SKILLS BUILDER for young learners Jenny Dooley starters Teacher's Book fas Express Publishingfor young learners Teacher's Book Jenny Dooley = Express PublishingPublished by Express Publ Liberty House, Greenham Business Park, Newbury, Berkshire RG19 6HW, United Kingdom Tel: (0044) 1635 817 363 - Fax: (0044) 1635 817 463 email: Inquiries@ expresspublishing.co.uk www.expresspublishing.co.uk © Elizabeth Gray, 2017 Design & Illustration © Express Publishing, 2017 First published 2017 Made in EU Al rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic, photocopying, or othenwise, without the prior written permission of the publishers. This book is not meant to be changed in any way. ISBN 978-1-4715-5931-0 Acknowledgements ‘We would lke to thank all the staf at Express Publishing who have contributed their skls to producing this book. Thanks are ‘due in paricular to: Mary Palmer (Editor in Chief); Dee Kane and Alex Burton (senior editors); and the Exoress Publishing design team; WHouse (recording producer); and Emily Newion, Kate Miles and Robert Adams for their support and patience. ‘We would also Ike to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback ‘were invaluable in the production of the book.Introduction ..... Description of Main Tasks Suggested Lesson Procedures & Tips Keys, Tapescripts and Speaking Scripts Unit 1 Unit 2 .. Unit 3 Unit 4 15 20 25 38Introduction Skills Builder for Young Learners is a series of books with supplementary material offering systematic practice and development of listening, reading, writing and speaking skills. In particular, the series provides tasks and activities to build those language skills which younger students need in order to communicate effectively, and successfully ‘The books are especially designed for younger students at primary level who are leaming English as a foreign language and are between the ages of 7 and 12. The books can supplement any primary course and can be used with all young leamers, regardless of their cultural background. ‘The series reflects the main content areas (topics, vocabulary, structures, etc) most commonly taught in syllabuses of primary level coursebooks throughout the world. Text and pictures present tasks in a clear and attractive way, appropriate to the age and interests of primary learners. ‘The series has three key levels: Primary Level 1 Starters Primary Level2- Movers Primary Level 3- Flyers Skills Builder for Young Leamers: Starters 1 is aimed at Primary Level 1. It is designed for children between the ages of 7 and 10 who have ‘completed approximately 40 to 100 hours of English language learning, Components: + Student's Book + Teacher's Book + Class Audio CDs (set of 2) ‘The Student's Book consists of five units, each of which provides classroam work for approximately three 45-minute lessons, depending on the school's programme. Each unit is divided into three sections ~ Listening, Reading & Writing and Speaking — which provide all of the visual material 10 >be used in the tasks and activities. ‘The Teacher's Book provides: + a description of the types of main tasks presented in the Student's Book + suggested lesson procedures, including practice tips, detailed suggestions for warm-up and follow-up activities to provide further practice in a wider range of language skills + acomplete key to all of the exercises + complete tapeseripts of all the listening material + a'Speaking script’ for conducting the activities in the Speaking sections of the Student's BookDescription of Main Tasks 1. Listening Section Part 1 Part 2 Part 3 Part 4 Listening for names and descriptive vocabulary (drawing lines): Students listen to a dialogue between two people clearly differentiated by age, and look at the picture of a scene showing people doing different things. There are seven names above and below the picture. Students draw lines to link each name to the correct person in the picture, whose action, position andlor description is provided in the dialogue. One name is not used. Listening for numbers and spellings (note-taking): Students listen to a dialogue between two people clearly differentiated by age, and answer five comprehension questions by writing a name or a number. There is a picture prompt to support the context, but it does not provide the answers. The numbers can be recorded as words or digits; all names must be spelt correctly, as they are spelt out in the dialogue, Listening for specific information (3-option multiple choice): Students listen to five briet and lunconnected dialogues, and answer a question by ticking one of three pictures. Each dialogue is set in a different situation and is carried on between two people, clearly differentiated by age or gender. Listening for words, colours and prepositions (colouring): Students listen to a dialogue between two people clearly differentiated by age, and colour five objects in a large picture of a scene, using a specified colour. The objects to be coloured are examples of the same item (e.g. hats), each one of which is located in a different position. 2 Reading Section Part 1 Part 2 Part 3 Part 4 Part 5 Reading short sentences for recognition of lexical items (ticking/crossing): Students read five short statements which are accompanied by a picture each, showing single or plural objects. Then, they put a tick or a cross in a box to indicate whether the statement matches the picture or not. Reading statements about a picture (writing yes/no): Students look at a single picture of a scene and read five statements about it. Then, they write yes/no next to each statement to indicate whether it accurately describes the picture or not. Vocabulary and spelling of single words (writing words): Students look at five pictures, which are accompanied by a set of jumbled letters that will be used to write the name of each depicted object. Students write the name of each object on dashes, which indicate the number of letters in each word. Reading a tex/Copying (filing in a cloze text): Students read a short factual or semi-factual text, in the format of a cloze text with five gaps. They look at eight words with their accompanying pictures, Which are in a box below the text, and copy the correct word in each gap. All missing words are singular or plural nouns, There are two extra words. Reading questions about a story picture (writing one-word answers): Students look at a sequence of three pictures which tell a story. Then, they answer five questions related to the story, using one-word. answers. The correct answer may be a noun, verb or number. 3 Speaking Section Part 1 Part 2 Part 3 Part 4 Understanding and carrying out instructions (pointing to items and placing object cards on scene card): Students are shown a scene card, with a large picture on it. Then, they are asked to identify and point to certain items in the scene card. Next, they are shown a set of eight smaller object, ‘cards, and are asked to identify two of them and then place them indifferent locations on the scene card. Understanding and replying to questions (picture-prompted short answers—scene card): Students are asked simple questions about two of the items or people in the scene card (e.9. name, colour, number, activity they are doing, etc.). Then, they are asked to describe one item from the scene using a Tell me about (e.g. this robot) question. Understanding and replying to questions (picture-prompted short answers—object cards): Students are asked simple questions about four of the object cards (e.g. name, colour, etc,) and some personal questions related to the objects in the picture cards (e.g. T: What's this? S: A burger. T: What do you like to eat for lunch? S: Fries.) Understanding and replying to personal questions (short answers, unaided by visual prompts): ‘Students are asked personal questions about themselves on topics such as age, family, school and friends, e.g. Have you got a brother or sister? Which sport do you like?, el. 5Suggested Lesson Procedures & Tips The lesson procedures below, including warm-up and follow-up activities, can be used os a model for alll units in the book. Although the detailed examples given here refer to the specific tasks in Unit 1, the tasks, type of activity and the suggested classroom procedures remain exactly the same for each subsequent unit listening Section Part 1 ooeaip ‘A good way to practise describing people and what they are doing is to ask Ss questions about people in pictures you come across (their clothes, their hair, where they are, etc.). Ss can reply with short or one-word answers, e.g. What colour is this man’s hair? Brown, Warm-up {Ask Ss to look at the main picture and identiy the scene. Then, ask them to identify and describe the people and the objects in the scene. Then, point out the names around the picture Eg. T: Whore are the children? SI: At the beach. What is this? $2: (This isit's) a boat. T: What can you see, Alex? $3: (Ican see) a dog. T: What colour is it? 4: (i's) white, ete Explain the task to Ss, in L1 if necessary, pointing out the following + Itis OK ifthe lines they draw cross over one another, but it must be clear which person each line leads to. + There is one extra name, which Ss will not use * Reading the names around the picture before the recording will help them, because they will Know which rrames to listen for Then, play the recording. $s listen and draw lines. Check Ss° answers. Follow up. ‘A Ask individual Ss to tell the class who each person in the picture is and what they are doing. E.g. S1: Anna is the gin with the purple hat. She's ooking at her friends. $2: Sam is the boy behind the tree. He's playing a game,, etc. B An individual S chooses one of the characters, The rest of the class ask Yes/No questions to guess which character he/she has chosen. Eg. St: Who am? 2: Are you a boy? St: No, I'm not. 83: Are you playing the guitar? St: No, I'm not. ‘$4: Are you holding @ purple bag? ST: Yes, lam. $5: I know! You're Anna! St: Yes, lam, etc Part 2 noe hp ‘A.good way to practise speling and identiying the names of the letters ofthe alphabet is by playing games with Ss, whenever possible. For example, you could make a deck of cards using the letters of the alphabet, making sure there ae a least two copies of each letter and double the amount of vowels in each deck (i. 857 cards). $s can help with this, so that there will be one deck of cards for every team you will divide your cass into. Betore the game begins, ask 8s to keep their notebooks near so they can keep their scores. Then, divide the class into teams and start the game. The deck is shuffled and each S picks up 6 cards. Every round, Ss pick up one card each untl they nave enough to make a word. Then, they place each card dovin for everyone to see, speling each letter outloud as they do so and saying the word Players copy their word into their notebooks and put those cards avray. They carry on picking up a new card each round to make new words. Remind Ss that they cannot make the same word twice, The game ends when there are no more cards on the deck, The winner is the S wha has spelt the most words.Warm-up Ask Ss to look at the main picture and identity the scene. Explain that they will write the answers to the questions about the picture, and elicit the questions the picture is designed to prompt. Eg. _T: (pointing to the picture) Where are they? St: ina classroom./At school. T: Yes, they are! (pointing to the teacher) Who is this? 2: A teacher. T: Good. (pointing to the pupil) Who's this? $3: A pupil T: That's right. (pointing to the answer on the first example) This is Anna, The teacher asks Anna, “What's your ... 