrate with an example. Play the CD for Lily

again and repeat her words. Say: Let’s look. Point to
the tables and repeat the things Lily likes, showing the
children you are looking for the right one. When you find
the correct table, say: This one! Now draw a line. Show
the children. Draw a pencil line from Lily to the table.
• Play the CD twice more. The children listen and draw
lines accordingly.
• To check the children’s work, draw the four children and
outlines of the four tables on the board. Ask children to
come out and match the drawings of the children with
the tables.
53
Unit
9 Food
L E S S O N 3
Vocabulary, phrases and structures: Understanding statements on the CD and
Vocabulary revision: food matching objects.
Receptive language: I like/I don’t like ... Do you Drawing objects as instructed.
like (spaghetti) ...? Cross-curricular integration:
Linguistic skills: Topic: Speaking motivation: ’Food’
Understanding statements on the CD, repeating Materials:
the sentences.
Flashcards: apple, banana, plum, pear; cake;
Understanding statements on the CD and
(a glass of) milk, orange, ice cream, butter,
spaghetti, chicken, cheese, chips, pizza, cornflakes
Cognitive, motor and social skills: Flashcards: eggs, orange juice; CD 3/32–33;
Understanding statements on the CD and pointing Pupil’s Book, p. 62, ex. 3–4; CD 3/35–36; Activity
to the appropriate pictures in the book. Book, p. 54, ex. 3–4
 Listen and point. Say.

Revision
• Revise the words for food by using the flashcards and
playing What’s missing? with the children (See Unit 1
U ni t
Lesson 9). 9
32
3 CD 3
eggs; orange juice; toast
• Introduce eggs and orange juice with the aid of the
flashcards. Introduce toast by drawing a picture of it on
the board or using the illustration on p. 54 of the Activity
Book. Repeat the new words several times and have the 33
4 Listen and point. Say.
children repeat them after you. CD 3
Tapescript: ? ?
Pre-teaching and revising key phrases I like spaghetti.

I like ice cream.
I like/I don’t like … I don’t like milk.
• Put the food flashcards on the board. Say: I like apples. I like apples.
and draw a smiley face on the board next to the apple I don’t like plums.
flashcard. Then select another item and say, e.g.: I don’t I don’t like chips.
62
like chicken and draw a sad face next to the chicken

flashcard. Repeat this process for a few other items. • Ask the children to open their Pupil’s Books at p. 62 and
Then have the children try to repeat these phrases while look at ex. 3.
U ni t
you point to the items you marked. • Play CD 3/32 and9 have the children point at the
appropriate items 3in theListen and point. Say.
picture.32

CD 3
repeat the statements.
 Listen and point. Say.

33
4 CD 3
? ?
62
Unit

U ni t
9
9
35
Tapescript:  Listen and draw. 3 CD 3

Listen and draw ( ☺,☹ ).

Boy: Do you like pizza?
Girl: Yes. 36
4 CD 3
Listen and draw ( ☺,☹ ).
Girl: Do you like chips?

Boy: No.
• Ask the children to look at their Pupil’s Books p. 62, ex. 4.

• lay CD 3/33. Play it a second time and have the children
match the children in the picture with the appropriate
statements.
• Have the children repeat the mini-dialogues. Act out the
mini-dialogue with a couple of children and then change
the question by using different words for food.
• Divide the class into pairs and have the children ask
their partner about some food items he/she likes. Go 54
around the class and check their progress.

Tapescript:
Speaker: What’s your name?
Emma: I’m Emma.
 Listen and draw. Speaker: Okay Emma, do you like pizza?
Listening exercise CD 3/35 Emma: Yes.
Speaker: Do you like cornflakes?

U ni t
Emma: No.
9
35
Speaker: Do you like eggs?
3 CD 3
Listen and draw ( ☺,☹ ). Emma: Yes.
Speaker: Do you like milk?
Emma: Yes.
Speaker: Do you like pears?
4
36
CD 3
Listen and draw ( ☺,☹ ). Emma: No.
Speaker: Do you like ice cream?
Tapescript: Emma: Yes. Yummy!
I don’t like butter.
Speaker: What’s your name?
I like chocolate.
Sam: I’m Sam.
I like orange juice.
Speaker: How are you?
I don’t like bananas.
Sam: Fine, thanks.
I don’t like eggs.
Speaker: Do you like spaghetti?
Sam: No.
• Ask the children to open their Activity Books at p. 54 and Speaker: Do you like ketchup?
look at ex. 3. Make sure they have their pencils ready. Sam: Yes.
• Point to the first
54
picture and say: I don’t like butter. Then Speaker: Do you like toast?
point to the second picture and say: I like chocolate. and Sam: Yes.
pretend to draw a smiley face. Speaker: Do you like butter?
• Play CD 3/35 and have the children draw the Sam: Yes.
appropriate facial expressions. Speaker: Do you like orange juice?
• Play the recording a second time and have the children Sam: No.
check their answers once again. Speaker: Do you like chocolate?
• Point to random items and elicit answers: I like/ don’t Sam: Yes. Yummy!
like ...
• Ask the children to look at ex. 4. Make sure they have

their pencils ready.
• Point to the pictures of the two children and tell the class
what their names are (This is Emma. This is Sam.).
• Play CD 3/36 and have the children listen. Then play the
recording a second time and have the children draw the
appropriate facial expressions next to each child.
• Play the recording a third time and have the children
check their answers.
Unit
9 Food
L E S S O N 4
Receptive language: You’re hungry/thirsty; Go into Curriculum content: Speaking motivation ‘A healthy
the kitchen; Take a plate of cheese; There’s a big snack’.
spider on the cheese; Drop the plate; Run out of
the kitchen; I like pizza; Have some cheese. Materials:
Flashcards: apple, banana, plum, pear; cake; (a
Linguistic skills: glass of) milk, orange, ice cream, butter, spaghetti,
Understanding instructions in an Action Story chicken, cheese, chips, pizza, cornflakes, eggs,
(The spider). orange juice
Understanding instructions on the CD and Flashcard: spider; CD 3/34; Pupil’s Book, p. 63,
matching with the pictures in the book. ex. 5; CD 3/39; Activity Book, p. 55, ex. 5;
(optional) answer key for self-checking
instructions.
Revision • Work on the Action Story by carrying out the following

