Professional Documents
Culture Documents
G1 Primary 1 TB - WM - 2022
G1 Primary 1 TB - WM - 2022
Libya T U
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Published by
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The right of the authors to be identified as authors of this work has been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission
of the C.E.R.C (Libya). Any person who does any unauthorized act in relation to this
publication may be liable to criminal prosecution and civil claims for damages.
Introduction ............................................................................................. 4
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Unit 1 The Alphabet ................................................................................. 18
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Unit 2 My Family ...................................................................................... 38
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Unit 3 My Body ........................................................................................ 60
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Unit 4 My House ...................................................................................... 78
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Unit 5 Things Around Us .......................................................................... 96
21st Century English for Libya is a modern, engaging In the primary levels of the course, 21st century
course, which integrates a general English syllabus skills are featured in the lessons through activities
with an element of 21st century skills, such as like pairwork, puzzles, stories, ‘find the difference’
study skills, teamwork, critical thinking and activities, dialogue practice and games. Specific
problem-solving – the essential skills for 21st century skills are not individually flagged
students of English to thrive in the 21st century. in the primary levels, but the four basic skills of
communication, collaboration (working effectively
This level of 21st Century English for Libya has with others), critical thinking and creativity are
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been developed for teaching English to children in regularly built in to lessons.
the first year of primary. The course is a colourful,
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engaging way to introduce children to English. It The course provides integrated speaking activities
follows an integrated approach to skills development that give opportunities to repeat language, practise
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and initiates children in literacy in English through pronunciation and develop fluency in a meaningful
a systematic programme of motivating activities context. The recorded materials also provide a
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for pre-writing, initial letter and sound recognition, model for speaking activities and a pronunciation
blending letters together, and ultimately whole word reference for both children and teachers.
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recognition, as well as games, songs and stories.
and also, though less importantly at this stage, the appealing characters in familiar contexts
name of each letter. Both capital (upper case) letters • Gradual introduction to 21st century skills
and small (lower case) letters are presented, so pupils through level-appropriate activities
are exposed to both forms at the same time. By the • Audio files (including songs and rhymes, look,
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end of Unit 1, pupils should be able to recognize all listen and repeat activities, dialogues and stories)
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the English letters. However, from Unit 2 onwards, • Teacher’s reference audio (with all key material for
lessons look at the individual English letters in a modelling, pronunciation and lesson preparation)
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lot more depth, following a phonics approach that • Systematic initial sound recognition practised
will help pupils to develop skills in reading and through fun activities
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writing English letters. The focus is on forming, • Lots of pre-writing and tracing practice
sounding and blending the letters to make words. • Picture/word flashcards for all target vocabulary
• Posters: alphabet posters (lower case and lower
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• Pupil’s picture/word cards then forming the letters and numbers properly;
• Teacher’s Book learning the left-to-right direction of written English;
• Teacher’s Resources (including pronunciation developing early writing, spelling, word-recognition
audio) and pre-reading skills.
• Website with a range of resources for teacher
support: www.englishforlibya.com
Teacher’s Book
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Pupil’s Book (PB) This book has been written in order to give teachers
as much support as possible. It includes detailed
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This book presents the core activities and language lesson notes, listening scripts, additional activities
through its large, colourful pictures, songs, rhymes, (extension and support), homework ideas and
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listening to stories, and speaking activities. language games.
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Stories There is also an audio file which provides model
The Pupil’s Book includes five stories [Sarah’s Little pronunciation of the letter and digraph sounds, as
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Fish, In The Toy Shop, At The Zoo, At The Circus well as the key vocabulary and language covered
and Sami’s Rocket]. See pages 184–185 for ideas in the course.
about how you can use stories with your pupils.
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The lesson notes clearly explain the procedure
Picture/word cards for teaching the sound and form of the letters or
These are provided at the end of the Activity Book digraphs to be introduced in each lesson.
for pupils to cut out and keep. They are a very useful
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resource for teachers and pupils, especially in big There is a traffic light system to help pupils learn
classes. The teaching notes provide suggestions as to how to form the letter shapes. Pupils start on the
how these can be used in the lesson. You will need green dot and follow the arrows; they pause at the
to explain to pupils (and parents) what these cards orange dot, and stop at the red dot.
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are for and how they can cut them up and keep them
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safe. They should bring them to their English lessons Teacher’s Resources
together with their Pupil’s Book and Activity Book. Teacher’s Book
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with a summary of the letters, digraphs, words and Poster 1: alphabet, lower case
language covered in each lesson. The Book map is Poster 2: colours and numbers
not intended for pupils to use but it will be helpful Poster 3: alphabet, lower and upper case
for parents, giving them a clear picture of what their Poster 4: house, furniture and family scene
children are learning throughout the academic year.
Audio
The audio provides a rich variety of recorded
Activity Book (AB) materials, such as songs, dialogues, stories, look,
listen and say activities, rhymes, instructions and
In the Activity Book, children develop and practise descriptions. Children are encouraged to show their
their pre-writing and literacy skills: first of all understanding non-verbally by matching, circling,
learning to recognize the letters of the alphabet, ticking, pointing and doing actions.
The recorded materials give children an opportunity discussions relating to aspirations and dreams of the
to listen to the natural stress and rhythm of English. children, and what they want to be in the future.
The audio tracks provide an accurate model for
speaking activities and serve as a useful reference for Lesson structure
pronunciation. Lessons in Primary 1 are heavily based on receptive
skills (listening and pre-reading), but some productive
skills (speaking and pre-writing) are included.
The course
It is very important to note that there is no pressure
Course structure on the children to start writing any sooner than they
This course has nine units per PB for the first four are ready to,, though every encouragement is given
levels, and in Primary 1, there are ten lessons in
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to them developing their pre-writing skills. Children
each unit. All lesson material is introduced in the are encouraged from early in the course to be active
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full-colour Pupil’s Book and is supported by a variety participants in their own learning and to develop
of activities in the Activity Book. age-appropriate learning skills. The Activity Book,
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whilst included as part of the lesson throughout these
Topics teaching notes, can be used as extended learning for
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Each unit is centred on a topic. The topics create a pupils to do in their own time. This would help to
context for vocabulary sets and reflect the fact that encourage independent learning and encourage pupils
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children of this age are interested in themselves and to start to take responsibility for their own learning.
the immediate world around them. Topics include U
My Family, My House and My Classroom. Listening
It is important to remember that, in addition to the
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However, there are three strands to most units: together audio material, you also provide listening practice:
with the unit topic, which is reflected in vocabulary your greetings, explanations, requests, instructions,
sets, pupils are also presented with high-frequency and praise are all meaningful examples of listening for
words and phrases which will build up their lexical children. They also help the pupils to become more
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knowledge and provide a good foundation for familiar with the sound of English. Remember to check
functional language. In addition to the topic vocabulary your intonation and pronunciation with the materials
and the high-frequency phrases, there is also the recorded on the audio, and with your colleagues,
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presentation of letter sounds and word formation. By because your pupils will listen to you and copy you.
the end of Primary 1,, pupils will have learned all the
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Children readily associate with characters as Pupils will be curious and enthusiastic about starting
friends who can help them learn. The characters in to learn English, and it is important that they remain
the course can also be used to initiate citizenship enthusiastic if they are to make progress in the
discussions, add humour, and bring a sense of language. Overall, lessons should be fun. The aims
security and familiarity to learning. are to:
1 engage pupils in learning the language so that
There are six characters: Ahmed and his sister they enjoy it and want to continue learning it;
Nadia (two young Libyan children), their friends 2 give pupils the confidence to participate;
Hani and Sarah, and the children’s friends, Adam 3 provide pupils with opportunities to
the Astronaut and Rosie the Robot. Adam the communicate in English.
Astronaut is designed to be an aspirational character 4 make pupils aware of situations that the English
for children. His inclusion is there to help to initiate language is used in.
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- needs to use own language;
5 introduce basic reading skills using a synthetic - may need a period of time before being ready to
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phonics approach, which involves blending letter produce language independently
independently..
sounds and moving towards whole
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word recognition; These characteristics have important
6 develop the first steps in handwriting by implications for the teacher:
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introducing the letters and digraphs individually 1 Children learn through doing things that they
and in the context of words and simple sentences; enjoy. Try to make the learning experience fun.
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7 apply taught skills through the medium of 21st 2 Lessons need to have a variety of activities.
Century practice that encourage critical thinking, U Follow the advice in the lesson notes. VVary the
problem solving, research skills, team work, pace of the lesson when possible.
collaboration and other skills, at a very young age. 3 Children learn best in a stress-free environment
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and some of them are often nervous and timid
Teaching English to very young children and need more time than others to feel at ease.
There are some important characteristics of young Don’t expect instant production from every
learners which affect teaching and learning and child; don’t put pressure on the children to
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which have been taken into account in the design of respond or co-operate immediately. Give them
the course. These are: time. Do not over correct or make correct
utterance the only goal.
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- needs to be taught to co-operate with others; counting things, and are not yet able to learn
- likes school and teachers; and understand structures in a formal way.
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cooperation, comparing and sharing, for example, the pupils feel comfortable with this activity. The
when finding and counting objects hidden in a pupils should never come to a listening activity
picture, looking at one another’s work, and such like. without preparation. In the real world, listeners
usually have visual clues to help them, e.g., setting,
gestures and the attitude of the speaker. This is
Using 21st Century English for Libya, why the teaching notes include suggestions for
Primary 1 introducing the listening, except where the same
type of text is repeated frequently. The Pupil’s Book
The activities in the course are designed to promote illustrations should be used as much as possible to
understanding and enjoyment and the following help understanding.
specific language-learning aims:
• imitating the rhythm and sounds of the language;
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Classroom instructions
• carrying out spoken instructions and commands Listening to and following instructions is a basic
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within the syllabus; requirement in the classroom. This can be exploited
• naming people and objects and using a limited in the English classroom to give the pupils the
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number of structures within the syllabus; opportunity to listen and respond to authentic
• recognizing the lower and upper-case letters of language. There are four simple requirements:
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the alphabet and their sounds and names; 1 Instructions should be given when the pupils are
• recognizing a limited number of words, phrases quiet and paying attention.
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and sentences; 2 They should be supported by clear gestures.
• understanding that English is written from 3 They should be accompanied by demonstration,
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left to right; if appropriate.
• taking the first steps in writing in the English script. 4 The language should be clear and simple. The
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same language for the same instruction should
Teaching
eaching the four skills – listening, reading, be used every time.
speaking and writing
There are four types of listening text in 21st Century There are also instructions in the recordings that
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English for Libya, Primary 1. pupils that will hear over and over again. For example,
1 Look, listen and say or Trace
race and say: These are many sections begin: Listen and look at the board/
pronunciation models for pronouncing letters, the picture. Where this first occurs, you are advised
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digraphs, words and whole utterances. to explain each instruction and this should always be
2 Instructions: These include the instructions in done with new instructions.
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circle, Listen and tick, Listen and point and sometimes by you going around the class to check
Listen and do. individual pupils, pairs or groups and providing
additional support. It is vital that you monitor at all
General advice for listening activities times, to be aware of those pupils, pairs or groups
Be sure to use all the listening activities in the that need additional support.
Pupil’s Book, as they will significantly support
pupils’ learning as well as providing an alternative Total Physical Response (TPR)
method of presentation. It is extremely useful for Total Physical Response or TPR activities are
pupils to hear native English speakers and the audio particularly useful with young learners. TPR involves
tracks provide good models of pronunciation and associating a physical action or movement with
intonation. Children have to learn to listen to the particular words, language, instructions or situations.
recorded material. You should therefore try to make It can be especially helpful in teaching vocabulary,
classroom language, instructions or reading stories. words, phrases or grammatical features that the
TPR is also a good tool for varying the pace of the pupils have not yet studied. It is not necessary to
lesson or for giving excited young learners the chance teach such items; pupils can enjoy songs and rhymes
to move around and get rid of some of their ‘energy’ without knowing the meaning of every word.
before they settle down to work. TPR is a fun tool, it’s
memorable and so aids learning, and it is also good Stories
for kinaesthetic learners. TPR works well in both The picture stories in Primary 1 are intended to
small and large classes and is also effective in mixed- encourage the habit of listening to stories extensively
ability groups. Children can understand information and for pleasure. Pupils will not be familiar with
they hear much more easily than they can produce much of the language when they first listen, but they
it. So TPR enables the learner to focus on listening will begin to develop a feeling for the rhythm of
to an instruction or a command and respond with a
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English and will be able to understand by associating
physical movement without having to make a spoken the pictures with the words they hear.
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response. A good example of this is the game Salman
Says. As TPR activities are so appealing to energetic The stories provide good listening practice, as well
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young children, you may wish to add some of your as the opportunity to contextualize language that
own throughout the year. has been presented. The recommended procedure
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suggests inviting the pupils to join in with the words
Songs and rhymes in the stories after hearing them several times. This
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Songs and rhymes are an important feature of 21st also provides good speaking practice.
Century English for Libya, Primary 1. They have a U
very useful role to play in the early years of learning. If possible, you can build up a ‘book corner’ in the
Young children enjoy songs and rhymes, so they find classroom. If possible, set aside a regular half lesson
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them motivating. Songs and rhymes also provide each week for ‘story time’. This is a special time
excellent practice in the rhythm and stress of the for you to sit with the class (or smaller groups, if
language. The pupils are not expected to learn all the you can organize this) and tell them the story, or
words immediately, but they can join in the repeated talk about the pictures with them. You can also use
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lines as they listen. The focus should be on enjoyment, selected flashcards and other drawings to help you
with an emphasis on rhythm and rhyme. Some are tell a story to the whole class.
action songs, which always appeal to young children.
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1 Discuss any pictures on the page, using them to this opportunity to present key words.
present some of the new language. 2 Play the audio while the pupils listen and look
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2 Play the song or rhyme and get the pupils to do at the pictures. A simple task is suggested in the
a simple task, for example, mime with you or teaching notes so that they have something to
point to pictures in their books. listen for. or Read the story, using gestures and
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3 Play the first verse line by line for repetition. mime to make the meaning clearer. (If you choose
4 Play the whole song or rhyme and encourage this method, remember to listen to the recording
the pupils to join in where they can. Focus several times yourself when planning your lesson.)
particularly on repeated words and phrases. 3 If you have set a question, elicit the answer, but
5 Get the pupils to sing the song or say the rhyme don’t confirm it. Play the recording again, with
in different lessons, sometimes along with the pauses if necessary, so that everyone can find
recording and sometimes with you. the answer.
6 When possible, allow pupils to join in with some 4 Encourage pupils to help you tell the story. If it is
form of TPR. appropriate, agree with them a mime or a sound
effect to cue the words and phrases they know.
The songs are based around known words and Note: As pupils become familiar with the story,
themes. However, they also sometimes contain new pauses without cues may be enough for the
pupils to say the next bit of the story – either the Vocabulary is recycled in activities throughout the
next word, or the next few words. If they can, course, as well as through games and using the
they will do this automatically. If they are not yet picture/word cards. It is essential that you use games
ready to respond in English during the pauses, from time to time; the pupils will enjoy them and
don’t be discouraged. Let them produce the they are an excellent learning tool.
target language in their own time.
5 Recycle the stories in other lessons. Tell the story Talking about pictures
yourself, but make intentional mistakes. The Pupils often want to comment on or ask about
pupils should listen and put up their hands when pictures and you should actively encourage them
they hear a mistake. They can tell you what the to do this to maintain their interest. The discussion
correct version of the story is. will provide opportunities for you to present new
vocabulary and also correct language, without
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Speaking presenting it formally. For example:
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There are many activities to encourage speaking in Teacher: What can you see in the picture?
the course. Details are given in the relevant lessons. Pupil 1: (An) apple.
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It is important to remember, however, that some es, who has an apple?
Teacher: Yes,
children may take longer than others before they feel eacher.
Pupil 1: Teacher.
es, the teacher has a green apple.
Teacher: Yes,
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ready to produce language, especially individually.
They can be encouraged, but should not be put under Class: No, red!
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pressure to perform until they are ready to do so. Teacher: Oh, yes! Sorry! The teacher has a red apple.
Pronunciation
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You should not feel you are restricted to the language
of the syllabus when talking to your pupils. You
Pronunciation is a key feature of Primary 1, as
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can go beyond it, but you must make sure that the
pupils start to learn the sounds for all the English
pupils understand and you must not expect pupils to
letters. From Unit 2 onwards, most lessons include
produce the language. It’s fine for them to receive the
an element of pronunciation, and in a number of
language and become familiar with how it sounds.
cases, pronunciation forms the basis of entire lessons.
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Now listen and say. at this stage. It is important to go very much at the
sss pace of the pupils. The tracing, colouring, drawing
sister sister sister and copying activities help children develop fine
son son son motor-skill control and give you time to ensure that
children are sitting correctly, holding their pencils
Listen and say again. correctly, and positioning their books correctly.
sss
sister sister sister Note: Some children will develop pen control before
son son son others. For these children, you may like to use the
free-practice copying activities; for pupils who take
Note: The procedure for introducing the sound of longer to develop pen control, you may keep them
each letter is given in full in the teaching notes. In
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on tracing activities until they are ready for copying.
addition, the names of the letters of the alphabet are
presented gradually throughout Unit 1, using The
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Individual learning
Alphabet Song and Posters 1 and 3.
Children naturally develop and learn at different rates.
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The teaching notes provide ideas for some Extra!
Note: It is recommended that you keep Posters 1
activities, which can be used in whatever way you feel
and 3 on the classroom wall at all times.