2” ‘S4: “What's your name T: Good! Can you think of a question? “How ... 2” “How old are you?’ That's great! (pointing to the answer on the second example) What's the answer?” (She's) six, ete. Explain the task to Ss, in L1 if necessary, pointing out the following ‘+ $s will only need to write @ name or a number to answer ach question, and they will hear each ansuer twice ‘+All names Ss will have to write will be spelt out for them. +The numbers tested are 1 ~ 20. If $s write numbers as digits rather than words, they have fewer chances of making a spelling mistake ‘+ Reading the questions before the recording wil help them, because they will know what to listen for. ‘Then, play the recording, Ss listen and write their answers. Check Ss’ answers, Follow-up A. Ask individual Ss to tell the class what they know about the main character. E.g. $1: This is Anna. She's six. Her family name is Grey., ate. B Use oral prompts to help Ss ask and answer roling questions Eg, T: (prompts) Clare ‘S1: Is this Clare? ‘$2: No, it isn’t. It's Anna. T:_ (prompts) Family namo ~ Groy Suggested Lesson Procedures $2: Is her family name ‘Grey’? $3: Yes, its. etc. CAs homework, Ss write @ paragraph about Anna, E.g. This is Anna. Her family name is Grey. She's six, etc, Part 3 noe iP ‘A good way to practise vocabulary for this partis by using flash cards to play games whenever possible. For example, you could play the 10 Questions guessing game. Divide the Class into two teams and start the game by looking at one of your flashards—make sure Ss cannot see it. $s ask YesiNo ‘questions to guess what you are laoking at, eg. Is ita thing? No, Is it an animal? Yes. (sit big? No. Is it @ cat? Yes! The team that correctly guesses the most wins. Warm-up ‘Ask Ss to look at the sets of pictures and identify the objects, scenes and actions shown in each one. E49. T: (pointing to the woman in all three pictures) This is Mum. (Pointing to picture A) Where is she? 81: (She's) in the kitchen. T. What's she doing? $2: (She's) eating T. (pointing to picture B) Where is she now? $3: (She's) in the kitchen. T: What's she doing? $2: (She's) reading. T: (pointing to picture C) Where is she now? $3: (She's) inthe living room. T: What's she doing? $2: (She's) cleaning, ete Explain the task to Ss, in L1 if necessary, pointing out the fallowing: ‘+ Only one picture in each set shows the correct answer, but, the other two may be mentioned in each dialogue, too. Ss must tick the correct answer. ‘+ Ss need ta listen to the whole dialogue before choosing a, picture, because the correct answer could be facated in more than one part of the dialogue. ‘Then, play the recording. Ss listen and tick the correct picture. Check Ss" answers. 7Suggested Lesson Procedures Follow-up A Ask individual Ss to make sentences based on their answers. E.g. $1: Mum isn’t in the bathroom. She's in the kitchen. She isn't eating. She's reading a book,, etc, B Use oral prompts to help Ss ask and answer roling uestions. E.g. _T: (prompts) Mum - bathroom St: Is Mum in the bathroom? ‘S2:_No, she isn't T: (prompts) eating $3: Is she eating? $4: No, she isn’t, ote. Part 4 neaaip ‘A. good way to practise identitying the location of objects andthe colours for this partis by playing the I spy with my ite eye game using pictures whenever possible. After prompting them (2.9. [spy with my litle eve .. a box under th table... a red bal, Ss can reply by pointing to the specifi ite inthe pictur, Warm-up Ask Ss to look at the picture and identify the scene, then talk about what they can see in the picture. E.g. T: (pointing to the whole scene) What's this? St: (It’s a) shop (store). T: (pointing to a hat) What can you see, Alex? 82: Ahat. T: How many hats can you see, Eva? $3: (I can see) seven. T: Where's this hat, Tom? ‘84: (It's) on the chair., etc. Explain the task to Ss, in L1 if necessary, pointing out the following: ‘+ Ss need to bring their own coloured pencils/pens. ‘+ S5 will alvays need to colour five ofthe seven similar objects in the picture and no other objects or parts ofthe picture. ‘+ This is not a test of Ss' colouring skills, so they should not ‘worty about how well they coloured in their answers, ‘Then, play the recording. Ss listen and fill in the correct item with the correct colour. Check Ss’ answers. 8 Follow-up A. Ask individual Ss to toll the class where the coloured objects are located in the picture, Eg. St: The brown hat is on the chair. The orange hat is in front of the boxes., etc. B_ Use oral prompts to help Ss ask and answer rolling questions. Eg. T: (prompts pointing to S1) brown hat - inder the chair S1:_ Is the brown hat under the chair? T: (points to $2) $2: No, it isn’t. I's on the chair. T: (prompts pointing to S3) orange hat - behind the boxes $8: Is the orange hat behind the boxes? T: (points to $4) 4: No, it isn't. I's in front of the boxes., etc.Reading & Writing Section Part 1 noel ‘A.good way to practise bath the singular and plural nouns for this task, a8 well as reading short sentences and ticking or crossing, is by playing a class game, using flashcards and the board. Choose ten nouns you want to practise with the Ss. \Write these nouns in a numbered list for your reference. Make ten flashcards with images of these nouns (they can be drawings or photographs) stuck onto card. Put the flashcards ina pile, in the order of the list. Write the phrases This is @ and These are __ on the board, and ask Ss to write ‘numbers 1 ~ 10 their notebooks. Before you show them the fist flashcard, write @ noun after This 18 or These are om the board (e.g. This is an apple). Give Ss time to read the sentence. Then, show the first flashcard, Itis important not to read the sentences aloud at this point. f the noun you wrote is the same as the noun shawn in the image, Ss puta tick next tonumber ‘tin their notebooks. if not, they puta cross. Erase the word you wrote on the board, and continue in the same way forthe remaining nine flashcards. Make sure that some of the nouns you virite do nat match the flashcards, and be sure to use both singular and plural nouns. Tell Ss to take care with ther ticks and crosses, as they will not get a mark ifthe tick or cross is unclear. Use your lst as a key to check Ss’ answers. The winner is the $ or Ss with the most correct answers. Warm-up ‘Ask Ss to cover the sentences, look at the pictures and, identity each object shown, Eg. 7: (pointing to the drawing of a burger) What's this? St: (it's) a burger. T: Good. (pointing to the drawing of an apple) What's this? 2: (It’s) an apple., etc. Explain the task to Ss, in L1 if necessary, pointing out the following: * Ss need to make sure that they only write a clear tick or ‘crass; if itis unclear they will not be awarded the mark for the item, ‘+ Ss should read the sentences and look at the pictures very carefully before they answer. ‘Then, Ss read and puta tick or a cross in each of the boxes. heck Ss’ answers, Suggested Lesson Procedures Follow-up ‘A Ask individual Ss to tell the class the corrected version of the statements accompanying the drawings. Eg. St: This isn’t a ball i's a burger. This isn’t a box. It’s a flower., etc. B Use oral prompts and point to the objects in the pictures to help Ss ask and answer rolling questions. Prompts should produce a mixture of ‘yes’ and ‘no’ responses, Eg. T (prompts pointing to the picture of the burger) bail ST: Is this @ box? T: (points to S2) S2: No, it isn’t. t's a burger. T: (prompts pointing to the picture of the two frogs) frogs $3: Are these frogs? T- (points to $4) S4: Yes, they are., etc ‘A good way to practise the action verbs Ss are likely to come across in this part is by playing miming games. Make alist of the action verbs you want to practise on the board, and divide. the class into two teams. Each team is given two minutes to {guess as many actions as possible, as they are mimed by aS ‘rom the opposite team. In order to win the point for @ correct ‘guess, the team has to spel the verb out in chorus. The team, with the most points wins. Warm-up Ask Ss to look at the scene and identify the objects, people and actions shown in the picture. Eg. _T: (pointing to the scene) What's this? St: (it's) a bedroom. T: Good. (pointing to the dog) What's this, Maria? S2: (it's) a dog. T: What colour is it, Bon? S3: (It's) brown. T: (pointing to the dog) Where’s the dog, Kim? ‘$4: (it's) in front of the desk., etcExplain the task to Ss, in L1 if necessary, pointing out the following: + Ss must only write ‘yes’ or ‘no’ for each statement. + In-statements with more than one element, €.9. The dag is sleeping under the desk, both elements must be true for ‘yes’ to be considered a correct answer. The dog must be sleeping and it must be under the desk. Suggested Lesson Procedures ‘Then, Ss read and write ‘yes’ or ‘na’. Check Ss’ answers. Follow-up ‘A. Ask individual Ss to say the statements, using the negative ifa statement is false. Eg. S71: There are two books on the desk. The boy isn’t wearing a hat., etc. B Use oral prompts and point to the objects, people and actions in the scene to help Ss ask and answer roling questions. Prompts should produce a mixture of ‘yes’ and ‘no’ responses. E.g. _T: (prompts pointing to the boy) boy - standing St: Is the boy standing? T: (points to $2) 2: No, he isn’t. He's sitting. T: (Prompts pointing to toy tiger) tiger - amehair 83: Is the tiger in the armchair? T: (points to $4) S4: Yes, itis., ete C Ask individual $s to look at the scene and describe it. ‘As homework, Ss wtite a short description of the scene, using no more than 5 sentences. Part 3 meaiip ‘A good way to practise spelling for this part is by using flash cards and the board to play anagram games, as often as possible. Put up a flashcard on the board and write the letters forthe word it describes in a jumbled order, 2.0. k, 0,0, 1, ¥, @ for monkey. Allow Ss time to write the word in their notebooks; then, write the word monkey under the flasheard. Allow Ss time to check their speling and move to the next flashcard, Check Ss’ words at the end: the S{s) with the most correct answers is/are the winner(s). 