• Use the flashcards to revise all the food items the steps as in previous units.
children have learnt. – Listen and imitate
spider
confident.
• Introduce the word spider with the flashcard.
– Carrying out instructions
Give the instructions again but do not do them
 Listen and point. yourself. Repeat until the children are confident.
Write the numbers. Gradually increase the tempo.
Action Story: The spider CD 3/34 – Carrying out the instructions in a jumbled order
the actions yourself. Repeat until the children are
U ni t confident. Give random instructions to individual
9 children.
34
Listen and point. Say. 5 Listen and point. Write the numbers.
CD 3
• The children open their Pupil’s Book at p. 63. The six
3 5
pictures are printed in random order. Give the children
sufficient time to look at the pictures.
1 1
Tapescript:
You’re hungry.
4 2
Go into the kitchen.
Take a plate of cheese.
There’s a big spider on the cheese.
Drop the plate.
Run out of the kitchen.
63
• Tell the children that the pictures are to be put in the

correct order by numbering them. Number 1 is already
done.
• Now play the Action Story again. The children number
the pictures in the book.
Unit
9
self-checking. The children go to the key and check their Tapescript:
Speaker 1: One. Run out of the kitchen.
One. Run out of the kitchen.
Alternative: Draw six boxes on the board that represent the page
in the Pupil’s Book. Have the children tell you the
numbers. Write the numbers in the boxes. Speaker 2: Two. You’re thirsty.
Two. You’re thirsty.

 Listen and tick (3). Speaker 1: Three. Oh, no! You drop the plate.
Listening exercise CD 3/39 Three. Oh, no! You drop the plate.
Speaker 2: Four. There’s a spider on the plate.

U ni t
9 Four. There’s a spider on the plate.

39
5 Listen and tick ( ).
✓
1
CD 3
2
Speaker 1: Five. I like pizza.
✓ ✓ Five. I like pizza.
Speaker 2: Six. Have some cheese.

Six. Have some cheese.
3 4
✓ ✓
• The children then listen again and check. Go around the

class and check the children’s work.
5 6 Option: Put out an answer key for self-checking. The children go

✓ ✓
to the key and check their own work themselves.
Alternative: Draw six pairs of boxes on the board that represent

the page in the Activity Book. Point at the first pair of
boxes. Say: Left or right? The children answer:
55
Right. Tick the corresponding boxes on the board.
• Tell the children to open their Activity Books at p. 55 and

look at the pictures.
• Tell the children that they are to listen to the CD and
tick the correct picture in each of the pairs of pictures
• Play CD 3/39 twice. The children listen and tick the
Unit
9 Food
L E S S O N 5
I like (pizza). Music
Curriculum content: Speaking motivation ‘Healthy
Linguistic skills: eating’.
Saying a chant (Pizza, pizza) in groups or with the Art.
support of percussion instruments.
Understanding the chant from the CD. Materials:
Learning by heart and reciting fluently a Flashcards: apple, banana, plum, pear; cake;
self-composed rhyme (Word Play). (a glass of) milk, orange, ice cream, butter,
spaghetti, chicken, cheese, chips, pizza,
Cognitive, motor and social skills: cornflakes, eggs, orange juice
Keeping to a rhythm. CD 3/37–38; Pupil’s Book, p. 64–65, ex. 6–7;
Pointing to the correct pictures while saying a CD 3/40
chant.
Chanting in two groups.
(Option) Accompanying a chant with percussion
instruments.
Drawing the food one likes and composing one’s
own chant.
Reciting one’s own chant rhythmically.
• Revise the food items with the flashcards. A: Pizza, pizza. A: Apples, apples.
Yummy, yummy. Yummy, yummy.
 Listen and point. B: I like pizza. B: I like apples.
Mmmmmmmmh. Mmmmmmmmh.
Say the chant.
A: Cornflakes, cornflakes.
Chant: Pizza, pizza CD 3/37–38 Yummy, yummy.
B: I like cornflakes.

U ni t
Mmmmmmmmh.
9
37/38
6 CD 3
• Play the chant once as a model (CD 3/37). The children