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is most suitable to meet the needs of your pupils. In
some cases, fast finishers may be able to do an extra
Recognition of key words
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activity while the other pupils catch up, for example.
Following presentation of the alphabet, recognition
of initial sounds and the linked key words begins
from Unit 2. All letter and digraph sounds are
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Whatever the children are doing, and however
quickly or slowly they are progressing, do praise
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introduced in Primary 1, meaning that pupils are
them at every possible opportunity, and keep
very well prepared to move on to fully developing
corrections to a minimum. At this stage in their
their reading and writing skills in the next grade.
English language learning, your pupils need plenty
The lesson notes contain suggestions for recognition,
of support and encouragement, and they need to
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ensure that the pupils continue hearing English Tip 1: Use gestures to support your English
throughout the lesson and they can sing or hum instructions. Say Ssh! when you want quiet, and put
along quietly as they work, if they wish. your finger to your lips; say Go! when you want the
• If the pupils do not have their own colouring pupils to begin, and wave your arm as if starting a
pencils or crayons, sets will be needed in the class. race, and say Tiptoe! when you want pupils to move
• Blu-tack® or magnets are useful to fix picture from one place to another quietly, and mime tip-
cards to the board. toeing in front of your desk.
Classroom organization Tip 2: Make use of a small bell, squeaky toy or other
Because language is a social activity, pupils need to ‘friendly’ device to signal that you want the pupils to
be able to communicate and interact with each other stop an activity.
in the classroom. Many classrooms have fixed desks
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and seating which will restrict how easily pupils can Classroom language
Try to avoid using Arabic in the lessons. There will
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move around. Teachers have to make the best of the
be times when it is tempting to explain something in
physical space and limitations of their classrooms.
the pupils’ first language, but there are other ways to
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However, if desks are fixed or too heavy to move
convey meaning and Arabic should only be used as
and space is limited, try to keep an area where
a last resort. If you can use mime or board drawings
children can stand up and move around for games
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and activities. Even with very limited, desk-only to aid understanding, do so. You can provide pupils
with a great deal of real language by frequently
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space, children can still stand up and do TPR-type
activities next to their desks. using classroom instructions in English, supported
Classroom discipline
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by mime and gesture. Gradually, the pupils will
understand the English, and some will even be able
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Though young children are active and energetic, to produce it. Instructions on the audio are intended
they expect and respect rules and enjoy clear to work in the same way.
classroom routines. You need to establish firm and
fair classroom rules from the beginning, within The list of essential classroom language below is
included in the pronunciation audio material. It is
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whether they take their books out straightaway, etc.). Look at me.; Look at the picture.; Look at page
8.; Open your book at page 8, please.; Close your
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need it.
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Try to make sure you get opportunities to observe Evaluating your lessons
each pupil individually, to assess their progress in Questions for you to ask yourself, and to note at the
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general. In addition, look regularly at each pupils’ end of lesson plans, are:
work (drawing, colouring, tracing) to see how well 1 How well did the lesson achieve its learning aim?
If the answer is ‘not very well’, ask yourself: Was
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their motor skills are developing.
there too much or not enough material? Was
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When you are assessing progress, focus on: there something wrong with the material? Was it
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Listening 2 W Were
ere the pupils engaged throughout the lesson?
• ability to concentrate on what is being heard; Why (not)?
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• ability to imitate pronunciation models; 3 How do the pupils feel about the lesson? It is a
• ability to carry out TPR tasks; very good idea to ask a few questions at the
• degree of understanding of what is heard. end of any lesson to try to find out. For
example, Did you enjoy the lesson today? Did
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the course;
4 Good lesson planning often takes time at the
• ability to initiate as well as respond in English;
beginning, but pays dividends later on and
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• pronunciation;
makes your daily teaching commitment easier;
• performance in ‘ask and answer’
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• recognition of letters and digraphs, numbers and a lesson with a well-thought out lesson plan and
the words and phrases that are presented; that will help the pupils feel more confident and
• understanding of the sounds of letters; relaxed about the lesson, too.
• ability to blend letter sounds to make words; 5 Finally, remember that sharing ideas, successes
• motor skill development; and frustrations with other colleagues is really
• understanding of left-to-right direction for important and very beneficial.
reading and writing.
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Aims Activities
• Learn the letters of the English alphabet in order. • Say Good morning and Good afternoon.
• Begin to recognize shapes and sounds of English letters. • Listen and repeat sounds and words.
• Learn the difference between lower case and upper case letters. • Recognize different letter shapes.
Unit 1: The Alphabet
• Begin to understand the left-to-right direction of written English. • Identify letter sounds.
• Begin to understand simple classroom instructions. • Repeat sounds and words.
• Identify and name a number of objects. • Sing songs.
• Begin to participate in classroom activities in English. • Play games.
• Make a poster.
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Aims Activities
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• Begin to become familiar with the sound of some English letters. • Say Hello and Goodbye.
Goodbye
• Continue to recognize more letter shapes. • Introduce self: I’m (name).
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• Begin to blend the sounds of English letters. • Practise asking and answering basic questions.
Unit 2: My Family
• Begin to become familiar with the sound of English words. U • Identify and name objects, colours, family
• Identify and name a number of objects. members and characters.
• Carry out simple classroom instructions (TPR).
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• Continue to understand that English is written from left to right.
• Learn how to hold a pencil correctly. • Sing songs.
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Aims Activities
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• Continue to become familiar with the sound of more • Practise asking and answering more basic
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• Continue to blend the sounds of English letters. • Talk about bathroom routines.
Unit 3: My Body
• Become familiar with the sound of more English words. • Identify and name objects, colours
and numbers.
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Aims Activities
• Continue to become familiar with the sound of more • Start talking in simple sentences.
English letters. • Learn words connected with houses.
• Continue to recognize more letter shapes. • Talk about houses.
Unit 4: My House
• Continue to blend the sounds of English letters. • Say what things are.
• Become familiar with the sound of more English words. • Ask and answer about what things are.
• Start to form simple sentences. • Carry out simple classroom instructions (TPR).
• Learn and name more objects.
• Continue to understand that English is written from left to right.
• Continue to learn how to hold a pencil correctly and develop
pencil control.
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Aims Activities
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• Continue to learn the sounds and shapes of more English letters. • Continue talking in short phrases and
• Become familiar with the form and sound of digraphs. simple sentences.
Unit 5: Things Around Us
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• Continue to blend letters and digraphs to form words. • Ask and answer questions about objects,
numbers
numbers and colours.
• Carry out simple classroom instructions (TPR). U • Talk about things around you.
• Learn the numbers 1–10.
• Continue to form simple sentences.
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• Identify named objects.
• Identify and name objects, saying There’s a …/
• Continue developing pencil control and hand-eye coordination.
There are …
• Join in songs.
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Aims Activities
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• Continue to learn the sounds and shapes of more English letters. • Continue to blend letters and digraphs to
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• Continue to become familiar with the form and sound of digraphs. form words.
• Continue talking in short phrases and
Unit 6: My Classroom
simple sentences.
• Recognize and respond to further classroom instructions (TPR).
• Continue working with lower-case and
• Move according to instructions.
capital letters.
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Aims Activities
• Begin to feel confident about the sound of English letters • Talk about toys.
and words. • Learn and say more new words.
• Be able to repeat words, phrases and sentences confidently. • Ask and answer How many …?
• Be more confident in reading and writing English from left • Understand and use this, that, these, those.
Unit 7: My Toys
to right.
• Identify and name objects.
• Recognize the shapes of almost all the letters of the alphabet.
• Join in songs.
• Develop confidence and skill in drawing and/or writing from left
to right.
• Carry out classroom instructions (TPR).
• Listen and identify pictures.
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Aims Activities
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• Get further practice with the sound of English letters, • Say the names of animals.
words and sentences. • Talk about animals.
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• Continue learning the names and sounds of letters. • Ask and answer Where’s the …?
Unit 8: At The Zoo
• Continue practising alphabetical order. U • Find the differences between two pictures.
• Begin working with adjectives. • Ask and answer about where things are.
• Carry out classroom instructions (TPR).
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• Colour and trace according to instructions.
• Identify a variety of named objects. • Join in songs.
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Aims Activities
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• Practise the sound of English letters, words and phrases. • Rhyming words.
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• Carry out classroom instructions (TPR) confidently. • Talk about differences between pictures.
• Identify a variety of named objects. • Talk about things you have.
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Phonetic Chart
Vowels Diphthongs
i υ u ə e
see sit book too here day
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e ə ɔ υə ɔ əυ
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men america word sort tour boy go
A
ɑ ɒ eə a aυ
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cat but part not
U wear my how
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ET
Consonants
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p b t d k
R
A
f v θ ð s z ʃ
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m n ŋ h l r w
milk no sing hello live read window yes
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Objectives
Listening
• Listen to and learn the letters of the English alphabet in order.
• Begin to become familiar with the sound of English letters.
• Begin to become familiar with the sound of English words.
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• Listen to English songs and learn the names of English letters.
• Listen to and carry out simple classroom instructions.
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• Listen and identify English letters.
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Speaking
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• Repeat English letters.
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• Repeat English words.
• Point to letters and say the letter sounds. U
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Skills
• Understand that English is written from left to right.
• Learn the letters of the English alphabet in order
order.
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Word list
Lesson 1 Lesson 2 tomato – /təˈmɑːtəʊ/
apple – /ˈæpəl/ apple – /ˈæpəl/ umbrella – /ʌmˈbrelə/
ball – /bɔːl/ ball – /bɔːl/ violin – /ˌvaɪəˈlɪn/
car – /kɑː/ car – /kɑː/
duck – /dʌk/ duck – /dʌk/ Lesson 6
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elephant – /ˈelɪfənt/ elephant – /ˈelɪfənt/ watch – /wɒtʃ/
flower – /ˈflaʊə/ flower – /ˈflaʊə/ x-ray – /ˈeksreɪ/
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gate – /ɡeɪt/ gate – /ɡeɪt/ yo-yo – /jəʊ jəʊ/
hand – /hænd/ zebra – /ˈzebrə/
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insect – /ˈɪnsekt/ Lesson 3
jam – /dʒæm/ hand – /hænd/
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kite – /kaɪt/ insect – /ˈɪnsekt/
lemon – /ˈlemən/ jam – /dʒæm/
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monkey – /ˈmʌŋki/ kite – /kaɪt/
nose – /nəʊz/
orange – /ˈɒrɪndʒ/
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Lesson 4
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plane – /pleɪn/ lemon – /ˈlemən/
queen – /kwiːn/ monkey – /ˈmʌŋki/
rocket – /ˈrɒkɪt/ nose – /nəʊz/
sun – /sʌn/ orange – /ˈɒrɪndʒ/
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queen – /kwiːn/
x-ray – /ˈeksreɪ/
rocket – /ˈrɒkɪt/
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On rare occasions, for example to comfort a
plane, queen, rocket, sun, tomato,
distressed pupil, Arabic will be necessary. But
umbrella, violin, watch, x-ray,
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in general, communication can be reinforced
yo-yo, zebra
through the use of gestures, mime, drawing
Materials: Pupil’s Book page 8
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on the board, demonstration or the use of
Activity Book page 4
flashcards and/or realia.
Track 1
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Lower-case alphabet poster
Before the lesson, put both alphabet posters on a
Lower-case and capitals
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wall in the classroom in a place where all pupils can
alphabet poster
see them. It is suggested that you have these posters
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Alphabet cards
on the classroom wall for every English lesson, so
Picture cards for all the
pupils can refer to them at any time.
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alphabet words
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a lot of the pages in their Pupil’s Book as they n n nose nose
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work through the units. o o orange orange
• Ask the pupils to count the letters and tell you p p plane plane
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in Arabic how many there are (26). See if they q q queen queen
know how many letters there are in their own r r rocket rocket
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alphabet (28). s s sun sun
• Find out if anyone knows the sounds or names t t tomato tomato
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of any of the letters or the words for any of the u u umbrella umbrella
items in the pictures. v v violin violin
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• Explain that they are going to learn the sounds w w watch watch
and names of the letters in this unit, and that x x x-ray x-ray
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they will learn one word for each letter. y y yo-yo yo-yo
• ell pupils they are going to hear the sound for
Tell z z zebra zebra
each letter, and the word for each letter. Explain
that they learn the complete alphabet and 26 • There is no need for the pupils to remember the
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alphabet words but point out this is simply letter sounds or the words at this stage. This is
for them to start familiarizing themselves with simply an introduction. But if any of them can
English sounds. In the following lessons they will remember, encourage them to say the sounds/
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hear a few words and letters at a time and will words, and give them plenty of praise.
repeat them. But for now, pupils can just listen.
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10 mins
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1 Look and circle
Tracks 1, 2, 3 and 4
Alphabet posters
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• Ask pupils to open their Activity Books at page 4.
Picture cards: apple, ball, car,
• Explain that there are only some of the letters of
duck, elephant, flower, gate
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the alphabet on the page.
• Remind pupils that they have seen two letter
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shapes for every letter in their Pupil’s Book. Tell
Warmer 5 mins
them these are called capital or upper-case letters
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(A, B, C, etc.) and small or lower-case letters (a,
• Greet the class. Say: Hello, boys/girls. Encourage
b, c, etc.). It’s not important that the pupils learn U them to say either Hello followed by your name
these words, but they do need to know that we
or Hello, teacher.
teacher You could also introduce
usually see capital letters at the beginning of a
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Good morning or Good afternoon, as an
word, and that they will use a capital letter at
alternative greeting for your pupils to start
the beginning of their name.
becoming familiar with.
• Explain that each line has a capital letter
• Briefly revise what you did in the previous
-case letters. Pupils need
followed by four lower-case
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Dd
Listen and say 20 mins
Ff
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Kk
• Introduce the letters. You could use the alphabet
Nn
cards or point to them on the alphabet posters. If
Pp
you feel pupils are confident enough, you could
Uu
write each of the letters (both upper case and
Yy
lower-case) on the board and each time invite a
pupil to come up and point to the letter on one
• Say Goodbye to the pupils as they leave the
of the alphabet posters.
lesson. Encourage them to reply.
• Hold up the alphabet card for a. Say the sound
// as in apple. Say the word apple. Say the
sound and the word again. Don’t ask pupils
to repeat at this stage, as they will hear all the
letters and words on the audio.
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• Repeat the process for /b/ and ball, /k/ and car, Listen and say again.
/d/ and duck, /e/ and elephant, /f/ and flower, aaa
and / / and gate. apple apple apple
• If you feel pupils need it, repeat this process with bbb
the alphabet cards once more. ball ball ball
• Say Now listen and look at your book or look at ccc
the poster. Explain say using gestures to support car car car
the word, e.g., put your hand to your mouth. Then ddd
play the first part of Track 2. Pupils listen. duck duck duck
• Say Now listen and say. Play the next part of eee
Track 2. Pause after each section, repeat elephant elephant elephant
the letter and word, and ask pupils to say them
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fff
after you. flower flower flower
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• Say Listen and say again. Play the third part of ggg
Track 2. Pause after each section and ask gate gate gate
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pupils to repeat.
Sing
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Track 2 7 mins
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alphabet poster. • Tell
ell pupils they are going to sing an English
aaa U song. If they want to stand by their desks and
apple apple apple move along to the song, they can.
• Explain that pupils are going to hear the letter
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bbb
ball ball ball sounds and words for each sound. Tell them
ccc that at the end of the song, they will also hear
car car car the names for the letters. They need to know the
ddd letter names but shouldn’t worry about them
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duck duck duck too much at this stage, as it is the sounds of the
eee letters which are most important.
elephant elephant elephant • Say Listen to the song. Play Track 3.
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bbb Track 3
ball ball ball Listen to the song.
ccc a for apple, a for apple.
car car car b for ball, b for ball.
ddd c for car, c for car.
duck duck duck brrrm, brrrm, brrrm!
eee
elephant elephant elephant d for duck, d for duck.
fff e for elephant, e for elephant.
flower flower flower f for flower, f for flower.
ggg g for gate, g for gate.
gate gate gate
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same with a clock face showing 1 o’clock and
say Good afternoon for pupils to repeat.
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• Say Listen and say and play Track 4. Ask
pupils to listen. Play the track again and ask
Unit 1 Lesson 3
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pupils to listen and repeat each phrase. Then go
Aims: Learn the capital and lower
lower-case
around the class saying Good morning or Good
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letters h–k.
afternoon to individual pupils. Encourage them
Learn words for the letters h–k.
to reply using the same phrase.
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Sing a song.
U Identify capital letters.
Track 4 Language: letters h–k
Listen and say. hand, insect, jam, kite
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Good morning. Materials: Pupil’s Book page 10
Good morning. Activity Book page 6
Good morning. Tracks 5 and 6
Good afternoon. Alphabet posters
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Warmer 3 mins
Activity Book 7 mins
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page. The pupils have seen the pictures before, to review letters a–f.
and each one matched a letter of the alphabet • Explain that in today’s lesson pupils will be
they learned in the Pupil’s Book lesson. They are learning the next four letters of the alphabet – h,
going to tick the correct letter sound for each i, j and k. Ask pupils to open their Pupil’s Books
picture. Draw their attention to the example tick at page 10.
in the ‘b’ box – and remind pupils that ball starts
with the /b/ sound.
