Br fay Le oso g Dave TuckerContents Scope and sequence pages 4-5 Introduction to Academy Stars page 6 * Components overview page 7 * Teaching with the Pupil’s Book and Workbook pages 8-12 * Understanding the Teacher's Book page 13 * Games Bank pages 14-17 Teacher's notes Welcome pages 18-21 In the wild pages 22-37 My busy week pages 38-53 Review 1 pages 54-55 Our things pages 56-71 Reading time 1 pages 72-74 Think about it! 1 page 75 Out and about pages 76-91 Review 2 pages 92-93 Sun and snow pages 94-109 Reading time 2 pages 110-112 Think about it! 2 x page 113 Stay safe pages 114-129 Review 3 pages 130-131 Seasons of fun pages 132-147 Reading time 3 pages 148-150 Think about it! 3 Page 151 How food grows pages 152-167 Review 4 pages 168-169 Let's look inside pages 170-185 Reading time 4 pages 186-188 Think about it! 4 page 189 Fantastic weekends pages 190-205 Review 5 pages 206-207 Answer keys: Workbook Mid-year and End-of-year reviews page 208 VPUUUUUVUYUUUUVUUUUUUUUUUUUUUUUUYUUUUUUUUUUUUUVUUUUUUYScope and sequence cd a BE cone jak bout yours Vocabulary review There are some crocediies. There aren't any pandas. Animals; couniries There are / aren't + some / any: ‘Are there any ..? + short answers: Ale there ony birds? Yes, there are. Days ofthe week; Present simple (I/ we/ they) Present simple: questions with mabe: octivities ses qua tecrer es galbronna Shes gta os. raat Sete seo 3 esgrokonee Shepltindehr — Haeaal ee o oroonge bal 4 BB eto tiend abet you iy eos LS Learning objectives: Meet the characters; Talk ‘about yourself Vocabulary: Eva, Henry, Kirsty, Owen Resources: Class Audio CD1; (Fx) - Vocabulary activities Warm-up: The big picture * Refer the children to the picture on page 4. Ask Where are these children? (at school) Are they the same children as in Pupit’s Book 1? (no) is it the same school? (yes). Elicit they are at their school — the Academy, and they're the characters who welll see all the way through the book, 1 i) 11 Meet the Academy Stars. Listen and point. + Play the audio and have the children point to each character (left to right) as they speak. * Then elicit the names of the children and write them on the board in order. Have the chitdren repeat each name and point to the character. Do this first in order and then in random order. @®H)=Presentation kit ([H2)= Teacher's Resource Centre (FX) = Pupil’s Practice Kit * Ask Who is Kirsty's brother? (Henry) Who is Owen's sister? (Eva) Who is Eva's brother? (Owen) Who is Henry's sister? (Kirsty). #@ 1.2 Look at the picture and write the names. ‘= Refer the children to the four texts. Play the audio, pausing at the end of the first text. Hold up your Pupil's Book ond point to the example answer Henry. + Play the rest of the oudio, pausing at the end of each text for the children to write a name. * Play the audio again, pausing for the children to call out the name after each part. :1Henry 2Eva 3Kirsty 4 Owen POP ONE PPP PP PP PPP PL PPL KHL PRPC P PEL ELE EL EL EEEET *@) 1. Listen and circle. ‘+ Ask What can you see on the purple information card. * Play the oudio, pausing after My name is Eva to point out that Eva is circled os an example + Play the rest of the audio for the children to circle the information they hear.+ Coll out the headings. Children say what they circled. + Now play the second part of the audio and repeat the procedure for the blue information card. Audioscript Adult: Hil What's your name? Eva: My name is Eva. Adult: How old ore you, Eva? Eva: I'meight. Adult: Tell me about yoursett Eva: I've got black hair and green eyes. | can ride ‘bike. | like cots Adult: Hello. What’s your name? Henry: My name is Henry, Adult: How old are you, Henry? Vm nine, Tell me about yourself, Henry. Henry: Adult: Henry: |'ve got brown hair and blue eyes. | can climb, | ike horses. Answers: Name: Eva Age: 8 Hair: black Eyes: {green I can: ride a bike | like: cats } Nome: Henry Age: 9 Hair: brown Eyes: bluelcan: {climb I tke: horses i 4 & EM rela triend about you. + Tell the class about yourself using the prompts * Divide tho class into pars ond have them toke turns telling a friend about themselves using the prompts, Cooler: Disappearing words * Play Disappearing words (see the Games Bank, pages 14~17) with key words from this lesson, eg. Kirsty, Henry, Eva, Owen, sister. Workbook pages 4-5 2 Rod and color the care acy 1 Newhart. 