just listen.
Play the chant again. Practise the chant with the
children by saying it out loud line by line and making the
appropriate gestures. The children imitate your actions
and say it after you. Use the illustrations in the book as
visual support.
• Play the karaoke section of CD 3/38 and ask the
children to look at the page in the Pupil’s Book and
chant rhythmically. Practise the chant several times.
64
Unit
9
 Draw and say. • Ask the children to look at p. 65 of their Pupil’s Books
and name the food items that are illustrated around the
Step to creativity (Word Play) page.
CD 3/40 • Tell the children that they are going to compose their
own chant. Hold your book up and point along in the
U ni t book as you demonstrate. The children choose items
9 that they like to eat or drink from the pictures and draw
Listen and point. Say the chant. 7
40
CD 3
Draw and say. one item each in the three blank spaces. E.g.:
Chicken, chicken. – Yummy, yummy!
I like chicken. – Mmmmmmmmmmh.
Plums, plums – Yummy, yummy!
I like plums – Mmmmmmmmmh.
Cake, cake – Yummy, yummy!
I like cake – Mmmmmmmmmh.
• Give the children sufficient time for this work. When they
have finished the drawings, the children learn their
self-composed chant off by heart. Show the children
the best way to do this. Hold up your book. Recite your
chant several times in a low voice and point along in the
book. Then go around the class and help if necessary.
• Finally, individual children present their chants to the
65 class. Remember to give them appropriate applause.
(Let’s give them a big hand!)
• In large classes the children can also present their chant
to a partner or in a small group.
Option: Give the children the option of presenting their chant just
to you on their own first so that if necessary you can help
with the pronunciation.
High-ability children can also recite their chant to the
karaoke section (CD 3/40).
Unit
9 Food
L E S S O N 6
Vocabulary revision: food Curriculum content: Speaking motivation ‘My
I like …; What do you like?; What is it? favourite food’.
Saying mini-dialogues. CD 3/38; Flashcards : apple, banana, plum, pear;
Formulating categories. cake; (a glass of) milk, orange, ice cream, butter,
spaghetti, chicken, cheese, chips, pizza,
Cognitive, motor and social skills: cornflakes, eggs, orange juice
Pair work: playing a guessing game. Activity Book, p. 56–57, ex. 6–7
Drawing smiley faces and sad faces in the book
and saying what one likes or does not like.
Finding the odd one out and formulating
categories.
Revision  Draw and say.

• Say the chant (Pizza, pizza) with the children to the Pair work
karaoke section (CD 3/38).
• Revise the food items already learned with the
U ni t
flashcards. Play What’s missing? (See Unit 1, Lesson 9) 9

6 Draw ( ☺,☹ ) and say.
Mini-dialogues
• Using two different-sounding voices, practise the
expressions: What do you like? and I like ... Repeat
them several times. Use the flashcards as prompts. The
children repeat after you.
• Now the children take over both roles and ask each
other, e.g.: (Andrea), what do you like? (Andrea):
I like …
56
• Ask the children to open their Activity Books at p. 56,

ex. 6. Tell them to mark the items they like by drawing a
smiley face next to them, and to mark those that they do
not like by drawing a sad face.
• When the children have finished, walk around the class
and ask them individually, e.g.: (Vanja), what do you
like? After the child has listed the items, choose one of
the items marked with a sad face and ask: What about
(cheese)? The child answers: I don’t like (cheese).
• Divide the class into pairs and have the children ask one
another questions related to the completed page. Assist
them if necessary.
Unit
9
• Give the children about ten seconds to look at the
 Odd one out. pictures in ex. 7 on p. 57 of their Activity Books. Ask
Pair work: Guessing game them to close their books and give you words they
remember. Say: Give me words.
• Explain the pair work guessing game. Child A takes a
rubber (or sharpener), covers one of the pictures in row
one, and asks: What is it?
• Child B has three chances to guess what the object is.
They then swap roles and child B covers a picture in the
second row.
• The children continue like this, swapping roles after each
row. Go around the class and help where necessary.
• When the children have finished playing the game, look
at the first row with them again. Say: Look at the pictures
in row number one. Which picture is the odd one out?
Children: Train. Tell the children to cross it out. Point to
the example to clarify. Explain the task in L1 and do the
second row with the children if necessary.
• Now the children work individually (optionally in pairs) to
look for the odd pictures out in the remaining rows and
cross them out.
• Go around the class and check their answers and ask:
What about row (three)? Children: (Rain).
Option: Individual children ‘read’ out the words in each row that
belong to one category.
Unit
10 Anim ls
L E S S O N 1
Vocabulary, phrases and structures: Comparing a variation of the story containing
lion; elephant; monkey; snake; hippo; Is it the …? errors with the original version.
Receptive language: The lion is ill; The elephant/ (Optional) Trying to get into the characters of the
hippo/monkey/snake wants to help; Listen to my various roles.
music; Stop it, please; Thank you for the wonderful Cross-curricular integration:
music.
Curriculum content: Speaking motivation ‘Animals,
Linguistic skills: social cohesion, making someone happy’.
new words.
Flashcards: lion, elephant, hippo, monkey, snake
Understanding a story (The lion is ill) on the DVD
Story Cards: The lion is ill; CD 3/41; Pupil’s Book
and the CD and from narration by the teacher.
pp. 66–67, ex. 1; picture stickers from the
Gradually joining in with the story-telling.
appendix of the Pupil’s Book; (optional) a bag; toy
Cognitive, motor and social skills: animals; (optional) answer key for self-checking;
Following the narrative structure of a story. props for the role play
Completing a picture story with picture stickers
Representing a time sequence visually.
Revision Exercises for anchoring words

• Form a circle with the children. Tell them that they are in the productive memory
each a certain animal, e.g.: (Petra), you are a mouse. • The children close their eyes and listen. Say each word
(Mihajlo), you are a rabbit., etc. Then call out instructions individually and change your voice, e.g.: try to express
and invite individual children to perform the movements, the characteristics of the animal in question with your
e.g.: Mouse, clean your teeth. Rabbit, jump. Use the voice. Then the children repeat the word exactly as you
instructions learnt so far, e.g.: Clean your teeth., Wash say it.
your face., Get out of bed., Stretch., Run, etc. • Hold a flashcard with the reverse side to the children
Option: Encourage the children to come up with suggestions for and have them guess what animal it is. Say: What
other actions to be carried out by the various animals, is it? What do you think? Children: Is it the lion/the
e.g.: Rabbit, rabbit, give me a banana./Open your monkey…? Say: Yes, it is. / No, it isn’t. When a child has
schoolbag./Sit down./… guessed the animal, show the flashcard.
• You can also use toy animals you have put into a bag.
Get individual children to feel them and guess which
Introduction of vocabulary animal it is.
lion; elephant; hippo; monkey; snake
Note: Practise the question Is it the …? intensively beforehand by
• Introduce the new words with the flashcards in the usual saying and having the children repeat it several times.
manner and stick them on the board.
Preliminary preparation
Exercises for anchoring the of key phrases
The lion is ill; The elephant wants to help.
• Say each word several times and mime it with an action
that symbolically represents the corresponding animal. • Stick the first story card that illustrates the sentence The
The children imitate you, e.g.: lion is ill on the board. Point to the lion in bed and say:
lion – with both arms lifted make a wide gesture as if you Look, the lion is ill.
were getting ready to pounce. • Now take the story card that illustrates the sentence The
elephant wants to help. and explain the phrase wants to
elephant – wave your arm in front of your face like a
help in L1.
trunk.
• Then just say the words and the children do the actions.
• Give the instruction: Touch the snake/…. A child comes
to the board and touches the appropriate flashcard.
Unit
10
U ni t
Tapescript: 10
Storyteller: The lion is ill.

