CAMBRIDGE ay ‘ DNAS op aay Es ms Ba a a a as) Teacher’s Book British English Caroline Nixon & Michael TomlinsonCAMBRIDGE UNIVERSITY PRESS alas a f a a a 4 : ) a i Dd a i i i i Teacher’s Book 2 British English Lucy Frino and Melanie Williams with Caroline Nixon and Michael Tomlinsona 5 a 3 awe + Contents Language summary Introduction Classroom language audio script | Hello again! 2. Back to school Marie's maths and Trevor's values 3 Play time! 4 Achome Marie's art and Trevor's values Review Units 1-4 5 Meet my family 6 Dinner time Marie's science and Trevor's values 7 Ac the farm 8 My town Marie's music and Trevor's values Review Units 5-8 9 Our clothes 10 Our hobbies Marie's maths and Trevor's values 11 My birthday 12 On holiday! Marie's geography and Trevor's values Review Units 9-12 Grammar reference Starters practice test key Starters practice test Photocopiable activities Extra activities 194 196 98 798 Tu4m _Language summary == te Key grammar z Key vocabulary | and functions Phonics | Revision Character names: Greetings: Hell, wete Long vo character names from Kis Box f, BRD) ir stor rs Stay, Stell, the Stor fry sound:‘oy' numbers 10, colours, prepositions, Ne) Shon Say Grandma” What hehet (olay) food bi page 4 ‘Star, Grandpa Star, Marie, This is my brother, Simon. ‘Matkman, Monty, Trevor He's seven, and ts is my E Numbers I-10 sister, Suzy. She's four Colours: red, yelow, pink, Prepositions: in, on, & ‘green, orange, blue, purple, under 7 brown, blac, white, grey & ‘Character names: Alex, How many (books) are character names, numbers, OEP Lenny, Meera there? There are/ aren't Where ae..? school objects, food, BB School: bookcase, board, (ten desks) prepositions B74] cupboard, computer, desk, Is there (a ruler) on the spoard, comput = ruler, teacher television, (desk)? pare 10, whiteboard ‘Yes, there is. /No there isn't, = Numbers: 11-20 Are there (ten pens) on the (desk)? Yes, there are. No, there = ren. Prepositions: next to = CEESED Block graphs page 16 GEEEEERETED 2 polite page” = Toys: alien, comero, ths, thas, these, those Long vowel characters, numbers, food, prepostions gs ‘computer game, kite, lorry, Whose is this (bag)? I's Tom’s. sound: ‘" (five, toys, adjectives, clothes, face and body = robot, watch Whose ae these (shoes)? fy) aril Theyre Sue's. Furniture: both, Bed, clock, 15 mine. fs yous Long vowel sound: food, prepositions, toys, adectves, ah lamp, mot, mirror phone, Is thet hat yours? ‘cal e' (boat, clothes, face and body, house } sofe Yes, itis. Noi isnt Phone) aa Are thse blue socks yours? Yes, they are./No, they aren't. GREED origami — pxee30 GRRE) Re-use and recyele page3t GED yr el 2 g Character names: What ore you doing? 'm Long vowel food, prepositions toys, adjectives, DB” Meet my Tony, Alice, Nick, Kim, reading. What's Grandpa sound: ‘00’ clothes face and body, house family, Heh Huge, Lucy, May, Lenny, doing? He's sleeping. (ue, ruler) activities, have go, question words, EYutil) Som, Fank Vestine actinge present continuous for present actions Family: boty cousin, iting, running, siting, ree mum, dad, grandmo, swimming ‘grandpa Verbs catch, clean, fy et, hit, jump, kick, run, sit sleep, talk, throw = = = = S = = re [Ss = = = = = =HH denen nee eee em wt oe ee ee we i i i | Key vocabulary Food: bread, chicken, CEI th ces cs it page 40 RESSESEIC) Food page 46 Animals: com, duck, frog 7” At the form Wed acd page 48 Places: of, fot, 3 hospital park, shop, street page 54 GED Wt Wy re Ms eee ee page 64 esis ae or Se ee : ee ee (dT tennis page 70 EVER) Venn diograms — page76 Food: burger, coke, fies, lemonade, orange, sausage, watermelon | Places: beach, mountain, COMED cette page 84 q 2 CSSD Mops page 90 GED yr ven ey grammar | “and functions | Can | have some (egg and chips)? Here you are. | Phonics | Consonant sound: ‘ch’ (chicken) | Revision | food, prepositions, adjectives, house, family, activities, have got, question words, present continuous for present actions, Im sorry, thankyou, please, yours, mine, his, hers, theirs Eat good food ous? ove (horses) So do L./I don't Where's the blue cor? e's infant of the shop. k's between the red cor and the grey car. Prepositions: behind, between, infront of next to HelShe’s wearing (a blue T-shirt) ond (white shoes). Theyre wearing (sunglasses) and (bg red ht) havelhos got ike pointing. ove plying hockey. 1 don't ike plying the ‘guitar. Do you ike reading? Yes, Ido. No | don't. Initial letter blends: sp" cond st (spider, stor) Vowel sound ‘on (bron, reas) food, prepositions, adjectives, clothes, face snd body, house, tives, animals, hve 23, question words, presen continuous for presen actions, et. ve, he, me, ‘How many? cancon,thetese food, prepostions. toys, ajectives, clothes, ‘ace and body, house, fal, aces, animals, have gt, question words present onnwous for presen actions Animals in music pages (UGEINGNTAEG) Your town page 6! food, prepositions, adjectives, clothes, face and Body, house family, activites, animal own, have ot question words, present Continuous for presen ations, cavlant, Sodol reposts, adjectives clothes, family. Actes, have gt question words, present continuous for presen actions, canfeant Sports rules 77 Would you lke (some fries)? Yes, please. / No, thank. you, ‘Con I have (ome lemonade)? Here you ore. Where do you want to go ‘on holiday? 1 want to goto the beach. | don't want to goto big ty Long vowel sound: rue (bithaey, purple) Ben, il Tam, Mum) food, prepositions, toys, adjectives, clothes face and bod, house, fami activites, animals, hobbies, hove got question words, present contiisous fr pretene actions ‘food, preposivons toys, adjectives clothes, house, actives, animals, town, hobbies, hve go, quostion words, prosont continuous for present actions, farcan, velit ng, So do Let... Helping holidays pages! neKid's Box introduces pupils to the pleasures of learning English and enables them to consistently improve throughout the seven ‘books in the series. All seven levels develop pupils’ abilities in the {our skils~ listening, speaking, reading and weiting ~ as well as, challenging them cognitively and helping them to feel a real sense (of achievement in learning. As experienced teachers ourselves, we are aware of the demands and difficulties involved in managing a diverse and mixed ability classroom. Teaching younger learners ‘ean be at once the most rewarding and the most soul-destroying (of pursuits! Sometimes we can have very bad days, but i's the good days that give us an exhilarating sense of achievement, a sense of being part ofa child's future development. Plutarch reminds us that ‘The mind is not a vessel to be filled, but a fire to be ignited! and this concept of learning underpins Kid's Bor. Pupils learn when they are interested and involved: when they want to find something out, when they are playing a game, when they are listening to a story, when they are doing craft activities, Learning is an active process in ‘every way and Kid's Box makes sure that pupils are physically and ‘mentally active and that they are encouraged to make sense of the language themselves. ‘The art of teaching is the art of assisting discovery’, Mark Van Doren ‘The language syllabus of Kid's Box has been carefully selected and graded to suit the age and level of the pupils Language is introduced in context and in manageable chunks, giving pupils plenty of opportunities to practise and become familiar with the ‘meanings and the sounds. Language is recycled throughout the tunis and pupils can practise the language in different contexts. They can also personalise it. Recycling is particularly imporcant for young learners, who tend to forget quite quickly and who do not have the study skills of older learners. For this reason, there is constant revision and recycling throughout the units and course. The units are based around the Sear family and their friends and toys. Characters give pupils a way of contextualising the language and help them to make it meaningful and purposeful ‘The characters develop throughout the books so as t0 sustain, ‘the pupils interest and motivation. Cambridge English: Young Learners In Kid's Box we have followed the syllabus for the Young Learners tests s0 that each cycle of two levels corresponds to one of the tests. Thus the material covered in the frst cycle coincides with that which is required for Starters, cycle 2 with Movers, and cycle 3 with Flyers. Ks Box covers all the relevant language structures, presents and practises the vocabulary and includes ‘examples of the task types from the tests. Where certain topics Include a vocabulary list whieh Is too comprehensive to include all of the lexial items in the Pupils Book, additional activities, have been offered in the Teacher's Resource Back. Each Cambridge English: Young Learners test consists of three papers: Listening, Reading and Writing, and Speaking. These tests are child-friendly and motivating and have been specially ‘written for primary learners. They are taken by pupils all over the world, have international recognition and are backed by the reputation and research of Cambridge English Language Assessment. They provide a gentle introduction to public exams, and research shows that children find the tests highly motivating. ‘The tests can act asa stepping stone to other Cambridge English ‘exams, as the highest level, Cambridge English: Fyers, is roughly equivalent in language level to Cambridge English: Key for Schools. “The Cambridge English: Young Learners tests are an incentive: (siren 8 Undated aa 102 however; they should at no stage be seen as obligatory. For further information on the component papers for each test, visit: wovercambridgeenglish.orglexams Common European Framework of Reference for Languages - Learning, Teaching, Assessment Kid's Box has been written taking into account the proposals included in the Common European Framework of Reference (CEFR). The CEFR has been designed fr language teachers and material developers to be able to define eiferent levels of competence and performance. These objectives coincide with those of Cambridge English: Young Learners test Flyers {@t around Level A2 of the CEFR) Movers: {at Level Al), Starters (below Level Al) ‘The framework places emphasis on values such as pupil, autonomy, proposing a taskcbased methodology with functional evaluation criteria. Although large parts of the CEFR are more relevant to older learners and have not been designed specifically for the primary classroom, it includes two particularly useful parts which are the Common Reference Levels and the English Language Portfolio. The Common Reference Levels offer a description of what a language learner ‘can do' at diferent stages of the learning process, These levels can be consulted separately, but they have been mirrored here in the Self-evaluation sections, “The Language Portfolio is designed as a compendium of skills acquired and work done which incorporates the ‘can o! checklists for self-assessment. This is important for pupil motivation and can also be shown to parents to inform them of the syllabus and objectives set for their children. Course components Levels one tos of Ki Bor include a Puls Book, Activity Book, Class Audio CDs, Tencher’s Book, Teacher's Resource Book, Presentation Plus, Online Resources, Interactive DVD, Language Portfolio, Tests and Posters, There are azo Flashcards for Levels | to 4, The new Starter Level offers a Cass Book vith CD-ROM, Class Audio CDs, Fasheard, Teacher Book, Teacher's Resource Book, Presentation Plus, Interactive DVD and Posters Pupil’s Book ‘This 112-page full-colour book consists of twelve units. Each unit is six pages in length, with each page providing sufficient material for one lesson. After alternate units there is both a Content and Language Integrated Learning (CLIL) page to learn about other subjects through English and a Values page to develop thelr social awareness. The Review sections cover language from the four previous units. There isa phonies section within every um Lessons include a varity of inceresting and motivating activities such as pair work, role plays, craft activities, guessing games, songs and chants, The series’ strong cast of characters appears ‘throughout the book and their antics are played out in a picture story atthe end of each unit. At the end of the book there is ‘8 Combridge English: Storters-style practice test covering the Listening and Reading and Writing papers. RRR RRR TERT mm et ie ee cee cet ete Heed ed tel led elActivity Book This 96-page book is designed to give pupils further practice with the new language and to help them consolidate thelr understanding, The pupils will have fun doing the activities and you will ind that chey stimulate their creativity too. At the early levels there is colouring and matching, AS the pupils ‘ain more confidence in reading and writing, more activities to practise these skills are included, The Activity Book materials are designed to be integrated into the lessons and there is ‘Buidance in the Teacher's Book as to how this works, This edition also features a full-page Cambridge English: Young Learners practice activity for each unit, At the end of the book there fare six coloured stickers for each unie illustrating the six key vocabulary items. This material steadily accumulates into an attractive and useful picture dictionary which they can use for reference and revision, Class Audio CDs ‘The Class Audio CDs contain all ofthe listening material for the Pupils Book and Activity Book, including all ofthe songs and stories, The songs are available in both Sung and karaoke Teacher’s Resource Book with Online Audio “The Tescher’s Resource Book contains a wealth of photocopiable activities to help with mixed ability classes. ‘There are two reinforcement and ewo extension worksheets for every unit, as well as song and story worksheets for further exploitation. The Teacher's Resource Book also includes extra Cambridge English: Young Learners-type tests with listening content online. The book also features word cards to reinforce target vocabulary, Language Portfolio In accordance with CEFR guidelines, there is a Language Portfolio of individual competencies to lead the pupil sf evaluation and to record the learning experience of each pup throughout che primary school years Interactive DYD ‘As you navigate your way through the Star family house on ‘ur interactive DVD, you will ind animated versions of the stories in Suzy’s room, the songs with animation