19 waht 3. & Drow pcure ty, Wee yer ae ‘aod ond compote 2 tm__ ene 2 vega ot mt ae 2B vot cbst yu teodons D. ‘eaten i eat ate Neat ae 1 Match and complete. | Answers: | 1Kirsty 2 Eva Henry bOwen cEvo dKirsty | 2 Read and colour the pictures in Activity 1. Answer ott : Henry: brown hair Owen: orange Evo: purple bag Kirsty: blonde hoir LEVEE bbe Dobe bb bEbEEELDELELEULELLLLLLLEDELELEL (7) = Pupit's Resource Centre (76) = Test Generator 3 & Draw a picture of you. Write your name. Read and complete. 1 Read and write the name. } Answers: 1 Katy 2Sally 3Dan 4 Jack 2 & what about you? Read and circle. 3 Look and label.Lesson 2 Vocabulary ook id on wt 1 ree wos beeing wer aL 2 Treating at 1 Groacansee eight overs 2 M8 care soph Learning objectives: Vocabulary review Vocabulary: objects, clothes, food, family Resources: (PX) Gm Pk) - Vocabulary activities Warm-up: Who's this? * Write a big Yes on one side of the board and a big No on the other side *+ Hold up your Pupils Book, open at page 4. Point to the characters and say This is (Eva). The children point to the Yes or No side of the board to show if the sentence is correct or not * Continue by saying o mixture of true and false statements about the children's eyes, hair and likes. 1 Look, find and write. * Ask the children what they can see in the picture. ‘Ask Are people happy? Are they all one fomily? Where's Mum? Where's Grandpa? eic. * Ect words beginning with ‘b’ from the class and write all the correct words on the board, Then hove the children copy the ones they prefer into their books. + Give the children time to think about the other questions. Tell them they don't have to write yet (but they can if they want) * Elicit words for each question and write all the possible answers on the boord. + Each time, have the children complete the spaces with their favourite answers, Pk) = Presentation Kit (THC Teacher's Resource Centre (x Pupil’s Book pages 6-7 3. Tako attend Nake vrtonces bos the pice, Suggested answers: 1 bal, burgers, bananas, bag, bird, bike 2 slide, swings, sandpit, seesaw, shirt, shoes 3 cupcakes, apples, pears, burgers, carrots, bananas 4 trousers, shirt, shoes, hol, jumper, jacket § Grandpa, Grandma, Mum, Dad, { Kirsty (sister), Henry (brother) ! i Treo 2 Look and write the numbers. + * Ask Where ore the flowers? What colour are they? How many flowers are there? Have the class count the flowers all together. Then read out the first, ‘sentence, pointing to the example answer. * Hove the children continue the activity, completing the sentences with the correct number. Fast finishers can compare their answers in pairs, * Invite different children to read out the sentences, Ask for whole-class agreement each time. Answers: 1 eight 2 tive 3 six 4 four three 3 B¥ talk to a friend. Make sentences about the picture. * Elicit a finished sentence for each of the prompts. + Then ask for more examples for each one. Point ‘out that Mum con change to other family members or names. Pupit's Practice Kit CEP EPP PP EPO PELL ECOL NPP KKH rere Ppp epee oe ees* Divide the class into pairs and have the children take turns saying a sentence about the picture, using the prompts. Fast finishers can go back and start again ‘and make as many sentences as possible before {you call time. Cooler: Ready, set, draw! Play Ready, set, drow! (see the Games Bonk, pages 14-17) with the vocabulary from this lesson ‘Workbook pages 6-7 LbbLUbULEDLDLELLE 8 rain yi tot ot BD fh & & =~. 1 Find and write. one 2two 3three 4four Sfive 6 six seven Beight 9nine 10ten 2 Look, count and w Answers: 1 There is one 2 There are six 4 There are four 5 There is 3 There are eight } one 6 There is one 3 & what about you? Read and circle. Answers: Children’s own answers, t Pupil's Resource Centre (Te) = Test Generator LVUELLEDEDOLEODDDEEbEbEEDbbEL bE 2 Laskar ne ptr in Atty | od ant GD. 1 etepis ont 2 hajastsh ante woe 4 conyorcint ee? 4 Une 5 ve uetooter erect Look and label. 1 Answers: 1 wardrobe 2lamp 3 desk | 4window 5 chair 6 bed 2 Look at the picture in Activity 1, read and circle. on 2under 3in 4nextto | Answers: 3 Read and match. | Answers: c 2f 3d 4e Sb 6a My progress: (Workbook page 116) + Prise the children for their efforts in completing these units (rewarding effort as well as achievernent is essential for successful tearing). * Clarify the meaning of each / can elicit exomples. * Ifthe children ore unsure of any point, work together ‘95 a class until everyone can complete the J can .. challenges. The children then put their stickers in place. statement andLesson 1 Vocabulary In the wild Pupils Book pages 8-9 beer} comet) > mc sora) wot) sate} into J 2 ook tthe map. i he cima in ety Wie cooler aver 