• When pupils are ready, they can start matching Listen and say 15 mins
the pictures and letters. Walk around the class and
offer help as needed. Give pupils plenty of praise • Introduce the letters. You could use the alphabet
and encouragement as they complete the activity. cards or point to them on the alphabet posters. If
you feel pupils are confident enough, you could
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write each of the letters (both upper case and Listen and say again.
lower-case) on the board and each time invite a hhh
pupil to come up and point to the letter on one hand hand hand
of the alphabet posters. iii
• Hold up the alphabet card for h. Say the sound insect insect insect
/h/ as in hand. Say the word hand. Say Hold jjj
up your hand and put your hand in the air to jam jam jam
demonstrate. Get pupils to hold up their hand. kkk
Say the sound and the word again. Don’t ask kite kite kite
pupils to repeat at this stage, as they will hear all
the letters and words on the audio.
• Repeat the process for /i/ and insect, // and Sing
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10 mins
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• If you feel pupils need it, repeat this process with • ell pupils they are going to sing an English
Tell
the alphabet cards once more. song. If they want to join in with the rhythm,
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• Say Now listen and look at your book or they can. Say Clap your hands. Demonstrate
look at the poster. See if pupils are starting to by clapping your hands. Repeat and invite
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understand these instructions now without you children to join in. Tell children they will have
using gestures to support them. Then play the plenty of chances to clap their hands as they
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first part of Track 5. Pupils listen. listen to the song.
• Say Now listen and say. Play the next part of •
U Explain that pupils are going to hear the letter
Track 5. Pause after each section, repeat sounds and words for each sound. T Tell them
the letter and word, and ask pupils to say that at the end of the song, they will also hear
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them after you. the names for the letters. Remind them that
• Say Listen and say again. Play the third part of they need to know the letter names but
Track 5. Pause after each section and ask shouldn’t worry about them too much at
pupils to repeat. this stage, as it is the sounds of the letters
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insect insect insect quickly than others, and some will be more
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the letters and pictures. Walk around the class and
at a time in random order, saying the sound of
offer help as needed. Give pupils plenty of praise
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the letter at the same time. Each time, ask pupils
and encouragement as they complete the activity.
to find the letter in their books, point to it and
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repeat the sound. Answers:
h [hand]
i [insect]
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Activity Book 7 mins j [jam]
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k [kite]
1 Tick (3) or cross (7) U
• Ask pupils to look at Activity Book page 6.
Remind pupils which letters they looked at in
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their Pupil’s Book (h, i, j, k). Unit 1 Lesson 4
• Explain that the letters pupils have learned in the
lesson are on the page, both capital letters and Aims: Learn the capital and lower-case
lower-case.
-case. But in each row, the capital letter is letters l–p.
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matched with the correct lower-case letter and Learn words for the letters l–p.
also with the wrong lower-case letter. Pupils tick Sing a song.
the correct pair of letters and put a cross next Play a game.
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to the incorrect pair. Draw their attention to the Language: letters l–p
example tick in the ‘Hh’ box. Explain that they lemon, monkey, nose,
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cards or point to them on the alphabet posters. ooo
See if any pupils feel confident enough now to orange orange orange
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come up and point to the letters on one of the ppp
alphabet posters. plane plane plane
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• Hold up the alphabet card for l. Say the sound
Listen and say again.
/l/ as in lemon. Say the word lemon. You could
lll
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mime eating a lemon and pull a ‘sour’ face.
lemon lemon lemon
Encourage pupils to copy you. Say the sound
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mmm
and the word again. Don’t ask pupils to repeat
monkey monkey monkey
at this stage, as they will hear all the letters and U
nnn
words on the audio.
nose nose nose
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• Repeat the process for /m/ and monkey, /n/ and
ooo
nose, /ɒ/ and orange, and /p/ and plane.
orange orange orange
• If you feel pupils need it, repeat this process with
ppp
the alphabet cards once more.
plane plane plane
• Say Now listen and look at your book or
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A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P.
Letters and words, letters and words. Activity Book 4 mins
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For you and me. For you and me!
2 Circle the odd one out
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• Ask pupils to look at Activity Book page 7 again.
Play a game 6 mins • Explain they will look at each line of letters in
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turn and will find the ‘odd letter’ – the one that
• Explain what pupils are going to do: you will is not the same as all the others in the line. Draw
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draw letters on the board – any letter that pupils their attention to the example circle and explain
have already learned (Aa Bb Cc Dd Ee Ff Gg that B is circled because all the other letters in
Hh Ii Jj Kk Ll Mm Nn Oo or Pp). The pupils
U the line are A.
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will put their hands up if they know the word • ready, they can start to look at
When pupils are ready
associated with that letter. For example, if you the letters and circle the odd one out in each line.
write L, the pupil will say lemon. Walk around the class and offer help as needed.
• Play the game. Praise pupils when they get the Give pupils plenty of praise and encouragement
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word right and be very gentle with any that as they complete the activity.
make a mistake. This is a game for fun, to Answers:
reinforce letter sounds, so make sure your B
pupils enjoy themselves.
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b
• If any pupils can already write letters, they can e
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1 Circle
• Ask pupils to look at Activity Book page 7.
Remind pupils which letters they looked at in
their Pupil’s Book (l, m, n, o, p).
• Explain that in each line, there is a picture from
the lesson and five letters. Pupils will look at each
picture and will circle the letter that the word for
the thing in the picture starts with. Draw their
attention to the example circle round the letter m
and explain that monkey starts with the sound m.
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Unit 1 Lesson 5 • Repeat the process for /r/ and rocket, /s/ and
sun, /t/ and tomato, // and umbrella, and
/v/ and violin.
Aims: Learn the capital and lower-case • If you feel pupils need it, repeat this process with
letters q–v.
the alphabet cards once more.
Learn words for the letters q–v.
• Say Now listen and look at your book or
Sing a song.
look at the poster. See if pupils are starting to
Play a game.
understand these instructions now without you
Language: letters q–v
using gestures to support them. Then play the
queen, rocket, sun, tomato,
first part of Track 9. Pupils listen.
umbrella, violin
• Say Now listen and say. Play the next part of
Materials: Pupil’s Book page 12
Track 9. Pause after each section, repeat
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Activity Book page 8
the letter and word, and ask pupils to say them
Tracks 9 and 10
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after you.
Alphabet posters
• Say Listen and say again. Play the third part of
Picture cards: queen, rocket, sun,
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Track 9. Pause after each section and ask
tomato, umbrella, violin
pupils to repeat.
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Warmer Track 9
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3 mins
Listen and look at your book or look at the
• Greet the class. Say Hello to the class and
alphabet poster.
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qqq
encourage them to reply and also to say Hello
queen queen queen
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to each other.
rrr
• Briefly revise what you did in the previous
rocket rocket rocket
lesson. As pupils are settling themselves at the
sss
start of the lesson, you could replay Track 7
sun sun sun
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See if any pupils feel confident enough now to rocket rocket rocket
come up and point to the letters on one of the sss
alphabet posters. sun sun sun
• Hold up the alphabet card for q. Say the sound ttt
/kw/ as in queen. Say the word queen. You could tomato tomato tomato
mime putting a crown on your head and walking uuu
like a queen. Encourage pupils to copy you. Say umbrella umbrella umbrella
the sound and the word again. Don’t ask pupils vvv
to repeat at this stage, as they will hear all the violin violin violin
letters and words on the audio.
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ttt
tomato tomato tomato • Explain that you will walk around the classroom
uuu carrying an object. It could be a bean bag, a ruler,
umbrella umbrella umbrella a toy – it doesn’t matter what it is. As you walk
around, you stop by a pupil and pass the item to
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vvv
violin violin violin him or her. As you hand over the item, you say
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a letter sound from one of the sound pupils have
learned so far (a, b, c, d, e, f, g, h, i, j, k, l, m, n, o,
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Sing 5 mins p, q, r, s, t, u, v). The pupil then says the word they
have learned that starts with that sound. If any of
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• Tell pupils they are going to sing an English the pupils find it difficult, you could prompt them
song. If they want to stand by their desks and by whispering the word to them, or saying the first
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move to the song, they can. and second letter sounds of the word.
• Explain that pupils are going to hear the letter •
U Play the game. Praise pupils when they get the
sounds and words for each sound. Tell them that word right and be very gentle with any that
at the end of the song, they will also hear the make a mistake. This is a game for fun, to
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names for the letters. Remind them not to worry reinforce letter sounds, so make sure your pupils
about the names of the letters too much at this enjoy themselves.
stage, as it is the sounds of the letters which are
most important.
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• Say Listen to the song. Play Track 10. Activity Book 4 mins
Encourage pupils to join in with the song • Ask pupils to look at Activity Book page 8.
wherever they can. By now, pupils might have Remind pupils which letters they looked at in
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started to feel more confident about voicing the their Pupil’s Book (q, r, s, t, u, v).
letter sounds out loud and joining in with a song. • Explain that there are lower-case letters on the left
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If they do, don’t correct any mistakes; at this stage of the page, pictures in the middle of the page and
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it is important that the pupils gain in confidence. capital letters on the right of the page. The pupils
with match the lower-case letter to the correct
Track 10 picture of the thing that starts with that letter
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Listen to the song. sound, then also match them to the capital letter.
q for queen, q for queen. Draw their attention to the example matching line.
r for rocket, r for rocket. • When pupils are ready, they can start to do the
s for sun, s for sun. activity. Walk around the class and offer help
Sing a song. Sing a song. as needed. Give pupils plenty of praise and
encouragement as they complete the activity.
t for tomato, t for tomato.
Answers:
u for umbrella, u for umbrella.
q [queen] Q
v for violin, v for violin.
r [rabbit] R
Play a tune. Play a tune.
s [sun] S
t [tomato] T
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x, y and z.. Ask pupils to open their Pupil’s
should be in that same order. Where there is a Books at page 13.
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mistake, pupils should put a cross. Draw their
attention to the example tick and remind pupils
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that the letter order A B C D E is correct. Listen and say 15 mins
• When pupils are ready, they can start to do the
A
activity. Walk around the class and offer help • Introduce the letters. YYou could use the alphabet
as needed. Give pupils plenty of praise and cards or point to them on the alphabet posters.
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encouragement as they complete the activity. See if any pupils feel confident enough now to
Answers:
U come up and point to the letters on one of the
ABCDE 3 alphabet posters.
• Hold up the alphabet card for w. Say the sound
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FGHKI 7
LMNOQ 7 w// as in watch. Say the word watch. You could
w
//w/
/w
RSTUV 3 mime looking at your watch to see the time.
Encourage pupils to copy you. Say the sound
and the word again. Don’t ask pupils to repeat
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Make a poster
poster.
• Say Now listen and say. Play the next part of
Language: letters w–z
watch, x-ray, yo-yo, zebra
Track 11. Pause after each section, repeat
the letter and word, and ask pupils to say them
Materials: Pupil’s Book page 13
after you.
Activity Book page 9
• Say Listen and say again. Play the third part of
Tracks 11 and 12 Track 11. Pause after each section and ask
Alphabet posters
pupils to repeat.
Picture cards: watch, x-ray, yo-yo,
zebra
paper or card, coloured pens and
other craft items if available (for
pupils to make a poster)
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What’s the time? What’s the time?
Now listen and say.
x for x-ray, x for x-ray.
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www
watch watch watch
y for yo-yo, y for yo-yo.
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xxx
x-ray x-ray x-ray z for zebra, z for zebra.
yyy In the zoo! In the zoo!
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yo-yo yo-yo yo-yo
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R,
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zzz
zebra zebra zebra S, T, U, V, W, X, Y, Z.
yo-yo yo-yo yo-yo • Remind pupils that they have now learned the
zzz English alphabet!
zebra zebra zebra • Explain what pupils are going to do: they will
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• Congratulate your pupils as they have now poster. They can do whatever they want, so if
learned all the letters of the English alphabet. any of them do want to try to copy the shapes of
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Sing 5 mins
the correct way, they will start to learn correct
letter formation in the next unit. They might also
• Tell
ell pupils they are going to sing an English
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32
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the challenge is increased by the fact that there
umbrella, violin, watch, x-ray,
are some letters they will not use at all. Draw
yo-yo, zebra
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their attention to the example matching line.
Materials: Pupil’ss Book page 14
• When pupils are ready, they can start to do the
Activity Book page 10
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activity. Walk around the class and offer help
as needed. Give pupils plenty of praise and
Tracks 13, 14 and 15
Alphabet posters
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encouragement as they complete the activity.
Picture cards: apple, ball, car,
Answers: duck, elephant, flower, gate, hand,
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Ww insect, jam, kite, lemon, monkey,
Xx
Yy
U nose, orange, plane, queen, rocket,
sun, tomato, umbrella, violin,
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Zz watch, x-ray, yo-yo, zebra
• Explain that there are letters, and for each letter reply and also to say the same to each other.
there are two pictures. Pupils have to tick the • Briefly revise the letters of the alphabet. As pupils
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picture of the word that matches the letter each are settling themselves at the start of the lesson,
time. Draw their attention to the example tick you could replay Track 1 to review the letters
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and remind pupils that watch starts with the and words they have learned in this unit.
w sound. Walk around the class and offer help • Remind pupils that they know the whole of the
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as needed. Give pupils plenty of praise and English alphabet now and explain that in today’s
encouragement as they complete the activity. lesson they will be revising what they have
©
33
• Explain that pupils will hear the letters of the • Say Listen again. Play Track 14 again.
alphabet on the audio. As they hear them, they • Say Listen and sing. Play Track 14 again.
should point to the letters in their book and say Encourage pupils to join in as much as they can.
the sound. The first time they listen, the letters If they are a confident class, you could pause
will be in alphabetical order but the second time, the song from time to time and ask pupils what
they won’t be, and not all the letters will be letter is next.
included the second time.
• Say Listen, point and say. Then play the first
part of Track 13. Pupils point to the letters as
Track 14
Listen to the song.
they listen and say the sounds.
A and B and C and D
• Say Now listen, point and say again. Play the
E and F and G.
next part of Track 13. Pause after each
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A, B, C, D, E, F, G.
section, repeat the letter and word, and ask
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pupils to say them after you.
H and I and J and K
• Say Listen and say again. Play the third part of
L and M and N.
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Track 13. Pause after each section and ask
H, I, J, K, L, M, N.
pupils to repeat.
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O and P and Q and R
Track 13 S and T and U.
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Listen, point and say.
O, P, Q, R, S, T, U.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, U
S, T, U, V, W, X, Y, Z
V and W and X
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Now listen, point and say again. Y and Z.
D…M…C…X…A…L…C…P…E…Q… V, W, X, Y, Z.
V…W…B…Z…Y…G…K
ABCD
ET
QRS
• You
ou can extend this activity by calling out letter TUV
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you can check they are pointing to the correct Now we know the alphabet!
letters. Or say the letter sounds and ask pupils
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34
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E, K, Y
• Praise pupils for their hard work. Say goodbye
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to them as they leave the lesson.
Activity Book 5 mins
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1 Circle the mistake
Unit 1 Lesson 8
A
• Ask pupils to look at Activity Book page 10.
• Explain that there are six lines of letters –
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capitals and lower-case. The pupils have to circle Aims: Review all the capital and
the pair of letters in each line which is incorrect
U lower-case letters.
because the letters do not match. Draw the Match capital and lower-case
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pupils’ attention to the example circle around De letters.
in the first line. Write the correct pair of letters Recognize letter shapes.
on the board: Dd. Language: all the letters of the alphabet
• When pupils are ready,, they can start to do the apple, car, elephant, gate, jam,
lemon, queen, tomato, violin,
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Answers:
Tracks 16, 17 and 1
De
R
Alphabet posters
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Picture cards: apple, car, elephant,
Jp
A
Tj
Yv
Warmer 4 mins
©
35
• Remind pupils that they know the whole of the • Congratulate your pupils on saying all the letters
English alphabet now and explain that in today’s and sounds of the English alphabet!
lesson they will be revising what they have
learned. Ask pupils to open their Pupil’s Book at
page 15. Circle the odd one out 5 mins
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name, the letter sound and the word for the letter the letters and circle the odd one out in each line.
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each time. They know all the names of letters, Walk around the class and offer help as needed.
letter sounds and words, so this is just revision. Give pupils plenty of praise and encouragement
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• Say Listen and say. Then play Track 16. as they complete the activity.
Pupils listen and repeat.
Answers:
A
e
Track 16 b
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Listen and say. d
A … a … apple U u
B … b … ball
C … c … car
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D … d … duck Listen and circle 6 mins
E … e … elephant
F … f … flower • Explain what pupils are going to do: they will
G … g … gate hear different letters of the alphabet and will
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N … n … nose
O … o … orange Track 17
G
Answers:
S … s … sun
The pupils should have circled these letters:
T … t … tomato
b c d g m n p s t v
U … u … umbrella
V … v … violin
W … w … watch Activity Book 10 mins
X … x … x-ray
Y … y … yo-yo 1 Match
Z … z … zebra • Ask pupils to look at Activity Book page 11.
• Explain that there are ten letters in the middle of
the page and pictures on either side. The pupils
36
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J j [jam]
L l [lemon]
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Q q [queen]
T t [tomato]
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V v [violin]
Y y [yo-yo]
A
• Praise pupils for their hard work. Tell them they
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have now completed Unit 1 and they know the
English alphabet. Tell them they will start to
trace the shapes of the letters in Unit 2. As the
U
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pupils are packing their bags and leaving the
class, play Track 1 again.
Now I can …
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37
Objectives
Listening
• Continue to become familiar with the sound of English letters.
• Continue to become familiar with the sound of English words.
• Carry out simple classroom instructions (TPR).
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• Learn numbers 1–10.
• Identify named objects.
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Speaking
• Say Hello and Goodbye.
A
• Introduce self: I’m (name).
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• Ask and answer a question: What’s your name? I’m (Nadia).
• Ask and answer a question: How many …? U
• Identify and name objects, colours, family members and characters in the book:
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Nadia, Ahmed, Sarah, Hani, Adam, Rosie.