10 Warm-up ‘Ask Ss to look at the pictures and name the objects shown, Eg. _T: (pointing to the picture of a shoe) What's this? St: (It's) a shoe. T: Well done. (pointing to the dress) What's this, Alice? S2: (i's) a dress,, etc. Explain the task to Ss, in L1 if necessary, pointing out the following: + Ss must only use the given letters to complete the answers for this pat ‘Then, Ss read and write the names of the depicted items. Check Ss° answers, Follow-up Ask individual Ss to spell the names of the objects in the pictures, Eg. _T: How do you spell ‘dress’, Sam? Si: D-R-E-S-S. T: Good. How do you spell ‘shoe’, Grace? $2; S-H-0-E, ete. Part 4 oasip A good way to practise both spelling and meaning of Confusable words for this part is by playing a gap-filing game called Get it together Choose a short passage (it could be froma story or your eourse book) and make to copes of (A and B). Use correction fluid to delete 6 different words (preferably nouns, in both singular and plural forms) from each copy. Text B should have earlier gaps compared to text B. Make enough copies of the gapped text for each pair of Ss in your class. $ A starts reading his gapped text out lout to S B, until (s)he reaches the first gap. § B should have listened to ‘S A and filled in his/her first gap by that time. $ B carries on reading until his/her next gap, and so on until both texts are filled in. The pair that fills in both texts the most quickly, and with the fewest errors, is the winner. After the game, spend a few minus wth he Ss focusing on each gap and sting the reason why each missing word fit in that position, both in terms of cone and grammar, This could also be tured ito a game by avarcing points foreach coret answer.Warm-up ‘Ask Ss to look at the smaller pictures in the box and read the names of the objects shown. Then, ask them to identify the scene shown in the main picture, E.g. _T! (pointing to the picture of a board) What's this? St: (it’s) a board. T: Well done. (pointing to the dress) What's this, Dan? S2:_ (i's) a dress., etc. T: And what's this, May? $3: (I's) a classroom. T: Yes, itis. Very good. Tips Explain the task to Ss, in L1 if necessary pointing out the following + Ss should read the whole text frst, to figure out the general idea. + Before choosing a word from the box, Ss should try to ‘ques what kind of word is missing from each gap. ‘+ Each word must fit n terms of grammar, tao, e.9. a plural ‘noun rather than a singular one may be necessary in a gap, + Two words are extra and will not be used at all Then, Ss read and write the names of the depicted items. Check Ss’ answers. Follow-up ‘Ask individual Ss to read aloud from the completed text. Part 5 aap ‘A good way to practice speling and clarity the meaning of question words for this partis to play the Spot the mistake! game. Choose a picture from your coursebook, or put another large picture on the board and make a list of the question words How many, What, Where, Which and Who next to it Divide the class into two teams. Write a short question about ‘the piture, Invite a S from Team A to read the question aloud and answer it (@.g. Where's the apple? On the table). Ifthe answer is correct, tam A wins a point and you copy the S's answer on the board, making a spelling mistake as you write it. ‘Another S from Team A is given the chance to spot that mistake ‘and correct it, ether by speling itor by vrting it on the board themselves, Ifthe answer is wrong, a S from Team B is given ‘ chance to win the point. Carry on until the same number of questions has been set for both teams. Make sure a diferent S answers each question/attempts to correct the mistake so everyone has had a tur. The team with the most points wins, Suggested Lesson Procedures Warm-up ‘Ask Ss to look at the pictures and name the objects shown. E.g. _T: (pointing to the first picture) What's this? St: (It’s) a beach. T: Weil cone. (pointing to the children) What are these, Hugo? S2: (They're) children. T: Right. How many are they, Matt? 83: Two., ete. Explain the task to Ss, in L1 if necessary, pointing out the following: ‘+ Ss must write only one word as an answer ‘+ Ss should look at the pictures and read the whole text for, each one, before attempting to answer, so as to get the general idea of it + Ss should read each question carefully before answering, Then, Ss look at the pictures, read the text and write their answers, Check Ss’ answers. Follow-up A. Ask individual Ss to talk about each picture in the story, using the questions and answers as prompts E.g. St: The family is on the beach. There are two children. The dog is playing with the ball ‘$2: Now they are in their car. Dad is driving. $3: Now they are in the kitchen. The girl is Putting a chicken on the table. Mum is drinking orange juice. B As homework, Ss write a short description of each picture, based on their responses in Follow-up A. 1Suggested Lesson Procedures Speaking Section BEFORE YOU BEGIN: + Ask Ss to cut out the object cards before starting this section (pp. 87 - 96). + If time permits it, you can conduct the activities in this section in pairs or groups, rather than with the whole class, Part 1 oneaip To practise the language (identifying peoplelanimalsithings, as, well as specific locations in a scene) and the skils needed for, this part (pointing and placing smaller cards at specific locations), you can ‘+ AskSsto identity specific items in scene pictures you come. across in your lessons (e.g. Where's the bike? Where's the ‘man? Where are the flowers?, etc.) by pointing at them. + Do the Big Picture, Little Picture! activity. Ss workin pairs. You will need smal sticky notes for this game. Decide on a place (.9.a classroom) and make a list of 8 items you may see init (e.g. a pen, pencil, eraser, book, etc.) Write this list on the board, Tell $s to work together to draw a picture ofa classroom on a big piece of paper (from their notebooks), and give each pair 8 small sticky notes to draw the 8 items you have listed on the board. Encourage $s to do quick sketches rather than elaborate pictures, and ive them 2~ 3 min to complete the task. When they are allready, write the prompt Put the... ovinvundertbohina” in front ofbetween the .. onthe board, and demonstrate the frst instruction as an example (e.. Put the pencil on the desk). Ss take tums to instruct one another wiere to put each ofthe B object cards onthe big scene card Setting the scene; Ss identify objects A Ask Ss to turn to p. 77 of their books, look at the picture and identify the items shown in the scene, No verbal response is expected from the Ss. E.g, T: (pointing to the whole classroom) Look at this picture. This is @ classroom. Here's the board. Where's the teacher, Hugo? Point to the teacher, please. $1: (points to the teacher) T: That's right! Now, where's the bookcase, Alico? $2: (points to the bookcase), etc 12 B Ask Ss to take out the object cards they have cut out {rom p. 83 of their books. Ss identify the object cards and place them onto the main picture. No verbal response is expected here, either. Eg. T: (pointing to the object cards) Look at these. Which is the ruler, May? Point to the teacher, please. $1: (points to the ruler) > Good! Look (placing the ruler object card next to the teacher's desk on the main scene)—I'm putting the ruler next to the teacher. Now, which is the clock, Matt? $2: (points to the wrong card) T: (pointing to the wrong card) Is that the lock, ... or is this (pointing to the correct card) the clock? ‘$2: (points to the correct card) T: That's right, Matt. Now, you put the clock on the teacher's desk, please. ‘$2: (places the card on the teacher's desk) T: Well done!, etc. Explain the task to Ss, in L1 if necessary, pointing out the following: ‘+ Ss will be asked to identify and then place two OBJECT CARDS in a specified position in this part ‘+ Ss need to plave the OBJECT CARDS in the general area of the position they have been instructed. It does not matter if the SCENE CARD is busy and, for example, there s a chair next to the desk they have been asked to place the card on, ‘50 the space where they can place it an is very small + Ss should look at the SCENE CARD and the OBJECT CARDS and try to identity as many of the objects they can see, $0 they can recognise the instructions they will be iven. Point out to Ss that they will not be asked about an ‘object whose name they have not learnt, 9. a cooking tray in a kitchen, so they should not worry about unknown vocabulary. Then, $s listen, identity the OBJECT CARDS and place them ‘on the SCENE GARD as instructed. Follow-up A. Ask individual Ss to tell the class the corrected version of the statements accompanying the drawings. Eg. St: This isn't a ball. t's a burger. This isn't a box. It's a flower. etc.B_ Use oral prompts and point the objects in the pictures to help Ss ask and answer rolling questions, Prompts should produce a mixture of 'yes’ and ‘no’ responses. Eg. 7: (prompts pointing to the picture of the burger) box St: Is this a box? T: (points to $2) $2: No, it isn't t's a burger. T: (prompts pointing to the picture of the two frogs) frogs 83: Are these frogs? T (points to $4) S4: Yes, they are., etc. EXETEAA ror pants 2 aND3 To practise the language (vocabulary related to people/animals! things/ations shown in pictures) and the skills needed for this part (replying to simple questions about a picture with one- word answers, and talking about a specific item in a picture, Giving a short description), you can ‘+ Ask Ss