and video in Mr Star's music room, video documentaries in the living room, craft activities and games in the playroom, interactive games in ‘Simon's room and a quiz in Seell’s room, Teacher’s Book ‘This 240-page interleaved Pupils and Teacher's Book provides teaching notes for each lesson, which include recording scripts for allscening activities and answer keys for all activities, an overview of the syllabus for each level, extra activities, photocopiable pages and evaluation activites, Teaching notes The teaching notes provide step-by-step guidelines for each page. Lesson objectives are clearly described and the materials needed for each lesson are specified. Each lesson starts with a ‘Warmer and finishes with an Ending the lesson activity. Activities from the Activity Book are integrated with the Pupils Book activities to provide a balanced range of appropriate activities. ‘There are two Extra activities provided for each lesson for times ‘when you need even more material. These Extra activities only appear in the Teacher's Book and there are suggestions in the teaching notes as to when each activity should be used in the lesson. They are not designed only for the end of the lesson, towards these activities introduce children to the Starters 185e tasks to gain confidence in aspects of the task types, 9 these activities are closer in format and content eo the Tarcers test tasks. Photocopiable pages ‘There isa photocopiable page for each unit in the back of the Teacher's Book. These pages provide you with a range of manual activities to use with your pupils: for example, there are cards, puppets and sentence wheels. There are full instructions in the teaching notes on how to prepare the materials and when and how to use them in class Presentation Plus Prosentation Plus includes Interactive Whiteboard tools, fully Interactive Pupils Book and Activity Book, digital versions of the Teacher's Book and Teacher's Resource Book, a multimedia library including video from the DVD, Class Audio and access to online teacher trzining support. This pack enables you to plan and deliver your lessons ‘paper-free' from a tablet or a computer. Online Resources ‘The online platform includes games and extra grammar, vocabulary and writing activites for every single unit, providing plenty of extra practice. All the pupils online work can be tracked and reviewed by the teacher, Tests ‘The Level | and 2 Tests and Audio allow you to regularly assess your pupils in different ways. You ean choose the unie ets, review tests and end-of-level rests, as customisable Microsoft Word documents. Ifyou are preparing pupils for the Cambridge English: Young Leorners tests, you can additionally select the Cambridge English: Young Learners style unit tests, review tests and tend-of-level tests, as Adobe PDFs. Visit cambridge.org/kidsboxitests Posters ‘These colourful and appealing posters aid revision by giving pupils the chance to practise unit language ina different and fun context, They can be added to the classroom wall as you progress through the course to aid revision. Ths pack includes twelve posters with clear teaching notes available online. Flashcards ‘There are 103 flashcards to accompany level 2. These colourful flashcards illustrate the key vocabulary items of each unit on one side and have the words on the other. They are large enough for all pupils to see and there are numerous ideas of how to use ‘them in the Teacher's Book for each lesson, What does Kid’s Box offer? “To awaken interest and kindle enthusiasm is the sure way to teach easily and successfully’, Tyron Edwards. ‘Once pupils are intorasted, and ready and eager to learn, then the job of teaching them becomes so much easier. The materials in Kid's Box have been designed to do just that. Heres how and why ie works: ‘© Humour through the characters and the stories ‘The important thing is not so much that every child should be taught, as that every child should be given the wish to learn, john Lubbock For younger pupils, motivation is vial f che language acquisition process isto be successful. We have tried to include an element of humour in the presentations and, more particulary, inthe story which rounds off each ofthe units. This story is designed to revise what pupils have been studying and galvanse them to study more because they want to follow the adventures of the characters Introduction ( vii© Creativity and learning through action and acti “Thear and I forget. | see and | remember. | do and I understand’, Chinese prover’, ‘Young learners need a lot of meaningful, contextualised practice if they are to become successful hnguage learners. In Kid's Bor there is plenty of ‘hands on’ practice, Drawing, colouring, ‘make and do’, songs, games and chants are all activity types which form an integral part of the learning process. These enable pupils to be creative and they help to anchor knowledge more effectively I's only through repeated practice that ski, awareness and understanding can be developed, © Connecting to che world outside the classroom, ‘A child educated only at school is an uneducated child’, George Santayana, ‘The CLIL sections bring the outside world into the classroom s0 that pupils learn about the world around them as they learn English. This helps them understand that English is more than a classroom subject and lets them realise ways in which English can be used asa tool for knowledge. ‘like a teacher who gives you something to take home to think about besides homework’, Lily Tomlin (Edith Ann), © Discovery and the development of learner autonomy “The object of teaching a child is to enable him to get along without his teacher’, Elbert Hubbard, For pupils to be able to learn effectively and to continue to learn, they need to be encouraged and enabled to find things ‘out for themselves. Kid's Box includes self-correction and cother activities to develop learner autonomy, Communicative activities, such as pair work, group work and role play, give pupils the opportunity to work independently of the teacher, In these types of activities, the teacher's role Is as a guide and facilitator. In chs instance we should stand back alittle from the activity and monitor and asst when necessary. © Promoting tolerance and respect “The highest result of Education is tolerance’, Helen Keller ‘The material and activites in the book help pupils to appreciate cultural diversity, respect differences and develop human values, Respect for and protection of the natural ‘environment goes hand in hand with the respecting of other human beings. This theme runs throughout the whole of Kids Box and in particular in the Values sections of the Pupils Book and the Activity Book. Learning styles / Multiple intelligences ‘Ifa child can’t learn the way we teach, maybe we should teach the way they learn’ Ignacio Estrada We now understand that people learn in diferent ways We don't tall about ‘neligence’ any more, we tlk about “inteligences: The activities in Kids Bor are designed to stimulate these differen intelligences, This means there will always be Something to appeal to every learner. © Linguistic intelligence: sensitivity to the writen and spoken word and the ablitytolesrn languages Icisa core element of any language course, and in Kids Bor this is exploited in combination withthe other ineligences fective communication with © Interpersonal intelligenc others, (oH) Kits Box BE Updated and a 782 ‘Communication activities have been incorporated from the Starter Level onwards. Ie isa vital aspect of language learning and is essontial in making younger learners aware that language isa tool for communication and not just another school subject. Communication activities help interpersonal skills, encouraging children to work together and develop Important communication strategies, © Intrapersonal intelligence: expression of inner thoughts and feelings. ‘Throughout the course there are various reflective activities, for example ‘ny ekackess' and the personalisation activities, which help pupils become more aware of themselves ‘© Musical intelligence: appreciation of chythm and music, ‘This intelligence runs almost parallel to linguistic intelligence, as Howard Gardner points out. Each unic of Kid’ Box includes a song as well as occasional raps, rhymes and chants, © Bodily-kinaesthetic intelligence: coordination and ‘connection with the whole body, ‘This is extremely important for the developing minds and bodies of younger learners, as there is a significant relation between mental and physical activity In Ki’ Box there are plenty of action songs and rhymes, which can help develop bodily-kinaesthetic intelligence at the same time as offering a change of rhythm and activity to the ever restless young learner. © Logical-mathematical intelligence: problem solving and logical thoughe. ‘There is a range of different activity types for this intelligence in Kids Box. These activites help develop logical reasoning, problem solving and the detection of patterns. We feel they are vital and extremely motivating © Visual-spatial intelligence: expression and understanding through the visual world. ‘This intelligence is one of the key ways that children learn, In Kid's Box there is a range of ways in which pupils visual- spatial intelligence is supported and developed, such as the full colour illustrations in the Pupils Books, the flashcards and the drawing and colouring activities. Tips for teachers Preparation © In order to guarantee a positive learning experience, pupils need to be properly prepared before doing any task Ensure they have the language they need to carry eut an activity and that they know exactly how t0 do ie 1 Before starting an activity, demonstrate it. For pa-work activites, choose an individual pupil t help you. Do the first question of the pair-work task with the pupil for the class to get an idea. You can follow this up with an open pair demonstration, choosing two pupils from the cats to do another question and answer for the whole clas '* When you divide the class Into pairs oF groups, point to exch pupil and say, for example, A~B, A-B, A-B and #0 on, 20 they are in no doubt what their role i. You can follow tis up ‘with As, put up your hands. Bs, put up your hands as afurthor check. Try to give simple, clea instructions in Engh, Say, for ‘example, As osk the question and Bs answer the question: AB, ‘A-B, A-B. Then Bs ask the question ond As answer the question: BA, BABA nam sm ™ i TTT Terie eee ia F717a aeeeenaeaen aa ‘© Alvays bring afew extra copies of the photocopiable ‘worksheets to avoid tears if any pupils da it wrong and want to start again, Classroom dynamics ‘A good teacher, like a good entertainer, first must hold his audience’s attention, then he can teach his lesson’, John Henrik Clarke. © Try to move around the classroom while explaining or doing the activities. Circulating among the pupils enables you more effectively to supervise and monitor those who may need more attention at times, {© In the same way that it is a good idea for teachers to move around, its also advisable to move the pupils themselves: around occasionally. By periodically changing seating arrangements, you can help group dynamics and break up Potentially disruptive pupils. For example, weaker pupils could be put next to stronger ones, and more hard-working pupils ‘next to disruptive ones. Pupils might benefit from working with learners they may not usually assocaee with, © When forming pairs or groups, we suggest that, whenever possible, pupils just move their chars. For group work, they ‘can bring chairs around one or two tables, allowing them an easy environment for discussion and written work. For pair work, they can position their two chairs to face each ‘other. This allows a more realistic eye-to-eye communication situation. This change of seating prepares them for the oral ‘work they are about to begin, Noise ‘© While speaking activities which involve movement around the classroom can make the class more lively and dynamic, they will also generate a lot of excitement. When pupils are ‘excited, they can become noisy and may even use thei frst language to talk about or discuss some aspect ofthe activity. Although it can be difficule to get used to it at firs, noise in the classroom Is tolerable if itis related direct to the activity and Is an expression of interest or enthusiasm for the task in hand. You should ensure, however, that only Englih is used for the completion of tasks and for correction at the end of the activity Teaching and learning ‘Mistakes are the portals of discovery’, james Joyce '© Making mistakes is a vital part ofthe learning process, so when pupils are asked to invent their own sentences, stories, chants, ‘ete. we should not expect these to be perfect. Sometimes accuracy should be forfeited for the sake of creativity, enthusiastic participation and learning. ‘© ‘Activities chat pupils traditionally find engaging include: moving about, singing, playing games, doing puzzles and colouring in. Wherever possible, use these as effective teaching tools In this way, young learners can use language to practise English, and work very hard, without being conscious of it. By setting them in meaningful contexts, the diverse disciplines of language learning such as grammar, reading, pronunciation and ‘communication can be taughe with a dynamic and child-friendly approach, ‘© The Extra activities for each lesson can be used when you feel ‘hat pupils need more practice with some of the language, or ‘when you think you will finish the lesson material before the ‘end of the lesson, © Try t0 avoid the immediate repetition of an activity simply because it has worked well in class and your pupils have enjoyed it Ifyou do this, the noveley wil quickly wear off and pupils will become bored, Save it fora later occasion and they ‘wll come back to it with fresh enthusiasm. ‘© When pupils are doing listening activities, is usual for them to listen to the material twice. After the first listening, itis a good idea for pupils to check their answers with each other. This ‘makes them feel more confident if chey have the same answers, and is less intimidating if they don't. This approach also gives them a purpose for listening the second time: to confirm or to check again. When checking answers with the whole clas, try 1 include as many pupils as you can and encourage them to say longer phrases rather than single words, ‘© Pupils are sometimes shy to speak out. They say the answer ‘quietly co the teacher and then the teacher repeats it for the clas. This is effective — but it does not help the pupils develop thelr speaking or listening skills. Whenever possible, you should encourage pupils to speak loudly and clearly and, lf the rest of the class didn't hear what the pupil said, you should ask. the pupil to repeat, rather than repeat it yourself. © ‘A teacher is a person who never says anything once’, Howard Nemerov. Recycling is an important parc of the learning process. Don't ‘expect pupils to remember everything from a previous lesson in the next one. They will only absorb what attracts Or interests them, and what they are ready to learn, Kid's Box builds in regular recycling and, as the pupils get older, they will ‘come to realise that they can investigate something further by themselves if it realy interests them, © Be flexible within teaching. Iti important to take time to listen co pupils and to connect with them, You should try to {anliarise yourself with their kes and dislikes and identify, both their learning and their emotional needs. you ean do this, then you will be bettor able to support them in their learning Assessment and evaluation ‘© With pupils of this age, iis best to ute continuous assessment. ‘This means we monitor their progress in the classroom and se ths information to help us with our teaching. For example, we may find that we need to review language previously taught, lo that we can add more challenging activities because pupils are ready for these. 