The elephant wants to help.
Elephant: Lion, listen to my music.
Lion: Stop it, please. ?
Storyteller: The hippo wants to help.
Hippo: Lion, listen to my music.
Lion: Stop it, please.
Storyteller: The monkey wants to help.
Monkey: Lion, listen to my music.
Storyteller:
Snake:
The snake wants to help.
Lion, listen to my music. ?
What’s this?
67
Storyteller: It’s the elephant, the hippo,
the monkey and the snake.
Lion: Oh, thank you for the wonderful music. • If the classroom is equipped with a TV and DVD player,
Thank you. the children can first watch the story and then proceed
with the other activities.
• The children open their Pupil’s Books at pp. 66 and 67.
• Play the audio version of the story twice (CD 3/41). The
children follow it in the book and complete the pictures
 Listen and stick. with the stickers while they are listening.
Listening exercise: • Go around the class and check the children’s work.
Sticker activity CD 3/41 Option: Place a completed picture story in the classroom. The
children go and check their own work themselves.
U ni t
10 Anim ls
41
Telling the story
1 CD 3
Listen and stick.
• Now tell the story with the aid of the story cards.
• While you are telling the story, stick the
corresponding cards on the board. Tell the whole
? story in this way.
• Later, try to encourage the children to join in telling parts
of the story.
• Say, e.g.: The lion is ill. The ... Children: elephant …
Teacher: … wants to help. Lion, listen to my music.
? Children: Stop it, please., etc.
Story-telling game
? • Tell the children that you are tired and you may get
some of the facts wrong while telling the story. The
children are to listen carefully and correct the mistakes.
Say, e.g.: The lion is ill. The dog wants to help.
66
The children correct the mistake: The elephant…
Repeat the sentence with the right wording: The
elephant wants to help.
Say, e.g.: Lion, dance/sing/speak to my music.
The children correct the mistake: Lion, listen … music.
• Continue like this for the rest of the story.
Unit
10 Anim ls
Additional task for high-ability groups children. You play the part of the storyteller and five
children each play one of the animals. Help the children
Role play – Act it out. by whispering cues.
• After several presentations, one child can perhaps also
• Play the audio version of the story (CD 3/41).
take on the role of the storyteller.
The children close their eyes and visualise the
story in their mind‘s eye (TV in their head ). Note: Give the children props that distinguish them as the animals
• Act out the story with the roles distributed among the in question.
L E S S O N 2
Vocabulary, phrases and structures: Understanding mini-dialogues from the CD and
Receptive language: The (hippo) can ... ticking pictures in the book.
What can you do? I can ... Acting out a mini-dialogue.

Understanding statements on the CD. Topic: Ability
Understanding statements on the CD and matching Materials:
with the pictures in the book.
Story cards: The lion is ill
Understanding mini-dialogues from the CD.
Flashcards: bee, fly, swim, sing, dance, climb a
Acting out a mini-dialogue.
tree; CD 3/42; Pupil’s Book, p. 68, ex. 2; CD 3/44;
Cognitive, motor and social skills: Pupil’s Book, p. 69, ex. 3–4
Understanding statements from the CD and numbe-
ring the pictures in the book.
• Use the story cards to elicit the story The lion is ill.
One: A bee can fly.
One: A bee can fly.
Two: A crocodile can swim.
fly, swim, sing, dance, climb a tree, bee Two: A crocodile can swim.
• Introduce the new words in a standard manner with the Three: A rabbit can jump.
aid of the flashcards. In addition, you can use mime. Three: A rabbit can jump.
Four: A lion can run.
Four: A lion can run.
 Listen and point.
Five: A bird can sing.
Write the numbers. Five: A bird can sing.
Listening exercise 3/42 Six: A hippo can dance.

U ni t Six: A hippo can dance.
10
42
CD 3
2 6
look at ex. 2.
• Play CD 3/42. Play it a second time and have the
children number the appropriate pictures. Number one
has already been completed.
5 1
• Check the children’s answers by asking: One. What is
it? Prompt the children with answers if necessary.
4 3
68
CD 3
✓ Unit
✓
✓
10
✓ ✓
✓
 Listen and tick.  Say. ✓ ✓
Draw, tick and say. 4 Say.
Listening exercise 3/44

U ni t  
10
44
3 CD 3
Listen and tick ( ). Draw, tick ( ) and say.
✓ ✓
69
✓
✓ • Ask the children to look at ex. 4. Hold up your book and
✓ elicit the two questions from the entire class (Can you
✓ ✓ fly? Can you jump?).
• Then divide the class into pairs. Have child A take on the
✓
part of the boy and child B the part of the girl. Have them
✓ ✓ act out the two mini-dialogues:
4 Say. Boy: Can you fly? Girl: No.
Girl: Can you jump? Boy: Yes!
Tapescript: • Have the children act out their own dialogues. They can
  use their completed chart from the previous exercise as
Speaker: Hello crocodile! What can you do? support. Make sure they swap roles.
Crocodile: Weeell, I can swim. Yeeeeeees,
I can swim. 69
Speaker: Hello bird! What can you do?