to identity and talk about items in any pictures you ‘come across in your lessons—both showing big scenes and single items. For example, What's this? (A) motorbike, What colour is it? Black. How many motorbikes can you see? Three. What is the man doing? Riding, etc + Choose a particular item in each picture that Ss can say tree things about (e.g. a person—appearance, what they ate doing, where they ate). Encourage $s to say three things to descrive that item, when they are given the Tel! ‘me about ... instruction. Explain that those three things can be anything they notice and can talk about. Provide any help where necessary, giving ideas, and write on the board any useful phrases/expressions they may need, €.9 He'sShe's’s got ... (brown hair). He's/She'sts (smalligrTunny/scary). He's/She's/'s... (Sleeping). ec + You could also practise the above using pictures the Ss have drawn themselves and brought in. In that case, you might \want to assign Ss aspects topic tor their drawing each time, so they can revise all the related vocabulary they have learnt {e.9. toys, home, hobbies, school, et.) Alternatively, $s can bring in photos they have cut out from magazines or found searching on the Internet (N.B.: Make sure that Ss have their parents’ approval and guidance fr the use ofthe Internet) Suggested Lesson Procedures Part 2 Ss talk about the objects in the SCENE CARD Remove the object cards and ask Ss to look at the scene card. Ss reply to your questions on one item in the picture, Using one-word answers (minimum requirement). Ss then describe another selected item, saying 2 — 3 things about it Eg. _T: (pointing to the teacher) Anna, who's this? St: (The) teacher. T: Yes. What colour is her dress, Tom? $2: (it’s) green. T: That's right. Now, what is she doing, Pat? $3: (She's) writing (on the board). T: Now, Alex, tell me about the gil 84: She's siting. Her dress is blue. Her schoolbag Is red, otc. Tips Explain the task to Ss, in L1 if necessary, pointing out the following + $5 will be asked to talk about two items in the SCENE CARD. + For the fist item, they will be asked a series of questions (2~3), which they can answer using one word only. + For the second item, they will need to say a bit more on their own to describe it. Ask Ss to keep these questions in ‘mind to deseribe it 4) What is it? 2) Where is it? 3) What is it doing? 4) What colours can they see on it? + Ss should try to keep their sentences simple. Then, $s listen, answer the questions forthe first object using ‘one-word answers, and then describe the second item shortly Part 3 Ss talk about the OBJECT CARDS and about themselves Pick four object cards and introduce them one-by-one. Ss identify the objects and answer questions about themselves, Telated to the object. Ss reply using one-word (minimum requirement) or short answers. Eg. _T> (pointing to the book) Jil, what's this? SI: (A) book. T: Do you like reading books, Dan? S2: Yes. T: What's your favourite book, Anna? $3: Harry Potter., etc. 13Suggested Lesson Procedures Tips : Explain the task to Ss, in L1 if necessary, pointing out the following + Ss will be asked to identity the object shown in four of the OBJECT CARDS, and then questions about themselves and how that abject relates to their lives. + The personal questions will be simple and relate to their lkesicislikes/tamily/pastimes. Ask Ss to keep these questions in mind 1) Have you gota... 2) What's your favourite... 3) Can you ...? ‘+ Ss should try to keep their sentences simple. Then, Ss identity each object, and then answer personal {questions related to them, Part 4 noe ip To practise the language and the skills needed for this part (answering personal questions), you can play an interview board game with Ss. Inthe beginning, $s could be given the choice to answer the questions as one of their favourite calebrities, and, ater, a their confidence increases, they could answer the questions as themselves. The class should be divided into groups, and you will need the following for each board game 1) a large sheet of paper or cardboard, on which the board game will be drawn 2) adie 3) a small object to act as a pawn for each S, which could be their awn erasers, for example. Make a simple grid on the sheet of paper (manually or on the ‘computer), marking the first cell as the START and the last one as the FINISH of the board game, To avoid confusion on the direction each pawn will move, number each cell. There should be no more than 20 cells in each board game. Fil in the cells with as many personal questions as possible For example: How old are you? Have you got a brothen/sister? How old is your brother/sister? Where do you tive? Do you ive in a house/at? Is your house/fat big or small? What's your favourite (animavcolourfood/toy/ game/spor, etc)? Can you (ride a bike/play the guitar/swim, etc)? 14 To save time, indicate which S starts the game in each group, and have them play clockwise, based on how they are seated around the table. $s rol the dice and move their pawns around, the grid, having to answer each question they land on before they can move on. Provide help as needed. The S to have answered the most questions when they have reached the FINISH cells the winner in each group. Ss talk about themselves Ss put away their books and cards. Help Ss to answer simple questions about themselves. Eg. T: Where do you live, Eva? SI: (Ilive) in Rome. T: Have you got a brother or a sister? $2: (Yes, I've got) two brothers., etc. Explain the task to Ss, in L1 if necessary, pointing out the following + $s will be asked 3 ~ 4 personal questions. + The key to doing well in this part is feeling confident. Remind Ss that the information they will be asked about will be simple and basic, based on everything they have already learned in their classrooms + 8s should try to keep ther sentences simple. Then, $s answer personal questions related to them.ust KEY Part ENING 1 ‘There should be lines between the name: 1 Part 1 Part 1 ‘Sam and the boy behind the tree. Nick and the boy taking a photo. ‘Lucy and the girl in the green T-shirt with the guitar Hugo and the boy fishing from the boat. uill and the girl. with the dog. 2 Grey (no misspellings) ‘Apple (no misspellings) taitwelve Nick (no misspellings) four 3 B 2c 38 ac 5B Parta 1 2 3 ‘The hat on the chair should be coloured brown, ‘The hat_in front of the boxes should be coloured orange. ‘The hal in the woman's hand should be coloured pink ‘The hat behind the dresses should be coloured blue. ‘The hat next to the handbag should be coloured grey. Part 1 Boy: Woman: Boy: Woman: Woman: Boy’ Woman: Boy; Boy: Woman: Boy; Woman: Woman: Boy; Woman: Boy: Woman: Boy: Woman: Boy’ Woman: Boy! Woman: Boy; Unit 1 TAPESCRIPTS Hello, This is Skills Builder for Young Learners, Starters 1, Unit 1. Look at Part One. Look at the picture. Listen and look. There is one example. Here's a photo of me and my friends at the beach, Miss Apple. (Oh yes! Who's that? The git withthe purple hat? That’s Anna. She's holding a purple bag, too. ‘Anna loves purple Me, too. Can you see the line? This is an example. Now you listen and draw lines. One There's a boy here, too. He's hiding behind the big tree. ‘Yes. He's funny. His name's Sam. ‘And what is Sam doing behind that tree? He's playing a game. Two ‘And there's Nick. He's got a camera in his hands, Is he taking a photo? Yes, Nick loves taking photos. That's nie Three That's a beautiful guitar! Yes, that’s Lucy's guitar. {s Lucy the girl in the green T-shirt? Yes, that’s right, Four ‘One person is fishing. What's his name? The boy in the boat? Yes. That's Hugo. Fishing is Hugo's favourite hobby. Five And what's that gir's name? The gitl with the dog, That's my friend Jill. And that's her dog. Its very small. Is it very young? Yes, itis. But Jill loves it. Now listen to Part One again. That is the end of Part One. 15Unit 1 Part2 Gin Woman: Gin Woman: Gin Woman: Girt Woman: Girt Woman: Girl Woman: Gir Woman: Woman: Girl Woman: Girl Woman: Woman: Gir Woman: Gir Woman: Gir Woman: Girl Woman: Gir Woman: Gir Woman: Gir Woman: 16 Look at the picture. Listen and look. There are two examples. Hello. I'm new in class Hello. What's your name, please? Anna, Is that A-N-N-A? Yes. Anna, How old are you, Anna? I'm six today Six today? Happy birthday! ‘Thank you. Can you see the answers? Now you listen and write a name or a number. One What's your family name, please? I's Grey. G-R-E-Y. Grey? That's my friend's name, too. Isit? Yes. Two Where do you live, Anna? In Apple Street Apple Street? Yes, A-P-P-L-E, I's next to the park. Oh yes, Three What number's your house? Ws twelve. ‘Twelve? Is it the house with the two orange trees in the garden? Yes, itis, fs got a green door, too. Four Have you got a brother or a sister? Yes, Ido. I've got a brother. That's nice. What's your brother's name? Nick. Nick? Is that N--O-K? Yes, that's right, Five How old is your brother, Anna? He's four. Four? He's very young! Yes, he is. He can ride a bike, but he can't read or write. That's OK. He can learn. Now listen to Part Two again. That is the end of Part Two. Part3 Man: Boy. Man: Boy, Boy: Woman: Boy: Woman: Man: Woman: Man: Woman: Git Man: Gir Man: Gir Boy: Git Boy: Woman: Boy: Woman: Boy: Look at the pictures. Now, listen and look. There is one example. Where's Mum? Where's Mum, Alex? Is she in the bathroom? No, she isn't, She's in the kitchen, Oh, is she having breakfast? No, she’s reading a new book. Can you see the tick? Now you listen and tick the box. One. What's Tom’s dog doing? Hi, Mum, How is Mat now? Is he eating? Your dog is OK, Tom. He's in the garden, Is he sleeping on his mat? No, he's playing with your ball, He loves it. Two. Which handbag is Sue's? Is that your handbag, Sue? No, my handbag is yellow. Ist the one next to the brown shoes? No, it’s the one behind the watch and the glasses. Three. What is Grace’s favourite animal? Is there a hippo at the zoo, Dad? No, there isn’t, But there are some tigers and girattes, Great! Giratfes are my favourite animal! | love them! Me, too. Four. Which picture are Bill and Sue looking at? This is a funny picture, Bil, Who's in it? My grandpa and my baby brother. Whose is the dog? My cousin's. He eats a lot, so his name is Food. Five. What's Bill wearing? ‘Are you wearing your blue shirt for the party, Bil? No, i's dirty. 