1 Children do not develop at the same rate and they do not learn in the same way. So we need to assess each pupil as an individual and not compare them with the other pupils in the class, We should look for progress and development in every pupil. With young chiléren, we should assess and monitor their Social and emotional development, as well a thelr learning of English. This means we should praise effort, and encourage ‘them to share and to work in pars and groups, as well as giving ther feedback on their English Iirodution (te)Discipline ‘No life ever grows great until itis focused, dedicated, disciplined’, Harry Emerson Fosdick © One of the most challenging aspects of teaching young learners is holding their interest in the classroom. Pupils hhave limitless energy, combined with an extremely limited attention span. We have to juggle these factors to try to avoid boredom, restlessness and de-motivation, al of which lead to problems with discipline. By channelling pupils innate energy to the good, we can often avoid unruliness and indisciplin. A lot of discipline problems arise when pupils are underchallenged and bored, or when activities are {00 repetitive. Kd Box has been written by experienced teachers who at all times have borne in mind the needs and requirements of pupils and have included a variety of activities for them to enjoy. © itis important that you establish a context of discipline in your class. Make sure pupils know what is acceptable and ‘what is not and make sure you treat all pupils in the same way. Pupils are very aware when we are not fair. Clear and fair discipline parameters create a ‘safe’ classroom {environment in which pupils can work confidently and freely. ‘This makes for an ordered, busy classroom, rather than an anarchie one. Songs, rhymes and chants © For the activities based around songs, rhymes and chants, it 's not always necessary for pupils to understand every word ‘outside the key words being practised. In these activities, We are more interested in pupils understanding the gist, and ‘we are using the rhyme as 2 means with which to practise language, rhythm and pronunciation. The visuals that accompany the rhymes, songs and chants, and the actions included in some, should provide pupils with sufficient information to be able to understand the overall concept. Ie is important then, a this stago, not to spend precious class time ‘on lengthy and complicated explanations of specific words, © Get pupils to stand up when performing the songs, rhymes fF chants. It can make a tremendous difference to thelr performance and enjoyment. ‘© Songs, rhymes and chanes can be presented in diferent ‘ways to make them more interesting and challenging. These techniques are especially useful if you want to go back to previously-used materialfor revision or further exploitation and want to avoid your pupils’ reaction of We've already done this! = Whisper the rhyme or phrase while clicking your fingers. Repeat the rhyme, getting gradually louder each time and than roverse the process ~ Say a rhyme or chant whilst clapping hands and tapping your foot in time to the rhythm, = Divide the class into groups and ask them to repeat the "hhyme or chant in rounds. To do this, the first group starts ‘to say the rhyme and then, ata suitable poine, usually one (oF ew lines into it, the second group starts to say the rhyme from the beginning. —With your class audio or video recorder, record the class Performing, Be sure to give them a round of applause and ‘encourage the rest ofthe class to do the same, Let your pupils listen to themselves, If they fee! that they could improve on a second attempt, record them again, (Co) Kure Updated andes 182 1 It can be extremely motivating for children to watch their own, performances on video, but if you video or photograph your pupils, make sure you get written permission from parents or guardians first, Competition © An element of competition can make many pupils try harder However, while a competition can be a good incentive for an otherwise unenthusiastic pupil i can sometimes be de- ‘motivating for a less able but ordinarily hard-working one. Before playing a competitive game, ic may be useful to explain, to pupils that ths is only a means of learning. Although they ‘may not win the game, all pupils are ‘winners’ if they know more English at che end than they knew at the beginning. Help pupils to understand that when they play a game they can practise and learn more English, so they each win a prize and that prize is knowledge, Nonetheless, i is always a good idea to balance competitive {games with cooperative ones and to include other activities so that you can reward and praise individuals according to their ‘own needs and performance, Display ‘© Pupils find it extremely motivating to have their work displayed and will generally work hard to produce work to the best of thoir ability if they know itis going to be seen by others. So try to arrange to display pupils’ work around the classroom or school whenever possible, Don't forget to include work by all the pupils (notin every display, but over a Period of time) and to change the displays regularly. Craft activities: storage of material © cis useful to keep supplies for craft activities for example scissors, glue, wool, crayons, ina large box in the classroom, Then when itis time for craft activities, you can put the box: fon a table and pupils can come and collect what they need, ‘© Make sure pupils always clear up at the end of craft activites; ‘that they put materials back in the box and that they put rubbish inthe bin. You will need to supply each pupil with an ‘envelope for photocopiable activities, such as game cards. ‘Ac the end of the activity, pupils write thelr name on their envelope and put their cards inside, Wich younger pupil, ie is best if you look after the envelopes until che next time you want to use the cards, A final word ‘We've had a lot of fun writing this course and sincerely hope that you and your pupils have as much fun using it. Caroline Noxon and Michael Tomlinson, Murcia 2017 mum 5 wy vrrvrw ww w Tr wM i © THEFT Oe "7ae Coxe I. Greetings Hell, Good morning Good afternoon. Goodbye. Soe you tomorrow, 2. Classroom activit ‘Open your Pups Book Clore your Asti Book aarpag | reese coms: Tak a Gi tear Look at the board. ‘Wn en you see) lookin ree oes Linen tthe eb. Tastee bites oun reer 3. Songs and chants Leet sig tte Lee's saya chant Clap your hands liek your fingers. Stamp your feet. Make ccle Watch me please Do the actions. Altogether. aD 4. Stories Let’ listen to a story. Listen to the next part. Who wants to act out the story? ‘Who wants to be Maskman? Can you remember the story? What happens? a aeeeeeeeeneneneeaeaeae aetna aaa ee ee Oe I a ee 1 Se The following language appears at the end of Class Audio CD4. 5. Crafts and projects Find your fl tips. Have you got sore paper? ies os peees! Fold here. Gut ove se plesre Gut here. Stick the pictures on the ear 6. Classroom management Sit down, please. Stand up, please. ‘Come here, please. Werk in pairs. Hands up! ‘Open your books. Close your books. Have you got a pent Have you got a pencil? Have you got an eraser? Have you got a sharpener? Have you got a ruler? CD 4,32 7, Praise Good. Very nice. Well done, That's lovely. That's very good, ''m pleased with you today, Much better. orn 8. Taking turns “air sans tesyour turn \Walta moment. ent your turn One at tine CORRE 9. Discipline Quietly, please Sssshhhh, ‘There's a lot of noise today. Be quiet, pleaser ran ‘ UML ELL RK HT, @ @OListen and point. A Yaa= nme we eee a ee ee ee ee: eee ee OBJECTIVES: By the end of the lesson, pupils will have reviewed greetings and introductions, © TARGET LANGUAGE Key language: Hello, m... , Wete .. , My name's Goodbye, Whats yourlhisther name? How old are you? to be Additional language: look, listen, openiclose your books/the door, ane, star, pencil Revision: numbers 10, character names from Kid's Box | ‘© MATERIALS REQUIRED Flasheards: (characters) I-7 Exera activity |: ten large pieces of card, with a number in words between one and ten written on each one, eg. five Optional: Kid's Box 2 Language Portfolio pages |, 2 and 7 ‘Warmer Introduce yourself. Say Hello. My name's (your name). Walle ‘up €0 a pupil and repeat. Adé What's your name? The pupil responds, e.g, Hello. My name's (pupil's name). fm (pupils name). Repeat with four or five more pupils. © Pupils seand up. Clap your hands. They turn to the pupil on their left and take turns to introduce themselves. Clap your hands. They turn to the pupil on their right and introduce ‘themselves, Repeat for the pupils behind and in front Presentation © Display the flashcards ofthe seven characters. If pupils studled Kids Box J elicit the names. If they didn't, hold up ‘each flashcard in eurn, say the name and pupils repeat. 1 Place the flashcards around the room. Say, eg. Point to Suzy. Pupits point. Repeat with the other characters, saying the instructions quickly one after another: PBA. activity |, Listen and point © Say Open your Pupi's Books ot page 4, pleose. Hold up your bbook and poine to the page. Draw a star on the board, Elicit ‘what itis, Say Find the star in the picture. Pupils check in pairs. ‘Check with the class (on Mr Star's belt. Pupils say Here iti. ‘© Elicit what pupils can see in the picture (the Sear family, their house, garden, dog, cat, et). {Say Listen and point Pay che CD. Pupil listen and point to the ‘characters. Set the pre-listening questions: How olds tela? How old's Simon? How old is Suzy? Say Listen again and answer Pupils check in pairs. Check answers (eight, seven, four). ssTeLLa: Hello again! We're the Star family 'm Stella Star and Um eight. This is my brother, Simon. He's seven, and this is iy sister, Suzy. She’ four. sion: This is my grandmother. She's Grandma Star GGnaNDMa: Hello. SIMON: This is my grandfather, He's Grandpa Star simon: Grandpa, say hello. ‘GrawoA: Oh! Hello, everybody vans svar: And we're Mr and Mrs Star simon: What's your name? How old are you? PB4, activiry 2. Listen and repeat © Say Look atthe picture. Listen and repeat, Ply the CD. Pause after each name for pupils to repeat. Ply the CD again. Pupils chorus in ime with the recording Stella, Simon, Suzy, Mr Star, Mrs Star, Grandma Star, Grandpa Sear Practice ‘Invite four pupils (boys and girls) to the frone, Ask each one. Whats your name? How old are you? Point to each of the pupils ‘nturn and ask the class What’ hsther name? How old is hel she? Pupils respond, e.g She's (name). Shes (age). Repeat with another four pupils. '® Weave the questions and answers around the classroom in the same way, gesturing to individual pupil to ask as well as ABA. activity 1, Write, © Say Open your Activity Books ot page 4, please. Look at Activity I Wio can you see? Elice che characters from the class. Hold up your book and point co che example. Point to each person in turn. Elicit from pupils what they write, eg, point to I'm Suzy. Pupils respond She's Suzy, © Pupils work individually and complete the activity © Correce the activity orally with the whole class Key: He's Simon. She's Suzy. He's Mr Star, She's Mrs Star He's Grandpa, AB4. activity 2. Draw and write © Say Look at Activity 2, please, Point to the frame and say Whose picture goes here? The class responds with their own name. Point to each of the questions and elicit the response for a few pupils as an example ‘© Pupils draw a picture of themselves and write the answers, Remind them to use im... and to write their age in words. Extra activities: ee page TII4 (if time) Language Portfolio ‘Pupils compete pages I, 2 and 7 of Kid's Bor 2 Longuoge Portfoo (About me, My language sil, Englsh and me). These materials fie well atthe begining ofthe lesson. Help with nev language as necessary. Ending the lesson © Display the character flashcards on the board. Wave and sy, 2g Goodbye, Sy Invite a pup to come and take the asheard of Suzy of the board. Repeat with the och characters, Turn othe class, wave and sy Goodby, css. Pups respond Goode, (your name). *OBJECTIVES: By the end of the lesson, pupils will have practised greetings and asked and answered questions using Who's... ? ¢ TARGET LANGUAGE Key language: Hello. 