Rosie.
• Join in songs.
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Skills
• Understand that English is written from left to right.
• Recognize the shapes of the letters s, a, t, p, i, n and their sounds.
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• Develop awareness of drawing from left to right, learn how to hold a pencil correctly
correctly,
practise pencil control, develop hand-eye coordination.
A
38
Word list
Lesson 1 three – /θriː/ Lesson 8
sister – /ˈsɪstə/ four – /fɔː/ tomato – /təˈmɑːtəʊ/
sun – /sʌn/ five – /faɪv/ ink – /ɪŋk/
hello – /həˈləʊ/ snake – /sneɪk/
goodbye – /ˌɡʊdˈbaɪ/ Lesson 5 net – /net/
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ink – /ɪŋk/ plane – /pleɪn/
Lesson 2 insect – /ˈɪnsekt/ apple – /ˈæpəl/
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apple – /ˈæpəl/ six – /sɪks/
ant – /ænt/ seven – /ˈsevən/ Lesson 9
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blue – /bluː/ eight – /eɪt/ ant – /ænt/
green – /ɡriːn/ nine – /naɪn/ net – /net/
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red – /red/ ten – /ten/ tomato – /təˈmɑːtəʊ/
yellow – /ˈjeləʊ/ snake – /sneɪk/
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Lesson 6 plane – /pleɪn/
Lesson 3 net – /net/ U taxi – /ˈtæksi/
taxi – /ˈtæksi/ nose – /nəʊz/
tomato – /təˈmɑːtəʊ/ Lesson 10
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What’s your name? I’m … – Lesson 7 sit – /sɪt/
/wɒts jɔː neɪm? aɪm …/
dad – /dæd/ pat – /pæt/
mum – /mʌm/ tin – /tɪn/
Lesson 4 sister – /ˈsɪstə/ pin – /pɪn/
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39
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Language: my family, sister, son, hello,
• Say Listen and say again. Play the third part of
goodbye, letter s
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Track 18.
Materials: Pupil’s Book page 18
• Play Track 18 again, following the three
Activity Book page 12
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stages and the instructions. This time, get pupils
Tracks 1 and 18/19 to point to the letter s and words sister and son
Alphabet posters
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in their books as they listen and say.
Alphabet card: s
Picture cards: sister, son Track 18
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Listen and look at the board.
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Remind pupils that they know all the letters of the s sister son
English alphabet. Explain that now they are going s sister son
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to learn how to write each letter and how to make
Now listen and say.
words from the letters.
sss
sister sister sister
son son son
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Warmer 5 mins
Listen and say again.
• Say Hello to the class. Say it clearly and smile. sss
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Move round the class and say Hello to sister sister sister
different pupils. son son son
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Look, listen and say 8 mins pronunciation is correct. Ask groups, then
individuals to say the word. Repeat with the
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• Introduce the picture at the top of page 18. picture card for sister.
Explain that Adam the Astronaut and his friend
Rosie are holding up a board with a letter and
words on it. Trace and say 8 mins
40
• Stand with your back to the class and trace the Activity Book 14 mins
letter s in the air. Get pupils to stand up and do
the same. 1 Trace
• Ask pupils to open their Activity Books at page 12.
• Introduce the activity by explaining carefully
Listen and say 5 mins
that they are going to trace the letter s.
• Make sure everyone is seated correctly.
• Talk about the two pictures with the class. • There should be no pressure on pupils to use
• Introduce the characters (Ahmed and Adam the pencils – it’s perfectly OK for them to trace the
Astronaut). Ask the pupils what they think they letters with their fingers – but if some pupils
are saying in the first picture. Elicit Hello. Point want to use a pencil, check that it is sharpened
to the second picture and say the word Goodbye
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and that pupils know how to hold it correctly.
several times. Elicit what this means, pointing • Demonstrate how pupils can best position their
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out the wall between the two characters and books on the desk or table.
explaining that one of them is leaving. • When pupils are readyready,, they can start tracing
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• Reinforce the new words by opening the door the letters, starting by following the dotted
and walking into the classroom while saying lines of the first ss.. Remind them to work in the
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Hello! Then pretend to go out again and, as you direction of the arrow. Pupils can complete the
reach the door, turn to pupils, wave and say first two larger letters before moving on to the
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Goodbye! Encourage individual pupils to model smaller letters. Monitor to make sure everyone is
the words in the same way. U managing, providing support as necessary.
• Introduce the Listen and say activity (using
gestures to support the instructions). Play
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Track 19 and pause the track after Ahmed Activity Book 5 mins
says Hello the first time.
• Choose individual pupils and say Hello to them, 2 Colour
encouraging them to say Hello back. • Point to the large written Hello on page 12. Ask
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• Play the rest of the track and mime leaving if anyone can remember what it says.
as you say Goodbye to individual pupils. • Begin to write Hello on the board and colour
Encourage them to say Goodbye to you as you in the H. Tell the pupils to colour in the letters,
N
41
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Learn words for colours.
• board, miming listen
Say Listen and look at the board,
Language: apple, ant, blue, green, red,
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and look. Play the first part of Track 20.
yellow, letter a
• Say Now listen and say. Explain say using
Materials: Pupil’s Book page 19
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gestures to support the word, e.g., put your
Activity Book page 13
hand to your mouth. Play the next part of
Tracks 20 and 21 Track 20.
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Alphabet posters
• Say Listen and say again. Play the third part of
Colours and numbers poster
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Track 20.
Alphabet card: a
•
U Play Track 20 again, following the three
Picture cards: apple, ant
stages and the instructions. This time, get pupils
to point to the letter a and words apple and ant
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in their books as they listen and say the words.
Warmer 5 mins
Track 20
• Greet the class. Say: Hello, boys/girls.. Encourage Listen and look at the board.
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of the lesson.
ant ant ant
• Briefly revise what you did in the previous
A
lesson. Youou could hold up the card for the letter Listen and say again.
s,, as well as the word cards for son and sister. aaa
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42
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one pupil says a colour and the other points
that pupils use the correct movements.
– first to the colour in the book, and then
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to something in the room which is the same
• Stand with your back to the class and trace the
colour. Repeat with as many pupils as possible.
letter Aa in the air or on the board saying the
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letter sound as you do so. Get pupils to stand up
and do the same.
Extra!
A
ell the pupils to look at your lips very
Tell
carefully and try to work out which word
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Listen and say 10 mins you are saying. Mouth a colour word
U silently. When a pupil answers correctly, ask
• Ask pupils to look at the picture at the bottom him/her to point to (or hold up) something
of the same colour. If there is time, ask
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of page 19, and say the names of the colours of
the balloons Adam is holding. From left to right, some pupils to come to the front and
these are: blue, green, red and yellow. mouth the colours. This activity is good for
• Ask pupils to look at the colours and numbers pronunciation practice.
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three colours.
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1 Trace
• Say Listen and look at the colours.
colours. Use gestures
• Ask pupils to look at Activity Book page 13.
to support your instructions. Play Track 21
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43
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they use the correct colour and that they colour up to now (s and a). ). Briefly revise these two
the letters in sequence from left to right. letters, either by holding up cards or pointing to
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• Check that pupils are following the instructions them in the Pupil’s Book.
and then repeat the process for the remaining • Ask pupils if they remember the words they
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words, beginning by asking them which learned beginning with those letters ((sister, son,
coloured pen or pencil they will need for the apple, ant).).
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next word (blue). • Invite pupils to identify the letters on the poster
poster.
• Point to the letter t on the poster and explain
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Note: Make sure you say goodbye to that, in today’s lesson, pupils will be learning
the class as a whole and to individual
U a new letter and two more words. Ask them to
pupils (adding their name) at the end of open their Pupil’s Books at page 20.
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every lesson.
its sound.
• Hold up the alphabet card for t. Elicit or say the
Follow instructions and repeat
sound /t/. Ask the pupils to find two ts on the
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new language.
page. Explain that the names of the two objects
Continue learning how to form
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your name.
demonstrated in the book. Make sure you write
Language: ten, tomato, What’s your name?
the letters large enough for all pupils to see.
I’m …, letter t
• Say Listen and look at the board, miming listen
Materials: Pupil’s Book page 20
and look, and pointing to the board. Play the
Activity Book page 14
first part of Track 22.
Tracks 22 and 23 • Say Now listen and say. Explain say using
Alphabet posters
gestures to support the word, e.g., put your
Colours and numbers poster
hand to your mouth. Play the next part of
Alphabet card: t
Picture cards: taxi, tomato
Track 22.
• Say Listen and say again. Play the third part of
Track 22.
44
• Play Track 22 again, following the three • Stand with your back to the class and trace the
stages and the instructions. This time, get pupils letter t in the air. Make sure to pause between
to point to the letter t and words taxi and the two movements, lowering your hand briefly,
tomato in their books as they listen and say so that pupils realize there are two different
the words. strokes. Get pupils to stand up and do the same.
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ttt
board (always following the arrows given
taxi taxi taxi
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in the book). Pupils can then come up and
tomato tomato tomato
practise on the board. Another way is to go
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Listen and say again. round the class, tracing the letter with your
ttt finger on pupils’ books, or even on the desk.
taxi taxi taxi Use one or more of these methods each time
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tomato tomato tomato you introduce a new letter. Remember that
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pupils will always learn both the capital and
Extra! U the lower-case letter.
• Hold up the picture card of the taxi and
elicit the word in chorus. Make sure the
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pronunciation is correct. Ask groups, then Listen and say 10 mins
t/.
t/.
Point to t and get pupils to make the sound //t
/t/. Astronaut. Introduce Nadia (you can point and
say And this is Nadia. It doesn’t matter if pupils
don’t fully understand every word – it helps
Trace and say
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8 mins
them get used to the sounds of English. Repeat
the phrase What’s your name? several times,
• Ask pupils to look at the three letter ts on the
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the letter Tt
Tt,, they will need to use two separate
for Ahmed (What’s your name? I’m Ahmed).
movements to write both the capital and the
lower-case letter. Show them the first downward
©
movement (from green to orange), then the Note: At this stage, your pupils should be
second horizontal movement (from green to able to listen to phrases and repeat them. But
red). Finally, point to the third, completed letter t they are not expected to be able to read the
showing both movements together. new words and phrases that are presented in
• As they have done before, pupils use their index Primary 1. Nor are they expected to be able
fingers, starting on the green dot, following the to write them. Your pupils will develop those
direction of the arrow to the orange dot, and skills at their own speed.
finishing on the red dot, but for this letter they
need to take their finger off the page to do the • Tell the pupils to listen to the rhyme and look
cross stroke. Go round the class, checking that at the pictures. Play the first three verses of
pupils use the correct movements. Track 23.
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My name is Ahmed.
• Too begin with, pupils can trace the outlines of
Nadia & Ahmed: What’s your name?
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the letters. This will help them control the pencil.
Adam: I’m Adam. Yes, Adam.
They match the names with the pictures.
Nadia & Ahmed: What’s your name?
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• Pupils are then free to colour Ahmed and Nadia
Adam: I’m Adam.
if they wish using their own choice of colours.
My name is Adam.
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Nadia & Ahmed: What’s your name?
[music only for pupils to sing own names] Extra!
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Nadia & Ahmed: What’s your name? Give each pupil a card with their name
[music only for pupils to sing own names] U written on it in English in large letters. Say
This is your name in English. Point out any
names that contain the letters pupils have
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• Tell the pupils to listen to the rhyme again and
done up to now ((s, a and t). Pupils can take
try to join in with Nadia, Ahmed and Adam this
their cards home and decorate them, but ask
time. Play the whole of Track 23.
them to bring them back so they can place
• Explain that I’m Nadia. and My name is Nadia.
them on the desks in every English lesson. As
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its sound.
1 Trace
race Learn numbers 1–5.
• Ask pupils to look at Activity Book page 14. Revise colours.
©
Remind pupils how they formed the letter Tt Practise making the shape of the
in the lesson (with two separate movements). letter p, lower-case and capital.
Check that pupils are seated correctly and have Language: plane, pizza, numbers for you,
their books in a suitable position on the desks. one, two, three, four, five, letter p
As in previous lessons, pupils practise on the Materials: Pupil’s Book page 21
page using their fingers, starting with the larger Activity Book page 15
letters. Go round the class, checking that pupils Tracks 24, 25, 26 and 27
use the correct movements. Alphabet poster
• Let pupils trace the letters with their fingers or colour and numbers poster
pencils, firstly with the capital letters, before Alphabet card: p
moving down to the lower-case letters on Picture cards: plane, pizza
46
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(s, a and t), either by holding up cards or plane plane plane
pointing to them in the Pupil’s Book. pizza pizza pizza
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• Ask pupils if they remember the words they
learned beginning with those letters (sun, snake, • Hold up the picture card of the plane and elicit
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apple, ant, taxi, tomato). the word in chorus. Make sure the pronunciation
• Invite pupils to identify the letters and pictures is correct. Ask groups, then individuals to say the
A
of the objects on the poster and in their books. word. Repeat with the picture card of the pizza.
• Point to the letter p on the poster and explain • poster. Point
Ask pupils to look at the alphabet poster
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that, in today’s lesson, pupils will be learning to p and get pupils to make the sound /p/.
/
a new letter and two more words. Ask them to U
open their Pupil’s Books at page 21.
Trace and say
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8 mins
Look, listen and say 8 mins • Demonstrate the way the letter is formed by
using one or more of the methods mentioned
• Introduce the picture at the top of page 21. Ask in the previous lesson (standing with your back
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if any pupils know what Adam and Rosie are to the class, writing on the board, tracing over
holding up on the board. pupils’ books, or tracing the shape of the letter
• Hold up the alphabet card for p p.. Elicit or say on the desk). Get pupils to do the same.
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the sound /p/. /. Ask the pupils to find two things • Ask pupils to look at the letter Pps on the page.
beginning with p on the page. Explain or elicit Remind them of the traffic light system (green,
R
that plane and pizza both begin with that sound. orange, red). Explain that, for the letter p, they
A
The mime for this could be holding both arms will need to use two separate movements, just as
out to the sides like the wings of a plane, saying they did for the letter t in the last lesson. Show
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p/.
p
/p/, /p/, /p/./. them the first downward movement (from
• Write p p,, plane
plane,, pizza on the board in the usual way. green to orange), then the second rounded
• Say Listen and look at the board board, miming listen movement (from green to red). Finally, point
©
and look
look,, and pointing to the board. Play the to the third, completed letter p showing both
first part of Track 24. movements together.
• Say Now listen and say. Play the next part of • As they have done before, pupils use their index
Track 24. fingers, starting on the green dot, following the
• Say Listen and say again. Play the third part of direction of the arrow to the orange dot, and
Track 24. finishing on the red dot, but for this letter they
• Play Track 24 again, following the three need to take their finger off the page to do the
stages and the instructions. This time, get rounded part. Go round the class, checking that
pupils to point to the letter p and words plane pupils use the correct movements.
and pizza in their books as they listen and say
the words.
47
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so during this lesson, make sure you often repeat
Sing 8 mins
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final s. • ell the pupils to listen as you read out the words
Tell
• Write number 1 on the board, say the name and Balloons. Ask the pupils to hold up
of the song 5 Balloons.
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ask the pupils to point to it in their books. Do one hand with five fingers upright. Present hand.
the same with numbers 2–5. Encourage pupils to Use your fingers to demonstrate the song. When
A
count the balloons next to each number. the words say a balloon goes ‘bang’, clap your
Introduce and play Track 25. hands and pull down one finger so that there are
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•
only four left upright. Gesture to the pupils to do
Track 25 U the same. Continue through the song like this.
Listen and say. Ask the pupils in Arabic how many balloons are
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12345 left at the end of the song. Elicit none.
12345 • T
Tell the pupils to use their fingers in the same
111 way as they listen to the song. Play Track 27.
222
Track 27
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333
444 Listen to the song.
555 5 balloons in my hand.
1 balloon 1 balloon went ‘Bang!’
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3 balloons
4 balloons 3 balloons in my hand.
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Track
rack 26 • Play the song again. Tell the pupils to hum the
Listen to the song. tune and join in saying bang.
1 balloon 1 balloon 1 balloon
2 balloons 2 balloons 2 balloons
3 balloons 3 balloons 3 balloons Activity Book 5 mins
48
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number of objects.
• As they trace the letters, say the sound /p/ and
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encourage pupils to repeat it after you.
Unit 2 Lesson 5
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Activity Book 4 mins
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Aims: Name objects and recognize i and
2 Trace the lines its sound.
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• This exercise gives pupils extra practice at Learn numbers 6–10.
controlling their pencils and moving from left U Revise colours.
to right on the page. Remind pupils how to sit Practise making the shape of the
properly and hold the pencil correctly. Point
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letter i, lower-case and capital.
out the different movements of the lines (the Language: ink, insect, six, seven, eight, nine,
bouncing of a ball, the jumping of a frog and ten, letter i
the swooping of a bird). Explain that these are Materials: Pupil’s Book page 22
slightly different each time, and that practising Activity Book page 16
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Warmer 4 mins
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3 Trace
• Point to the first number and ask What is it? • Greet the class, saying Hello to as many pupils
Elicit 1. Show pupils that they must trace a 1 in as possible.
©
49
• Point to the letter i on the poster and explain Trace and say 8 mins
that, in today’s lesson, pupils will be learning
a new letter and two more words. Ask them to
• Demonstrate the way the letter Ii is formed by
open their Pupil’s Books at page 22.
using one or more of the methods mentioned
in the previous lesson. Get pupils to practise
the movements.