Bird: I can fly and I can sing.
I can fly and sing.
Speaker: Hello monkey! What can you do?
Monkey: H
m… I can jump, aaaaand … I can climb
a tree … yeeeeees, I can climb a tree.
Look at me!
Speaker: Hello cat! What can you do?
Cat: iaow … I can run, I can jump and I can
M
climb a tree.
Speaker: S
o, you can run, you can jump, and you
can climb a tree. Can you sing?
Cat: Nooo … miaow!

look at ex. 3.
• Point to each of the pictures in the table and elicit words
from the children (crocodile, bird ... then swim, run ...).
• Play CD 3/44. Show the children how to tick the boxes.
Play the recording a second time and have the children
tick the appropriate boxes.
• Check the children’s answers by asking: The crocodile
can do what? The children answer: Swim.
• Now ask the children to draw a picture of themselves in
the empty column and tick the boxes next to the things
that they can do. Check the answers by having the
children tell you what they can do.
Unit
10 Anim ls
L E S S O N 3
Vocabulary, phrases and structures: Following the rules of a game.
Vocabulary revision: animals; colours; numbers Learning a simple dance.
How many (red) elephants (are there)? Understanding sentences on the CD and ticking
Listen to the animals; What a wonderful song; the corresponding pictures.
Come on, sing and dance with me. Cross-curricular integration:
Linguistic skills: Curriculum content: Speaking ‘Animals’.
Asking about the number of animals in a certain Mathematics: Number range one to ten.
colour. Art
Saying the number of animals of a certain colour. Music
Singing a song (Listen to the animals). Sport
Understanding sentences from the CD and Materials:
matching with pictures in the book.
Flashcards: bee, bird, lion, hippo, crocodile,
Cognitive, motor and social skills: monkey, cat
Pair work: Finding out information from one another. Activity Book, p. 58, ex. 1; coloured pencils (red,
Keeping to the rhythm and melody while speaking green, blue, yellow); CD 3/48–49; Pupil’s Book,
in unison and singing. p. 71, ex. 6; CD 3/43; Activity Book, p. 59, ex. 2;
Pointing to the right pictures while speaking and (optional) answer key for self-checking
singing.
Revision • Tell the children to get out red, green, blue and yellow
• Use the flashcards to revise the phrases for expressing coloured pencils and open their Activity Books at p. 58.
ability. Hold up the flashcards one by one and say: A • Ask the children to colour the animal party scene as
bird. A bird can … ? Elicit answers from the class. they choose using the four colours. Tell them to colour
each type of animal in each of the colours at least once.
• When they have finished colouring, the children then
 Colour and say. work in pairs. They should not look at each other’s
Speaking exercise: Pair work pictures. Child A asks child B: How many red elephants
(are there)? When child B answers, e.g.: Three, child
A colours three of the elephants in the row below the
picture red. Child A carries on asking: How many green
U ni t
Anim ls elephants (are there)? This continues until child A has
10
coloured all the animals.
1 Colour and say.
• Then it’s child B’s turn. Child B now asks what colour the
animals are in child A’s drawing.
58
Unit
10
 Listen and point. • At One, two, three, come on – everyone claps their
Sing the song. hands, finds a partner and holds hands with them. At
Song: Listen to the animals CD 3/48–49 Sing and dance with me they spin round in a circle with
their partners.
U ni t
• Use the karaoke version (CD 3/49). The children sing
10 and do the actions again.
48/49
6 CD 3
Listen and point. Sing the song.

U ni t
10
43
2 CD 3
✓
1
✓
2
✓
3
✓
71
Text: Playway-Autoren
Listen to the animals Musik: Lorenz Maierhofer
©©Helbling,
Helbling, Rum/Innsbruck
Rum/Innsbruck 4
œ œ=œ œ œ
3
✓
# Em
& c œ œ œ œ œ œ œ œ œ œ Œ
Em Em
œ œ œ œ œ œ
Lis- ten to the el - e- phant. (Doo doo doo!) Lis- ten to the hip - po. 59
• The children open their Activity Books on p. 59 and look

# D
Œ
Em Em
j j Œ at the pictures for about ten seconds. Tell them to close
& œ œ œ œ œ œ œ œ œ œ œ
œ œ their books. Get them to tell you words or phrases that
(Doo doo doo!) Lis - ten to the mon - key. (Doo doo doo doo!) they associate with the pictures.
• Then the children open their books again and check their
ideas.
# Em D
.. œ œ
G D
& œ œ œ œ œ Œ œ œ œ ˙ • Play CD 3/43. The children listen and tick the correct
˙. picture in each pair.
Lis - ten to the snake. (Sssss!) Ref.: What a won- der - ful song,
Tapescript:
# C
& œ œ ˙ œ œ œ œ œ œ .. œ œ œ Œ
G G D 1. G C G 2. G C G
œ Speaker: One. The lion is ill.