'm ... Goodbye. Who's helshe? character and toy names (Monty, Maskman, Marie, Trevor) ‘Additional language: stond up, sit down, point pick up, open, close Revision: blue, grey, piok, red, white, purple, yellow, black, brown, orange, green, numbers ¢ MATERIALS REQUIRED Flashcards: (characters) I-11 ‘Two sets of number cards Extra activity I: II large pieces of paper, each with one of the colours written on of colour word cards from Kid's Box 2 Teacher's Resource Book (page 87) Extra activity 2:16 simple sums using numbers I-10. Warmer ‘@ Review the Star family, using the fasheards. Flash a card and clicit who itis. Display it on the board, Include Trevor, Marie, Monty and Maskman. Ifthe pupils did not study Kids Box 1, make sure they repeat che new names several times. '© Poine to the flashcards in turn. The class says the name. Turn the frst one to face the board, Point to each card (Including the one facing the board). The class says the names. Repeat, turning one more card to face the board each time, When all flashcards are facing the board, continue the game, turning a flashcard face up each time until all are visible again PBS, activiry 3, Listen and answer. ‘© Say Open your Pups Books at page 5, please. Look at Activity 3. ‘Say Who's number nine? Who's number five? Where's Monty? Say Listen and answer Play the first part of the CD as an example. ‘Check pupils know what to say. Pay the rest of the CD. Pupils whisper the response to their partner each time. Play the CD again, pausing after each question. This time invite different pairs co respond each time. Key: 4 Mr Star | Suzy, 8 Monty, 3 Stella, 6 Grandma Star, 2 Simon, 9 Marie, 10 Maskman, 5 Mrs Star, 7 Grandpa Star ‘rnevoR: Hello. 'm Trevor, Look at number four. Who's het Look at number one. Who's she? Look at number eight. Who's he? Look at number three. Who's she? Look at number six. Who's she? Look at number two, Who's he? Look at number nine. Who's she? Look at number ten. Who's he? Look at number five. Who's she? Look at number seven, Who's he? ws) PBS. activity 4. Ask and answer. © Say Look at number three. Whos she? The class responds Stella, Repeat three or four more times with other questions and Answers in open pairs, eg. Pupil A asks; Pupil B responds; Pupil C asks; Pupil D responds. {© Say Look at Actviy 4. Now you ask and answer in pairs. Take turns. Put pupils into pairs. Pupils do the activity in pairs Monitor the pairs as they are working and help where needed, Team game Divide te css into two teams. Handout the number cards to each team Ten pupils in each team take and hold up a tard. Team members take len turns to ak and anewer, eg ‘Feam A bout Team B): Look ot umber even. Who' hese? ‘Team B: He/She’ (name. Award points for correct questions and answers. The team with the most pont Is the winner. ABS. acriviry 3. Colour the stars. ‘© Say Open your Activity Books at page 5, please. Look at Activity 3. Hold up your book and point to the example. Elicit the sentence from the clas (Colour two stars) Say What colour? Pupils suggest a colour. Repeat for number 2. Pupils work individually and colour the correct number of stars in the colours they choose. They can work together: Pupils check in pairs. Check with the class. ABS. activity 4, Match ond join. {© Do. few simple sums quickly around the class, e.g say One ‘ond one is... Wait forthe class to respond two. Repeat with ‘other simple sums. ‘© Say Look at Activity 4, please. Hold up your book. Read the ‘example sum (six and one is... ) and elicit the response. With your finger, follow the line In the example to 7 and then seven, Say Now drew the Ines forthe other sums. {© Pupils work individually and then check in pairs. Check with the class Keys 1. (5):2. (8): 4. (9:5. (6 6 @) 7. (10) Extra activities: see page TII4 (if time) Ending the lesson «Pay the Ploase game. Pupils standup, Demonstrate the game firs. Say, eg Pome to your choi, Pupils done point. Say 8 Open your Pups Books, lease. Puls open thelr Puls Books. Pay the game using the following instructions down, stond tp dose, open, paint / touch a book penlltabelcharpe. Pupils who respond incorrectly (eg. do ie when you don’ 527 please are out and sit down, Stop when you havea small group of winners ES oe now© @OListen and answer. VNC oss © OAsk and answer. Look at number three. Who's she? Suzy Simon Stella Mr Star What's your name? How old are you? | Mrs Star Grandpa Star Grandma Star }{ Who's he / she? | a a a 3 3 3 3 3 3 3 3 a 3 a a 4 c 4 a a 4 E a a 4 4a a a a 3 a s a a a a i oben nen nna a ‘OBJECTIVES: By the end of the lesson, pupils will have learned to say and recognise the letters of the alphabet. ¢ TARGET LANGUAGE Key language: the alphabet, How old are you? Gan you spell your name, please? ‘Additional language: hisher, pointing Revision: What's your name? ¢ MATERIALS REQUIRED Photocopiable activity I (see page T100), copied onto thin card, ‘one copy for each pupil scissors, an envelope for each pupil Flasheards: (colours) 12,13, 15, 18, 20-22; crayons (Optional: Kid's Box Teacher's Resource Book 2 Unit | song. ‘worksheet (page 13) Warmer {Pupils take out their crayons, Give pupils instructions to follow, e.g. Hold up the blue crayon, Pu it under your Pupl’s Book. Put the yellow crayon next to the book. Take the green crayon and put it under your chai. Presentation PBS. activity 5. Listen, point and repeat. © Say Open your Pupis Books et page 6, lease. Look a Atv 5. eS. ephobee pointing! {© Hold up your book and point to the leters. Gesture from lefe to right along the firs row of letters and say the letters aloud, Pupils repent. Do the same withthe ret of the rows. Make sure pupils are reading from let eight, i thay do not do this in their first language. {© Display the colour flasheards in a horizontal line on the board Help pupis to notice the colours ofthe letters in their books. “The leters are coloured to help with pronunciation: grey cen = hse green = id = 6 4, 5p, tvs red = fe! = m,n, x, white = a = ys yellow = ou! = o; Blue 4. Us dark brown = fa =r + Say Listen, point ond repeat. Play the CD. Pupils listen and point the first time. lay the CD again for pupils to point and repeat the colours and letter names. Grey: as hiss Green: b,c. dre.g.p.t.¥ Red: fm. 5, %62 White: iy Yellow: 0 Blue: gu, w Brown: r PBE. activity 6, Say the chant. [S] towards 1 Say Listen to the chant and point othe letes. Play the CD. Pupils poine to the letters. Make sure they are moving from left to right along the rows. ‘ Play the chant agnin in sections for the pupils to repeat abcdetg hijkimnop arstuy wxyz Practice © Asian able pupil: Whot’s your name? When the pupil says i ask Can you spell your name, please? Help the pupil. The class spell the name. Write the name on the board. Repeat. Tell pupils to write thelr names in their Books. They work in pairs. Pupil A asks Can you spell your name, please? Pupil B spells it and Pupil A writes it. They swap roles Photocopiable |: see pages T98 and T100 AB6. activity 5. Listen and colour. (S) {© ‘Say Open your Actity Books at page 6, lease Look at Activity 5. Tall pupl to take out their crayons. Say Ready? Listen and colour. Remind pupils to make a dot inthe colour the first ime they listen, Ply the CD. Pup ston and placea coloured dot on the leter. Pay the CD again for pupils to check. Ask, eg. What colour isp? Whot letter is purple? Pupils colour the letters. Note: These are not the same colours as were used to help with pronunciation. All cheses letters have the same pronunciation pattera (i). This phonetic grouping is aimed t pupils who do not use the Roman alphabet in ther frst language. Key: g = black, b = orange. v t= brown, ¢ Colour g black. Colour b orange. Colour v purple. Colour p pink. Colour ¢ yellow. Colour ¢ brown. Colour e green. Colour d blue. purple, p= pink, = yellow, green, d= blue AB6. activity 6, Listen and point. Write the words. (J towards © Say Look at Activity 6, Write the two example anagrams on the board: least, igteh. Elicit what they are. Tell pupils the firsts 4 name and the second a number. Write them correctly on the board, Don't write the capital letters at che beginning of the name. Encourage pupils to use their letter cards for the ‘other anagrams. They place the cards on their desk and move them around to make the correct spelling. This helps the kinaesthetic learners, Pupils check in pairs. Play the CD for pupils to listen and check, Key: 2 Simon, seven; 3 Suzy, four ‘CD 1, 08) |. This is Stella. She's eight. 3. This is Suzy. She's four 2, This is Simon, He's seven. Extra activity: see page TI14 (if time) Optional activity © Hand out copies of the Unit | song worksheet from Teacher's Resource Book 2 and do the rhyming activity (see pages 8 and 13 of the Teacher's Resource Boo!) Ending the lesson ‘© Pupls stand up. Do the alphabet chane again together with the CD. RepeatOBJECTIVES: By the end of the lesson, pupils will have had more practice with the letters of the alphabet. ¢ TARGET LANGUAGE Key language: the alphabet, colours, Can you spel... , please? Additional language: in alphabetical order, panting ‘¢ MATERIALS REQUIRED Photocopiable I alphabet cards from the previous lesson (page T100), ono set for each pupl plus one set of your own. Optional: Teacher's Resource Book 2 Unit I Reinforcement ‘worksheets | and 2 (pages 9 and 10), ‘Warmer ‘© Pupils place their alphabet cards on their desks in the same order as on page 6 of the Pupils Book (alphabetical order). Pupils stand up. Say the alphabet chant with them. They point to the letters on their desks as they say them. Repeat. PBT. activity 7. Ask and answer. ‘© Say Open your Pups Books at page 7, please. It's a colours painting! Say Point to purple. Pupils point. Repeat with the ‘ther colours. Draw pupils’ attention to the speech bubbles fon the photograph and elicit the question and answer. Repeat the question with two more colours. Invite a pupil to ask the question about another colour. The class spels it out Continue until all the colours have been spelt out, ‘© Pupils work in pars. They take turns to ask the question and to spell the colours Practice {© Hand out all che alphabet cards from your set to different pupils (26 pupils). If you have fewer pupils, give some pupils more than one. Ask pupils to come to the board and to put the leteers in order from lefe to right on the board. Make «wo lines f you can't get 26 letters in one line. Point to each letcer and pupils repeat. ‘© Ask five pupils, whose names each start with a different letter of the alphabet, to come to the front. Tell them co stand in the order of the alphabet. Help chem by pointing to the alphabet on the board. Check with che class ifthe pupils are in, the correct order. Repeat. PBT. activity 8. Order the colours. ‘© Write the following colours on the board: Blue, black, brown. ‘Ask pupils to put them in order. Show them how i's done: point to the first otters and say B, b, b. They're the same. Point to the second letters and say L, , . They're different. R comes “after Iso brown is last. Point to the thied letter and say U, 0 Theyre different. A comes before u. Can anyone tll me which word |s first? Write them on the board in order: Black, blue, brown, Repeat for green and grey, and pink and purple. © Say Look at Activity 8. Now put all the colours in alphabetical order. Pupils work in pairs and write the colours in order in their notebooks. Tell them to write them as alist. Monitor pupils as they are working and remind them what is written ‘on the board, Elicit the correct order from the class. Key: black, bluo, brown, green, grey, orange, pink, purple, red, ‘white, yellow ) ABT. activiry 7. Read the question. Listen and write a name or ‘number. There are two examples. {© Say Open your Activity Books at page 7, please. Look at Activity 7. {© Point to the picture of the boy and girl and elicic what the children are doing (reading) and what pupils can see (eg, books, «hbrary, bogs). ‘© Say Listen and write @ name or a number, Lets look at end listen to the examples, Point to the example questions and read ‘them with the class, Play the examples on the CD and pause to indicate the example answers. Ask Name or number? Pupils respond (Name. Number). Before playing the rest of the CD, ‘encourage pupils to read the rest of the questions and think. about whether each answer will be a name or a number. {© Play the CD. Pupils write their answers in pencil Play the CD. again for pupils to check. They can compare answers in pairs. ‘Check as a class or in open pairs. Key: | Grace, 2 10)ten, 3 Sun, 4 6/six, § Mouse Listen and write a name or a number. Hallo, Lucy Is this a picture of your friends? ‘Yes. The boy's name is Dan. Is thae D-A-NE Yes. How old is Dan? He's nine. Nine? Yes, that’s right. Can you see the answers? Now you listen and write a name or a number. |. Who isthe girl? That’s Grace, 4, What number is Dan's house? les number six Number six? Yes. 2. How old is Grace? 5. What isthe name of Grace's She's ten, book? Ten? It’s Mouse House. Yes, she is. Is that M-O-U-S-E? 3. Where does Dan live? Yes! He lives in Sun Street, S-UN? That's right. Extra activities: see page TII4 (if time) Optional activity {© Unic | Reinforcement worksheets | and 2 rom Teachers Resource Book 2 (so pages 8-10 ofthe Teachers Resource Boo). Ending the lesson {Teach and do the following chant with he pupil Teacher: Pupils respond: Give me an 0 ° Give me an r + Give me an a a Give me an 0 n Give me ag 8 Give me an e e What does that spell? orange What does that spell? orange Freon EDoAico and answer. : Brey FINK ay (O6N | Oange ‘rel bom \ vee slack pure : a . ; a OOrder the colours. (Black blue, brown a agame Four snakes are playing games! = E ed el = "7 a k “7 oon” Smee | | \ t play G2 Oa ' : Aime : t “- | @ Osay and answer.OBJECTIVES: By the end of the lesson, pupils will have learned to identify and say the long ay /et! vowel sound and to contrast it with the short a /ze/ vowel sound © TARGET LANGUAGE Key language: the phoneme /ev/ asin snake, ploy, ame Revision: comparison with the short phoneme fe! as in black. prepositions, spelling ‘ MATERIALS REQUIRED Flasheards: (words with fe and fe! sound) 19, 21, 91, 94 Extra activity |: Photocopiable | alphabet cards used in the previous two lessons Extra activity 2: Prepare about 20 questions for Noughts and crosses, eg. What's tis colour? G-r-e-e-n. What's this animal? Teper ‘Optional: Teacher's Resource Book 2 Unit I Extension worksheot | (page 1!) ‘Warmer {Display the flashcards cake, point and grey on the board. Elicit the words and say them for pupils to repeat. Focus on the ‘vowel sound fev which all ehree words have in common. Say Todays sound i... Pupils respond by saying fei! Provide more cexample words with the sound, ifnecessary (eg game, ploy, 97, da). PBB. activity 9. Monty's phonics # Say Open your Pupis Books at page 8, please. Point to the picture of Monty and ask Who this! Pupils respond (I's ‘Monty. Elctthe title ofthe activity I pupils studled Kid's Box 1 remind them that the Monty’s phonies activities practise diferent English sounds. Point to the picture of the snake and say snake, emphasising the fe! soune. Say the word again and draw a snake shape