Look, listen and say 8 mins
• Ask pupils to look at the letter is on the page.
Elicit the correct order of the traffic light system
• Introduce the picture at the top of page 22. Ask
(green to orange to red). Explain that, for
if any pupils know what Adam and Rosie are
capital I pupils will need to use three separate
holding up on the board.
movements but that the second and third
• Hold up the alphabet card for i. Use Poster 1
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movements are simply short lines at the top and
and point to the letter i and the ink.
bottom of the downward line, and for the letter
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• Elicit or say the sound //. Ask the pupils to find
i,, they will need to use two separate movements,
two things beginning with i on the page. Explain
but that the second movement is simply a dot.
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or elicit that ink and insect both begin with that
• As they have done before, pupils use their index
sound. The mime for this could be moving their
fingers, starting on the green dot, following the
A
fingers on the desk like the legs of a walking
direction of the arrow to the orange dot, and
insect, saying //, //, //.
finishing on the red dot, but for this letter they
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• Write i, ink, insect on the board in the usual way.
need to take their finger off the page to do
• Say Listen and look at the board, miming listen
the lines on the capital letter, or the dot. Go
and look, and pointing to the board. Play the
U round the class, checking that pupils use the
first part of Track 28.
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correct movements.
• Say Now listen and say. Play the next part of
Track 28.
• Say Listen and say again. Play the third part of Listen and say 8 mins
Track 28.
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Now listen and say. to use the fingers of their other hand to learn
iii 6–10. Start with pupils holding up one hand and
ink ink ink counting 1–5 by touching each finger in turn.
insect insect insect Demonstrate changing hands and counting from
Listen and say again. 6–10. Encourage pupils to repeat the numbers
iii after you.
ink ink ink • Write number 6 on the board, say the name and
insect insect insect ask the pupils to point to it in their books. Do
the same with numbers 7–10. Encourage pupils
to count the dots each time.
• Play Track 29.
50
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at the bottom of the page. Point to the first without lifting the finger/pencil off the page.
domino and say How many dots? Encourage
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the pupils to count from 1–7 to get the correct
answer. Activity Book 5 mins
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• Now point to the other dominoes one at a time
and ask How many …? As a class, the pupils 3 Trace
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count aloud. • Point to the first box and ask what the number
is. Elicit 6. Show pupils that they must trace a 6
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Extra! in the box.
To give extra practice with numbers 1–10, •
U Ask pupils to complete the remaining boxes by
point to a pupil and say one. Indicate that tracing the numbers.
• Pupils should use a finger or pencil to trace the
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you want the pupil to say the number 1.
Then point to another pupil and, if numbers 6–10. Make sure they start at the black
necessary, prompt with two, getting that dot each time. For 10, point out that they are
pupil to say two.. Continue in this way until actually writing two numbers, so they will need
to lift the finger/pencil off the page. Make sure
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Extra!
Play The Race Game with numbers 1–10.
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• Ask pupils to look at Activity Book page 16. number; the first pupil to run to the board
Check that pupils are seated correctly and have and tick the number is the winner. Play again
their books in a suitable position on the desks. with different pupils.
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51
Unit 2 Lesson 6 • Say Listen and look at the board, miming listen
and look, and pointing to the board. Play
Track 30.
Aims: Name objects and recognize n and
its sound. Track 30
Practise making the shape of the Listen and look at the board.
letter n, lower-case and capital. n net nose
Learn to ask and answer n net nose
about age.
Now listen and say.
Language: net, nose, letter n
nnn
Materials: Pupil’s Book page 23
net net net
Activity Book page 17
N
nose nose nose
Tracks 30 and 31
Alphabet poster Listen and say again.
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Alphabet card: n nnn
Picture cards: net, nose net net net
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nose nose nose
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Warmer 6 mins
Trace and say 8 mins
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• Greet the class, saying Good morning or Good
• Demonstrate the way the letter Nn is formed
•
Afternoon to as many pupils as possible.
Briefly revise the numbers 1–10 from the
U by using one or more of the methods mentioned
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previous two lessons. in the previous lesson. Get pupils to practise
• Revise the letters they have learned up to now the movements.
(s, a, t, p and i).
). Ask pupils if they remember the • Ask pupils to look at the letters on the page.
words they learned beginning with those letters. Elicit the correct order of the traffic light system
ET
Invite pupils to identify the letters and pictures (green to orange to red). Explain that, for
of the objects on the poster and in their books. capital N pupils will need to use two separate
• Point to the letter n on the poster and explain movements and that the second movement
involves them moving down and then up again
N
open their Pupil’s Books at page 23. will need to use two separate movements, firstly
a straight line down; then the rounded part.
A
if any pupils know what Adam and Rosie are direction of the arrow to the orange dot, and
holding up on the board. finishing on the red dot. Some pupils might find
• Hold up the alphabet card for n. Use the it easier to take their finger off the page to do the
alphabet poster and point to the letter n and rounded part. Others might be able to retrace
the net. part of the vertical line and write the letter in
• Elicit or say the sound /n/. Ask the pupils to find one go. Go round the class, checking that pupils
two things beginning with n on the page. Explain are producing an acceptable shape.
or elicit that net and nose both begin with that
sound. The mime for this could be wrinkling
their noses, saying /n/, /n/, /n/.
• Write n, net, nose on the board in the usual way.
52
N
brother, grandma, grandpa
Track 31
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Listen and say.
Adam: How many brothers do you have?
Warmer 7 mins
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Ahmed: Three.
A
Activity Book 8 mins as possible.
• Briefly revise the numbers 1–10 from the
C
1 Trace previous two lessons.
• Ask pupils to look at Activity Book page 17. As
in previous lessons, check that pupils are seated
U
• Revise the letters they have learned up to now ((s,
a, t, p, i and n). Ask pupils if they remember the
ED
correctly and have their books in a suitable words they learned beginning with those letters.
position on the desks. Invite pupils to identify the letters and pictures
• Let pupils trace the letters with their fingers of the objects on the poster and in their books.
or pencils. Monitor to make sure everyone is • Ask them to open their Pupil’s Books at page 24.
ET
• Remind pupils how to sit properly and hold the and say This is dad then ask the class to repeat
pencil correctly
correctly.. Some pupils might feel more dad. Continue with the other new words. With
comfortable if they can look back at the letters
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53
N
saying. Explain or elicit the meaning of He’s my movements of the lines. Explain that these are
dad. Point out that we use the male pronoun he slightly different each time, and that practising
O
when we want to talk about a man or a boy. Ask now will help when they come to write.
pupils what they think the girl is saying. You • Pupils can trace the lines with their fingers or
TI
can test the class with wrong suggestions such their pencils. Monitor to make sure no one is
as He’s my mum or She’s my dad until pupils having trouble with the activity
activity.
A
understand. Make sure they understand the
difference between he and she. Remember
C
not to spend a long time explaining grammar Activity Book 10 mins
at this stage. U
• Tell the pupils that they are going to learn a song 2 Match
ED
called My Family.. Tell them to listen as you read • Point to the words in the middle and ask pupils
the words to them. if they can say them. If they can’t, say the
• Tell the pupils to listen to the song. Play words yourself and ask pupils to repeat them
Track 33. after you. Don’t expect too much from pupils
at this stage as they haven’t learned to read
ET
Brother and sister and me, we’re a happy family! grandpa, grandpa, where is grandpa? Get
various pupils to suggest which word says
Grandma, Grandpa, Grandma, Grandpa. grandpa. Move around the class until most
©
Grandma, Grandpa and me. pupils have got it right. Then take a pencil and
Grandma, Grandpa and me, we’re a happy family! mime drawing a line between the picture of
grandpa and the word.
Mum and Dad and brother and sister and Grandma
and Grandpa and me. Answers:
We’re a happy, happy, happy, happy, happy family! grandpa mum
Hooray! grandma sister
dad brother
54
N
• Ask pupils to open their Activity Books at
O
page 19.
Warmer 6 mins
• This exercise gives pupils practice at letter
TI
recognition. Explain that each row contains two
• Greet the class. Ask them to tell you the letters
letters that are the same and that pupils have to
they have learned up to now (s, a, t, p, i and n).
A
circle them.
Write these up on the board, in a column going
• Demonstrate the example by using a book or
downwards. Be careful to form the letters in the
C
other object to cover up all the rows except the
same way the pupils have learned.
U first one. Then point out that the two letters
• Ask pupils if they remember the words they
which are the same are the letter s, both of which
learned beginning with those letters. They may
have been circled. Encourage pupils to make the
ED
be able to remember one or two words for
s sound as soon as they understand. Move the
each letter.
book or other object down to reveal the next
• Ask them to open their Pupil’ss Books at page 25.
row so pupils know they have to look there next.
• As pupils finish, ask them to show you their
ET
• Tell
ell pupils to start tracing. Check that they are
• This exercise gives pupils extra practice at
sitting correctly and holding the pencil properly
G
letters clearly
clearly..
Tell them to try to stay within the lines as
• Explain that the pupils have to find the right
they colour.
pictures to go with the initial letters. Go over the
• Explain that the colours are written, and that
example with them, holding up your book and
they should use these colours. If pupils don’t
indicating the line connecting the letter s with
remember or recognize the colour words, ask
the sister.
them to look back in their Pupil’s Books to see if
• Ask pupils to draw the other lines.
they can find them.
• When everyone is finished, check that pupils
remember the correct pronunciation for these six
letters. Repeat by eliciting or demonstrating the
remaining letters and their accompanying words.
55
capitals.
Materials: Pupil’s Book page 26 1 Match
Activity Book page 20 • Ask pupils to look at Activity Book page 20.
Alphabet poster Explain that this is a matching exercise, and
that pupils have to match the small letter with
its capital. Do one of the letters as an example,
N
Warmer 6 mins taking a pencil and miming drawing a line
between the small letter and the capital. Ask
O
• Greet the class. Ask them to tell you the letters pupils to complete the task.
they have learned up to now (s, a, t, p, i and n).
TI
Write these up on the board. Make sure you are
Activity Book 5 mins
forming the letters correctly – in the same way as
A
shown in the book.
2 Trace
race the lines
• Ask pupils to make the sounds of the letters.
C
• As in previous lessons, check that pupils are
Point to a letter and then ask pupils to make the
U seated correctly and have their books in a
sound, firstly as a class and then individually.
suitable position on the desks.
• Ask them to open their Pupil’s Books at page 26.
• This exercise gives pupils extra practice at
ED
controlling their pencils and moving from left
to right on the page. Remind pupils how to
Trace and match 15 mins
hold the pencil correctly. Point out the
movement of the line.
ET
56
N
blend the letters and form words as soon as
Aims: Start to make words by blending possible. Go slowly through the tasks, and
O
the sounds of the letters learned make sure everyone has understood.
so far.
TI
Language: sit, pat, tin, pin • Point to the top of the page and the red letters,
Materials: Pupil’s Book page 27 s, i, t and say the words son, ink and taxi. Make
A
Activity Book page 21 sure you put plenty of emphasis on the sound of
Track 34 the initial letter each time. Then, holding up your
C
Alphabet poster book, indicate the line connecting the s with the
ii,, and then the i with the t.
U
• Point to the letters again. Elicit and demonstrate
Warmer
ED
6 mins
the sound of the word sit by pointing to the
letters and moving your finger slowly to the
• Greet the class. Ask them to tell you the letters right as you change sounds. Say the word sit
they have learned in this unit (s, a, t, p, i and very exaggeratedly (ssss-iiii-tttt). You may need
). Write these up on the board. Circle the three
n).
ET
Still with the focus on the sounds of the letters, • Reinforce the meaning of sit by pointing to
demonstrate how the sounds can be joined the girl in the picture and saying sit, while
G
together to form a new word, s-i-t. motioning with your hands, just as you did in
• Get the class to say the word, slowly
slowly, the Warmer above.
emphasizing the individual letters. Then,
©
57
N
some pupils who don’t feel confident about one
Shake a tin, [Sound effects: shaking a tin of dried rice]
or more of the statements. Make it clear that
But don’t sit on a pin! [Sound effects: OUCH!]
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these pupils should not be afraid to say if they
are having difficulty. Pupils must feel free to
TI
• Play the track again. Tell the pupils to hum the
express this and need to know that teachers will
tune or make the sounds, and join in where
give help wherever it is needed. If a lot of pupils
they can.
A
are having difficulty with one of the statements,
you may want to go over it again with the whole
C
class; if only one or two pupils express difficulty,
Activity Book 10 mins
U you might prefer to give those pupils some extra
help individually.
1 Trace
ED
• Ask pupilss to open their Activity Books at page 21.
• As in previous lessons, check that pupils are
seated correctly and have their books in a
suitable position on the desks.
ET
the sounds.
R
A
2 Colour
• For the final activity in the unit, tell pupils that
they are free to colour the flowers using colours
©
58
59
Objectives
Listening
• Continue to become familiar with the sound of English letters.
• Continue to become familiar with the sound of English words.
• Carry out simple classroom instructions (TPR).
N
• Colour according to instructions.
• Identify named objects.
O
TI
Speaking
• Ask and answer What are they?
A
• Ask and answer How many?
C
• Talk about bodies.
• Talk about bathroom routines. U
• Identify and name objects, colours and numbers.
ED
• Join in songs.
Skills
ET
60
Word list
Lesson 1 rabbit – /ˈræbɪt/ Lesson 7
car – /kɑː/ hair – /heə/ I wash my face. – /aɪ wɒʃ maɪ feɪs/
cat – /kæt/ head – /hed/ I wash my hands. – /aɪ wɒʃ maɪ
key – /kiː/ arm – /ɑːm/ hændz/
kite – /kaɪt/ body – /ˈbɒdi/ I brush my teeth. – /aɪ brʌʃ maɪ tiːθ/
N
cake – /keɪk/ leg – /leɡ/ I brush my hair. – /aɪ brʌʃ maɪ heə/
foot – /fʊt/
O
Lesson 2 elbow – /ˈɛlbəʊ/ Lesson 10
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egg – /eɡ/ hit – /hɪt/
elephant – /ˈelɪfənt/ Lesson 5 ten – /ten/
What is it? It’s a kite. – /wɒt ɪz ɪt? monkey – /ˈmʌŋki/ hen – /hen/
A
ɪts ə kaɪt/ moon – /muːn/ make – /meɪk/
ear – /ɪə/
C
What are they? They are eggs. – cake – /keɪk/
/wɒt ɑː ðeɪ? ðeɪ ɑːr egz/ eye – /aɪ/ racket – /ˈrækɪt/
mouth – /maʊθ/
nose – /nəʊz/
U packet – /ˈpækɪt/
Lesson 3
ED
hand – /hænd/ face – /feɪs/
hair – /heə/
how many …? – /haʊ ˈmeni …?/ Lesson 6
dog – /dɒɡ/
ET
duck – /dʌk/
Lesson 4 My nose. – /maɪ nəʊz/
red – /red/ My eyes. – /maɪ aɪz/
N
R
A
G
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61
N
Language: car, cat, key, kite, cake • Hold up the alphabet card for c. c. Elicit or say the
Materials: Pupil’s Book page 30
O
sound /k/./. Ask the pupils to find two examples
Activity Book page 22 of the c sound at the top of the page. Elicit or
Track 35
TI
explain that the names of the two objects ((car and
Alphabet posters cat)) begin with the sound //k/. Get pupils to mime
Alphabet cards: c, k
A
stroking an imaginary cat while saying //k/, /k/, /k/.
Picture cards: car, cat, key, • Write c, car, cat on the board, remembering to
kite, cake
C
form the letters in the same way as demonstrated
U in the book. Make sure you write the letters large
Note: Pupils should now be familiar with enough for all pupils to see. Repeat for k, key, kite.
the words hello and goodbye. Remember to • Say Listen and look at the board, using gestures
ED
greet as many as possible with hello and a to help pupils understand if necessary. Play
smile. At the end of the lessons, make sure Track 35, pausing between the sections to
you say goodbye to as many pupils as you allow time for pupils to understand, follow and
can. Encourage them to say it to you too. If repeat according to the instructions.
ET
c car cat
Warmer 5 mins
k key kite
R
c car cat
• Greet the class. Briefly revise the letters they have k key kite
A
62
N
a pencil, just check that they are sitting in the them to work in the direction of the arrow.
correct position, holding the pencil properly and Monitor, providing support as necessary.
O
tracing the shape accurately.
• Get pupils to say the sound /k/ as in car, while
TI
they are doing the task. When they finish,
encourage them to mime stroking an imaginary Unit 3 Lesson 2
A
cat while saying /k/, /k/, /k/ and then to open
something with an imaginary key, again saying Aims: Name objects and recognize e and
C
/k/, /k/, /k/. its sound.
are …
Activity Book 9 mins
Language: egg, elbow, What is it? It’s a kite.
What are they? They are eggs.
1 Trace Materials:
N
5 mins
• ready, they can start tracing the
When pupils are ready
letters, as they have done previously. Remind • Greet the class. Ask pupils if they remember the
them to work in the direction of the arrow. letters they learned in the previous lesson (c and
Monitor, providing support as necessary. k). Write these up on the board. Ask pupils to
make the sound of the letters.
• Remind pupils that they have made some words
with these letters. Elicit some of the words (car,
cat, key, kite). Then, use cards and posters to
further draw attention to the letters and words.
• Ask them to open their Pupil’s Books at page 31.