'm wearing my red T-shirt. ‘Oh, that looks nice with your green trousers! Yes, but I'm wearing jeans now, Grandma. Now listen to Part Three again. That is the end of Part Three.Part 4 Woman: Gir Woman: Gir Woman: Woman: Git Woman: Git Woman: Woman: Girl Woman Girl Woman: Gir Woman: Git: Woman: Git: Woman: Woman: Gi Woman: Girl Woman: Girl Woman: Girl Woman: Look at the picture. Listen and look. There is one example. Look! There's a woman in the shop. She's looking at hats. Hmm... all the hats are white. Can | colour one? OK! Colour the hat between the picture and the mirror. Great! What colour? Make the hat between the picture and the mirror yellow, please, Can you see the yellow hat between the picture and the mirror? This is an example. Now you listen and colour. One (OK. Now, can you see the hat on the chair? Sorry? The hat on the chair? Yes. Have you got a brown pencil? Yes, | have. Colour it with that pencil, please. Two There's a hat in front of the boxes | can see it. Colour that hat now, please. What colour for the hat in front of the boxes? Would you like to colour it orange? Three What now? Hmm ... colour the hat in the woman's hand, ‘The hat in the woman's hand ... OK! You can choose the colour. Pink! | love that colour! Me, too! Four Can you see the hat behind the dresses? Yes, I can. Good. Make that hat blue. OK! I'm colouring that hat... the one behind the dresses, now. Great! Five Which hat can | colour now? ‘The one next to the handbag. Colour that one. Can | make it grey? Yes. Thank you! Now isten to Part Four again. That is the end of Starters 1 Unit 1 Unit 1 READING & WRITING KEY Part 1 1k 2 Part2 1 yes 2 yes Part 3 1 dress 2 skirt Part a 1 teacher 2 board Part 5 1 swimming 2 car 3 fatheridad av 4K BV yes 5 no yes trousers 5 jeans hat desks 5 stories computers chicken (orange) juice 7Unit 1 SPEAKING SCRIPT Greets the $ and asks for name Points to the SCENE CARD (p. 77) ‘Asks § to point out certain items in the SCENE CARD Points to the OBJECT| ‘CARDS (p. 87) Puts one card in place as an example ‘Asks § to put two OBJECT CARDS in various locations, Hello. What's your name? Look at this, Anna! It's a classroom. Here's the teacher. Where's the handbag, ‘Anna? Where's the mat? Now look at these. Which Is the clock? Look. I'm putting the clock ‘on the bookcase. Which is the ruler? Now, you put the ruler next to the board. Which is the apple? Put the apple on the teacher's desk. 'n/My name's/(Anna). SS points al the items in the picture [handbagimat, etc, S points to the OBJECT CARD [clock] 'S points to the OBJECT CARD. {ruler} 'S puts the OBJECT CARD in place [next to the board] repeats process [apple — on the teacher's desk. ‘Are you Anna? [Teacher points to the teacher] Is this the handbag? Is this, the mat? [Teacher points to the handbagimat, etc Is this the clock? {Teacher points to the clock.] {Teacher places OBJECT CARD] inpplace—on the bookcase] | this the ruler? (Teacher points tothe ruler} Where's the board? [Teacher points to the board.) Is this the apple? Where's the desk? (Teacher points to the applesdesk.] Removes OBJECT CARDS: Points to the flowers in the SCENE CARD} Points to the teacher Points to the gil Now, Anna, what are these? What colour are they? What is the teacher doing? What colour is her dress? Tell me about the girl. (They're) flowers (They're) yellow. (She's) writing (on the board) (it's) green, She's got a blue dress. Her schoolbag is red. She's wrting,, etc Are thoy flowors? Ae they yellow? {Is she writing (on the board)? Isit green? Has she got a blue dress? What colour is her ‘schoolbag? Is she writing?, etc. 18Unit 1 Puts SCENE CARD. away and picks out four OBJECT CARDS ‘Shows jacket card ‘Shows mouse card ‘Shows English book card Shows ball card What's this? What colour is it? Have you got a jacket? What colour is it? What's this? Do you have a mouse? What's your favourite animal? What's this? Do you like reading books? What's your favourite book? What's this? Do you like sports? What's your favourite sport?) (it’s) a jacket it's) red. yesino llt’s) rediyellow,, ete (it’s) a mouse. yesino | catidog, etc (it’s) a book/an English book. yesino Harry Potter, etc. (it’s) a bal, yesino it’s) basketball, etc, Is ita jacket? Is it red? Is it rediyellow?, etc. Is ita mouse? Do you like (cats/dogs, ete.)? Is ita book/an English book?| Do you like Harry Potter?, etc, Is ita ball? Do you like basketball? Puts away all carés Now, Anna, have you got a brother or a sister? What's (his/her) name? Where do you live? Is your house big or small?| OK, thank you, Anna. Goodbye! yesino (His!Her name is) Pat/Sue, etc. Madrid it’s) big/small, ete. Bye! Who's in your family? Is (hisiher) name Pat/Sue? Do you live in Madrid? Your house—is it big?, etc. 19Unit 2 LISTENING KEY Part 1 There should be lines between the name: 1 Sue and the gi wearing a yellow skirt and holding a football. 2 kim and the gil drawing a picture of a green frog 3. Alex and the boy playing with a robo, beside the bikes. 4 Ben and the boy wearing a purple T-shirt looking up into the tre. 5 Lucy and the girl with the schoo! bag decorated with pinoapples as well as a nubber shaped lke a pineapple Part 2 1. White (no misspellings) Garden (no misspellings) Tiseven Mark (no misspelings) 9inine Part 3 1c 2a 38 aa 5B Part4 1 The flowers under the tree should be coloured purple. 2. The flowers on the car should be coloured green. 3. The flowers between the tree and the wall should be coloured blue. 4. The flowers in front of the man should be coloured pink. 5. The flowers behind the cat should be coloured yellow, 20 TAPESCRIPTS Hello. This is Skills Builder for Young Learners, Starters 1, Unit 2 Look at Part One. Look at the picture. Listen and look. There is one example, Part 1 Girl: Mum, 've got a new photo of my class. We're in the playground! Oh, that's nice. Who's that between the flowers and the tree? Girl: Eating a banana? That's my friend Bill. Bill oves bananas. Me, too! Woman: Woman: Can you see the line? This is an example. Now you jisten and draw lines. One Girl: And there's Sue! She's hoiding a football Woman: The girl wearing the yellow skit? Girl: Yes. Sue likes yellow. That's her favourite skirt Woman: Well, i's a happy colour. Two There's a gitl drawing a picture. What's her name? Girl: Sho’s new. Her name's Kim. Woman: What is Kim drawing? Is that a green frog? Yes, that's right, Woman: Three What's that boy's name? The one beside the bikes, Girl: That's Alex! Woman: He's got a robot. Is it new? Girl: Yes. Alex loves his robot. It can talk! Woman: Four Woman: | can see a football in the tree. Whose is it? Girl: That’s Ben's football, Woman: Oh, dear! Is Ben the boy in the purple T-shirt? Girl: Yes, that's him. Five ‘One girl has got pictures of pineapples on her bag Girl Oh, yes. Her name's Lucy. Woman: That's a lot of pineapples! Girl: Yes. Look ~ Lucy's rubber is a pineapple, too, ‘Woman: Now listen to Part One again. That is the end of Part One.Part 2 Boy: Man: Boy: Man: Boy. Man: Boy. Man: Boy: Man: Boy: Man: Boy’ Man: Man: Boy: Man: Man: Man: Boy: Man: Boy: Man: Boy: Man: Boy: Man: Boy. Man: Boy’ Look at the picture. Listen and look. There are two examples. Is this the baseball lesson, Mr Page? Yes. You're new here! What's your name, please? Bil That's BILL? Yes, that's right. Bil How old are you, Bil? m8. Eight? OK. And you want to learn baseball Yes, please. Can you see the answers? Now you listen and write a name or a number. One Great. What's your family name? White. White? Like the colour? Yes, W-H+-T-E, Right. Two ‘Where do you live, Bill? In Garden Street, Next to the school. Garden Street? Yes. G-A-R-D-E-N. OK Three What number is your house? Number seven. Seven ... oh, is it beside the sweet shop? Yes, itis, Four Is that your friend? The boy in the blue shorts? Yes. His name is Mark. Mark? Is that M-A-R-K? ‘Yes. He wants to leam baseball, oo, Five How old is Mark? He's nine. Nine. OK. Ask him to come here, please. OK, Mr Page Now listen to Part Two again. That is the end of Part Two. Part 3 Gir Woman: Git Woman: Gir Woman: Woran: Boy: Woman: Gir Woman: Gir Boy: Man: Boy: Man: Boy’ Girl Boy, Gir Man: Woman: Man: Woman: Unit 2 Look at the pictures. Now, listen and look: There is one example. What's Dan's favourite hobby? Mum, can | go to the park with Dan? ‘Are you taking your bikes or your skateboards? No, we're taking Dan’s new kite. Flying kites is Dan's favourite hobby now. OK, you can go. Thanks, Mum! Can you see the tick? Now you listen and tick the box. (One. Which picture is Matt looking at? This picture's nice, Matt. Who's in it? My sister and my Dad. Where's your Mum and your brother? Oh, not in this picture. Two. What's May doing? May, where are you? | can't see you. 'm here, Mum, in the garden! ‘Are you playing tennis? No, I'm painting a picture for you. Three. What is Pat's favourite food? Can | have a burger, please? Sorry, there are no burgers. Would you like some chips? Yes, they're my favourite! Can | have some chicken, to0, please? Yes, here you are! Four. Which doll is J's? Is that your dol, Jil? No, my doll has purple hai. Is it wearing a blue dress? No. My sister's doll has a blue dress. Mine has a red one. Five. What's Alice playing? Where's Alice? She is in the garden. What's she doing? Is she playing football? No. She's playing hockey. Now listen to Part Three again. That is the end of Part Three. 21Unit 2 Part 4 Look at the picture. Listen and look. There is READING & WRITING one example. KEY Man: Look! The man in the picture has got lots of new flowers for his garden, Part Boy: I can see them. Can | colour some of them? 1K av 3x 4x Man: Yes! Colour the flowers next to the bike. Boy: The flowers next to the bike... OK, what colour? part 2 Man: Make them red, please 5 yes 3 no 5 n0 Can you see the red flowers? This is an example. 2-0 4 yes Now you listen and colour. Part 3 One Man: Now, colour the flowers under the tree—can you (D0 not accept any misspellings) see them? 1. shop 3 tiger 5 goat Boy: The flowers under the tree ... yes! 2 zebra 4 chicken Man: Yes. Have you got a purple pencil? Boy: Yes, Ihave Parta Man: Great! Colour them with that pencil then, 1 chocolate 3. dinner 5 sing Two 2 milk 4 birthday Man: There are some flowers on the car. Boy: Yes, | can see them, Part 5 Man: Great. Colour those flowers now. 1 window 3. four 5 dog Boy: What colour for the flowers on the car? 2 juice 4 car Man: Would you like to colour them green? Boy: OK! Three Man: Now, find the flowers between the tree and the wall Boy: Pardon? The flowers between the tree and the wall? Man: Yes. You can choose the colour. Boy: Cool! | choose blue! It's my favourite colour! Man: Like it, too. Four ‘Man: Can you see the flowers in front of the man? Boy: Yes, I can. Man: Good. Make those flowers pink. Boy: OK. I'm colouring the flowers... in front of the ‘man, now. Man: Well done! Five Boy: Which flowers can | colour now? Man: Do you see the ones behind the cat? Colour those! Boy: Can | make them yellow? Man: OK. What a nice garden! Now listen to Part Four again. That is the end of Starters 1 Unit 2. 