with your finger as you speak. Point to the pictures of the chideen playing and the game and practise the ‘words inthe same way, using mime when you say the words. Say Now listen to Monty, point ond repect ‘© Play the CD. Pupils listen and repeat the sounds and the ‘words, using the same tone and speed as Monty. ‘© Say Four snakes are playing gomes several times, getting faster and faster (as a tongue twister). Pupils work in pars and practise saying the phrase asa tongue twister in the same way. ann Mowry: Hi, 'm Monty! Repeat after me! Jeu, feu, snake seul, feu, play Jeu, feu, game Four snakes are playing games! Four snakes are playing games! Four snakes are playing games! PBB. activity 10. Say and answer: © Pupils work in pairs, Pupil A describes che position of one of the objects in pictures a, h, jor k. Pupil Bliscens and says the correct letter. Pupils swap roles. ABB. acriviry 8. Listen and complete. ‘© Say Open your Activity Books ot page 8, please. Look at Activity 8, Stick the flashcard black on the board (or colour a small black blob). Write the word below the picture, with the letter 3" replaced by aline (as on Activity Book page 8). Say the word and elicit the missing letter. Write it on the line © Say Open your Activity Books at page 8, please. Pay che ‘example and number 2, if necessary. «© Play the CD. Pupils complete the words with the missing lecers. They check answers in pairs. (© Play the CD again. Check answers as a class. Elicit the ‘words in the activity which have the Jet! sound (game, say, play, snoke, grey), Pine out that the sound is not always represented with the letter a ‘© Play the CD. Pupils listen and complete. Thay check in pairs, Check withthe class Key: 2a, 0, 3,42, 52,6,72,82,0,9¢, [0a I. black, 2, game, 3. say, 4. bag, 5. ct, 6, play, 7. hand, 8. snake, 9. grey, 10. apple ABB. activity 9. Listen and write. Match. | © Say Look at Activity 9, please. Point to the example and play the first item on the CD. Ask How do you spll pen’? Pupils | respond by spelling the word letter by letter, as on the CD. ‘Ask How do you spell Yook’? Wait for a pupil to volunteer the answer and see how helshe says the two ‘o's in the middle ff the word, Explain that we can say double when there are ‘wo letcers together, eg. I- double o -kto spell ok, Say Now listen and write. Use 0 pencil {© Phay the rest of the CD, pausing after each item for pupils to write, Repeat the CD and let them check the words in pairs | Elicit answers (the words only) before pupils match, i ‘© Say Now match the words and the pictures. Write letters. Show pupils how the example word pen has been matched to picture b (the example answer in the small box). Pupils work. Individually or in pairs to do the matching. Check answers as h, 8 door d I. prosn, 2 exra-sec, 3. b-0-0-k, 4. bearg 5. presnecril, 6.varb-le, 7. char, 8. d-0-0-r Extra activities: see page TII4 (if time) Optional activity 4 Unie | Extension worksheet 1 rom Teacher Resource Book 2 Gee pages Band Il ofthe Teacher’ Resource Boo) Ending the lesson ‘¢ Review the phoneme fe! with a True/False game. Pupils stand up. Sty diferent words in turn. When pupils hear the sound ein the word, they show thumbs up when they dont, they show thumbs down, (Alternatively, if more Spproprate they can nod or shake their heads) Pupils who Fespond incorrectly st own, Stop when you have a small group of winners, Use the following words in the game, eg. Shake, bal grey. train, opple, play, ca, game, car, day, Grace. a class. } Koy: eraser c,3 book e, 4 bag 5 peng 6 table a, 7 char | @OBJECTIVES: By the end of the lesson, pupils will have read a story and reviewed language from the unit. © TARGET LANGUAGE Key language: language from the unit ‘Additional language: to/ bos, come olive ls my turn Revision: favours, toys, Here ae. fod, ve ony got » Sony ¢ MATERIALS REQUIRED Ten simple anagrams of numbers and colours for the Warmer, 8 ufor (four), edt (red), written on a large piece of paper Extra activity 2: ewo complete sets of the alphabet cards from Photocopiable 1, two pieces of paper Optional: Teacher's Resource Book 2 Unit | Extension ‘worksheet 2 (page 12) andlor animated version of the Unit | story from Kia's Box 2 Interactive DVD (Suzy's room section) Warmer ‘© Put the pupils into pairs, Display the simple anagrams of the numbers and colours. Pupils solve the anagrams. Story PB9. activiry II. Listen to the story. (SJ towards ‘© Say Open your Pupils Books at page 9, please Elicit who they can see (Trevor, Monty, Marie and Maskmar). Check pupils remember the sequence ofthe pictures. Se the preslstening questions Divide the class into three groups and give each group iene ofthe questions to listen fr: Who singing? What is Marie speing Is Moskmanspeling o colour? Say Listen and lek. Ply the CD. Pupils listen and look. The groups check in pairs. Check with the cass (Al four toy, Blue, No i’ number ~ four. ‘© Phy the CD again, Pupils sten and repeat. ‘© Check comprehension, pointing to each pieture and asking 2g, What are the toys singing? (The abe song). Whot colour’ ‘Maskmons car? (Blue). How mony pencils are there? (Four). What’ Teevor'sfovourte food? (Pencils). Now there are three pencils. Where's the other penci (Trevor is eating i). Check ‘that pupils understand the meaning of favourite. Ask them what thei favourite food i. Toys in the toy box, Come alive Walk and talk, On the count of five. ‘One, two, three, four, five. [ALL FOUR To¥s [singing the abc rap from earlier inthe unit, b,c, ef Bon ‘amie: Let's play a game. What's this colour! B-I-u-e. askant | know. Ie’ blue. My ears blue. Look! askman: Now, i's my turn, What's this word? F< monty: | know. That's four. Here are four peneils! My turn. MONTY: What’ this, Trevor? P-u-r-p-Ine. ‘Trevor: Er. Is it a pencil? Pencils are my favourite food, ante: No, Trevor. I's purple. Your hair’ purple. maskmiane: OK, Trevor. It's your turn, ‘revo: Er... What's this! T-h-r-e-e, Monty: Three. I've only got three pencils! ®) Mowry: Where's the red pencil? marie: Are pencils your favourite food, Trevor? “tmevon: Er, yes, they are. Sorry, Monty. PBS, activity 12, Listen and say the number. © Say Listen to the CD and say the number of the picture, Play the first ‘one as an example. Elict the number of the frame (Four). Play the rest of the CD. Pupils work in pairs and point co / whisper the number of the frame, Ply che CD again, This time stop after ‘each section and elicit the number. Key: 4, 1,6,2,3.5 CUE Monty: Whats this, Trovor! P-u-r-p-l-e. [ALL FOUR TOYS [singing the abc rap ftom earlier in the unit a,b,c, dy re pencils your favourite food, Trevor? | know. It’s blue. My car’s blue, Look! + | know. That's four. Here are four pencils! My turn. -- What's this? T-h-r-e-e. AB9. wry picture o1crionany. (SJ towards ‘© Say Open your Activity Books at page 9 please. Say What colour is it? Listen to the spelling. Play number | on the CD ané elicit the colour. Ask pupils to hold up the correct sticker. They all stick. the sticker in the first square, Remind pupils that when there are ‘wo of the same letter ina word we say double (eg. double ‘o') ‘© Play the rest of the CD. Pupils ly the stickers out on their desk inthe correct order. Monitor around the class to check before they stick them in their books. {© Poinc to the example word in square 1. Say Now write the words. Pupils write the name of the colour under each sticker. Write the colours on the board in random order if they ace having difficulty . Play the CD again f necessary. ‘© Pupils write the name of the colour under each sticker. blue, 3 pink, 4 black, 5 yellow, 6 green mm i k, 5. reel AB9. Hy progress. ‘© Focus pupils on the activity n thelr books. Say Let's read the sentences together. Read the first sentence, Elicit what it means and count to ten with the pupils, Repeat for the second and the third sentences, Pupils say the words in chorus. ‘© Pupils work in pats, They take turns to point to a sentence in thelr books and do what i says {© Say Now ask each other and tick or cross the sentences Demonstrate the activity again if necessary. Pupils tick or cross, Encourage pupils to practise so that they can tick all the statements and colour the star. rere Extra activities: see page TII4 (if time) Optional activities © Unie | Exzension worksheet 2 (ee pages 8 and 12 of the Teacher's Resource Book). {The animated version ofthe story from Kid's Box ? Interactive DvD (Suzy's room section), See pages 4l~43 ofthe Teacher's booklet fr he Interactive DVD. Ending the lesson © Ask pupils which chantsonglgame they'd lke to do agin from the unit, Dok together to end the lesson "PTTLee eee eee eee eee eee ee eee ae eS eS ee ay @Listen to the story. Tad fad eae What's this colour? | know, It’s blue. My car's blue. Look! Now, it's my turn. What's \-y ; What's this, this word? F-o-uer. Ae BD) Trevor? P-u-r-p-Le. [Aah OSS Eas Er, Is it a pencil? No, Trevor. Pencils are my It’s purple. Your favourite food. hair's purple. Are pencils your favourite (9) Sy | food, Trevor? | Three. I've only got three pencils! fidgea tie. are’ Sorry, Monty. iy GO Listen and say the number.| a ‘ yy “(teacher ]we eee wou nen une 4 4 a q 4 q OBJECTIVES: By the end of the lesson, pupils will have learned to talk about objects and people in the classroom. ¢ TARGET LANGUAGE Key language: board, bookcase, cupboard, desk, ruler, teacher, Is this a... ? YesiNo. Additional language: playground, window, look, listen, open! close your books / the door Revision: alphabet, colours, school ebjects: eraser, pen, pencil chair, table, bag, book ‘¢ MATERIALS REQUIRED Flasheards: (Alex, Lenny and Meera) 23-25; (school things) 26-31 andlor school word cards from Teacher's Resource Book 2 (page 89): a board, 2 bookcase, a cupboard, a desk, a ruler, a teacher ‘Warmer ‘© Greet the class by saying Hello, im .. J My name's... Greet individual pups for them to respond. Add the greeting How are you? I'm fine, thonk you. Weave itaround the class: Pupil A to Pupil 8, Pupil B to Pupil C, Pupil C to Pupil D, etc. Practice ‘© Say the Alphabet chant with the class two or three times, Play a quick alphabet game to review words and letters, eg. What‘ i ote? (bal). Whot ‘cis an animal (cat). ete Presentation {© Use the flashcards to present the new vocabulary to the clas. Display the flashcards (word side) on their objects, where pupils can s2e them or use the word cards from Teacher’ Resource Book 2 (G00 page 89}. Point to, eg. che word board, point to the board and say Board Say Pant to the board, Pupils point. Drill the ‘word in chorus, softy and then loudly with the clas. Repeat withthe other classroom words, Stick the flashcard on yourself 100, for teacher '© Play a quick pointing game. Say Point ro the boord (pupils point). Poin to the teacher (pupils point), etc. Revise other ‘classroom words as part ofthis activity: book, bog. PBIO. acriviry |. Listen ond point © Say Open your Pupifs Books at page 10, please. Look atthe picture ofthe classroom. Say Find te hidden stor Where is? Elicit from pupils where itis, hold up your book and point to it (on the vase). Pupiis say Here itis. «© Say Listen and point Play the CD. Pupls listen and point co the objects inthe picture. 1 Set the presistening questions sit Meera’ cassrom? |s Maskman Simon's favour toy? Where's Lenny's rule? Don't accept answers until ater the listening Pla the CD again. Pupis listen forthe answers. Check with the cass (20, yes, on the desk). «© Check comprehension by holding up your book and asking ‘other questions, eg. Whats this? Wha's this? What colours this? What’ in the cupboard? Where’ the bookcase? sTeLLa: Hello, Alex. Hello, Lenny. How are you? [ALEX AND LENNY: Fine, thanks. meera: Is this your classroom, Simon? simon: Yes. ‘etna: Who's thac on the board? simon: That's my favourite toy, Maskman. Look at my Maskman ruler Lawns That's nce. My ruler’s on my desk. STELLA: Are your school books in the bookcase? sition: No, they're in the cupboard, Our teacher's here now STELLA AND MEERA: Oops. PBIO. activiry 2. Listen and repeat, (© Say Lets do Activity 2. Listen and repeat. Pay the CD. Pupils repeat the words in chorus. Listen for correct pronunciation of ‘upboard, and correct word stress of bookcase, teacher. Board, bookcase, cupboard, desk, ruler, teacher ABIO. activity I. Find ond write the words «Say Open your Activity Books at page 10, please. Elici what pupil can see (a wordsearch) and check they remember hhow to do them. Hold up your book and point to the circled ‘word, Elicit what it says (desk). Check pupils understand they have to write the word correctly under the picture. {© Pupils work in pairs and circle all the words, matching them with the pictures. Pupils then write the words under the pictures. Remind ther to use Pupils Book page 10 to help with the spelling (copying from a vertieal word can be confusing). ‘© Check by asking pupils to spell the words for the clas. Key: cupboard, pen, pencil, board, ruler, eraser, chair, bag, classroom, bookcase, teacher BIO. activiry 2. Listen and colour, Say Look at Activity 2. Tell pupils to have the following colours ready: orange, yelow, red, blue, brown, black. Note: The leteers in the puzzle are all part of the same pronunciation group. If you wish, remind pupils thac these letters were on the red splodges in the picture for the chant on Pupils Book page 6 © Hold up your book and point to the letters. Say Listen and colour, Pay the CD. Pupils lsten and colour the letcers appropriately. They compare answers in pairs. Check the ‘colours with the whole class. PMT Fig red. Lis brown. M is yellow. Nis orange. S is blue. X is black. Extra activities: see page TIIS (if time) Ending the lesson «© Review the school objects by playing the Please game. Pupils fellow your instruction ony when you sy please ©, Put the rar unr the Boo, pease (pupils do) Pant the Beard {pupils don’s do i). Tho |OBJECTIVES: By the end of the lesson, pupils will have learned to count from | to 20 and talk about plural classroom objects. © TARGET LANGUAGE Key language: !