39 Wich onmatzre am mee than ane county? hich onal aero ny on our 4 tee Sngand actout. @SSHaT romoomitewots m2 TD 4» 7 cecadte 1} tengare (i) ort avndm want * | das Ce Gurnteconeesi 2.4 | Icontearwshescndters rom ondte wore! | Aes bres totanmascayeusce? | cara eth Camyou sm oergoos? | ser Canc cet ‘it ron so eons pon, Te oecomatesten | hen story ind eat Learning objectives: Identify and use new words: ‘onimals, countries; Sing a song using the target vocabulary Vocabulary: bear, camel, crocodile, kangaroo, anda, wolf, Australia, India Resources: Class Audio CD1; (°X)- Flasheords; (FRE) - Vocabulary worksheet 1, Downloadable flashcards; (PPK) - Vocabulary activities 1 and 2, Song; (Pre) Warm-up: The big picture * Refer the children to the picture on page 8. Ask What can you see? Do you know the names of these animals? Which is your favourite animal here? Which country would you like to visit? ‘+ Ask the children if they study animals and countries in some of their classes ot school. Check the meaning of witd. 1 @) 1.4 Listen and say. * Play the audio. Have the children listen and point to the pictures. * Play the audio again. The children point and repeat. * Play the audio one more time and have the children do an action or make a sound for each of the animals, @) +5 Then listen and number. + Ploy the audio, pausing atter the first word to point ‘out the example answer. + Play the rest of the audio for the children to number the words as they hear them. * For feedback, say each number and have the class call out the word. Ask different children to repeat each word to check and practise pronunciation. Audioscript 1 kangaroo, 2 camel, 3 wolf, 4 bear, 5 panda, 6 crocodile, 7 India, 8 Austratio resentation Kit (1n¢)= Teacher's Resource Centre (Pk) = Pupil’s Practice Kit OPED ID DI IID EE Re ne ne rrp pepe ppp praPLLLLELLLULLLLLLLLLLULULLLLAL LDOLLELDLDLEDLLLELbL i + Show the childron how to join in with actions for | Answers: beor - 4, camel - 2, crocodile ~ 6, | the song: zoom — hold out arms tike an aeroplane; | Kangaroo — 1, panda ~ §, wolf — 3, Australia ~ 8, : 1, 2, 3 —use fingers to count; snap, snap — open | india - 7 | and ctose your arms in front of your face like a crocodile's mouth; crunch, crunch = mime chewing on a stick of bamboo. Encourage them to do suitable actions for the mention of each cnimal. i jital 5 Using digital {+ Play the song and have the children join in and do You can use the Flashcards to pre-teach the : the actions, Repeat as many times as the children vocabulory, $e wiling * Use Slideshow to introduce the words. } + Use Distort to test the vocabulary, 3 4 : ) * The children will remember the vocabulary 2 Cooler: Ready, set, draw! } better if they see it in a voriety of cifferent 3 + Play Ready, set, draw! (see the Games Bonk, $ forms, including digital and the book. $ pages 14-17) with the vocabulary from this lesson 2 Look at the map. Find the animals in Workbook page 8 Activity 1. Which countries are they from? * Call out the name of an animal, e.g. bear, and have In the wild the children say the countries where they can see the bear (Russia, China and India) SID, voecovor * Continue with different animals eliciting the countries each time. * Alternatively, the children can continue in the some way os a poirwork activity, | Answers: beor: Russia, India, China comet: { Egypt, Indio, China crocodile: Egypt, { Australia, India kangaroo: Australia _ panda: China wot: Russia, China, India 3 @ Which animals are from more than one 3 trodons De omc nee country? Which animals are from only s ae a” 2 gen aasts one eountry?: RS . nih othatpsns + Ask the children to count the crocodiles on page 8. . omer ‘Ask How many countries have got crocodiles? (three ~ Egypt, india, Australia). Ask Howmany countries have got pandas? (one — Chino) * Give the children some time to check the other onimals and see how many countries they are from (more than one or only one), + For feedback, ask each question in turn ond have different children say a country. Ask for whole-class agreement each time. Answers: bear, India, crocodile, Austratio, camel, wolf, panda, kangaroo Answers: The animals in more than one country ‘re: crocodile, wolf, camel, bear. The animals in only} Answers: Animals Countries ‘one country are: kangaroo, pande bear Indic L crocodile Australia ; camel 4 tf!) 1.6Sing and act out. wolf + Ask the children to tur their Pupil's Books face panda down. Explain that they will hear a song and that kangaroo. they should raise their hands every time