22Unit 2 SPEAKING SCRIPT Greets the S and | Hello. What's your name? | !'m/My name’si(Alex). ‘Are you Alex? asks for name Points to the SCENE) Look at this, Alex! I's a CARD (p. 78) beautiful day. Here's the fish. [Teacher points tothe fish,] + Asks $ to point out | Where's the ball, Alex? |S points tothe items in tne _| Is this the ball? tis the sun?| certain items in the | Where's the sun? SCENE CARD [ball/sun, etc], | [Teacher points to the ballsun, SCENE CARD etc] + Points to the OBJECT| Now look at these. SS points to the OBJECT CARD | Is this the frog? CARDS (9.88) | Which is the frog? {tog} [Teacher points to the frog.] + Puts one card in| Look. I'm putting the frog [Teacher places OBJECT CARD| place as an example| next to the tree. in placo—nextto the tree.] ‘+ Asks Sto put two | Which is the watermelon? | $ points to the OBJECT CARD | Is this the watermelon? ‘OBJECT CARDS in [watermeton| [Teacher points to the various locations watermelon, Now, you put the puts the OBJECT CARD in| Where's the tree? [Teacher watermelon under the tree. | place [under the tree}. points to the tree] Which is the basketball? | S repeats process [basketball -| Is this the basketball? Put the basketball in front | in front of the mother]. Where's the mother? of the mother. [Teacher points to the basketballmother,] 2 |+ Removes OBJECT ‘CARDS + Points tothe fish in | Now, Alex, what is this? | (I's) a fish Is ta fish? the SCENE CARD | What colour is it? (it's) red. Is itred? + Points to the mother] What is the mother doing? | (She's) drinking (water) Is she drinking (water)? What colour is her dress? | (\t's) green. Is it green? + Points to the robot |Tell me about the robot. | It's blue. I's behind the gi, | Is it blue? Is it behind the The childrervkids are not —_| girl? Are the children/kids playing wit it, etc Playing with it2, ete. 23unit 2 SPEAKING SCRIPT 3. |+ Puts SCENE CARD away and picks out four OBJECT CARDS| + Shows horse card | What's this? (its) a horse. Is ita horse? What colour is it? (its) brown: Is it brown?, ete. Do you like horses? yesino Can youride ahorse? _| yesino, ete. * Shows radio card | What's this? (its a) radio, Isit a radio? Have you got aradio? —_| yesino What music do you like? _ | (ike) pop (music)., ete Do you like (pop music)?, ete, + Shows guitar card | What's this? (it’s) a guitar. Is ita guitar? Can you play the guitar? | yesino, etc. + Shows bike card | What's this? (its a) bike, Isit a bike? Can you ride a bike? yesino Where do you ride your | In the park. an you ride it in the park? bike? (it’s) fishing,, ete Do you like fishing?, etc. What's your hobby? 4 |+ Puts away all cards | Now, Alex, how old are | (I'm) seven. Are you sevenieight? you? What's your favourite (it’s) green, Is it groen?, ete, colour? What's your mother's name?| (Her name isil's) Anna.,elc. _|Is your mother's name Anna?, etc. OK, thank you, Alex. Goodbye! Bye! 24LISTENING KEY Part 1 ‘There should be lines between the name: 1 Ben and the boy playing guitar. Grace and the girl wearing red jeans. dill and the girl eating ice cream. ‘Nick and the boy with the toy mouse. May and the gil with a pink camera. Part 2 1 Sand (no misspellings) Bath (no misspellings) ‘t/one Night (no misspellings) sitive Part3 1A 2A 38 4B 5c Part 4 1. The bird in the apple tree should be coloured yellow. 2 The bird behind the boy with the kite should be coloured black. 3. The bird under the plane should be coloured orange, ‘The bird next to the camera should be coloured green, 5. The bird between the children should be coloured red, Part 1 Boy: Woman: Boy: Woman: Woman: Boy: Woman: Boy. Boy; Woman: Boy. Woman: Woman: Boy: Woman: Boy: Woman: Boy: Woman Boy: Woman: Boy; Woman: Boy: Unit 3 TAPESCRIPTS Hello. This is Skills Builder for Young Learners, Starters 1, Unit 3. Look at Part One. Look at the picture. Listen and look. There is one example. I've got a photo from my friend Matt's birthday. Would you like to see it, Miss Day? Yes, please! Which one is Matt? Is he the boy in front of the table? Yes, He's in front of the table, holding the cake, What a big cake! Can you see the line? This is an example. Now you listen and draw lines. One Who's the boy playing the guitar? Inthe armchair? Yes. His name's Ben. Playing the guitar is Ben's favourite hobby. Two Look at Grace! The gil in the red jeans? Yes! She's wearing red jeans and a blue T-shir. Grace looks very nice! Three What's that git’s name? Beside the bookcase? Eating ice cream? That's Jil ‘She's enjoying it! Yes. vill loves ice cream, Four ‘What a beautiful ttle orange cat! Yes, my friend Nick is playing with it Is that Nick? The boy giving the cat a toy mouse? Yes, and the cat likes the toy mouse. Five ‘And what about the git taking a photo? Her name's May. See, she's got a pink camera! Apink camera! Wow! Yes. I's May's favourite colour. Now listen to Part One again. That is the end of Part One. 25Unit 3 Part2 Gin Man: Git Man: Girh Man: Git Man: Girl Man: Man: Girl Man: Girl Man: Man: Gin Man: Girls Man: Man: Gir Man: Gir Giri Man: Giri Man: Giri Man: Girt Man: Gir: Man: Gir: 26 Look at the picture. Listen and write a name or a number. There are two examples. Can | get a book, please! Yes. What's your name? It's Grace, G-R-A-C-E Grace! That's my sister's name, too! Wow! How old are you, Grace? I'm nine. Nine. Yes, and | like reading, That’s great! Can you see the answers? Now you listen and write a name or @ number. One ‘What is your family name, please? Sand. Is that S-A-N-D? Yes, Sand. Like on a beach That's a nice name. Two Where do you live, Grace? In Bath Street. B-A-T-H. Bath Street? Yes. Mum says it's a clean street. That's funny! Three ‘And what number is your house? Number one, One. Yes. We've got a red door. Four "ve got a lizard. I'd like a book about them, please, What's your lizards name? His name is Night. N-I-G-H-T? Yes, he’s black. So, his name is Night. Great. Five How many books about lizards are there? Hmm ... we've got five. Five! Yes. There, on that bookcase. Thanks, Now listen to Part Two again. That is the end of Part Two. Part 3 Boy: Gir Boy: Gin Boy: Woman: Boy: Woman Gir Boy: Gir: Boy: Man: Girl Man: Gir Gir Woman: Girt Woman: Woman: Woman: Boy: Look at the pictures. Now, listen and look. There is one example. What's Pat doing? Hi, Pat! I'm going to the park. Would you like to come with me? Oh, hi, Sam. Not today, thank you. | know! You're listening to musio—or reading a book! No, silly! 'm playing a new game on the computer. Can you see the tick? Now you listen and tick the box. One. What's Hugo playing? Hello, Mrs White. Is Hugo here? Hi, Mark. Come in. Hugo is in the garden. ‘Oh? Is he riding his bike or playing tennis? No, he's playing football Two. Which picture is May looking at? What a nice photo! I's you and your sister! Which one? Are we playing basketball? No, but you're in the garden Oh, yes. We're playing tennis in that photo. We love tennis, Three. What's the cat doing? Lucy, | can't find the cat! Can you see her? She's here, Dad. In the living room! Oh. Is she sleeping? No, she’s playing with her favourite toy. Four. Where's Mum? ‘Mum, where are you? 'm here, Kim! Im having lunch in the garden. Oh, there you are! Can | have some bread, 100, please? Yes, here you are. Five. Where are Tom’s shoes? ‘Tom, where are your brown shoes? They're not in your bedroom. In the hall, Mum! ‘Oh dear! They're very dirty. Please clean them in the bathroom, (OK, Mum, Now isten to Part Three again. That is the end of Part Three.Part 4 Girl Man: Git Man: Man: Git! Man: Girl Man: Man: Girl Man: Girl Man: Gir Man: Git Man: Man: Girl Man: Girl Man: Git Man: Gi: Man: Git Man: Look at the picture. Listen and look. There is one example. ‘What a nice park! i's got a lat of birds, too! Can | colour one, please? Yes, you can. Would you like to colour the one on the boat? ‘The one on the boat? Yes! What colour? ‘Make it blue. Can you see the blue bird? This is an example, Now you listen and colour. One Now, colour the bird in the apple tree. Where? In the apple tree? That's right. Colour that bird yellow. ove that colour! Sodo | Two Can you see the bird behind the boy with the kite? ‘The bird behind the boy with the kite ... oh, yes. I can see it! Good! Make that one black, please. OK. Three Now colour the bird under the plane. Sorry? The bird under the plane? Oh, there itis! Have you got an orange pencil? Yes! Great. Colour it with that pencil, please. Four ‘There's a bird next to the camera. Ican see it! Good. Make that bird green. OK. I'm colouring the bird ... next to the camera now. Well done! Five ‘What now? Would you like to colour the bird between the children? ‘Yes. What colour? You can choose the colour. ican make it red! Great. Now listen to Part Four again. That is the end of Starters 1 Unit 3 READING & WRITING KEY Part 1 1K Part 2 1 no 2 no Part 3 (Do not accept any misspellings) 1 hand 2 body Part 4 1 eggs 2 fish Part 5 1 tree 2 aithree 3 nose 4 feet legs eyes kite fishing Unit 3 no. face mouth shoe/boot 27Unit 3 SPEAKING SCRIPT Greets the $ and asks for name Points to the SCENE CARD (p. 61) Asks $ to point out certain items in the SCENE CARD Points to the OBJECT| CARDS (p. $1) Puts one card in place as an example ‘Asks S to put two OBJECT CARDS in various locations Hello. What's your name? Look at this, Anna! It's a school playground. Here's the school. Where's the bike, Anna? Where's the boy? Now look at these. Which is the sock? Look. I'm putting the sock behind the teacher. Which is the flower? Now, you put the flower in the box. Which is the robot? Put the robot between the two girls. 