One. The lion is ill.
one, two, three, come on, sing and dance with me! dance with me!
Speaker: Two.
• Play the song (CD 3/48), do the actions and make Speaker: Two.
sounds to facilitate the understanding of the text, e.g.: Lion: Stop it, please.
e
Listen to the elephant. – cup your hand behind your ear.
Doo doo doo! show a trumpeting elephant by using your Speaker: Three.
arm as a trunk. Monkey: Help me, please.
• Play the song again and the children point along with it Speaker: Three.
on p. 71 of the Pupil’s Book. Monkey: Help me, please.
• Say the words of the song line by line with the children.
Speaker: Four.
Use the pictures in the book as prompts and point along
Lion: Thank you, my friends.
as you do this.
Thank you for the wonderful music.
• The children form a circle. Go around the inside of the
Speaker: Four.
circle and hum the tune. The children you go past pick
Lion: Thank you, my friends.
up the tune and begin to hum along. Go around in the
Thank you for the wonderful music.
circle several times until in the end all the children are
humming the tune with you.
• Then start to sing the words. • Play the CD again. The children then listen again and
• Now join the circle and do the corresponding actions check their answers.
while singing. The children imitate your actions and sing • To check the answers, ask: What about number one?
along. Left or right? Children: Left.
Unit
10 Anim ls
Option: In high-ability classes put out an answer key for Alternative 1: Say, e.g.: One. The children reply: The lion is ill.
self-checking. The children go to the key and check their
own work themselves. Alternative 2: Draw six pairs of boxes numbered one to six on
the board that represent the page in the Activity
Book. Ask a child to come to the board and tick the
correct pictures.
L E S S O N 4
Receptive language: Which animal is it?; Open Deciding which animals the tails belong to.
your picnic basket; A monkey grabs it and climbs a Understanding sentences/a story from the CD and
tree; The monkey’s mum comes; Come down!; The numbering pictures.
monkey comes down the tree; Have a picnic with
your two friends, the monkeys; Row number Cross-curricular integration:
(one)… Topic: Speaking motivation ‘Animals’.

Naming animals. Flashcards: dog, mouse, rabbit, duck, cat, hamster,
Understanding sentences/a story from the CD and frog, bee, bear, bird, crocodile, lion, elephant,
matching them with pictures. hippo, monkey, snake
Activity Book, p. 60, ex. 3; CD 3/45; Pupil’s Book,
p. 70, ex. 5; (optional) answer key for self-checking
Revision animal with the tail: Is it the snake – the mouse – the
• Take a flashcard and the mime the animal shown on it. lion – the elephant – or the duck? Elicit the answer: (It’s)
Don’t show the card to the children. Say: Which animal The lion. Pretend to tick the picture of the lion.
is it? Guess. The children try to guess. The child who • Then the children continue with the remaining rows
guesses correctly takes another card and mimes the individually and tick the corresponding pictures.
next animal. • Check the children’s work by asking: Row number two.
Which animal is it? Children: (The) mouse., etc.
 Look and tick (3). Say.  Listen and point.

Guessing game Write the numbers.

U ni t
10

U ni t
3 Look and tick ( ). Say.
✓ 10
✓ 45
5 CD 3
4 1
✓
6 5
3 2
✓
60
• Ask the children to look at the pictures on p. 60 in their 70
Activity Books.
• Tell the children to look at the tail at the beginning of • The children open their Pupil’s Book at p. 70. The six
each row and decide which animal it belongs to. They pictures are printed in random order. Give the children
tick the corresponding picture. sufficient time to look at the pictures. Clarify the meaning
• Do the first row together with the children. Hold up your of the words picnic/basket using the pictures in the book
book. Point to the tail. Say: Which animal is it? Then and through gesture and mime.
read out the animals on the right. Pause between each • Play CD 3/45. The children point to the appropriate
animal to give the children sufficient time to compare the pictures in the book.
Unit
10
• Tell the children that this time they should put the
Tapescript: pictures in the correct order by numbering them.
• Play the CD again and the children number the pictures
One: Open your picnic basket.
accordingly.
Two: A monkey grabs it and climbs a tree.
Three: The monkey’s mum comes.
Four: She says: ‘Come down!’ Option: Put out an answer key for self-checking. The children go
Five: The monkey comes down the tree. to the key and check their work themselves.
Six: Have a picnic with your two friends,
Alternative: Draw a grid with six boxes on the board. This grid
the monkeys. represents the Activity Book page. Ask the children
to tell you the numbers of the pictures. (What
number is it? ) Write the numbers on the board.
L E S S O N 5
Vocabulary revision: animals and ability Understanding sentences from the CD and
Receptive language: What’s missing?; Open/Close numbering the corresponding pictures in the book.
your eyes; You’re having a picnic; A gorilla comes; Recognizing similar content in pictures.
Drop the banana; Climb a tree; The gorilla is Colouring in the matching frames of pictures.
hungry and grabs the banana; The gorilla eats Following instructions from the CD to connect
your apples and plums; The gorilla goes away; numbers in a dot-to-dot picture.
Your basket is empty; What number is it?;
Linguistic skills: Topic: Speaking ‘Animals’.
Understanding sentences on the CD and matching
the pictures. Materials:
Naming animals. Flashcards: dog, mouse, rabbit, duck, cat, hamster,
Expressing ability frog, bee, bear, bird, crocodile, lion, elephant,
Understanding instructions on the CD. hippo, monkey, snake
Flashcards: butterfly, horse, fish; CD 3/46–47;
Activity Book, pp. 61–63, ex. 4–6; coloured
pencils; (optional) answer key for self-checking
Revision  Look and colour. Say.