they hear - - one of the animals or countries from Activity 1 * Play the song and join in with the children, roising 3 Read and circle the correct picture. {your hand when appropriate. * Play the song again. The pupils follow in their books. Answers:1b 20 30 éb (PRC) = Pupil’s Resource Centre (1G) = Test GeneratorLesson 2 Grammar time Pupil’s Book page 10 12 At Read ond mith tn ogc ode, Yrewomsne Wir ingest eth tory Learning objectives: Understand the use of There are / aren't + some / any); Read and act out a story using the torget grommar Grammar: There are some / There aren't any Resources: Class Audio CD1; (Pk) - (FRC) Materials: paper, pens or pencils i) 1.6 Warm-up: Sing the song * Play the song Zoom around the world again and have the children join in and do the actions as in Lesson 1. (You may wish to have them just listen and do the actions first, ond then have them sing along and do the actions.) 1 aq) 17 Listen and read. What animals can they see? + Refer the children to the pictures ond osk Who can you see? (Eva, Owen and their parents) Where are they? (at a 200 / safari park) + Play the audio and have the children follow the story, Stop after one or two frames and ask the children What number? One, two, three or four? to ccheck they ore following * At the end, ask What animals can they see? Elicit ‘the answers from different children. Ask How many crocodiles ore there? (five) Repeat with pandas (two), kangaroos (three) and tigers (none). + Reinforce comprehension of There are some / There aren't any using actions. Say There are some and nod (or whatever action is appropriate in the children's culture). Then say There aren't any and shake your head (or the equivalent action in the children's culture). + Play the audio again. Have the children listen and do the appropriate actions for the affirmative and negative sentences when they hear them. 2) 17 Read and match. Listen again and check. + Hold up your Pupil's Book, point to the example ‘and read out There are some ... Follow the line with your finger and elicit crocodiles. Ask the children to find the phrase in the story (in part 1). + Have the children match the other animats to There ‘ore some or There aren't any, referring to the story, * For feedback, say eoch animal in turn and elicit the sentence with There are some or There aren't any. * Play the corresponding section of the audio after each sentence and check it motches the children’s ideos. Answer: kangaroos; There aren't any = tigers There are some = crocodiles, pandas, Teaching star! To consolidate understanding of the language, play a true / false game. + Say a sentence, e.g. There are some tigers. True or false? and have the children call out the ‘answer. Continue with other cnimats, including some negative sentences, .g. There aren't any pandas. True or false? Consolidation 3 &3¥ Work in groups. Act out the story. (@)=Presentation Kit (Hé)= Teacher's Resource Centre (Beastor yr + Play the oudio again for the class to repeat each line chorally. Check their pronunciation of There are some and There aren't any, Count the speaking characters in the story with the children (three ~ Mum, Eva and Owen). Divide the ‘lass into groups of three. Give each child a number 1-3 and allocate roles: all number 1s are Mum, all number 2s are Evo, all number 3s are Owen. If there are extra children ‘who don't fit into a group of three, they can mime Dod driving! Allow them a few minutes to practise acting out the story. While they practise, circulate, monitor and offer help with pronunciation and intonation, as well ‘95 accuracy, praising children as appropriate. Pupil’s Practice Kit CPP PEEP PPP EIR RANK NK AANA PARANA NHN HK KK HK HHH peperep* Encourage volunteer groups to act out the story for the class, making sure the rest of the class respond positively and apptoud their efforts. Workbook page 9 Theresnecmnintecoeavens —— A@ 4 ae aco ve eto nae CUAAAAAAAAAAAAAA UE L GEG LEGG bb bb bbe Pupil’s Resource Centre (7) = Test Generator Cooler: Team sentences + Play Team sentences (see the Gomes Bank, pages 14-17) using sentences from the story in ‘Activity 1, e.g. There are some crocodiles This ig the China Zone. There aren't any tigers. Where ‘re we now? There aren't any animals. There are ‘some kangaroos. 