-20, eleven-twenty, plural nouns, How many are there? Additional language: schoo! language, eg. openiclose your books, donkey, polar bear Revision: numbers 1-10, the alphabet ‘¢ MATERIALS REQUIRED Flasheards: (school things) 26-31, (numbers 11-20) 32-41, pictures of a donkey and a polar bear Photocopiable 2 (see page TIO1), one copy for each pupil, plus cone for demonstration Extra activity I two rolled up newspapers Optional: Teacher's Resource Book 2 Unit 2 Reinforcement worksheet | (page 15) Warmer © Go around the classroom sticking the flashcards (word side) ‘onto the wrong objects, e. Bookcase on the board. Say OK? Invite pupils one ata time to come and change over two flashcards so that one isin the right place. Continue until all the flashcards are on the right objects, 1 Point co each word and elicic i from the clas. Presentation '@ Write the numbers 11-20 in sequence across the board. ‘Above each number, stick the same number flasheard (word side). Point to each number in turn, say it for the class and they repeat in chorus several times. Teach che numbers ‘cumulatively, eg. teach IJ, teach 12 and review IJ, 12. Teach 13 and review 11, 12, 13, and so on © Write numbers /=10 above, so that | is above 1,2 Is above 12, and so on. Encourage pupils to notice the similarities and differences, eg, Fourlfourteen. Help them find patterns. PBII. activity 3. Listen and point. Chant. © Point to some posters in the classroom and ask How many. posters are there? Show pictures of a polar bear and a donkey and teach the words. Pupils repeat. Point to the two pictures in turn and pupils say the words. 1 Poinc to 2 desk and elicit the word desk and then count desks with the pupils: One, two, three, etc. Count to fifteen and then say Fifteen desks. Repeat with rulers and count to eighteen, © Say Open your Pups Books at page 1, please. Look at ‘Activity 3. Elicit what pupils can see (desk, pen, teacher, etc). Say Listen and point tothe numbers. Pay the CD. Pupils poine to the numbers as they listen. Play the CD again. This time Pupils listen and poine with two hands: one at the number, and the other at the object in the picture, {© Play the CD again, Encourage pupils to chant. TH School, school. This is the Numbers School Eleven desks, Twelve erasers, Thirteen rulers, Fourteen cupboards, Fifteen classrooms, Sixteen teachers, Seventeen pens, Eighteen boards, Nineteen pencils, “Twenty ables. School, school. Ths is the Numbers School PBII, activity 4, Ask and answer Pupils work in pairs. Pupil A asks a question about the song lyrics, eg. How many desks are there? Pupil B answers, e.g. I. Pupils exchange roles. When pupils have done the activity, ask them to close their books and do it from memory. Award points for correct questions and answers, ee pages T98 and TIO! ABII. acriviry 3. Look at the numbers, Wite the words towaras © Say Open your Activity Books at page 1, please. Look at Activity 3. Hold up your book and point to the numeral I/, Elicit what itis, Point to the anagram veleen and then to the example answer eleven. Check pupils know what to do, Remind them to check in their Pupi’s Books for the spelling. «Pupils workin pairs, solve the anagrams and write the words correctly in their books, ‘© Check by asking pupils to come to the board to write the numbers. They can bring their books to help them, Key: fifteen, elghteon, ewelve, twenty, thirteen ABIL. activiry 4. Read and colour. 1 Say Look at Activity 4, Read and tll me the colours you need. Pupi's read and say the colours: Brown, pink, green, blue, range. Point to the first sentence (Colour number twelve brown). Say What do you do here? Encourage pupils to work out what they have to de and to tell you. Check all pupils undorstand what to do. Pupils work Individually and colour the objects using the correct colours. Monitor pupis as they are working. ‘© Check with the class by asking, eg. What is brown? What colours the eraser? What colours number 16? Photocopiable Extra activity: see page THIS (if time) Optional activity 1 Unie2 Reinforcement worksheet | from Teacher's Resource Book 2 (see pages I4-15 of the Teachers Resource Book) Ending the lesson {© Finish the lesson witha silent activ Say Open your pis Books at page I, please. Look at the numbers. Lok and then point. Ssh, Mouth a number eg. Fourteen, nan exaggerated way Pupils lok and then point to the number in their books. Make sure everyone ister and that they dont say the number Repeat withthe other new numbers. T7New vw wy mm & rir om ™ roOrrnrrniemeema q a a a a a ) 4 School, school. This is the Numbers School. : 11 Eleven desks, 7 12 Twelve erasers, ' 13 Thirteen rulers, q 14 Fourteen cupboards, | 4 = 15 Fifteen classrooms, | 4 16 Sixteen teachers, | i \) 17 Seventeen pens, | 4 \ 18 Eighteen boards, | i 19 Nineteen pencils, | i 20 Twenty tables. | : School, school. This is the Numbers School. i Ro | Z (air, © OAsk and answer. 4 4 i How many desks are there? a) i i i IT board bookcase cupboard desk ruler teacherimp —_ Ne G) WOListen and point. This is my classroom. How many desks are there? There are a lot of desks. That's my desk next to the bookcase. There's a long pink ruler on it. There are a lot of books in the bookcase. There’s a big whiteboard on the wall. There’s a computer, but there isn’t a television. BO Listen and repeat. ® g MB a How many ... are there? There is... There are ...“aw a a am ee Ge eau uu a mwpwunw ee Se a a ‘OBJECTIVES: By the end of the lesson, pupils will have learned to ask and answer questions about How many? ¢ TARGET LANGUAGE There are... There isnt... ‘are there? whiteboard, wall There aren't Additional language: o lot of, ony Revision: prepositions, colours, school vocabulary, numbers, ny, long, it, computer, picture, burger, apple, orange, cake, ice cream, banana How many © MATERIALS REQUIRED. Flasheards: (schoo! things) 26-31, ‘A poster and some crayons Some preparation might be needed for the Warmer (number ‘of pencilsbooks on your desk). Extra activity I: Photocopiable 2 (see page TIO!) one copy for each pupil rom the previous lesson Optional: Teacher's Resource Book 2 Unit 2 Reinforcement worksheet 2 (page 16) Warmer ‘© Pupils stand up. Say a true statement, e.g In the clssroom, there's « board. t's trv. Pupils put theic hands on their heads Say a false statement, eg n the classroom, there are five desks. tt’ false, Pupils put their hands by thei sides. Continue with true and fase statements to review numbers and classroom ‘objects and to raise awareness of Tere is. There is. There are... , There arent Note: Dont teach the use of any in this lesson, but use ie correctly, PBI2. activiry 5. Listen and point. ‘© Say Open your Pupils Books at page 12. Look ot the picture. Tell me... how many choirs are there? (18). How many bogs are there? (II), Ask other questions to help pupils focus and review the use of How many. ? let the girs name (Meera). {© Say Listen tothe CD and point to the things inthe classroom. Play the CD. Pupil listen and point. Set pre-istening questions: Is there are ruler Is there a camputer Pay the CD again. Pupils listen for the answers. They check in pars. Check with the class. (No, there isnt Yes, there is) ‘© Check comprehension by asking, eg Are there alt of bags on the chairs? etc, for pupils to answer Yes, there ae. ! No, there ‘arent. Ys, there is. No, there isnt. Check understanding of whiteboard. Pupils work in pars and think of a question to ask the cass about the piewure, using Is there... ?/Are there... ? tweena: This is my classroom. How many desks are there? There are a lot of desks. That's my desk next to the bookcase, There's a long pink ruler on it. There are a lat of books in the bookcase. There's a big whiteboard on the wall. There's a ‘computer, but there isn'ta television, PBI2. activiry 6. Listen and repeat. ‘© Say Now listen to the sentences and repeat Play the CD. Pupils. repeat. Listen for correct pronunciation and intonation. Repeat the activity, el There's a pink ruler on her desk There are a lot of books in the bookcase. There's a big whiteboard on the wall. There's a computer in che classroom, There isnt a television, ABI2. activity 5. Write the sentences. 1 Say Open your Activity Books at page 12, please. Hold up your book and point to the example and the words written in the right order on che line underneath, Focus on the capital letters and the punctuation, ‘© Pupils work in pairs to reorder the words and write sentences. They write them on the lines underneath, carefully copying the capital letters and the punctuation Key: 2 There are 12 pencils on the desk. 3 There's a bag under the chair. 4 There are 16 books in the bookcase. ABI2. activiry 6, Look at the picture. Write the answers. ‘© Focus pupils on Activity 6, Elicit what they can see (chimps! monkeys, bananas, apples, burgers, oranges, cakes, ee creams). Ask a pupil to read the first question: How mary ‘burgers are there? and another to read the example response: There are si, Pupils work in pairs and take turns to ask and answer about the other items in the picture, They write the sentences following the example, Monitor pupils as they are working. © Check around the class using open pairs. Key: 2 There are twelve. 3 There are fifteen. 4 There are fourteon. 5 There are eleven. 6 There are seventeen, Extra activities: see page TII5 (if time) Optional activity {© Uric 2 Reinforcement worksheet 2 from Teachers Resource Book 2 (see pages I4 and 16 ofthe Teacher's Resource Book) Ending the lesson © (Do the Speling chane to review the alphabet and the new vocabulary. Repeat wth other school objects. More able pairs of pupils ean be the ‘teacher’ and spell outa word for the class to chant Teacher Pupils responé: Give me a b . ‘Give me an 0 ° ‘Give me an a a Give me an r r Giveme ad 4 What does that spe? board What does that spel? board TT‘OBJECTIVES: By the end of the lesson, pupils will have sung a song and had more practice in asking and answering questions about How many ... ? ¢ TARGET LANGUAGE Key language: There is... , There are there? statementiquestion word order Revision: school objects, numbers //~20, prepositions «How many are ¢ MATERIALS REQUIRED Flashcards: ‘choo! things) 26-31, (numbers I-20) 32-41 ‘A poster and some crayons ‘Ten pieces of paper Extra activity |: the following sentences written large on strips of paper, cut up as indicated: There’ / a bog Jon | the chai. There are | five books /in / the bookcase. Is there 0 ruler J under / the book? ‘Are there | twenty pupils in our class? There isnt /@ computer I next tothe desk. There orent J two teachers Jin Jour classroom. Optional: Teacher's Resource Book 2 Unie 2 song worksheet (page 19) Warmer «Play the Disappearing flashcard game. Display the number flashcards on the board in sequence from left co right. Point and elicit the numbers. Place a piece of paper over one of the ‘numbers (aot in sequence). Point to each number, including the paper, again to elicit [/~20. Repeat, covering another ‘number, but not following the sequence, eg. cover 13, thon 19, then 16, Continue until all the numbers are covered. {© Point to pieces of paper (out of sequence) and ask what the ‘number Is underneath. When they say it correcty, reveal the number: Repeat until all the numbers are revealed. © Use a real poster and some crayons to revise poster and crayons, PBI3. activiry 7. Listen and point. Sing. ‘© Say Open your Pupits Books at page 13, please. Look atthe picture. Elicit why it’s funy, e.g, The teacher ison the bookcase. Say Now listen and point. Pay the CD. Pupils listen and point to the relevant part of the picture. Play the CD again. There are pencils in the classroom, yes there are. There's a cupboard on the pencils, yes there i. ‘There's a ruler on the cupboard, There's a bookcase on the ruler, ‘There's a teacher on the bookcase, yes chere is. ‘There's a teacher on the bookcase, yes chere is. [Repeat x4] ‘Now sing che song again. (Karaoke version) PBI3. activity 8. Ask and answer. ‘© Pupils work in pairs. Pupil A asks a question about the song, ‘eg. Where's the cupboard? Pupil B answers, eg. On the pencil Pupils swap roles. Repeat with items in the classroom. Practice Say Listen and then say the following words to the pupils Pencil, cupboard, bookcase, ruler, teacher. By beating the rhythm with your hand, show pupils there are two beats (syllables) in these words in the song. Elicit from the class other two syllable words they could use in the song (they can be sil). eg, whiteboard, tiger, jacket, ice cream, burger 1@ Make groups of four. Each group chooses words to write another verse of the song. Monitor and help pupils with the activity, Remind them to use the model in their books. © Choose groups to perform their versions (with actions) ABI3. activiry 7. Look ond read. Write ‘yes’ or ‘no! (¥ towards {© Say Open your Activity Books at page 13, please, Read the ‘example statement: There are two teachers in the classroom, Say Look atthe picture, Yes or no? Pupils respond No. Point to the example answer no. Elicit che correct sentence (There's ‘one teacher inthe classroom). ‘© Pupils work individually and silently read the rest of the statements. They wre yes or no on the lines to the right. Monitor and check they are looking at che picture to find out the answers, Pupil: checkin pairs. Elicit answers. Choose Individuals to correct the false sentences, Key: | yes, 2 yes, 3 no (There are two bookcases under the board), 4 no (There are some clothes on the bookcases), 5 no (There are two bags under the desk) Extra activities: see page THIS (if time) ‘© Hand out copies of the Unie 2 song worksheat from Teacher's Resource Book 2. Pupils cut out the items and do the Listen ‘nd place activity while listening to the song (see pages 4 and 19 of Teacher's Resource Book 2). Ending the lesson 4 Pay a Number bingo game, Pupils draw a 2x 2 grid in their notebooks and write numbers between 17 and 20 inthe squares ~ one in each, Call out the numbers out of sequence. Pupils cross out the numbers when they hear ther. The frst, pupil co cross out all four numbers shouts Bingo! Check the hhumbers back from them. If they are ones you called, that pupil i the winner Repeat. & E E & = & & &© @O@ Listen and point. Sing. There are pencils in the classroom, yes there are. There's a cupboard on the pencils, yes there is. There's a ruler on the cupboard, There's a bookcase on the ruler, There's a teacher on the bookcase, yes there is ... © OAsk and answer. Where's the cupboard? On the pencils. a Eee eae a as we Ss ae eee SES See Ee ee eS ee eeeteacher tree Mila Three teachers sleeping in a tree! OSay and correct. he : There are three posters in the classroom. , ; No, there aren't. | There are two posters. i jammed ee hed ad ee ed i ™ hld ee a a a a a ea a ae a ee eee ‘OBJECTIVES: By the end of the lesson, pupil will have learned to identity and say the long ee fit/ vowel sound, and to contrast it with the short e /e/ vowel sound and hhad