'avMy name’s/(Anna) points to the items in the SCENE CARD [bike/boy, etc. S points to the OBJECT CARD {sock} S points to the OBJECT CARD. Mower] $ puts the OBJECT CARD in place [in the box] S repeats process [robot — between the two gis) ‘Are you Anna? [Teacher points to the schoo! Is this the bike? Is this the boy? [Teacher points to th bike/boy, etc.) Is this the sock? {Teacher points to the sock [Teacher places OBJECT CARD| in place-behind the teacher] Is this the flower? [Teacher points to the flower.] Where's the box? [Teacher points to the box.] Is this the robot? Where are the girls? [Teacher| paints tothe obotigits | Removes OBJECT CARDS Points to the yellow ballin the SCENE CARD Points to the boy Points to the git in the yellow shorts Now, Anna, what's this? What colour is it? What is the boy doing? What colour are his shorts?| Tell me about this git (it’s) a bal it’s) yellow. (He's) kicking (the ball) (They're) blue. ‘She's got yellow shorts. Her T-shirt is purple and yellow. ‘She's playing with this gir. ete. Is she kicking (the ball)? Are they blue? Has she got yellow shorts? What colour is her T-shirt? Is she playing?, ete. 28Unit 3 Puts SCENE CARD away and picks out four OBJECT CARDS) Shows kite card What's this? What colour is it? Have you gota kite? What colour is it? (its) akite (its) green yesino (its) rediyellow., ete Isita kite? Isit green? Is it red/yellow?, ete. Shows cat card —_| What's this? (it’s) a cat Isitacat? What colour is it? (its) brown, Is it brown? Do you like cats? yesino What's your favourite dogicat, ete Do you like dogs/cats?, ete. animal? Shows guitar card | What's this? (t's) a guitar. Is ita guitar? Can you play the guitar? | yes/no Do you like music? yesino ‘Shows orange card_| What's this? (it’s) an orange Is itan orange? Do you like oranges? yesino What's your favourite fruit?| apples, etc. Do you like apples?, etc. Puts awayallcards | Now, Anna, have you got a | yesino Who's in your family? brother or a sister? What's (his/her) name? Do you like sports? What's your favourite sport?| Do you play tennis with your brother/sister? OK, thank you, Anna Goodbye! (His/Her name is) Pat‘Sue, etc. yesino (it’s) basketballtennis,, ete yes/no Bye! Is (his/her) name Pat'Sue? Do you like basketball? Do you like basketball/tennis?, etc. Tennis—do you play that with your brother/sister?, etc. 29Unit 4 LISTENING KEY Part 1 ‘There should be lines between the name: 1 Ben and the boy in front of the mirror wearing a hat. ‘Anna and the girl beside the window with a toy tiger. ‘Nick and the boy in the purple trousers at the computer. Lucy and the girl drinking milk and reading. Kim and the girl bouncing on the bed in red shoes. Part 2 1. Cross (no misspellings) Pat (no misspellings) 6isix Hall (no misspellings) sithree Part 3 1A 2c ac 4B 5A Part 4 1. The shoe behind the dog should be coloured blue. The shoe on the mat should be coloured brown. The shoe next to the robot should be coloured yellow. The shoe in front of the boy should be coloured grey The shoe under the cupboard should be coloured green. 30 TAPESCRIPTS Hello. This is Skills Builder for Young Learners, Starters 1, Unit 4. Part 1 Look at Part One. Look at the picture. Listen and look. There is one example. Boy: Man: Dad, here's a photo of my bedroom today! Oh, there are lots of children in the room! Who's that? Sitting on the rug? That's Tom! He's playing with my box of toys. Tom looks very happy siting on the rug! Boy: Man: Can you see the line? This is an example. Now you fisten and draw lines. One ‘That hat is very big for that boy! That's Ben, Dad. Ben! Your brother? In the yellow T-shirt? Yes. He's wearing Grandpa’s hat. Man: Two ‘And there's Anna—beside the window. Is that a toy tiger in her hands? Yes. Anna loves tigers, So do Three Who's the boy playing a computer game? With the purple trousers. His name is Nick. He's new at school. Does he like computer games? ‘Oh, yes! And he's good! Man: Boy: Man: Boy: Four One git is reading. What's her name? The girl drinking mik? Her name's Lucy. What is Lucy reading? Sorry. | don't know. Man: Boy: Man: Boy: Five ‘What is that git! doing on the bed! With the red shoes? That's Kim. She loves bouncing, But she's got her shoes on! Kim is very young, Dad. Man: Boy: Man: Boy: Now listen to Part One again. That is the end of Part One.Part 2 Gir Woman: Girt Woman: Woman: Giri Woman: Girt Woman: Gir: Woman: Gir Woman: Girt Woman: Girl Woman: Gir Woman: Girl Woman: Girl Woman: Woman: Girl Woman: Girl Woman: Woman: Girl Woman: Girl Woman: Look at the picture. Listen and write a name or a number. There are two examples. ‘We would like to be Friends of the Zoo, please! Great! What's your name? Kim, That's K--M. OK... Kim. Thanks! ‘And how old are you, Kim? I'm 11 today. Eleven, today! Happy birthday! Thank you. Can you see the answers? Now you listen and write a name or a number. ‘One What's your family name, Kim? Its Cross. Cross? Yes, C-R-O-S-S. OK. Thanks. Two This is my brother! ‘And what is your brother’s name? Its Pat. Pardon? Is that, P-A-T? Yes, Pat. Three How old is your brother? He's six, Six? Yes, that’s right! He loves tigers! Sodo | Four Where do you and Pat live? We live in Hall Street Hall Street? Yes, H-A-L-L. I's behind the park. Thanks. Five What number is your house? Its. Three. Great. Is that your Mum there? Yes, itis, Thank you Kim. Hello, Mrs Cross Now listen to Part Two again. That is the end of Part Two. Parts Boy: Man: Boy: Man: Gir Woman: Girt Woman: Boy: Girt Boy: Girl Man: Man: Boy: Man: Man, Boy: Man: Woman: Man: ‘Woman: unit 4 Look at the pictures. Now, listen and look. There is one example. Where's Dad's car? Dad, | don't see the car, I's not in front of our house! Yes, | know. Where is it? Is it next to the playground? No, it's between the bookshop and the school, Can you see the tick? Now you listen and tick the box. One. What cake are Mum and Jill making? Mum, Let’s make a cake with fruit! OK. What fruit have we got? ‘There are two apples and a big mango! ‘Yes, but we've got lots of pears. We can make a pear cake! Two. Where are the family? Hi, Sue! Can we go to the playground? Hi, Tom. Sorry, no. 'm with my family now. Oh, where? Are you at the zoo? No, we're at the beach. Three. Which boy is Bill? Where's your new school photo, Bill? Here itis, Dad! I'm wearing my grey shirt That's nice, Where are your friends? Look, there. That's Pat in the blue shirt, and Bill is wearing a white one, Four. What picture has Mark got? Hi, Mark. Are you having fun at the 200? Hi, Dad! Yes! I've got a new picture, too! Oh, is ta snake? Or a frog? No, Dad. I's a big grey elephant!! Five. What's Tom doing? Is Tom at school today? No. The schoo! is closed today. Then, is he in his bedroom? Listening to music? No. He's in the living room. He's reading a book Now listen to Part Three again. That is the end of Part Three. 31Unit 4 Parta Woman: Boy’ Woman: Boy’ Woman: Woman: Boy. Woman: Boy’ Woman: Woman: Boy. Woman: Boy, Woman: Woman: Boy: Woman: Boy: Woman: Woman: Woman: Boy: Woman: Boy: Woman: Boy: 32 Look at the picture. Listen and look. There is one example. ‘The children are home again. Look at all those shoes in the hall! Can I colour some of them? I've got my pencils with me. OK. Can you see the shoe in the box with the toys? Make that one purple, please. The shoe in the box ... OK, I'm colouring it now. Great, Can you see the purple shoe in the box? This is an example. Now you listen and colour. One Now find the shoe behind the dog Behind the dag? Oh, yes! | can see it Good. Have you got a blue pencil? Yes, | have, Great! Colour it with that peneil, then Two Gan you see the shoe on the mat? Yes! What colour for the shoe on the mat? You can choose the colour. OK. Brown! Hike it! Three Now colour the shoe next to the robot. The shoe next to the robot... OK! ‘Would you like to colour it yellow? Yes! It's my favourite colour. Wow, it's my favourite, too! Four ‘Which shoe can | colour now? The one in front of the boy. The one in front of the boy ... OK. What colour? Hmm .... make it grey. Cool Five ‘There’s a shoe under the cupboard. Can you see it? Yes, | can. Can | make that green, please? That's a nice colour—yes! OK. Now listen to Part Four again. That is the end of Starters 1 Unit 4 READING & WRITING KEY Part 1 tv 2x av Part 2 1 yes 3 yes 2 no 4 yes Part 3 (Do not accept any misspellings) 1 apple 3. pineapple 2 lemon 4 banana Part 4 1 box 3 helicopters 2 motorbikes 4 dolls Part § 3ithree garden [acceptable: (backyard drinking eating floor no. watermelon girattesSPEAKING SCRIPT unit 4 1 |» Greets the $ and asks for name * Points to the SCENE CARD (p. 83) + Asks S to point out certain items in the SCENE CARD * Points to the OBJECT] CARDS (p. 93) + Puts one card in place as an example| + Asks S to put two OBJECT CARDS in variaus locations Hello. What's your name? Look at this, Alex! It's a hall. The mother is talking on the phone. Where's the girl, Alex? Where's the table? Now look at these. ‘Which is the lamp? Look. I'm putting the lamp under the mirror. Which is the shoe? Now, you put the shoe on the mat. Which is the lemon? Put the lemon in front of the door. 'miMy name's/(Alex) S points atthe items in the picture [gievtable, ete SS points to the OBJECT CARD llamp/miror, et. S points tothe OBJECT CARD [shoe S puis the OBJECT CARD in place {on the mat) S repeats process [lemon — in front of the door) ‘Are you Alex? [Teacher points to the mother and phone.) Is this the girl? Is this the table? (Teacher points to the girltable, ete Is this the lamp? Is this the| mirror? [Teacher points to the lamp/mirror.] [Teacher places OBJECT CARD| in place—under the mirror. Where's the shoe? [Teacher points to the shoe. Where's the mat? (Teacher points to the mat,] Is this the lemon? Where's the door? (Teacher points to the lemon/door.] 2 |+ Removes OBJECT ‘CARDS + Points to the phone in the SCENE CARD. + Points to the girl + Points to the mother] Now, Alex, what's this? What colour is it? What is the girl doing? What colour are her trousers? Tell me about the mother. (it’s) a phone. (it’s) blue (She's) reading (a book). (They're) red ‘She's got brown hair. She's talking fon the phone. She's wearing a pink shirt and a purple skirt, etc. Is ita phone? Is it blue? Is she reading (a book)? Are they red? What colour is her hair? Is, she talking on the phone? What is she wearing? What colour is her shirt/skirt?, etc. 33Unit 4 SPEAKING SCRIPT 3. |+ Puts SCENE CARD away and picks out four OBJECT CARDS + Shows monster | What's this? (it’s) a monster. Is ita monster? card What colour is it? (it’s) green, Is it green? What's your favourite toy? | A dolitrain,, etc Is ita dolltrain, ete.? + Shows ice cream | What's this? (it's) ice cream, Isitan ice cream? card Do you like ice cream? —_| yesino What's your favourite ice | Banana/Chocolate., etc Do you like banana/chocolate| cream? ice cream? Do you enjoy eating lunch | yesino Do you eat lunch at school? at school? Is it good?, etc. + Shows phone card | What's this? (it’s ) a phone, Is ita phone? Have you got a phone at | yesino Is there a phone in your home? house? ‘Where is the phone in your | (I's) n the living room, Is itin the living room? house? + Shows picture card | What's this? (it's a) picturerphoto, Is ita picture/photo? Whois in the picture/photo?