1 &@* Look and read. Write yes or no. There is one example. « This activity helps the children prepare for Part 2 of the Reading and Writing paper of the Cambridge English: Starters test. The children read the sentences and look at the picture. They write yes if the sentence correctly describes the picture and no if it doesn't. = If done in class, ask the children what they con see in the picture. Go through the example first, ‘ond then have the children complete the coctivity individually. * Ask different children to read out the sentences and the class calls out yes or no. + (To help prepare for this part of the test, the children need plenty of practice matching sentences to pictures)Grammar focus Lesson 3 Pupil's Book page 11 eszon 3 1 die w tockendreoa pad (reared eecas/onrtvone/ ey Grommet focus aud |-==I—= creer Ce 2 ackond compete sentences, 1 eon tome_ tet 2 men ave — any pees 6 3B BP Lakotte sry on pope Te obo te enna. 8S §=—......t Learning objectives: Talk about onimals Grammar: There ore some / There aren't any Resources: Class Audio CD1; (Pk) - Graphic Grammar video; (6) - Grammar worksheet 1; (Pex) - Grommar activity 1; (8) - Graphic Grammar video Warm-up: Yes or No * Write a big Yes on one side of the board and a. big No on the other side. + Read out some sentences about animats and their countries according to the picture on page 8, e.g. There are some pandos in India. There are some bears in Russia. There are some crocodiles in Australia. The children point to the correct side of the board. + You can reintroduce the negative by confirming the children’s No answers, ©.g. Well done! There aren't any pandas in india. 1 t)) 1.8 Look and read. * Play the audio. Have the children do suitable gestures, e.g. nodding or shaking their heads, to ‘accompany the offirmative and negative sentences. Point aut the blue block for affirmative / yes verbs and red block for negative / no verbs. + Play the audio again for the children to repeat choral. ‘+ Highlight the contraction aren't by counting out There are not any pandas on yout fingers, and then pushing the are and not fingers together to show the contraction. + Ifusing the video, tel the children they willsee { © video about animals. Play the video and let} the children watch and enjoy, } ; + Play the video again and have the children repeat each sentence doing suitable actions for affirmative and negative sentences + Highlight the grammar points as described above. ’ 2 Look and complete the sentences. + Refer the children to the picture and ask what Conimals they con see. + Then refer them to the example sentences. In turn, ask Can you see foxes? (Yes) Can you see pondas? (No). Elicit what phrase they use for yes ‘ond for no sentences. + Have the children complete the activity individually, + For feedback, invite different children to read out the sentences. Ask for whole-class agreement each time and write the answers on the boord 50 everyone can check their work. | Answers: 1 are some aren't any 3 aren't any 4ore some § Thereare some 6 There aren't ony 7 There are some 8 There aren't any DPPPLPELPPLEPPLC PLT EPLPCCCLLCLLCLLLCCCCLCLCECCELLY 3 & S¥ Look at the story on page 10. Talk about the animals. (Beasod fr "© Ask the children to turn their Pupil’s Books face down. Elicit a list of the animals they have seen in. this unt so far ond write them on the boord. Ask the chilcren to recall who the people ore inthe story on page 10 (Eva, Owen and their mum and dad). You could ask them to call out the names of any other animals they know, and write those on the board, too. * Have the children open their books and invite two contident children to read cut the example sentences, + Divide the class into pairs to continue the activity + Fast finishers can olso make sentences about animals in their country, e.g. In [country], there ‘aren't any crocodiles. (PR)= Presentation Kit (Tic) = Teacher's Resource Centre (FFX) = Pupll’s Practice Kit[oo [Tring stort F1° Cooter: A memory game | Mixed ability Stort the ‘chain’ by saying, e.g. In my country, | For less confident children, written support on the i there are some cats. Ask a confident child to board can make a task more accessible. ; repeat this and add a new animal using and there! | * From the list of animals you have on the ; ‘ore some ... or but there aren't any bourd, elicit two offirmative and two negative ‘+ Each new child in the chain repeats what the sentences. + Write the sentences on the board and have the children repeat them. | + Less confident children can refer to these examples as they speak + More confident children are, of course, able to talk as freely os they want. In this way, there is no breakdown in communication ond the tess confident children will produce more than usual. They will feel more confident about ‘opprocching similar tasks in the future. ‘others said and adds an item. In large classes, divide the children into groups of seven or eight to play the game so everyone can be more active, There is also less waiting time for each child to have their turn! Workbook page 10 Grammar reference: Remind the children that they can refer to the Grammar reference on page 118 to help them when completing these activities, 1 Look, read and match to make true sentences. { Answers: 1 There are some crocodiles. {2 There aren't any elephants. 