more practice with numbers 11-20. © TARGET LANGUAGE Key language: the phoneme iit! as in three, teacher, tre; classmate Revision: numbers 1-20, colours, classroom language, poster, croyons, tree, read, bus, school ‘¢ MATERIALS REQUIRED Flasheards: red, green (12, 15) Teacher's Resource Book 2, Unit 2, Extension worksheet | (pages 14, 17), Longuoge Porcfoi 2, page 8 | ‘Warmer ‘© Revise the alphabet with the Alphabet chant on Pupil’s Book page 6. Then say Listen, Recite the alphabet slowly, missing ‘out a letter. Pupils say the missing letter. Repeat PBI4. activity 9. Monty's phonics ‘© Say Open your Pupis Books at page 4, please. Look! les Monty's Phonics today. Point to the number three and say thee, temphasising the i! sound. Say the word again and draw the figure 3 with your finger as you speak, Poin co the pleturas of the teacher and the tree and practise the words in the samo ‘way, emphasising the vowel sound and using mime when you say the words. Say Now listen to Monty, point and repeat. ‘© Play che CD. Pupils listen and repeat the sounds, words, and sentence using the same tone and speed as Monty. Check understanding of the tongue twister by miming as pupils are liseening — hold up three fingers for three, mime writing on the board for teacher, put your hands at the side of your head and close your eyes for sleeping and stretch your arms up and ‘out like branches for tree. Encourage the pupils to join in. ‘© Pupils repeat the tongue twister as a class. Ask small groups to have ago at saying it. Put pupils in pairs. They practise saying the tongue twister quickly to each other. ‘© Write the tongue twister on the board. Focus pupils on the ‘words. Elicit which letters to underline for the sound it Key: Three teachers sleeping ina tree! Mowry: Hi 'm Monty! Repeat after me! | three | teacher Three teachers sleeping ina tr ‘Three teachers sleeping ina tree! Three teachers sleeping ina tree! Practice © Say some trueffalse statements about the pupil’ classroom. Use known vocabulary and numbers between | and 20, e There are three posters in the classroom. Prompt the response, eg, Yes, there are. / No, there arent. There are two posters in the dassroom. ‘© Pupils work in pair. They prepare two statements about t classroom. Pupils say their statements for the cass to respond, PBI4. activity 10. Say and correct. © Say Look at Activity 10, Point to the children in the photo and say Look at these children, They are in the same class and they are classmates. How many classmates do you hove? ‘© Focus pupils on the example speech bubbles. Pupils look at the picture and count the classroom objects. Pupils work in pais. Pupil A describes something he/she can see in the picture, but says the wrong number: Pupil B listens and corrects the sentence. Pupils swap roles. ABI4, activity 8. Listen and colour red or green. ‘© Remind pupils of the way colours matched letter sounds on. Pupils Book page 6. Stick the flashcards red and green on the bboard and elicit the colour names. Say Which letters go with ‘ed? Elctiremind pupils which letters of the alphabet have the same vowel sound as che word red (f l,m, n, s, x, 2). Repeat for green (bcd, €, gp. ¥). © Say Open your Activity Books at page 14, please. Point to Activity B and to the first ewo pictures of the paint pots. Make sure pupils have red and green crayons ready. Say Listen and colour red (rake the sound lel) or green (make the sound /!). Play the first ewo words on the CD and elicit the colours. Pupils colour in the frst two items 1 Play the rest of the CD, pausing after each word for pupils to choose a colour. Remind tham to make a dot first. They ‘compare answers in pars. Play the CD again if necessary. Monitor che activity and make sure pupils are choosing the colour based on sound. Check answers, eliciting phrates, eg 0 ‘green tree, a red ten, Key: | red, 2 green, 3 green, 4 red, § red, 6 green, 7 red, B greon, 9 green, 10 red a | |. red, 2. green, 3. tree, 4. ton, 5. pen, 6. read, 7. twelve, 8. fourteen, 9, teacher, 10, desk | ABI4. activity 9. Find the words. | © Say Look at Activity 9. What is it? Pupils answer A snake. Hold ‘up your book, point to bus and say What’ this word? Pupils say Bus. Check understanding. Say Find the words, find the pictures cand tick ! 1 Pupils work individually. They check in pairs. Monicor pupils as they are working, Pupils write the answers to the questions at the botcom of the page. Chack with the class Key: school, le. grey yellow, white, eraser, ruler, red, desk | ‘There are four colours. Grey, yellow, white, red Extra activities: see page THIS (if time) Optional activity | © Unie 2 Extension worksheet I from Teacher's Resource Book 2 | (G00 pages 4 and I7 ofthe Teachers Resource Book) Language Portfolio # Pupis complete pag 8 of K's Bor 2 Language Potoo (My School bag). They write sentences with There’. and There Ending the lesson {© Do the congue twister agnin with the class Pupils stand up and do the tongue caster ath the 7)‘OBJECTIVES: By the end of the lesson, pupils will have read a story and reviewed language from the unit. © TARGET LANGUAGE Key language: language from the unit Revision: becutful, Con you ..., please? © MATERIALS REQUIRED Extra activity I: Flashcards: (schoo! things) 26-31, (umbers 11-20) 32-41 Ten pieces of paper Exara activity 2: the folowing half words on a large piece of paper: six een fourt ve cupb her wel en elev ase teoe coord ooke ard bo teen ‘Optional: Teacher's Resource Book 2 Unit 2 Extension worksheet 2 (page 18) andlor animated version of the Unit 2 story from Kid's Box 2 Interactive DVD (Suzy's room section) Warmer «Play the Please game. Pupils stand up. Say, e.g. Gan you put your hhands on your heads, please? Pupils put their hands on their heads. Say, e.g, Can you open your book? Pupils don't respond. Continue practising classroom language (open, close, sit, stand, put) and known vocabulary. Story PBIS. activity II. Listen to the story. ‘© Say Con you oben your Pups Books ot poge 15? Pupils shouldn't respond Say Oh sory Con you open your books at page 15 please? cit who they can see (Trevor, Monty, Marie and Maskmar). Set the preclstening questions. Make groups of three, A, Band CC. Each pupil each group has a different question to listen for: AAs Is there o ruler? Bs: Is there an eraser? Cs: How many penis ore therein picture 5? Say Listen and ook. Pay the CD. Pupils listen and look. The groups of three exchange their answers. Check with the lass (Yes, there is, Yes, there i, II). Play the CD again. Pupils listen and repeat Check comprehension by asking, e sito schoo! bag? (Yes). Who's this? (Marie). Is there a ruler? (Yes, there is). fs ita Monty tler? (No, it ist e's a Maskman ruler). What’ this? (An ‘eraser. Is the eraser in the bog? (Yes, its). How many pencil ‘are there? (UI). Where's pencil 12? (Trevor is eating it). Whats Trevor’ favourite food? (Pencils) Toys in the toy box, Come alive. ‘Walk and talk, ‘On the count of ive. ‘One, two, three, four, five. ‘ante: OK, everybody. This bag is for school. Let look. MASKMAN, TREVOR AND MONTY: OK, Marie! ‘nie: Hmm, Is there a ruler? MaskMAN: Yes, there is. I's a ‘Maskman’ ruler Monty: Look, Mario. Here's an eraser. ‘ante: Good! Can you put itn the bag, please, Monty? ay Monty: Now there's an eraser in the bag, Marie ;ood! Thank you, Monty. Now ... how many pencils are there? askman: There are 9, 10, II pencils Monty: II pencils! Where's the pencil’ Trevor?! “tRevon: Sorry. Here you are, Pencils are my favourite food. PBIS. activity 12. Listen and say ‘yes’ or ‘not 1 Say Listen. It about the story. Soy ‘es’ or ‘no: Phy the first statement on the CD. Pupils put up thor hands. Choose a pupil to answer (No}. Play the rest of the CD. Pupils point to the picture and do a secret thumbs up or thumbs down to their partner. 1 Play the CD again. Pause after each one and elicit the answer. Elicit a correct statementiresponse for the Nos. Key: No ~ bag, Yes, No ~ an eraser, No ~ Monty, Yes, No ~ Pencils ante: OK, everybody. This book is for school. Le’ look MASKHAN: Yes, there is I’ a"Maskman’ ruler. MONTY: Look, Marie, Here’ a pencil ante: Good! Thank you, Trevor. asktan: There are 9,10, I pencils ‘tmevon: Sorry. Here you are, Erasers are my favourite food. ABIS. My PICTURE DICTIONARY. ‘© Say Open your Activity Books at page 15, please. Point to the scrambled word in the first square and the example answer. Elicie the word (teacher). © Say Look at the leters. Unscramble the letters and write words, They ‘ore classroom words. Pupils work individually or in pairs to solve the anagrams, Check answers, E ‘© Pupils prepare the classroom stickers and lay them out on their desks in the correct order. Check around the class before thoy stick them in their books. E Key: board, ruler, desk, bookcase, cupboard ABIS. my PRocRess. © Say Let's read the semtences together. Read the first sentence, Elicit the meaning and point to different objects in the classroom for pupils to name. Repeat for the second sentence. Pupils say the numbers in chorus. Point to classroom object, (6g, desk and say Whats this? Pupils reply: Desk, Ask: Con you spell desk? Repeat with other classroom objeces and numbers. ‘© Pupils work in pairs. They take turns ¢o point to a sentence in their books and do what i says. 1© Say Ask each other and tick or cross the sentences. Pupils tick and colour the star. Encourage pupils to practise so that they can tick all the statements. Extra acti (if time) ities: see pages TIIS-TI16 Optional activity Unie 2 Extension worksheet 2 Teachers Resource Book 2, pages Hand 18 «The animated version of the story from Kid's Box 2 Interactive DVD (Siny’s room section), See pages 41-43 of the Teachers booklet forthe Interactive DVD. Teer eee 7 Ending the lesson ‘© Ask pupils which chant/song/game they'd ke to do aga from the unit. Do i together to end the lesson,Duis ies YAN Yes, there is. It’s a ‘Maskman’ ruler. (Gerd Now there's an eraser - in the bag, Marie. a7 Good! Can you put it in the bag, please, Monty? Now, hi iP _ a) As) X \\ ey AAS I Sorry. Here you are. Pencils are AS Y *\ my favourite food. , fe @ Oo Listen and say ‘yes’ or ‘no’. CU.» C (orange) (banana) (apple) (pear) (pineapple) (lemon) (2) @OListen and answer. Tora om oe mo or ne gegegeeeeseeaesesee a 3 3 < a 8 2 3 ow 2 8 | pears [Pineapples lemons cs a 3 a 5 a & Now you! WAM lemon pear pineapple \" Activity Book page 16ed wie nnn eee eee OBJECTIVES: By the end of the lesson, pupils will have listened to people talking about their favourite fruit, interpreted a block graph and taken part in a class survey. © TARGET LANGUAGE Key language: lemon, pear, pineopple, ike love Additional language: This fruit is (yellow). block graph Revision: opple, bonana, orange, colours, numbers I-20, horse, hippo, ca, snake, polar bear 1 don't ke... 1 ‘¢ MATERIALS REQUIRED Pictures of fruit and animals: apple, banana, orange, horse, hippo, ‘at, tiger, snake; real fruit (an orange, a banana, an apple, a lemon, ‘a pear and a pineapple if possible) Warmer 1 Stick the fruit pictures on the board picture side down, Turn ‘each picture over, point to the fruitand say the name, eg. orange. © Talk about the fruit, say eg. | lke oranges, I don't lke bananes. ‘Ask, e.g, What colour isthe banana? Pupils respond. When all the pictures are face up, point to each one again. Pupils repeat the names of the ful. PBI6, activity I. Listen and point. «© ‘Say Open your Pupil’ Books t poge 16, pleose. Hold up your bbook and point to the picture of Marie. Say Who's this? Elicit ‘Marie. Say Marie i doing maths today. This lesson is colled ‘Marie's maths! '¢ Hold up your book. Point and say Where's the pineapple? Pupils say Here its. Pupils point to the same fruit in their Books. Repeat. Point to the banana and ask I this 0 pineapple? Choose a confident pupil an elicic che answr No, its banana, Repeat ‘with the other pictures of fruit. Say Listen and point. '# Ply the CD. Pupils poine to each fui as they hear the word. Play the CD again. Call volunteers to point to the correct fruit, ‘ashcardipicture on the board (or the correct real fruit) Key: | orange, 2 lemon, 3 pear, 4 pineapple, 5 apple, 6 banana 1. Hove this fruit Is itan apple! | ike apples. No, it isn’t an apple, les an orange. I don like apples. But I love oranges! 2. This fruit is yellow. ‘That's a banana, No, it's a lemon. 3. This fruit is green. ‘Oh, that’s @ pear: 4, What's thist les green. Is ita pear? No, it's green and brown, ‘Oh, that’s a pineapple! 5. ike chis fruit Is ita pear? No, chis fruit is red. ‘An, ies an apple! You lke apples! 6. don't lke this fruit Is ita pineapple! No, it’s a banana! PBI6, activity 2. Listen and answer 1 Point to the graph. Say Ths isa block graph, Pupils repeat the phrase. Say A block graph shows us infrmaton about numbers {© Give pupil time to look atthe graph and tak about tin pairs. Ask How many children ie bonanas? Pupils answer (I). Repeat for other fui. Say 17 children lke this fu. What i it? Pupils answer (pea). Make sure puplis understand chat che ‘numbers on the vertical axis ofthe graph represene people wiho chose each ofthe fruits listed on the horizontal axis 1 ‘Say Listen and answer. Play the CD. Stop after exch question. Give pupils time to think and check with each other before lieing the answer from the clas Key: | apple, 2 17,3 13, 4 banana, 5 12, 6 pineapple a) IL 14 children tke this fruit. What is ie? 2. How many children lke pears? 3. How many children lke oranges? 4 5. 29 18 children ike this fut. What is Ie? How many children lke lemons? 6. 