63
Point to the letter e in the book, on the alphabet Look and say 8 mins
card, or on the alphabet poster, and explain
that this is the letter they are going to learn in
Note: In this task, pupils will be exposed to
today’s lesson.
some basic elements of grammar for the first
time. It is NOT necessary at this level for you
Look, listen and say 8 mins
to explain the grammar structures. Pupils
will learn the phrases through repetition
• Introduce the picture at the top of page 31. and exposure. The phrases presented are
Explain that Adam and Rosie are holding up a commonly used or ‘high-frequency’ phrases,
board with a letter and words on it. and the more the pupils hear them at this
• Hold up the alphabet card for e. Elicit or say the stage, the better prepared they will be as
N
sound /e/. Ask the pupils to find two examples they progress through Primary 1 and move
of the e sound at the top of the page. Elicit or on to Primary 2.. Make sure to go through
O
explain that the names of the two objects (egg the task slowly and use plenty of repetition,
supported by mime and pointing where
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and elbow) begin with the sound /e/.
The mime for e might be touching your elbow. necessary. Don’t expect pupils to be able to
Play Track 36. reproduce everything you say – it is enough
A
that they start to hear the new phrases.
C
Track 36 • Introduce the picture at the bottom of page 31.
Listen and look at the board. U Say What is it? and elicit the word kite. Point to
e egg elbow the writing under the picture and repeat, while
e egg elbow
ED
pointing to one word at a time, What … is … it?
Now listen and say. Elicit the word kite again, but point to the more
eee complete answer and again, read it slowly, one
egg egg egg word at a time: It’s … a … kite.
ET
elbow elbow elbow • Now point to the picture of the eggs and say
How many eggs? Elicit two. Point to the speech
Listen and say again.
bubble text one word at a time, saying What
eee
… are … they? Elicit eggs, and put plenty of
N
pupils to do the same. word cards/posters and the Pupil’s Book. Ask
• Pupils may still want to use their index fingers. What is it? as you point to various objects
However, if pupils feel confident using a pencil, the pupils have learned. When it comes
just check that they are sitting in the correct to the words from today’s lesson (egg and
position, holding the pencil properly and tracing elbow) and the word ant, point out that we
the shape accurately. always use the word an. Demonstrate this
• Get pupils to say the sound /e/ as they are doing by writing on the board a cat (underline the
the task. When they finish, encourage them to article a). Then write an ant, underlining the
point to their elbow while saying /e/, /e/, /e/. n in an. Repeat with egg and elbow.
64
N
direction of the arrow. Monitor, providing Language: hand, hair,, How many …?
support as necessary. Materials: Pupil’ss Book page 32
O
Activity Book page 24
Tracks 37 and 38
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Activity Book 8 mins
Alphabet posters
Alphabet card: h
A
2 Look and say Picture cards: hand, hair
• Begin by demonstrating with as many pupils as
C
possible. Walk around the class, choose a pupil
and point to a picture at random in the activity, Warmer
U 5 mins
saying, What is it? When the pupil answers
ED
correctly, move on to another pupil and another • Greet the class. Briefly revise material from the
picture in the activity. previous lesson (the letter e; the words egg and
• Put pupils in pairs. Tell them to take turns elbow; the questions and answers What is it? It’s
pointing to the pictures in their books and a …). Write these up on the board. Ask pupils to
asking What is it? The other pupil has to answer.
ET
next lesson.
Answers: Look, listen and say 8 mins
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65
2 hands
Track 37
4 sisters
Listen and look at the board.
10 cars
h hand hair
1 kite
h hand hair
9 tomatoes
Now listen and say.
hhh • Ask pupils to look at the pictures again. This
hand hand hand time ask them to say what colour the things in
hair hair hair the pictures are.
Listen and say again. • Read out the question How many hands? Ask
hhh pupils to find the hands and count them. Point
N
hand hand hand to the answer 2.. Then ask the same question
hair hair hair about other pictures, e.g., How many blue cats?
O
• Put pupils in pairs. T
Tell
ell them to take turns
asking questions with How many …? The other
TI
Trace and say 8 mins pupil has to answer, using the number and the
colour(s). Monitor as many pairs as possible. For
A
• Use one or more of your methods to demonstrate more practice, get pupils to swap partners and
the drawing of the letter Hh in the usual way. repeat the activity.
C
Get pupils to do the same.
• Point out that this is another letter that is written U
in parts (green to orange; orange to red). Check Activity Book 7 mins
Look, listen and say 9 mins direction of the arrow. Monitor, providing
support as necessary.
A
32. Tell
ell the pupils to look at all the individual
pictures quickly. Ask them how many words Activity Book 8 mins
66
N
red red red
rabbit rabbit rabbit
O
Aims: Name objects and recognize r and
its sound. • Ask the pupils to look for something red in the
TI
Continue learning how to form alk round the room saying Show
classroom. Walk
letter shapes. red. The pupils should point and
me something red.
A
Practise making the shape of the repeat the word red.
red.
letter r, lower-case and capital.
C
Learn body words.
Language: red, rabbit, head, hair, hand, arm,
Trace and say
U 8 mins
Alphabet card: r
capital R and lower-case r and that pupils might
Picture cards: red, rabbit, head,
need to take their fingers/pencils off the paper.
hand, arm, body, leg, foot
Point out, however, that it is not wrong to keep
N
Warmer 5 mins
line so that it doesn’t look like two lines. Check
A
• Greet the class. Briefly revise material from the that they are sitting in the correct position,
previous lesson. WWrite
rite the letter h and the words holding the pencil properly (if using one) and
G
hand and hair up on the board. Ask pupils to tracing the shape accurately. Go round and make
repeat them after you. Ask them to put their sure pupils are forming the letters correctly.
• Get pupils to say the sound /r/ as they are doing
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67
N
does this, indicate that he/she should tell the
Materials: Pupil’ss Book page 34
Activity Book page 26
O
next pupil to touch part of their body, using the
words they have learned. At first, indicate what
Tracks 40, 41
Alphabet posters
TI
you want them to say by pointing to your own
Alphabet card: m
leg/foot, etc. Pupils will soon be able to choose
Picture cards: monkey, moon, eye,
A
a part of the body themselves and continue
nose, face, ear, mouth
the chain. Monitor and make sure pupils are
C
touching the right part of the body each time.
Don’t worry about mistakes too much at this Warmer
U 5 mins
stage; make the game fun.
ED
• Greet the class. Use Hello or Good morning/
afternoon. Encourage pupils to respond in
afternoon
Activity Book 8 mins
the same way. Briefly revise material from the
previous lesson. Make sure you revise Touch
1 Trace
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68
N
mouth mouth mouth
moon moon moon • Introduce the listening activity
activity.. Tell the pupils
O
that they must listen carefully and carry out the
Note: Pupils have started to hear the instructions quickly. Use the Picture cards to cue
TI
indefinite article (a/an), encourage them the pupils’ actions. Play Track 41.
to use a/an as they follow your examples,
A
without stressing the point at this stage. Track
rack 41
It is better that children feel comfortable Listen and do.
C
producing some English than insisting on Touch your eyes.
fully correct utterances. The word moon Touch your nose.
U
is most commonly found with the definite Touch your mouth.
ED
article (the), because we generally refer to Touch your ears.
it as the only one in our planetary system. Touch your mouth.
For children of this age ‘a moon’ is perfectly Touch your eyes.
acceptable. Touch your nose.
Touch your ears.
ET
• Point out that this letter is written in parts for individual pupils.
both the capital and the lower-case letter and that • As you did in the previous lesson, play a chain
G
pupils might need to take their pencils off the game around the class using the new words from
paper, although it is not wrong to keep the pencil today’s lesson. Say Touch your hair to the first
on the page. Check that they are sitting in the pupil. When the pupil does this, indicate that he/
©
correct position, holding the pencil properly and she should tell the next pupil to touch part of
tracing the shape accurately. Go round and make their face. At first, indicate what you want them
sure pupils are forming the letters correctly. to say by pointing to your own nose, ear, etc.
• Get pupils to say the sound /m/ as they are doing Pupils will soon be able to choose a part of the
the task. When they finish, encourage them to face themselves and continue the chain. Monitor
point to their mouths while saying /m/, /m/, /m/. and make sure pupils are touching the right part
of the face each time.
• This could be extended to include the words for
Listen, point and say 9 mins parts of the body from the previous lesson.
69
N
direction of the arrow. Monitor, providing • Ask pupils to look at Pupil’s
Pupil’s Book page 35. Use
support as necessary. the alphabet posters and point to the letter d and
O
the dog. Elicit or say the sound /d d
//d/.
• Explain that the names of the two objects ((dog
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Activity Book 8 mins and duck)) begin with the sound /d/./ Get pupils
to mime a duck flying while saying //d/, /d/, /d/.
A
2 Trace • Write dd,, dog, duck on the board. Play Track
• Ask pupils to draw the lines to complete the 42, pausing after each section in the usual way.
C
picture of the face.
• If pupils finish early, they should then colour the U
face. If pupils complete the activity in class, get
TTrack
rack 42
Listen and look at the board.
ED
them to talk in pairs about the pictures and the
d dog duck
words, taking it in turns to say Touch your eye,
d dog duck
nose, etc.
Now listen and say.
ddd
ET
letter shapes.
Practise making the shape of the • Play Track 42 again, following the three
G
letter d
d,, lower-case and capital. stages and the instructions. This time, get pupils
Introduce my. to point to the letter Dd and words dog and
©
Language: dog, duck, my nose, my eyes duck in their books as they listen and say.
Materials: Pupil’s Book page 35
Activity Book page 27
Track 42 Trace and say 8 mins
Alphabet posters
Alphabet card: d • Use one or more of your methods to demonstrate
Picture cards: dog, duck the drawing of the letter Dd in the usual way.
Get pupils to do the same.
• Point out that this letter is written in two
movements for both the lower-case letter and
the capital. Check that pupils are sitting in the
70
correct position, holding the pencil properly (if • Remind them that when they have finished
using one) and tracing the shape accurately. Go drawing, they should draw the lines to the eyes
round and make sure pupils are forming the and the nose on their face picture.
letters correctly. • If pupils do the activity in class and finish early,
• Get pupils to say the sound /d/ as they are doing they can then colour the face. Get them to talk in
the task. When they finish, encourage them to pairs about the pictures and the words, taking it
mime a duck flying while saying /d/, /d/, /d/. in turns to say My eye/nose, etc.
• Ask pupils to talk about their pictures. They
can use other words for the body that they
Look, point and say 7 mins have learned pointing and saying My head/ears/
mouth, etc.
• Use the picture cards to revise the names of parts
N
of the body.
O
• Introduce the picture at the bottom of page 35.
Pupils should remember the words nose and eye Unit 3 Lesson 7
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but they have not learned the plural eyes yet, so
draw attention to this by saying one eye; two Aims: Learn two new verbs
A
eyes. Point out the meaning of my by pointing to (wash, brush
(wash, brush).
a pupil’s nose and saying your nose. Then point Practise using words for parts of
C
to your own nose and say my nose, with lots of body.
the body
emphasis on my. U Talk about bathroom routines.
• Draw attention to the fact that the children in Match sentences to pictures.
the picture are saying My nose and My eyes. Perform actions to match a
ED
• Ask the pupils who they can see in the picture. sentence/picture.
Elicit Nadia and Ahmed. Tell them to listen as Language: I wash my face. I wash my hands.
you read out what Nadia and Ahmed are saying. I brush my teeth. I brush my hair.
Read the text: My nose. My eyes. Materials: Pupil’s Book page 36
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• Tell
ell pupils to copy what Nadia and Ahmed are Activity Book page 28
doing and say My nose. My eyes.eyes. Pupils point Track 43
and repeat. Alphabet posters
N
Warmer 7 mins
A
• Explain that they are going to trace the letter Dd. My face. My leg., etc.
• Pupils start tracing the letters as they have • You can further revise the words they already
done previously. Remind them to work in the know for parts of the body by playing a simple
direction of the arrow, as in the Pupils’ Book. game of Salman Says. Say Salman says, touch your
Monitor, providing support as necessary. nose. Use a different part of the body each time.
71
up, get dressed, wash, eat breakfast, clean teeth). I wash my hands.
Use mime to convey meaning. Rub, rub, rub,
• With books closed, mime the actions and ask Splash, splash, splash.
the pupils to say what you are doing or to point I brush my teeth.
to the correct picture in their books. When Clean, clean, clean,
everyone has guessed the mime, repeat the Splash, splash, splash.
action, getting the pupils to copy the mime. Say I brush my hair.
I wash my face. I wash my hands. I brush my Brush, brush, brush,
teeth. I brush my hair. as you do the actions. Splash, splash, splash.
• Say the sentence and the pupils mime the action.
Listen and sing again. Mime.
Get the whole class and then individuals to mime
I wash my face.
and repeat the sentences.
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Wash, wash, wash,
• Say Open your Pupil’s Book at page 36, please.
Splash, splash, splash.
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Read a sentence aloud and ask the pupils to say
I wash my hands.
which character (Ahmed, Nadia, Tim or Sarah)
Rub, rub, rub,
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is performing each action. Then reverse the
Splash, splash, splash.
procedure. Say the character’s name and ask the
I brush my teeth.
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class to say the sentence.
Clean, clean, clean,
Splash, splash, splash.
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I brush my hair.
Sing 12 mins
Brush, brush, brush,
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Splash, splash, splash.
• Tell pupils they are going to listen to a song that
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uses the words in the pictures. Play the first part
of Track 43. Activity Book 14 mins
• Play the second part of the track, pausing after
each line for pupils to repeat.
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1 Colour
• Play the third part of Track 43 and encourage
• Ask pupils to open their Activity Books at page 28.
pupils to join in and/or mime.
• Tell them to colour in the picture.
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Track 43
Listen.
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I wash my face.
Wash, wash, wash, Unit 3 Lesson 8
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72
r, m, d). Ask various pupils to mime drawing the Activity Book 10 mins
letters in the air. Make sure they stand with their
backs to the class so that the class can see that
1 Odd one out
the letter is the right way round.
• Ask pupils to open their Activity Books at
• Ask pupils to open their Pupil’s Book at page 37.
page 29.
• Tell them to look at the first picture. Ask them
what they can see. Elicit the words dog, duck
Find and say 10 mins
and ant. Then draw their attention to the letter
d in the corner of the box. Explain that they are
• Point to the letter c and elicit the sound. Then
looking for things that begin with the letter d.
elicit the word that begins with c (car) in the
• Ask pupils which one is different, i.e., which is
picture. Get pupils to say the sound and the
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the odd one out in the first picture. Elicit ant
object repeatedly.
and explain that it is the odd one out because it
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• Tell pupils, they are going to trace the letters
doesn’t start with d.
they have learned in this unit.
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• Point to the letter c again, and explain that they Answers:
should start tracing where the dot is. Pupils should circle: d ant e ink
A
• Ask pupils to look at the picture of the car. Tell
them they will find two more letter cs in the
Activity Book
C
10 mins
picture (they are in the wheels), and they should
trace and/or colour/shade these in. U
• Tell them to carry on with the other letters on 2 Match
the page, making sure to find all of them. • Do the example with the class. Point to the letter
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k. Then point to the line connecting k with the
picture of the kite. Explain that the line is there
Listen, find and circle 10 mins because the word kite begins with the k sound.
• Ask if there is another picture with a k sound.
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• Do the first row as an example. Ask pupils to Elicit key. Tell pupils to draw a second line, this
look at the letter c on its own, then to look at the time connecting k and key.
other group of letters. Point out that the letter c • Pupils join the other sounds to their related
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• Tell
ell pupils they will hear each row of letters to point to the sound and the two related
on the audio, to help them. Play Track 44. objects – saying them out loud as they point,
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Encourage pupils to circle the odd letter out as e.g., k, kite, key.
G
e [egg] [elbow]
Track
rack 44
h [hand] [hair]
Listen, find and circle.
t [tiger] [tomato]
c acin r itrs
m [monkey] [moon]
k tipk m nmai
d [dog] [duck]
e saet d psdt
h pnah
Answers:
c r
k m
e d
h
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Unit 3 Lesson 9 the other pupils. Give help and guidance where
necessary.
• Wipe the board clean and ask if any of the pupils
Aims: Review the capitals and lower-case would like to try writing the letters in both small
letters learned in this unit.
and capital form.
Match lower-case letters with
capitals.
Extra!
Materials: Pupil’s Book page 38
Help pupils think about letter formation by
Activity Book page 30
writing some ‘false pairs’ on the board. For
Alphabet posters
example, you could write a lower-case
lower-case c and
a capital H and then tell pupils that they are
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the same letter. Pupils should quickly protest,
Warmer 5 mins
so look surprised and then correct the letters
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on the board so you have a lower-case c and
• Greet the class. Ask them to tell you the letters
a capital C. They will not be able to tell you
they have learned in this unit (c, k, e, h, r, m and
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in English but they will be thinking about
d). Ask individual pupils to write these up on
how the letters are formed. Make sure the
the board. Check that pupils are forming the
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correct pairs are clearly visible, and thank
letters correctly.
pupils for correcting you. Write another false
• Ask pupils to make the sounds of the letters.
C
pair on the board and repeat the procedure.
Point to a letter and then ask pupils to make the
•
sound, firstly as a class and then individually.
Ask them to open their Pupil’s Books at page 38.
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Trace 8 mins
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10 mins
But give support as necessary.
• After checking that they are sitting correctly and
G
74
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Aa Ii time. Then, holding up your book, indicate the
Kk Cc
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dashes connecting the h with the ii,, and then the
Rr Mm i with the t.
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Dd Ee • Elicit and demonstrate the sound of the word
Hh hit by pointing at the letters and moving your
A
finger slowly to the right as you change sounds.
Say the word hit very exaggeratedly ((hhhh-iiii-
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). You may need to do this several times but
tttt).