3 There are } some becrs. 4 There aren't any wolves 2 Look at the picture in Activity 1. Read and complete. Answers: are some 2aren'tany 3aren’t any 4aresome 5 There are some 6 There cren't any 3 & Write sentences about your country. Answers: Children’s own answers, VULLEULELELLELELLLELELLELLELLLLLLLLELLLLLULbLL ub bb (PRC) = Pupil’s Resource Centre (T@) = Test Generator EaLesson 4 Reading 20 30 40 50 Vestn orn ee wae nse, ‘Sho in oni Tse ray woh desivaeslong Trg go me Sense Tey ty oe Al an vn ess eres ea Learning objectives: Read cn information text; Find key facts Vocabulary: twenty, thirty, forty, ity, sixty, seventy, eighty, ninety, a hundred Additional vocabulary: centimetres, forty-two, pack, sixty-five Resources: Class Audio CD1; (Pk) - Warm-up: Stand up or sit down * Play Stand up or sit down (see the Games Bank, poges 14-17). + See the Games Bank (pages 14-17) for how to play the game. Coll out sentences, e.g. There are some bears in my country. There aren't any pandas in my country. Vocabulary + Refer the children to the vocabulary panet at the top of the page. Read out the numbers in order, and then in random order and have the children follow and point, + Read them out ogain and hove the children repeat, first in order, then in random order. + Write the numbers on the board and point to them in random order. Have the whole lass repeat cand then check with some individuals. Pupil's Book pages 12-13 100 60 70 80 90 hy ‘3 Werkin pois. What con you emenber shout woes? 4. @ het you tink abou woh? Cone nd ek eve say] theyrebeauint(] theyre bot _] things you know about wolves. Read and check your ideas. * Refer the children to the photos and ask What's this animal? (wot). Introduce the plural wolves. Give the class some thinking time before eliciting their ideas on wolves. List them on the board. Prompt os necessary with questions about colour, countries, + food, ete * Hove the children read the text quickly to check their ideas. Ask which information from their ideos was mentioned. Tick off those points on the board. + Play the cudio ofthe text and listen together as a class seni ~~~ Teaching sar Fs Reading skills ability to quickly identify the relevant part of the quickly as possible. Elicit the countries. Ask the text to find them. Explain that you shouldn't need to do this to find information in a text. Meare gx ahamster wo or use the presentation of the text tohelp you. | ; ; ; ; : ; ; (PK) = Presentation Kit (T8¢)= Teacher's Resource Centre (PPK) = Pupil’s Practice Kit POPOL UEPELIILIELEEPEePpereerpreeererercrgrc cee rc¢ cer cg cc geVobbebobbbebbLubLELUELLELbLELLLLLLLEDLULULLLULLULLLLYE ; ; ; } * Elicit what you should look for if you are trying to find countries (words with capital letters not ot the start of a sentence / the word in). * Hold up your Pupil's Book and demonstrate that finding key words is a matter of scanning by moving your finger in a zigzag across the text to look for o key word. Explain that this is a much quicker way to find information, and encourage the children to use the technique in Activity 2. 2 Read again. Complete the facts. Be a star! te *+ Give the children time to read the text carefully. ‘+ Now have them scan the text again to find the colours. Elicit ond write the words on the board, and have the children complete them in their books, Have the children continue the octivity individually Fost finishers can compare their answers in pairs. While they are doing this, copy the incomplete wolt facts onto the board. Invite different children to come to the board ‘and complete one fact. Ask for whole-class ‘agreement each time. Clorify the meaning of the abbreviations (centimetres, kilometres per hour) ‘and have the children repeat the numbers and the measurements, You may then want to read through the story together as a class, playing the audio as support for students who need more help. Answers: Colours: grey, black, white, brown t Countries with wolves: 60 Body: 100 em Tait: 30cm | Teeth: 42 Can run at: 65 kph Number in a pack: 4 to9 } Food: birds, fish ' 3 @ Work in pairs. What can you remember about wolves? + Read out the question and invite one or two confident children to tell you a fact that they remember from the text. Ask for whole-class. ‘agreement each time, Hove the children continue the activity in pairs or ‘smal groups. While they do this, circulate, monitor and give help or praise where appropriate. Finish by inviting volunteers to share their facts with the class, Answers: Children’s own answers. 