| A boy and a ail Is there a boy and a girl in the picture? Do you like taking photos? | yesino, ete Have you got a camera?, etc. 4. |» Puts away all cards | Now, Alex, have you got | yesino Do you have a catidogihorse? catidog/horse? Do you have a bike? yesino Do you like bikes? What food do you like? OK, thank you, Alex. Goodby Chips/Bananas, ete. Bye! Do you like chips/bananas?, etc. 34USTENING KEY Part 1 ‘There should be lines between the name: 1 2 3 4 5 ‘Sue and the gil in green glasses eating sausages Lucy and the gil eating watermeton Alex and the boy holding grapes ‘Nick and the boy behind the chair picking up a toy elephant Alice and the gion the phone with chips and beans in front of her. Part 2 1 Bleight Bus (no misspelings) ‘aithree Bounce (no misspellings) Young (no misspelings) Part 3 1 c 2A ac 4B 5A Part 4 1 ‘The shell under the boy's desk should be coloured orange. ‘The shallin the boy's painting should be coloured red ‘The shell between the books should be coloured blue. The shell next to the girl's bag should be coloured purple. The small shell on the window should be coloured yellow Unit 5 TAPESCRIPTS Part 1 Gir Woman: Girl Woman: Woman: Girl Woman: Girl Woman: Girl Woman: Girl Girl Woman: Girl Woman: Woman: Gin Woman: Gin Woman: Girl Woman: Gir Hello, This is Skills Builder for Young Learners, Starters 1, Unit 5. Look at Part One. Look at the picture. Listen and look. There is one example, Look, Mum! This is a picture of our new dining room at school! It's nice. Who's that? The boy in the red T-shi? ‘That's Dan. He's drinking lemonade. Lemonade is Dan’s favourite drink. OK. Can you see the line? This is an example. Now you listen and draw lines. One Who's the gi eating sausages? With the green glasses? Yes. Her name’s Sue. Those glasses are new. Sue likes funny glasses Two That's a nice school bag. The orange one. That’s Lucy's schoo! bag 1s Lucy the girl eating watermelon? Yes, that's right Three ‘And there's Alex. He's eating grapes—again. Is he the boy sitting between two girts? Yes. Alex loves grapes. Grapes are great! Four There's a boy behind a chair. Who is he? His name's Nick. He’s new. What is Nick doing behind the chair? He's picking up his toy elephant, Five What's that girs name? The girl on the phone? That's my friend, Alice. Alice loves chips and beans. Oh, chips and beans are your favourite, too. Yes, they are. Now listen to Part One again. That is the end of Part One. 35Unit § Part 2 Gir Man: Gir Man: Girl: Man: Man: Gin Man: Gir Man: Girl Man: Girt Man: Gir: Man: Girt Man: Girt Man: Girt: Man: Girt Man: Girt Man: Girt Man: Girl Man: Girl Man: 36 Look at the picture. Listen and write a name or a number. There are two examples. Daddy, | have anew friend at school! That's nice, Anna. What's your new friend's name? Is Eva. Sorry, what? E-V-A. Eval Oh, OK What class is Eva in? She's in class 7. So, she is in your class! No, I'm not in class 7. Eva is! Can you see the answers? Now you listen and write a name or a number. One What class are you in then? 'm in class 8. Oh, yes. I'm sorry, Anna. You're in class 8, | know that! Daddy, you're funny! Two Where does Eva live? She lives in Bus Street! She lives in a bus? ‘Oh, Daddy! In Bus Street. B-U-S! OK.... that’s a nice street Three Eva has got three cats. Can | have a cat, please? Sorry? You'd like three cats? No, Dad. Grace has got three cats. That's a lot of cats! Four Her family has got a dog, too! (Oh? What's the name of her dog? Bounce. Sorry? Is that B-O-U-N-C-E? Bounce? Yes. Their dog loves to jump. Five What's Eva's family name? Young. Yes, | know she’s young, but what's her family name? Dad, you're not listening. Her family name is Young! Y-O-U-N-G. Oh, sorry! Now listen to Part Two again. That is the end of Part Two. Part 3 Woman: Boy: Woman: Woman: Boy; Woman: Boy. Woman: Boy: Woman: Boy: Girt Man: Girt Man: Woman: Boy: Woman: Boy: Woman: Girl Woman: Girl Look at the pictures. Now, listen and look. There is one example. What's for dinner? Mum, can | have some cake for dinner? No, you can't. Not with good food in the house. ‘Oh? Is it burgers? No. We've got fish and chips! Can you see the tick? Now you listen and tick the box. ‘One. What are Matt and Alice playing? Matt! Alice! Where are you? Let's go to the park! We're in the garden, Mum! (Oh, are you playing badminton? No, table tennis, But we want to go with you We're coming! Two. Which picture is Mur ooking at? Who are the people in this photo, Alex? That's Hugo's father on the motorbike. And who is that man? Hugo's orandfather! He drives a lory! Three. Which clock is Lucy’s? Dad, look! | have a new clock bedroom. ‘What a nice clock! But, i's not blue? No, orange is my new favourite colour! ‘Oh! I ike the yellow flower on it. Its for my Four. Which toy is Dan's? Dan, is this yours? ‘Yes, Mrs Page. It's new! No toys in school, Dan. You know that. What is it? A robot or a monster? Sorry, Mrs Page, i's an alien. Let me put tin my school bag! Five. Which dress is Sue's? Hello, Sue. Wow, you look nice! Is that your new dress? Yes, and look—it's nat pink! Well, blue is really nice, too, Thanks, Grandma. Mum says | can have a purple one for my birthday. Now listen to Part Three again. That is the end of Part Three.Parta Woman: Girl Woman: Girl: Woman: Woman: Gir Woman: Gir Woman: Gir Woman: Chile: Woman: Woman: Girl Woman Girl Woman Woman: Girl Woman: Git Woman: ir Woman: Girl Woman: Girl: Woman: Look at the picture. Listen and look. There is one example. Look — the class are having a drawing lesson. ‘There are lots of shells in the room! Can | colour them? OK. Start with the shell in front of the teacher. The shell in front of the teacher ... OK. What colour? Colour it pink, please. Can you see the pink shell? This is an example. Now you listen and colour. One Now, can you see the shell under the boy's desk? Pardon? The shell under the boy's desk? Yes, that's the one. Would you like to colour it orange? Yos! Two ‘There's a boy drawing a picture of a shell. Yes, | can see him, Good, Colour the shell in his picture, please. OK. What colour? Make it red, please. Three Now find the shell between the books. The shell between the books ... oh, | see it! ‘You can choose the colour for this shell! Hmm ... blue! | love it Me too! Four Can you see the shell next to the git’s bag? Let me look... yes, | see it! Well done! Make that one purple. OK, the shell next to the git’s bag ... I'm colouring it, now. That's beautiful Five I'd like to colour one yellow, please. OK. ‘Thanks! Which one can | colour? ‘The small one in front of the window. Great! I'm doing it... now. What a nice picture! Now listen to Part Four again. That is the end of the Starters 1 Unit 5. READING & WRITING KEY Part 1 1x 2x av Part 2 1 yes 3. yes 2 no 4 yes Part3 (Do not accept any misspellings) 1 cat 3. spider 2 mouse 4 elephant Part 4 1. friends 3 sea 2 ball 4 dirty Part 1 dog 3. playing 2 table 4 table no. donkey bath eating Unit 5 37Unit 5 SPEAKING SCRIPT Greets the S and asks for name Points to the SCENE CARD (0-85) ‘Asks S to point out certain items in the SCENE CARD Points to the OBJECT) CARDS ip. 95) Puts one card in place as an example| ‘Asks S to put two OBJECT CARDS in various locations Hello. What's your name? Look at this, Anal It's a bedroom. The window is open. Where's the boy, Anna? Where's the box? Now look at these. Which is the doll? Look. I'm putting the doll on the bed. Which is the boat? ‘Now, you put the boat between the boy and the gir. Which is the television? Put the television in front, of the window. My name'si(Anna). S points at the items in the picture [boy/box, etc.] S points to the object card [eo 'S points to the abject card [boat] puts the object card in place [between the boy and the git). S repeats process [television — in front of the window}. ‘Are you Anna? [Teacher points to the window] Is this the boy? Is this the box? [Teacher points to the boy/box, ete] Is this the doll? [Teacher points to the doll) [Teacher places OBJECT CAAD iin place—on the bed.] Is this the boat? (Teacher points to the boat] Where's the girliboy? [Teacher points to the girvboy ) Is this the television? Where's the window? [Teacher points to the tolevision/window.] Removes OBJECT CARDS. Points to the book con the desk in the SCENE CARD Points to the gist Points to the boy Now, Anna, what's this? What colour is it? ‘What is the girl doing? ‘What is she playing with? Tell me about the boy. {it's a) book (it's) blue, (She's) playing Agreen monster He's sitting at the desk. He is writing. He has a pen in his hand. He's wearing a green Tshirt, ete. Is ita book? Is it blue? Is she playing? Is ita green monster? Is he sitting at the desk? Is he writing? Does he have apen in his hand? Is he wearing a green T-shirt?, etc. 38Unit 5 Puts SCENE CARD ‘away and picks out four OBJECT CARDS Shows guitar card Shows mat card Shows kite card ‘Shows cake card What's this? Can you play the guitar? Do you like music? What's this? Have you got a mat in your bedroom? What colour is it? What's this? Have you got a kite? What's your favourite toy? What's this? Do you like cake? What's your favourite food? (it’s) a guitar. yesino yesino, ete. (it’s) amat. yesino (it’s) pink, (it’s) akite yesino A doltrobot, etc. (it’s) a.cake, yesino burgers/bananas, etc. Is ita guitar? Have you got a guitar? Can you play it?, etc. Is ita mat Is there a mat in your bedroom? Do you have a kite? Do you like dolis/robots, etc.? Is ita cake? Is ita ball? Do you like burgers/bananas, etc? Puts away all cards Now, Anna, what sport do you like? What's your teacher's name?| Where do you live? OK, thank you, Anna. Goodbye! tennisiswimming, etc. (it’s) MissiMrsiMr Day, etc (Ulive in) Flower SMadrid, etc Bye! Do you like tennis/swimming, ete? Is it Miss/Mrs/Mr Day, ete.? Do you live Flower SvMadrid, etc? 39