Unit 3 Lesson 10 U pupils should join in with you once they have
understood that you are blending the letter
Aims: Continuing to form new words sounds to form a word. Explain the meaning of
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from the letters already learned. the word hit by hitting the desk with a book.
Language: hit, hen, make, cake, racket, packet • Repeat the word hit several times until you are
Materials: Pupil’s Book page 39 saying it at close to normal speed.
Activity Book page 31 • Finally, ask pupils to trace the word hit on the
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• Ask pupils to make the sounds of the letters. word, but that doesn’t matter. Tell them to try
Point to a letter and then ask pupils to make the to listen for the words on the page. Play the first
sound, firstly as a class and then individually. part of Track 45.
• Ask pupils if they can make any words with • Play the second part of the track and pause after
these letters (using only these letters, as distinct each line for pupils to repeat.
from words that begin with these letters). Pupils • Play the third part of the track and encourage
may remember sit, pin, tap or pan from Unit pupils to join in and/or mime.
2. Join up some of the letters with lines so that
they form words. As you do so, make the sounds
of the letters. Explain that they are going to
make some more new words using all the letters
they have learned.
75
Listen.
Can you … 2 Draw
hit the moon with your racket? • Tell pupils that you want them to draw
make a cake that’s ten feet tall? something beginning with the letter given in
put ten hens in a packet? each box. For example, the first box has a c, so
No! I can’t do that at all! they could draw a cat or a cake. Elicit the words
they have learned for the other letters (key, kite,
Listen and say.
moon, monkey, dog and duck). Then tell pupils
Can you …
to start drawing.
hit the moon with your racket?
make a cake that’s ten feet tall?
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• Congratulate pupils on completing the third unit
put ten hens in a packet?
of the book.
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No! I can’t do that at all!
Listen, say and mime.
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Can you … Now I can …
hit the moon with your racket?
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make a cake that’s ten feet tall? • Before moving on to the next Unit, take time
put ten hens in a packet? to look at the Now I can … statements with
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No! I can’t do that at all! the class. You can either do this at the end of
this lesson or at the start of the next one. Read
Extra!
U through each statement individually, clarifying
Play the whole of Track 45 again, but
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meaning where necessary. Then ask pupils to
this time, ask pupils to ‘keep time’ by put up their hands if they agree they can now
tapping a finger on the desk. This will help do what the statement says. If they can, they
them to ‘tune in’ to the sounds of English, should tick the box. However, there may be
and help them develop an understanding
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Activity Book 8 mins express this and need to know that teachers will
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• Ask pupils to open their Activity Books at you may want to go over it again with the whole
page 31. class; if only one or two pupils express difficulty,
G
• Tell
ell them they are going to trace the letters they you might prefer to give those pupils some extra
have learned so far. help individually.
• Remind pupils to start at the dot on each letter
letter.
©
76
77
Objectives
Listening
• Continue to become familiar with the sound of English.
• Carry out simple classroom instructions (TPR).
• Colour according to instructions.
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• Identify named objects.
• Repeat sounds, words and phrases correctly.
O
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Speaking
• Start talking in simple sentences.
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• Say words connected with houses.
C
• Say what things are.
• Join in songs. U
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Skills
• Continue to blend the sounds of English letters.
• Begin to form simple sentences.
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hand-eye coordination.
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A
G
©
78
Word list
Lesson 1 Lesson 4 Lesson 7
garden – /ˈɡɑːdən/ lemon – /ˈlemən/ sitting room – /ˈsɪtɪŋ ruːm/
gate – /ɡeɪt/ lion – /ˈlaɪən/ bedroom – /ˈbedruːm/
orange – /ˈɒrɪndʒ/ kitchen – /ˈkɪtʃən/
pink – /pɪŋk/ Lesson 5 garden – /ˈɡɑːdən/
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black – /blæk/ flower – /ˈflaʊə/
white – /waɪt/ fish – /fɪʃ/ Lesson 8
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brown – /braʊn/ roof – /ruːf/ legs – /leɡz/
grey – /ɡreɪ/ window – /ˈwɪndəʊ/ milk – /mɪlk/
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wall – /wɔːl/ bags – /bæɡz/
Lesson 2 door – /dɔː/ nest – /nest/
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orange – /ˈɒrɪndʒ/ fan – /fæn/
olive – /ˈɒlɪv/ Lesson 6
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blanket – /ˈblæŋkɪt/ ball – /bɔːl/ Lesson 10
gate – /ɡeɪt/ bus – /bʌs/ U The cat is in the hat. – /ðə kæt ɪz
carpet – /ˈkɑːpɪt/ bed – /bed/ ɪn ðə hæt/
table – /ˈteɪbəl/ The cat is on the mat. – /ðə kæt
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Lesson 3 bin – /bɪn/ ɪz ɒn ðə mæt/
umbrella – /ʌmˈbrelə/ chair – /tʃeə/
under – /ˈʌndə/ desk – /desk/
I have a … – /aɪ hæv eɪ …/
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N
R
A
G
©
79
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garden garden garden
Tracks 46, 47 and 48 gate gate gate
Alphabet posters
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Colours and numbers poster
• Ask the pupils to look for a gate and a garden
Alphabet card: g
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on the page. WWalk
alk round the room saying Show
Picture cards: gate, garden, orange,
me a gate/garden. The pupils should point to the
pink, black, white, brown, grey
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correct picture and repeat the word.
• Hold up the picture card of the garden and elicit
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Warmer 5 mins
the word in chorus. Make sure the pronunciation
U is correct. Ask groups, then individuals to say the
• Greet the class. Briefly revise the letters pupils word. Repeat with the picture card of the gate.
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learned in Unit 1 (s, a, t, p, i and n) and Unit
2 (c, k, e, h, r, m and d). Write these up on the
Trace and say 8 mins
board in two rows.
• Ask pupils to make the sounds of the letters.
• Use one or more of your methods to demonstrate
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80
Listen and say 8 mins • Play Track 48 again without pauses, unless
the children have difficulty. Then use all six
• Briefly revise the colours that pupils have learned colour picture cards for naming practice.
up to now. You can use cards, pictures, coloured • Ask individual pupils What’s your
pens, objects in the room or the Pupil’s Book favourite colour?
for this. You should also put the colours and
numbers poster on the wall.
• Tell the pupils they are going to learn two more Activity Book 9 mins
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knows them). page 32.
• Say Listen and say. Play Track 47, pausing • Make sure everyone is seated correctly
correctly. If pupils
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between sections in the usual way. are using pencils, make sure they are sharpened
and pupils know how to hold them correctly.
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Track 47 • When pupils are ready
ready,, they can start tracing the
Listen and look at the colours. letters, starting by following the dotted lines of
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orange pink the first g. Remind them to work in the direction
orange pink of the arrow. Monitor to make sure everyone is
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Now listen and say. managing, and provide support as necessary.
orange orange orange
pink pink pink
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Activity Book
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7 mins
Listen and say again.
orange orange orange 2 Colour
pink pink pink • Remind pupils of the word balloon. Indicate the
colour words on the page. Ask pupils to say the
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• Play Track 47 again without pauses, unless words and show you the correct coloured pen/
the children have difficulty. pencil each time. Say Colour the balloons.
• Use the picture cards for orange and pink for • As they finish, go round and look at their work.
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naming practice. Say Show me the pink balloon. Get pupils to say
• Now direct the pupils to the bottom picture and A pink balloon. Repeat for the other colours,
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the remaining four colours. Elicit the names of before moving on to another pupil.
the four new colours from left to right. Ask if
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Track 48
Listen and point to the colours.
black white brown grey
Now listen and say.
black black black
white white white
brown brown brown
grey grey grey
81
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orange orange orange
Tracks 49 and 50 olive olive olive
Alphabet posters
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Alphabet card: o
• Hold up the picture card of the orange and elicit
Picture cards: orange, olive, car,
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the word in chorus. Make sure the pronunciation
van, taxi
is correct. Ask groups, then individuals to say the
A
word. Repeat with the picture card of the olive.
Warmer
C
5 mins
8 mins
blanket and garden. Elicit the colours, and get
pupils to point to each picture and say the word.
• Point to the letter o in the book, on the alphabet
• Play Track 50 and ask pupils to listen. Play
card, or on the alphabet poster, and explain that
the track again and ask pupils to listen to the
this is the letter they are going to learn in today’s
words and repeat them.
lesson. Elicit or say the sound /ɒ/ and point to
the word orange. Do the same for the word Track 50
olive. Explain that the colour orange is the same Listen and say.
as the name of the fruit. The mime for o could carpet carpet
be peeling an orange. Play Track 49. blanket blanket
garden garden
82
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managing, and provide support as necessary.
the alphabet posters. Elicit or say the sound //.
/
O
• Introduce the letter using the alphabet-
Activity Book 7 mins
recognition activity; follow the usual procedure.
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The mime for this could be opening an umbrella
or using hands and fingers above their heads to
2 Colour
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show rain falling. Repeat the procedure for the
• Ask pupils to colour the picture. As they
under. Play Track 51.
word under.
finish, go round and look at their work.
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Encourage them to point at their work and TTrack
rack 51
tell you the names of the colours they have U
Listen and look at the board.
used in the picture. u umbrella under
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u umbrella under
Now listen and say.
Unit 4 Lesson 3 uuu
umbrella umbrella umbrella
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83
• Check that they are sitting in the correct Activity Book 7 mins
position, holding the pencil properly if they are
using one, and tracing the shape accurately.
2 Look and circle
• Get pupils to say the letter sound as they are
• Point to the example. Ask pupils to say what
doing the task. When they finish, encourage them
they can see in the picture (gate). Elicit that this
to perform their mime while saying //, //, //.
begins with the letter g, and that is why the letter
g is circled here.
• Ask pupils to complete the activity.
Look and find 10 mins
• Check answers by asking pupils to say the word
and make the sound of the initial letter as they
• Read out the sentences. Introduce I have … by
point to them in turn. Elicit moon, /m/;m/; orange,
//m
demonstrating with a pen or pencil that clearly
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/ɒ/; nose, /n/.
belongs to you. Try to use other words that
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pupils will know, such as book. Repeat I have (a Answers:
book, etc.) and get pupils to do the same, firstly g m
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as a class and then individually. o n
• Ask pupils to look at the activity. In pairs, let
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them talk about what they can see in the three
pictures (e.g., a yellow house).
Unit 4 Lesson 4
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• Explain that they are going to listen and tick the
right picture for each sentence. Play Track 52. U Aims: Name objects and recognize l and
Track 52 its sound.
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Listen and tick the right picture. Practise making the shape of the
1 We have a green garden.
letter l, lower-case and capital.
2 We have a white house.
Learn new words.
3 We have a blue car.
Talk about pictures.
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picture.
3 W
Wee have a blue car. Tick the top picture. Warmer 5 mins
©
84
• Point to the letter l in the book, on the alphabet • Direct pupils’ attention to the picture at the
card, or on the alphabet posters, and explain bottom of the page.
that this is the letter they are going to learn in • Point to the speech bubbles and read out
today’s lesson. the first one. Ask pupils to point to the
• Point to the letter l and the lemon on the orange flowers.
alphabet posters. Elicit or say the sound /l/. • Repeat for the other speech bubbles on the page.
• The mime for the letter l might be drinking • Play Track 54. Ask pupils to listen. Play the
lemonade. Mime and ask pupils to copy you. track again and ask pupils to repeat.
Play Track 53.
Track 54
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Track 53 Listen and say.
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Listen and look at the board. I have orange flowers.
l lemon lion I have a green door.
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l lemon lion I have white windows.
I have blue flowers.
Now listen and say.
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lll
lemon lemon lemon
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Activity Book 7 mins
lion lion lion
Listen and say again.
U
1 Trace
T race
lll • Ask pupils to open their Activity Books at
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lemon lemon lemon page 35.
lion lion lion • Make sure everyone is seated correctly
correctly. If pupils
are using pencils, make sure they are sharpened
• Hold up the picture card of a lemon and elicit and pupils know how to hold them correctly.
ET
the name chorally. Elicit the sound of the letter l • When pupils are ready, they can start tracing
at the beginning of the word. Do the same with the letters, starting by following the dotted
the /l/ sound in lion. lines of the first L. Remind them to work in
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• Ask pupils to look at Poster 1. Point to l and get the direction of the arrow. Monitor to make
pupils to do the mime (drinking lemonade) and sure everyone is managing, and provide support
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//l/.
at the same time say the sound /l l/.
/. as necessary.
A
7 mins
same. Point out that this is a straight line down. • Point to the example. Ask pupils to say what
• Check that they are sitting in the correct letter it is (o). Follow the line and ask them what
position, holding the pencil properly if they are they can see in the picture (olive). Elicit that this
using one, and tracing the shape accurately. begins with the letter o, and that is why the two
• Get pupils to say the sound /l/ as they are doing are connected with a line.
the task. When they finish, encourage them to • Ask if there is another picture that begins with
perform their mime while saying /l/, /l/, /l/. o. Elicit orange and get pupils to draw a second
line from the letter o to the orange.
• Ask pupils to do the other parts of the activity,
drawing lines to connect the initial letters to
the words.
85
• Check answers by asking pupils to make the Look, listen and say 8 mins
sound of the initial letter and say the word as
they point to them in turn.
• Point to the letter f in the book, on the alphabet
Answers: card, or on the alphabet posters, and explain that
u [umbrella] [under] this is the letter they are going to learn in today’s
o [olive] [orange] lesson. Present the sound /f/ and ask pupils to
l [lemon] [lion] repeat it. Point out the pictures of the flower and
the fish and explain that both words begin with
this sound. Ask pupils to repeat the words. The
mime for f might be making the movement of a
Unit 4 Lesson 5 flower growing up from the ground, or pointing
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the fingers away and holding the palm vertically
Aims: Name objects and recognize f and and making the movement of a fish swimming
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its sound. though water. Play Track 55.
Practise making the shape of the
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Track 55
letter f, lower-case and capital.
Listen and look at the board.
Learn new words for houses.
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f flower fish
Language: flower, fish, roof, window,
f flower fish
wall, door
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Materials: Pupil’s Book page 46 Now listen and say.
Activity Book page 36
Tracks 55 and 56
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ff
flower flower flower
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Alphabet posters fish fish fish
Alphabet card: f Listen and say again.
Picture cards: flower, fish, roof, ff
window, wall, door flower flower flower
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Warmer 5 mins
• Put the picture card of flower on the board.
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86
Look, listen and say 8 mins Now listen and say the words.
This is my house.
• Ask pupils to look at the house. Point to the It’s a lovely house.
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tins of paint and elicit or explain that Adam is It’s red and yellow and white.
The door is red.
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painting the house. Ask How many colours are
there? Elicit the four colours, yellow, red, green The windows are yellow.
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and blue. The walls are red and white.
• Hold up your book and point to the picture of
Extra!
A
the house. Say the words roof, window, wall and
door as you point to them in the book. Pupils • Tell
ell the pupils to draw and colour a
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may not be familiar with some of the words and picture of a house on a piece of paper.
sounds. That isn’t a problem – just aim to get U They can draw their real house or
them to listen for new words and repeat them as apartment block, or an imaginary one.
well as they can. Write each pupil’s name on his/her paper.
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• Ask How many windows are there? Elicit There • When they have finished, ask individual
are three windows.. (The round shape on the pupils to hold up their drawings and talk
right is also a window.) Hold up your book and about them, e.g., This is my house.
point to the walls and to the door. Each time, ask The door is (blue). The windows are
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What’s this? Touch the classroom door and ask (yellow). The pictures can then be used
What’s this? Touch a wall and ask What’s this? as a wall display.
• Ask questions about the classroom, e.g.,
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(Group 1, Group 2, etc.). Say Group 1: Touch • Ask pupils to open their Activity Books at
page 36.
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the window
window. Group 2: Touch the door door.
• Continue the discussion about the picture by • Make sure everyone is seated correctly. If pupils
asking What colour is the roof? (elicit blue). are using pencils, make sure they are sharpened
©
Repeat for the other parts of the house. Walk and pupils know how to hold them correctly.
around the class at the same time so you can • When pupils are ready, they can start tracing the
check that pupils are pointing to the correct part letters, starting by following the dotted lines of
of the house each time. the first F. Remind them that they have to take
• Tell the pupils that they are going to hear a their fingers/pencils off the page to make the
rhyme about a house. Tell them to listen and second stroke. Monitor to make sure everyone is
point first. Play the first part of Track 56. managing, and provide support as necessary.
Pupils point to the picture. Then play the second
part of Track 56. Pupils listen and repeat
the words.
87
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finished houses. ball. Or they could mime throwing a ball if they
prefer. Play Track 57.
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Track 57
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Unit 4 Lesson 6 Listen and look at the board.
b ball bed
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b ball bed
Aims: Name objects and recognize b and
its sound. Now listen and say.
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Practise making the shape of the bbb
letter b, lower-case and capital.
Learn new words for things in
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ball ball ball
bed bed bed
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the house. Listen and say again.
Language: ball, bed, table, bin, chair, desk bbb
Materials: Pupil’s Book page 47 ball ball ball
Activity Book page 37 bed bed bed
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Track 57
Alphabet posters • Use the picture cards for ball and bed for extra
Alphabet card: b practice. Elicit the words chorally. Elicit the
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Picture cards: ball, bus, bed, table, sound of the letter b at the beginning of each
bin, chair, desk word.
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Warmer 5 mins
same time say the sound /b/.
G
88
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• Ask about the colours (What colour is the desk?
z u w h b
It’s brown). Get pupils to carry this on in
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pairs. In this way, they will practise saying the
new words. t a b l e
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Extra!