4 @ what do you think about wolves? Choose and tick (V). * Clarify the meaning of scary with the class. Give the children some quiet thinking time before osking their opinions. Point out they can choose more than cone answer. (@#)= Pupil's Resource Centre (7) = Test Generator Read out the options and have the children raise their hand if they agree. Ask the class which they think was the most popular answer. Cooler: Disappearing sentences * Play Disoppearing sentences (see the Games Bank, pages 14-17) using the first four sentences of the Wolves text. Workbook page 11 esl. neoaing 2 tanh tron Ppl ae pope 121 open Compete fat (Seen tna hey Fry naman eee on Seen ‘Sepa ‘ur 20 ares pete tongonos ae Do ey See eoeroncer 1 Match the numbers to the words. Answers: 100 —c hundred, 42 ~ forty-two, 50 — fifty, 60 — sixty, 65 ~ sixty-five, 9— nine 2 Read the story on Pupil’s Book pages 12-13 again. Complete the facts about wolves. Use numbers from Activity 1. Answers: 1 grey, black, white or brown 2.60 3 100 4 50 5 42 6 65 7 birds, fish 8 pack 3 Read and complete the table for kangaroos. Answers: 1 brown or grey 2 13 1504 120 5 30, 6 707 plants and leaves 8 mob+ Then ask ditferent children to read out the completed words, asking for whole-class Book page 14 ‘agreement each time. Write the words on the boord 0 everyone can check. Have them repeat the words one more time. Lesson 5 Sounds and letters Audioscript ‘fel hel cot Ae ki ke! pen MAL AL fig Aal fo/ 0! dog Atisd And cub Answers: cat, pen, fig, dog, cub Pronunciation practice + Exaggerated mouth-shapes can help the children fix the pronuneiation better. 5 ming to learn 5 paren bay 5 «Choose one ofthe words in Activity 1. Point to} tet forty iy sate svety {your mouth and say Look. What's this word? } Anata pate tea wre 5 Mouth the word very clearly, but without making} vr tie ont boner ch ) any sound. ; {+ The children call out the word they think you} § ate making. They then repeat it all together with} } te exaggerated mouth shape $ 5 © Children con continue this activity in pairs, § Learning objectives: Sounds and letters: identify ; taking tums to make the word shape with no t short vowel sounds: Learning to learn: identify 5 ‘sound and guess the word. § patterns. 3 «Invite volunteers to moke the word shapes for Resources: Class Audio CD1; (®) - [rAC) - Sounds and letters worksheet; (PPX) - Sounds and letters 2. @/) 1.11 Listen and say the chant. Then cctivity, PRC) write the letters. Materials: paper, pens or pencils + © Play the chant and have the children follow in their books. * Play the chant again and have the children join in Warm-up: Team spelling with the gapped words. + Play Team spelling (see the Games Bark, pages + Play the chant once more, pausing atter each tine 14-17) to practise key words from the last lesson, for the children to repeat. Pay particular attention to e.g. wolves, sixty, countries, forty-two, beautiful. the vowel sounds. + Divide the class into three groups and have each group say 0 verse. Rotate the verses among the 1 @) 1.10 Listen and say. Complete. groups so they all have a chance to say each port. * Refer the children to the pictures. Elicit or explain . + the meaning of the words. | Answers: The black cat is under the red bed. i = Play the oudio for the children to repeat the words} My mum hos got a funny wig. The frog and the dog j chorally. Do this twice -to provide varietu,have | are on the log. i them say the words loudly the first ime and quietly! the second time. + Point to the a in the word cat in your book. Ask & Learning to learn What's this sound? (/e/) What's the word? (cat). + Read the Leaming to leorn box together. When you + Continue by pointing to each of the spaces in the reod out tne words thy, forty, etc, use o gesture 10 words in your book. Hove the children repeat the iow attarilon tathe eiding each te. sound and the word before they complete the words in their books PPP PPP PPE PPP PPE PLE POLL OEE OOOO DOPED OO