• Play the game What’s missing? with the animal
flashcards. Give out the flashcards to individual children. U ni t
Then name one animal after another. The child with the 10
corresponding flashcard comes out and puts it on the 4 Look and colour. Say.
board. When all the flashcards are on the board, ask the GREEN ORANGE
children to close their eyes. Say: Close your eyes. Take

away one flashcard and say: Open your eyes. What’s
missing? The children open their eyes and name the YELLOW
RED
missing animal. Continue in this way until there are no

more flashcards on the board. GREEN
• Revise the animals also through, e.g.: lip reading, PURPLE
miming and guessing, etc.
YELLOW
Preliminary preparation
RED
of vocabulary
PURPLE
ORANGE
gorilla, horse, fish, butterfly

• Introduce the word gorilla with the help of the illustration
in the Activity Book p. 62. 61
• Introduce the words horse, fish and butterfly with the aid
of the flashcards. • Ask the children to open their Activity Books at p. 61,
ex. 4. Make sure they have their coloured pencils ready
in purple, orange, yellow, green and red. Hold up your
book and elicit the names for all the animals.
Unit
10 Anim ls
• Say the corresponding statements for each of the
animals in the column on the left, e.g.: A crocodile can Speaker 1: S
even: The gorilla goes away.
swim. Seven: The gorilla goes away.
• Repeat the first statement and point to a random picture. Speaker 2: E
ight: Your basket is empty.
e.g.: A horse … a horse can swim? The children say: Eight: Your basket is empty.
No! Then ask about the other animals, and when you
name one where the answer is Yes! pretend to colour
the frame in the same colour as the crocodile’s frame. • Play the CD again. The children number the pictures
• Allow the children sufficient time to complete the accordingly. Number 1 is already done.
exercise. Walk around the class to see if they need any • Check the children’s work by asking, e.g.: Climb a tree.
help. What number is it?
• When everyone has finished, have the children read
Option: Put out an answer key for self-checking. The children go
out the statements in logical order, e.g.: A crocodile can to the key and check their answers.
swim. A fish can swim. A hippo can swim.
 Listen and point.  Listen and draw. Colour.

Write the numbers. Listening exercise CD 3/47
Listening exercise CD 3/46 U ni t

U ni t
10
10 6
47
CD 3
Listen and draw. Colour.
46
5 CD 3
2 6
8 3
5 1
4 7
63
62
• Ask the children to look at p. 63 in their Activity Books.
• The children look at the eight pictures on p. 62 in their Say: What is it? and get them to guess what animal is
Activity Books. The pictures are in random order. hidden in the picture. The children try to guess: It’s a
• Play CD 3/46 and the children point at the appropriate lion/snake, etc. Say: OK. Listen carefully. Draw lines
pictures. and find out.
• Play CD 3/47. The children draw lines connecting the
numbers in the picture.
Speaker 1: O
ne: You’re having a picnic.
OK? Here we go:
One: You’re having a picnic.
Start at number six.
Speaker 2: Two: A gorilla comes. Go from six to ten.
Two: A gorilla comes. Go from ten to nine.
Speaker 1: T
hree: Drop the banana. Go from nine to three.
Three: Drop the banana. Go from three to five.
Speaker 2: Four: Climb the tree. Go from five to one.
Four: Climb the tree. Go from one to seven.
Go from seven to four.
Speaker 1: F
ive: The gorilla is hungry and grabs the Go from four to eight.
banana. And go from eight to two.
Five: The gorilla is hungry and grabs the What is it?
banana.
Speaker 2: Six: The gorilla eats your apples and
plums. • Play the CD a second or third time if necessary. The
Six: The gorilla eats your apples and children listen and check.
plums. • Finally, ask: What is it? Children: A hippo.
Units
L E S S O N 1
Checking of vocabulary acquisition Matching words and phrases from the CD to the
Linguistic skills: Numbering these words/phrases in the
Understanding and saying key vocabulary and corresponding colours.
phrases from Units 9–10 on the topic areas Food Checking the results in an answer key.
and Animals. Self-evaluation
Materials:
Self-evaluation Tapescript:
Option: Divide Show what you can do into two lessons. Speaker 1: Take a red pencil. Write the numbers.
Show what you can do in the Introduction. Number one: monkey.
Number one: monkey.
 Listen and write the numbers. Number two: eggs.

Number two: eggs.
Listening exercise: Matching
exercise CD 3/50 Number three: butter.
Number three: butter.
U ni t s
9-10 Show wh t you c n do Number four: snake.

50
Number four: snake.
1 CD 3
BLUE GREEN GREEN

2 1 2
Number one: chicken.
BLUE BLUE RED
3 4 3 Number one: chicken.
Number two: chips.
Number two: chips.
RED RED GREEN
2 4 3
Number three: lion.
Number three: lion.
GREEN RED BLUE

Number four: hippo.
4 1 1
Number four: hippo.

72
Number one: ill.
Number one: ill.
• Tell the children that they will now find out which words
on Pupil’s Book p. 72 they can already understand well Number two: spider.
and which words they can say. Number two: spider.
• The children now check independently whether they can
Number three: cheese.
match the words to the corresponding pictures. They
Number three: cheese.
have a red, a green and a blue pencil in front of them on
the desk. Number four: toast.
• Play CD 3/50. The children write the numbers one to Number four: toast.
Units

• Ask the children to look at the pictures again. Explain • Play CD 3/51. The children write the numbers one to
that if they can say the correct words for the pictures, four in the appropriate colours in the circles for each
they colour the frames in the corresponding colours. picture. The first picture has already been numbered.
• When the children have coloured the frames, give • Go around the class and help the children as necessary.
them an activity from Units 9 or 10 of the Teacher’s • Put out a completed sheet and let the children come out
Resource Pack to work on while you go around and and check their results independently.
check the individual answers to the colouring activity.
(Filip). (Filip): eggs – red. Teacher: (Tatjana). (Tatjana): Tapescript:
cheese – blue.
• Divide the class into groups of four or five to do this if Speaker 1: Take a red pencil. Write the numbers.
it is easier to move from group to group to check their Take a red pencil. OK? Here we go.
work. Number one: Drop the ball.
Number one: Drop the ball.
 Listen and write the numbers. Number two: Where’s my toast?
Listening exercise: Matching Number two: Where’s my toast?
exercise CD 3/51 Number three: Go into the kitchen.
Number three: Go into the kitchen.
U ni t s
Number four: Listen to my music.
9-10
51
Number four: Listen to my music.
Listen and write the numbers. 2 CD 3