15 children lke this fruit. Whae sie? ABI6, activity 1. Ask and answer: Colour the graph. «Review animal voeabulary quickly and revise polarbear, using the flasheards from Level | and pictures from the Internet. Say Open your Activity Books at page 16, pease. Look ot the ‘raph. It's @ new graph, Point to the numbers. (Pupils point to the numbers on the vertical axis) Point to the animals. (Pupils point to the animals on the horizontal axis) Tell pupils they are going to do their own survey, by asking their classmates bout the animals they like '* Focus pupils on the speech bubble in their books. Ask Which ‘animals do you like? to elicit an answer from a confident student, eg ike hippos, polar bears and snakes. Mime puting mark on the graph for the hippo, polar bear and snake ‘columns. Repeat with another pupil ‘© Divide the class into small groups. Ask each group to work together. ‘© Each group chooses other children in the class for their survey. When they have asked everyone in their grouplthe class, they go back to their seats and colour the graph, using a different colour for each column. Check their graphs while they are colouring. ABI6, activity 2. Answer the questions. ‘© Pupils use the information from their graphs to answer the questions. Do the first question with the class as an example necessary. {© Pupils work in pairs to ask and answer the questions according to the information in their graphs. Check answers in open class. Extra activities: see page TII6 (if time) Ending the lesson «Pupils close their books. Choose two confident pupils to come tothe front, Give them each a fruit lsheard, They hide their card from the class and describe their fruit ‘without saying what iis, eg Ike this rut’ green and brown, The res of the class ask, e.g. fsa (pea)? Repeat with other pupils and diferent rut lasheards. TI6OBJECTIVES: By the end of the lesson, pupils will have used polite language to act out social situations. © TARGET LANGUAGE Key language: After you. Thank you. Can you (open the window spel.) please? Yes ofcourse. Can we come in? Yes, come in, Additional language: Sory 'm late, Tha’s OK. Sit down, please. Can ! have (a pencil, pleese? Yes, of course. Here you are. | Revision: Thank you. paper ¢ MATERIALS REQUIRED Extra activity I The following sentences from dialogues, written on separate pleces of paper (enough for half the pupils in the class to have a piece of paper each): After you. Sorry I'm late, ‘Can you open the window, please? Can you spell pencil, please? Can I have a pen, please? Can I have a ruler please? Can we come in, please? Extra activity 2: Pictures of social situations from the lesson taken from magazines or the Internet. Warmer «Pretend to bump into one of the pupils or stand on his/hor foot and say Sorry! Repeat with another pupil. Brainstorm ‘ther polite words and phrases thatthe pupils know in Englsh and write them on the board (eg Please, Thank you Excuse me). 1 ‘Say We use these word tobe polite. Make sure pupils know ‘the meaning of polite. Explain that the words are litle, but that British people use them alot. Get pupils to use some of the language on the board in pair, PBI7. activiry 3. Listen and say the number. ‘© Say Open your Pups Books ct page 17, lee, Point tothe picture of Trevor a the top of the page Elicit is name, Ask I he hoppy or sad? Transat the meaning of values’ so the pupils know that, Trevor's pages are about doing the right thing © Point to the ttle ofthe page and say Look! This page i about being polite. Focus pupils on the pitures of children in their classroom. Say Where's the teacher? Pupils point, Say Listen ‘and soy the picture number: one, two, thre, four, five or sx. Play the CD. Pause after each picture, Give pupils time to think and to check with each other before asking for the answer from the class Keys Picture 3, Picture |, Piture 4, Piture 6, Picture 5, Picture 2 OED Sorry I'm late That's okay. Sit down please Can we come in, please? Yes, come in, ‘Can Ihave a pencil please? Yes, of course. Here you are, Thank you. Can you spell ruler, please? Can you open the window, please? Yes, of course. After you, Thank you. PBIZ. activity 4, Act it out © Say Let's act out the fist picture, Demonstrate the activity. Five ppupits come to the front. Let each pupil choose a character ‘eg, the teacher and the other children. Play the CD and help. ‘he pupils act out the dialogue. Repeat with another scene, © Point to picture 4 and revise paper. Say to a pupil Con I have some paper, please? The pupil says Yes, ofcourse. Here you are and hands you some paper. Say Thank you. ABIT. activity 3. Read and complete. © Say Open your Activity Books at poge 17, please. Point to the pictures. Point to the gaps in the dialogues and the box of Phrases at the top of the page. Go through the example with the class and show them how the words In the box go on the. ‘wo lines of dialogue | ‘© Say Read and complete. Pupils work in pairs to complete the ‘other dialogues. Pars check with pairs. Check with the clas. Pups say the dialogues in pars Key: 2 After you 3 Can you spell 4 Yes, of course, ABIT. acriviry 4. Draw a picture of you. Be polite! 1 Pupils visualise themselves in one of the situations from earlier on the page and draw themselves with speech bubbles. © Check they are either asking a question or responding to a request. Focus pupils on being polite and remembering to say please, thank you, Can you...? Extra act ities: see page TII6 time) Ending the lesson ‘© Accoout one of the situations from the class but in an impolite way, for example, look sternly ata pupil and say Ge ‘me some pape! Pupils put ther hands up to correct you and £27 the polite phrate, eg. Can! have some paper. please? min em As mm an) E » &) Act it out. \ After you. Thank you. Can you ... please? Yes, of course. Can we come in? Yes, come in. J/ oe | OListen and \\¥ ae repeat. \ i i a | | a a eee VA apeewee ee a a we Bee am ee a a ee ee ee ‘OBJECTIVES: By the end of the lesson, pupils will hhave learned to name and talk about toys. ® TARGET LANGUAGE Key language: camera, watch, kite, robo, lorry, computer game, ‘fen, tablet, plural nouns ‘Additional language: next to, Con you spell... ? What's your fovourte toy? Revision: dol bal, bike, car, train, game, boot, ughy ‘¢ MATERIALS REQUIRED Flasheards: (toys) 42-48 Extra activity I: two rolled up newspapers Optional Teacher's Resource Book 2, pages 20-21, Unit 3 Reinforcement worksheet I ‘Warmer {© Write Toys on the board, elicit what it says and draw a large circle around i (to begin a mind map). Ply the Spelling game with the class, eg Ge me a b, and spell out the known toy ‘words, As the pupils shout out each one, ask a volunteer to spell i and write It on the mind map. Build up the mind map to include: doll, bal, bike, car, tai, lorry, boat Presentation € Eliciiteach the new toy vocabulary using the flashcards. Show each flasheard in turn and elicit/say the word. Pupils ‘repeat in chorus and then in groups, loudly, softly, and 30 (on. Stick the flasheards (picture side) around the mind map. Point to each flashcard. As pupils chorus the word, turn the flashcard to show the word side. @ Leave the mind map for Extra activity I. © Teach tablet, either showing a real tablet or drawing @ picture. Pupils say the word after you. PBIB. activiry I. Listen and point. «© Say Open your Pupils Books at page 18, please Elicit who pupils ‘ean see in the picture, to revise the names of the characters. Raise awareness ofthe plurals of the words by saying, eg Point to the kites. Pint to the computer games. Point othe robots. ‘© Say Find the hidden star. Where is? Elicit from pupils where it is, hold up your book and point to it (on the kite). «© Say Listen and point. Play the CD. Pupils listen and point. © Set the pre-lstening questions: Where are the kites? What colour i the watch? What i Stella’ fovourite toy? Play the ‘CD again, Pupils listen for the answers, Check with the class (Next to the lorries, Yellow, A computer game) ‘© Check comprehension by asking other questions around the class, e.g What are these? Who's this? What colour’ this? Where are the watches? What's Suzy loking at? suzy: Ooh, kites! Can we look at them, Dad? tun star: OK, Suzy. Where are they? sreuta: Ugh! They're ugly. like this big yellow watch. etna: Look at this camera. [e's orange, my favourite colour, sreuta: Hum! .,, Look! Computer games! I love computer gamest sition: Great! Is there a Maskman Playbox? seLLa: Yes, there is and there's a ‘Can you spell MEERA, ALEX, SIMON: Ugh! Stellat PBI, activity 2. Listen and repeat. © Say Let's do Activity 2, Listen and repeat. Play the CD. Pupils repeat the words in chorus. Listen for correct pronunciation (of camera (wo syllables) and correct word stress of computer game. Camera, watch, kite, robot, lorry, alien, computer game ABIB, activity I. Read, Circle the toy words. Write. {Say Open your Activity Books at page 18, please. Copy the first sentence of the text on the board: Suzy's goto kite. Cirele ite, as in the example, and say Whats this word? sit @ colour? A ‘number? Pupils respond No, a toy. Say That’ right. Isa toy word. Read and cle all the toy words. Say Can you see a picture of @ ite? Pupils show you. Point to the writin lines with the word kite «Pupils work individually. They read the cext silently and circle the toy words. They check in pars. They match the word with the picture and then copy the word under the picture, Monitor pupils as they are working ‘© Correct ata clas. Ask pupils to spell out the words. Key: Pupils circle robot, train, car, computer game, watch and ‘write (from left to right, cop to bottom) computer game, tr robot, car, watch. ABI8. activiry 2. Listen and tick (/) the bor. 1 Say Look at Activity 2. Play the example. Elicit the sentence from the class (or play the first one again) to make it clear. Play the rest of the CD. Pupis listen and tick. They check in pars. Play the CD again and check after each one. Key:2,3b,4a CD 1, 33 | My computer game's my favourite toy. 2. This is Pat, She's playing with her robot. 3 There's a lorry under the chair 4 Anna's fying her ke. Extra activities: see page TII6 (if time) Optional activity «© Unie 3 Reinforcement worksheet | from Teacher's Resource Book 2 pages 20-21 Ending the lesson © Display the toy flashcards on the board. let the words. Say Lok and thik, Whats ou favourite tp Poneto the fasheards Now hands up. Say each toy and write the number of pul hands undor each picture. At the end, announce the class's favourite toy.‘OBJECTIVES: By the end of the lesson, pupils will have learned to talk about toys using this and these, © TARGET LANGUAGE Key language: this, these Additional language: fantastic Revision: toy vocabulary, numbers /-20, colours, adjectives, adjective order, There's... , There are ..., trousers, kitchen * MATERIALS REQUIRED Flashcards: (Coys) 42-48 Photocopiable 3 (se page T102), copied onto thn card, one copy foreach pupil, sessors, envelopes Warmer © Display the toy flasheards. Elicic the words. Do a simple clapping game to review the plurals: Clap, One watch, Clap, clap, Two watches. Repeat for the other words (kit, lorry, ‘abot, camera, computer game, alien, tablet. ‘® When pupils play the game wel, say Fantastic! ‘© Write the plurals on the board and draw pupils attention to the spelling PBI9. activiry 3. Listen and soy the number. © Say Open your Pups Books ot poge 19, please. Look at the picture and the examples, Review the other toy words (dll, train, bal) by saying Point to the dol. Point to the train. Point to the bal Play the CD. Pause each time to elicit the number from pupils. Key: alien II, erain 13, camera 18, lorries 12, watch 20, ‘computer game 16, kite 15, balls 14 ‘These are dolls This isa robot. This isan alien This isa train, This is a camera These are lorries This isa watch, This is a computer game. This isa kite These are balls Practice © Focus on the difference between this and these using classroom objects, eg, put two pencils on the desk near you, Puta pen next to them. Point to the pencils and say These ‘are pencils. Point to the pen and say This is @ pen. Repeat for ‘other objects around the class, giving a clear model each © Point to the objects again in turn and say, eg. What ore these? (pencils), What is this? (a pen). Draw a single tablet and two tablets on the board. Point in turn and ask What is this? (a tablet) and What ore these? (ablets) PBI9. activiry 4. Listen and say ‘yes’ or ‘no’ © Say Look ot the picture in your books. Listen, Pay the first sentence on the CD. Pause. Pupils put up their hands, Elile the answer (no). Play the rest of the CD, pausing after each fone to give pupils thinking/processing time. They whisper the answer to their partner. Play the CD again, Stop after each fone and check with the clas. If che answer is No, elict the correct sentence each time, Key: No ~ There's a red lorry and a yellow lorry. Yes. Ye. No~ There's an ugly robot with red eyes. No~ There's a red camera. Yes. No~ There's a dirty orange bal, No ~ There's ‘one small white bal. No ~ there are two dolls. No~ There's one big yellow watch, Yes. CD 1,35 ‘There are two big red lorries. ‘There's a beautiful pink and purple kite. There's a Maskman computer game, ‘There's an ugly robot with green eyes. ‘There's a small pink camera. ‘There's a green alien. There's a clean orange ball There are two small white balls, There are three happy dolls There are two big yellow watches. ‘There's a long brown train, Photocopiable 3: see pages T98 and T102 ABI9. activity 3. Complete the sentences and colour the pictures. © Say Open your Actity Boks ct pope 19 plese Look ot Acti 3. Foint tothe picture ofthe plane and tothe fist sentence. Say itfor the cas: Ths (hold up one finger to show is singular) i aed plane Hold up your finger agin to show is one plane and lc the colour (red). Pupils colour the plane red. Repost for the second sentence, holding up thee fingers this time to show vse of Thesefwotches and eictng the colour (pure). # Hold up one finger and say This so pon. Holdup three fingers and say Mes ore penci. Contin with desk, et, rose, table. cha, bog cupboard, board. «© Pupils work in pis. They do the activity orally frst. Check with the class Tell pupils co write the words in the sentences. Monitor pupils as they are working. Help with sping i asked Key: 3 These, 4 This, 5 These, 6 These, 7 These, 8 These ABI9. activity 4, Match. Write the words. © Say Look ot Activiy 4. Point to the two example answers and show how they were made by matching letters on the left and right. Say Make some more words. These are the beginning of the words (poinc to these) and these are the ends ofthe words (point to these). Do the activity in pars. Monitor pupils as they are working and help if necessary. © Elicit words from pupils. Pupils spell them out and you write ‘them on the board. Check understanding of the words, eg, trousers. If pupils make the word trane, don't say it’s wrong, Remind them that this is how we say the word, but that we spollicina different way (trai). Key: camera, cake, ruler, robot, doll, dog, trousers, train, please, plane Extra activity: see page TII6 (if time) Ending the lesson + # Teach th cass a simple chant to practise the plurals Say it softly, then lousy. Divide the class into groups and each group says line, eg. lores, ares, big red lores. Dolls, ols, happy dol Watches, watches, big yellow watches. = = & E & e & & ie = & i &