EEO EEE EEELVULLUELLULULULULLLLLLLLELLLLLLLLLLLLLLELLULLLLL Encourage the children to add some more words with the same pattern (e.g. twenty, eighty, ninety). Cooler: Physical spelling Point out that these patterns are very useful when * Play Physical spelling (see the Games Bank, we're trying to remember how to spell a word. pages 14-17) with some of the words from + Ask the class what pattern they can see in the Activity 2 and the Leaming to team box. next group of words (-er). Then read the words out ‘making the same gesture to emphasise the ending. Have them circle the er in each word, Ask them what other words they can add with the same pattern (e.g father, mother, under, flower). + Write a big -ty on one side of the board ond a big -er on the other, Call out words from the Learning to learn box as well as others from the notes above, ‘ond have the children repeat the word and point to the correct side of the board. Workbook page 12 1 Complete and match. Answers: 1bag-b 2bus-e 3ten—d 4sing—a 5 fox-c et a 2. Read and complete the words. Then “OB “et 10 “ner draw the pictures. 2 ton compat te ds. Ten oe ce Answers: 1 The cat is wearing chat. 2 The ( } penis on the bad. 3 The cub likes six figs. | 4 The dog is next to a frog. — 3. € Circle the word with a different Se ens a shasamiial | Answers: 1 fifteen 2tired 3dog Sapple 24 CD tacos we catewtseeenLesson 6 Language in use Pupil's Book page 15 23 nmue me as ' a a hr ont Daher or \ 2G Workin po tok nd newer. sueent8 ds.beeae! Learning objectives: Are there any answers 2 + short Additional vocabulary: fish, tortoise, worm Resources: Class Audio CD1; (PX) - Longuage in use video; (TRe) - Grammar worksheet 2; (PPK) - Grammar cctivity 2; (PRE) - Language in use video #@)) 1.11 Warm-up: Say the chant again + Using mime if necessary to prompt them, ask the children to recall the chant from Lesson 5. Then play the audio to see how well they remembered. Write it on the board, * Ploy audio and have the children join in with the 4, 6,1, 0, u words, ‘+ Then have the whole class say the chant together. @)) 112 Listen and say. + Play the cudio and have the children follow in their books. + Play the cudio again and have the children repeat each question ond answer. + Elicit the question for a yes or no answer. (Are there any ...?) Elicit the question for @ number onswer. (How many ... ore there?) c v * Divide the class into two groups and have them roleplay the dialogue — one group asks the questions, the other gives the answers. Then change roles. + tH sing the video, plait ondtet the children § walch ond enjoy it $ Ploy the video again ond have the children repeat the questions and answers. Encourage $ them to imitate the intonation ond body $ Language as closely as possible ; + Hightght the language points as described =} ; : 3 above. + Now play the video one more time stopping after each question for the children to say the onswer. Then continue playing the video for them to check. SY Work in pairs. Ask and answer. * Refer the children to the photos and elicit the names of the objects. * Invite two confident children to read out the ‘example dialogue. Point out that the question and “answer are the same as in Activity 1, bt the blue word is changed for an item in the box. + Point to the number under the photo and elit the next line ofthe dialogue from the class. (Let's see. There are ... sixty insects.) * Divide the class into pairs to make new diclogues with the photos in the boxes, Explain that one child asks about the Student A items and the other about the Student B items. Then they can change roles. * Invite any volunteer pairs to perform their dialogue for the closs. 3 & S¥ now it's your turn. Draw a nature Picture. Play a game. (Be a star! 5'> + In their notebooks, have the children draw a picture full of onimals, trees and flowers (they should limit the items to the ones they know the names of ond make some of them plural). Do the same on your own piece of poper while the children cre doing this, + Demonstrate the activity with a confident chitd. Ask Are there any elephants? and if the answer is Yes, there are, osk how many, Have the child do the same about your picture. * Divide the class into pairs. Drill sample questions and answers again and then have the children use their drawings to ask and answer. While they do this, circulate, monitor and give help or praise where appropriate. = Presentation Kit (iC)= Teacher's Resource Centre (PBX) = Pupil’s Practice Kit UPL ECLOHKKOCHCOLOCLCC CLEC PCE CT CLEC CCCs