RED GREEN
1 1

Number one: I like pizza.
4 RED
3 RED
Number one: I like pizza.
Number two: Take a plate of cheese.
Number two: Take a plate of cheese.
RED GREEN
2 2
Number three: Stop it!
Number three: Stop it!
GREEN GREEN
Number four: It’s empty.
3 4
Number four: It’s empty.
73
• Tell the children that they will now find out which check the individual answers to the colouring activity.
phrases on Pupil’s Book p. 73 they can already Ask individual children to say the colours, e.g.: Teacher:
understand well and which phrases they can say. (Vojislav). (Vojislav): Drop the ball – red. Teacher:
• The children now check independently whether they (Dragana). (Dragana): It’s empty – green.
can match the phrases they hear to the corresponding • Divide the class into groups of four or five to do this if
pictures. They have a red and a green pencil in front of it is easier to move from group to group to check their
them on the desk. work.
Appendix
III.
Appendix
Appendix
FlashCaRDs
Unit 1 – Hello duck Unit 6 – Weather Unit 8 – Health
one cat rain bed
two hamster sun tooth/teeth
three plum wind knees
four banana cloud(s) (a glass of) milk
red sad snow orange
yellow hat frog ice cream
green snowman lolly
blue Unit 4 – Toys umbrella lemon
black teddy bear jacket face
white train jeans
brown plane T-shirt
bike car skirt Unit 9 – Food
boat doll shorts butter
house computer game socks spaghetti
children ball shoes chicken
teacher puzzle boots cheese
seven raincoat chips
Unit 2 – School eight sunglasses pizza
schoolbag star spring cornflakes
pencil eyes summer spider
pencil case nose autumn eggs
scissors hair winter orange juice
glue happy hot
book big cold
orange small Unit 10 – Animals
pink tall lion
purple fat Unit 7 – Home elephant
five bedroom hippo
six Unit 5 – Party bathroom monkey
rubber sheriff living room snake
notebook princess kitchen whale
(black)board bear sofa turtle
chair ghost TV penguin
desk clown fridge bee
door monster(s) table butterfly
window nine hungry horse
classroom ten thirsty fish
touch cake sandwich fly
point plate glass of water swim
bird apple sing
Unit 3 – Pets magician pear dance
dog crocodile climb a tree
mouse prince
rabbit Christmas tree
sTORY CaRDs
Unit 3 – The mouse

Unit 10 – The lion is ill
Photocopiable master
Appendix
Appendix
Acknowledgements:
The publishers are grateful to the following contributors:
Waltraud Sprung and Susan Sharp: text production and editing
Andrew Oliver: cover design
Helbling Languages: concept design
Amanda Hockin: book design and page make-up

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Енглески језик за први разред основне школе

Гинтер Гернгрос • Херберт Пухта • Бојана Гледић

What is innovative in Playway to English 1 Serbian edition? .............................................................................................. 4

How to use Playway to English 1 Serbian edition in the lesson ......................................................................................... 8

Basic technology ..................................................................................................................................................................... 9

The SMILE approach ............................................................................................................................................................. 14

The importance of constant revision ................................................................................................................................... 16

Classroom management ...................................................................................................................................................... 17

The role of the parents .......................................................................................................................................................... 19

Characteristics of early foreign language learning (Photocopiable master) ................................................................... 20

II. Lesson plans ...................................................................................................................................................................... 21

Unit 1: Hello .................................................................................................................................................................. 24

III. Appendix.......................................................................................................................................................................... 145

S kill oriented foreign language learning 4. Steps to creativity (Word Play):

Action Stories Chants

4th stage: Presentation Developing speaking skills

• Dialogues and scenes

Mathematical- • Developing mathematical-logical

Intrapersonal • Encouraging the ability to reflect as

Learning a language The importance of

Playway to English 1 Serbian edition offers you numerous

Language the children use:

• They grasp the meaning of new words with the aid of

Unit 1 Units 5–6

Units 1–2 Unit 8

Unit 3 Units 7–8

Units 3–4 Unit 10

Unit 5 Units 9–10

Warm-up  Listen and stick.

• Give the children some time to flick through their Pupil’s

Song: What’s your name? Discovery picture

Linguistic skills: Cross-curricular integration:

Revision Pair work:

• Now give the instructions as above but in random order. ✓

Say, e.g.: Shout ‘Hooray!’./Stand up./…

 L isten and point.

Write the numbers.

• Ask the children to look at the first pair of pictures on

• The children listen again and check.

Revision Pronunciation tip: Pay attention to the pronunciation of blue [b].

Introduction of vocabulary  Listen and point. Say the chant.

• Introduce the colours with the help of the flashcards.

• Stick the flashcards on the board. Point to the 1

Exercises for anchoring the

Exercises for anchoring words

First the children just listen. Then say each word

Revision  Listen and point.

learnt voicelessly (Read my lips). The children guess 1

• Hand out the flashcards to individual children. Name a

 Listen and colour. Speaker: Three.

 Say and colour. Teacher: Give me (green), please.

 Listen and colour. Say.

8 Colour and say.

• The children look at p. 8 (top half) of their Pupil’s Books.

exercise with the first line of the rhyme.

• The children have a red, green, yellow and blue pencil

Notes: High-ability children can also recite their rhyme to the

1 pointing along on the board. Say: green, blue, green,

Boat number three is blue.

Boat number four is yellow. 1

children answer: Red./Green./etc.

 Look and colour. Say. GREEN

Logical sequences YELLOW

7 Look and colour. Say.

 L isten and point.

 Listen and point.

Vocabulary revision  Listen and colour.