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d e s k d
Ask pupils to tell you about the things they
have in their room at home. Write the phrase
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I have a … in my room. on the board and c h a i r
remind them of the meanings. Using these,
they can practise talking to you in simple
U
ED
sentences. They can add colours too, so that
they should be able to produce sentences like
I have a green bed. I have a white desk in my Unit 4 Lesson 7
room., etc.
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in a house.
1 Trace Language: bathroom, bedroom, sitting room,
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89
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O
Listen and say 15 mins Extra!
Put pupils in pairs and let them play the
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• Begin by asking the pupils what the picture on same game. Encourage them to use
page 48 shows and elicit a house. There’s …/There are … but also accept short
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• There are many objects in the house that pupils answers. Monitor and support as necessary.
have learned. Ask pupils to look carefully at the
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picture and tell you any words they know for Extra!
things they can see in the picture. U • Explain that pupils are going to play I
• Ask the pupils to tell you what they can see in the Spy and that you will start. Use objects
picture. Put pupils in pairs and give them time to from the picture. Say I spy (with my little
ED
talk about what they can see. Go round the class eye [add gestures]) something beginning
and elicit ideas, encourage pupils to say ‘I can with /b/. (book)
see …’: an orange and red bag, a yellow and blue • Pupils volunteer ideas. If necessary, give
kite, a red bin, seven red apples, six eggs, etc. other clues: It’s red./There are five, etc.
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• Explain that pupils are going to listen to some Pupils then take turns choosing an object
sentences about the picture. Some will be ‘true’ in the picture and saying I spy (with my
(right) and some will be ‘false’ (wrong). T Tell little eye) something beginning with …
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• Play Track 58 once and ask pupils to listen Activity Book 15 mins
the track again, pausing after every sentence for 1 Odd one out
G
pupils to say Yes or No. • Ask pupils to open their Activity Books at page 38.
• Tell them to look at the first row. Ask them what
Track
rack 58 sound this letter makes (/ /). Ask them what they
©
Listen and say Yes or No. can see in the pictures. Elicit the words garden,
1 There’ss a desk in the bedroom. nose and gate. Ask them which words begin with
2 There’s a red spider in the bed. the letter g (garden and gate). Elicit that nose is
3 There’s a cake in the kitchen. the odd one out because it does not begin with
4 There are five eggs in the kitchen. the letter g and that is why it is circled.
5 There is a red and blue bag in the bedroom. • If pupils are doing the activity in class, they can
6 There are apples in the kitchen. complete the activity.
7 There is a TV in the sitting room.
Answers:
8 There are flowers in the garden.
g [nose]
9 Adam is in the sitting room.
o [cat]
10 There is a cat in the garden.
u [key]
90
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the task. When they finish each letter
letter,, encourage
finished picture.
them to perform their mime for that letter while
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2 3
1 saying the sound.
4 • Point to the picture of the gate and say the sound
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9
8 10 of the letter g,, followed by the word gate. Then
they trace the initial letter. Encourage pupils to
A
[we need to add a completed outline of the
7
repeat after you / /, gate.
gate
illustration
5 here
6 – to be provided by Doug]
• Repeat for the other sounds/words.
C
U
Look and say 11 mins
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• Point to the picture of the legs. Then point to
Unit 4 Lesson 8 your own leg, saying one leg. Using both hands,
point to both legs and say two legs. Point back
Aims: Revise letters from this unit g, o, to the picture and say two legs.
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u, f, l, b, and other letters. • Explain that the word legs is made up of letters
Language: gate, orange, under
under,, flower, lemon, that pupils have learned. As you have done
bed, legs, milk, bags, nest, fan before, stretch out the sounds of the individual
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Materials: Pupil’ss Book page 49 letters so that pupils see how the word is formed,
Activity Book page 39
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Alphabet cards: g, o, u, f, l, b and make the letter sound. Then blend the letter
Picture cards: gate, orange, under, sounds to make the word legs.
G
flower, lemon, bed • Repeat the above procedure for the other words.
©
• Greet the class. Briefly revise the material from 1 Find and write
the previous lessons. Elicit the letters pupils have • Ask pupils to open their Activity Books at
learned in this unit and write them on the board page 39.
(g, o, u, f, l, b). • Explain that the numbered puzzle pieces each
• Using cards, posters, objects and people in the have part of a larger picture. Pupils have to guess
room, get the class to say the sounds of the what the picture is and write the number of the
letters and to offer words beginning with picture after the correct word for that picture.
those letters.
• Ask pupils to open their Pupil’s Books at
page 49.
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Activity Book 10 mins
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Warmer 5 mins
2 Match
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• Point to the example. Ask pupils to say what • Greet the class. Explain that today you are going
letter it is (l). Follow the line and ask them what to revise all the letters pupils have learned so far
far.
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they can see in the picture (lemon). Elicit that • Using cards, posters, objects and people in
this begins with the letter l, and that is why the the room, get the class to say the sounds of
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two are connected with a line. the letters and to offer words beginning with
• Ask pupils to complete the activity, drawing lines
to connect the initial letters to the words that
U Write the letters up on the board
those letters. W
as pupils say them. It doesn’t matter what
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start with those letter sounds. order they are in; it helps to consolidate letter
• Check answers by asking pupils to make the recognition as pupils have to concentrate more
sound of the initial letter and say the word as on the shape of the letter if letters are presented
they point to them in turn. out of alphabetical order sometimes.
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o [olive]
l [lemon] Match and trace 20 mins
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b [ball]
f [fish] • Explain that pupils will be matching the capitals
A
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been learning the letters in a different order
eacher could bring in a hat of
Teacher
from Unit 2 onwards because this helps them
some kind (see Listen and say)
say
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to read letters and make words more quickly.
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Activity Book 10 mins
Warmer 7 mins
A
• Greet the class. Briefly revise the letters pupils
1 Trace
practised in the previous lesson. Y You could write
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• Ask pupils to open their Activity Books at
these on the board – a, b, c, d, e, f, g, h, i, k, l,
page 40. U u. Ask pupils to form words
m, n, o, p, r, s, t, u
• This gives pupils extra practice in forming the
beginning with each letter.
shapes of the capital letters – remember that they
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• Ask pupils to open their Pupil’
Pupil’s Books at
will usually see and write capital letters a lot less
page 51.
often than lower-case
-case letters, so it is good for
them to practise writing the letters.
• Ask pupils to trace the letters. Go around the
Listen and say
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15 mins
class and help where necessary.
can see. Elicit cat and hat. Say very slowly and
Activity Book 10 mins
deliberately The cat is in the hat.
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93
animal or object on the mat. The pupil should Activity Book 10 mins
then say the sentence The (ruler) is on the mat.
• Play Track 59 and ask pupils to listen. Play
2 Trace and draw
the track again and ask pupils to repeat each
• Direct pupils to the sentence. Ask pupils to
sentence.
trace the letters in the sentence as they did in the
Track 59 activity above.
Listen and say. • Tell pupils that you want them to draw their
The cat, the cat, own picture for this sentence. If they have
The cat is in the hat. trouble, you can refer them back to the picture
Where is the cat? in the Pupil’s Book. Pupils who finish early can
It’s in the hat! colour in their picture.
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The cat, the cat, • Congratulate pupils on finishing Unit 4.
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The cat is on the mat.
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Where is the cat?
It’s on the mat!
Now I can …
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• Before moving on to the next Unit, take time
Extra!
to look at the Now I can … statements with
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Continue making sentences with the
the class. You can either do this at the end of
class. Focus on the words in and on, and
this lesson or at the start of the next one. Read
demonstrate a few examples, such as The
U through each statement individually, clarifying
pencil is in the book./The bag is on the chair.
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meaning where necessary. Then ask pupils to
Pupils can then make similar sentences. If
put up their hands if they agree they can now
you run out of objects that pupils know the
do what the statement says. If they can, they
names of, use picture cards. Some of the
should tick the box. However, there may be
words learned in this unit include: garden,
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Activity Book 13 mins you might prefer to give those pupils some extra
help individually.
©
1 Trace
race
• Ask pupils to open their Activity Books at
page 41.
• Explain that you want them to trace the letters
in the sentence at the top of the page.
• Point out that pupils have seen the sentence
before – in their Pupil’s Book. See if any of them
can tell you what it says. If not, read the sentence
and ask pupils to repeat.
• Ask pupils to trace the letters. Walk around as
they work and help if needed.
94
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Objectives
Listening
• Continue to become more familiar with the sound of English.
• Carry out simple classroom instructions (TPR).
• Listen to and say numbers 1–10.
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• Identify named objects.
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Speaking
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• Continue talking in short phrases and simple sentences.
• Ask and answer Is it …?
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• Ask and answer How many …?
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• Ask and answer What colour …?
• Talk about things around us. U
• Identify and name objects, saying There’s a …/There are …
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• Join in songs.
Skills
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hand-eye coordination.
96
Word list
Lesson 1 Lesson 5 Lesson 9
train – /treɪn/ bee – /biː/ capital letters – /ˈkæpɪt(ə)l ˈletə(r)z/
tail – /teɪl/ tree – /triː/
Is it a bus? – /ɪz ɪt ə bʌs?/ How many? – /haʊ ˈmeni?/
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Lesson 2 Lesson 6
jam – /dʒæm/ fork – /fɔː(r)k/
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juice – /dʒuːs/ popcorn – /ˈpɒpˌkɔː(r)n/
What colour is the ball? – /wɒt
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Lesson 3 ˈkʌlə(r) ɪz ðə bɔːl?/
boat – /bəʊt/ The ball is orange. – /ðə bɔːl ɪz
coat – /kəʊt/
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ˈɒrɪndʒ/
numbers – /ˈnʌmbə(r)z/
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colours – /ˈkʌlə(r)z/ Lesson 7
things around us – /θɪŋz əˈraʊnd ʌs/
U
Lesson 4
pie – /paɪ/ Lesson 8
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tie – /taɪ/ train, jam, boat, tie, tree, fork –
How many? – /haʊ ˈmeni?/ /treɪn, dʒæm, bəʊt, taɪ, triː,
fɔː(r)k/
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N
R
A
G
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97
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train train train
Picture cards: train, tail
tail tail tail
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Warmer 5 mins
• Ask the pupils to look at the train and the tail on
TI
alk round the room saying Show me
the page. Walk
• Greet the class. Briefly revise the letters pupils tail. The pupils should point
a train./Show me a tail.
A
have learned up to now (a, b, c, d, e, f, g, h, i, k, and repeat the word.
l, m, n, o, p, r, s, t and u). You could write these • Hold up the picture card of the train and elicit
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on the board, flick through the Pupil’s Book, the word in chorus. Make sure the pronunciation
use the alphabet posters or use alphabet cards.
U is correct. Ask groups, then individuals to say the
Whichever method you choose, ask pupils to word. Repeat with the picture card of the tail.
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make the sounds and tell you words beginning
with each letter.
Trace and say 10 mins
• Ask pupils to open their Pupil’s Books at
page 54.
Note: Pupils have already learned to form
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Note: In this lesson, pupils are introduced combined. They will only trace the lower-
case letters.
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know that certain combinations of letters • Briefly remind pupils how to form the a and
in English produce certain sounds, and that i. You can do this by using one or more of the
G
these are not usually the same as the sounds methods you used before (standing with your
of each individual letter. back to the class, writing on the board, tracing
over pupils’ books, or tracing the shape of the
©
• Point to the letters ai in the book and explain letter on the desk). Get pupils to do the same.
that this is the sound they are going to learn • Remember that some pupils might feel confident
in today’s lesson. Point to the pictures of the enough to start using a pencil, but there is no
train and the tail, and say the words slowly and pressure on them to do this. Go at the pupils’
clearly, emphasizing the /e/ sound in the middle. pace, and they will start when they are ready.
Elicit or say the sound /e/. Play Track 60, Check that pupils are sitting in the correct
pausing after each section as usual. position and holding the pencil properly if they
are using one. Go round and make sure they are
forming the letters correctly.
• Get pupils to say the sound /e/ as they are doing
the task.
98
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• Pupils complete the drawing then say the word
(train). If some pupils complete the drawing
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before the others, they can colour the picture. Aims: Name objects and recognize j and
its sound.
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Practise making the shape of the
Activity Book 10 mins j, lower-case and capital.
letter j,
A
Language: jam, juice
Note: When digraphs are presented, pupils Materials: Pupil’ss Book page 55
Pupil’
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are only asked to trace the lower-case letters Activity Book page 43
in the Activity Book, not the capitals. Both U Track 61
the letters in the digraph are already known Alphabet posters
Alphabet card: j
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to pupils.
Picture cards: jam, bird, train
1 Trace
• Ask pupils to open their Activity Books at page 42.
Warmer 6 mins
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the letters and words in exactly the same way as words train and tail. Elicit the /e/ sound and
elicit or remind pupils that it can be made with
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With digraphs such as this one, it is particularly • Revise some of the other words that pupils have
important that pupils recognize the sound, so say learned up to now. Do this with a selection of
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it often and encourage them to repeat it, either in picture cards, eliciting the names of objects. You
isolation or in the example words (in this case, could also go back through the Pupil’s Book or
train and tail ).
tail). use the poster to remind pupils of words.
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2 Draw
• Point to the sentence It’s a tail. Elicit the Look, listen and say 8 mins
99
repeat it. Point out the pictures of the jam and Ask and answer 7 mins
the juice and explain that both words begin with
this sound. Ask pupils to repeat the words. The
• Tell the pupils they are going to play a game.
mime for j might be spreading jam on a piece of
Direct the pupils to the silhouettes of the objects
bread. Play Track 61.
and the speech bubbles. Elicit or explain that
Track 61 Adam is asking about the first object in the
Listen and look at the board. picture. He is trying to guess what it is (Is it a
j jam juice tomato?) Nadia then gives the answer (No, it
j jam juice isn’t.), so Adam guesses again. (Is it jam?) This
time, Nadia gives the answer (Yes,
Yes, it is
is.).
Now listen and say. • ell one pupil to choose an
Put pupils in pairs. Tell
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jjj object but not say what it is. The other pupil
jam jam jam then has to ask questions to guess, in the same
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juice juice juice way as Adam. When the second pupil guesses
Listen and say again. correctly, they swap roles.
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jjj • In pairs, pupils take turns asking and answering.
jam jam jam Monitor and support as necessary
necessary.
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juice juice juice • Continue the game by keeping pupils in pairs
and handing out picture cards to each pupil. T Tell
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• Use the picture cards for jam and juice for Pupil 1 to look at the card, but not show Pupil 2.
Pupil 2 then has to guess by asking Is it …?
extra practice. Elicit the words chorally. Elicit
the sound of the letter j at the beginning
U as before. If you have a lot of pupils, you can
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of each word. give them one card each and they can swap
• Ask pupils to look at the alphabet posters. Point after each turn.
to j and get pupils to do the mime and at the
same time say the sound //.
Activity Book
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8 mins
Extra!
Too give extra revision practice, point to 1 Trace
• Ask pupils to open their Activity Books at page 43.
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letter and a word that starts with the letter. are using pencils, make sure they are sharpened
and pupils know how to hold them correctly.
A
100
• Ask pupils to complete the activity. Check the Look, listen and say 8 mins
answer by asking pupils Is it jam? Elicit the
correct answer – Yes, it is.
• Point to the letters oa in the book and explain
Answers: that this is the sound they are going to learn in
Is it a train? No, it isn’t. today’s lesson. Point to the pictures of the boat
Is it jam? Yes, it is. and the coat, and say the words slowly and
clearly, emphasizing the o sound in the middle.
Elicit or say the sound /əυ/. Play Track 62,
pausing after each section as usual.
Unit 5 Lesson 3 Track 62
Listen and look at the board.
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Aims: Name objects and recognize oa oa boat coat
and its sound.
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oa boat coat
Practise making the shape of the
digraph oa. Now listen and say.
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Language: boat, coat, What colour is …? oa oa oa
Materials: Pupil’s Book page 56 boat boat boat
A
Activity Book page 44 coat coat coat
Tracks 62 and 63
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Listen and say again.
Alphabet posters oa oa oa
U
Picture cards: boat, coat, colours, boat boat boat
numbers 1–10 coat coat coat
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8 mins
making the sound correctly.
• Remind them of the work they did on the • Briefly remind pupils how to form the o and a.
©
digraph ai in Lesson 1 of this unit. Elicit the You can do this by using one or more of
words train and tail, and remind pupils that the methods you used before. Get pupils to
the sound produced by this digraph is different do the same.
from the sound of either of the individual letters. • Check that pupils are sitting in the correct
Explain that they will be learning a second position and holding the pencil properly if they
digraph in today’s lesson. are using one. Go round and make sure they are
• Ask pupils to open their Pupil’s Books at forming the letters correctly.
page 56. • Get pupils to say the sound /əυ/ as they are
doing the task.
101
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Track 63 remember any of the words/colours.
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Listen and say.
One, two.
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Me and you. Activity Book 10 mins
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You and me! 1 Trace
• Ask pupils to open their Activity Books at
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One, two, three and four. page 44.
I have a house with a yellow door. •
U correctly. If pupils
Make sure everyone is seated correctly
Five, six, seven and eight. are using pencils, make sure they are sharpened
I have a garden with an orange gate. and pupils know how to hold them correctly.
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• ready, they can start tracing
When pupils are ready
Nine and ten. the letters and words in the same way as they
Say the numbers again. did before. Monitor to make sure everyone is
One, two, three, four, five, six, seven, eight, managing, and provide support as necessary.
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nine, ten! Say the sound /əυ/ often and encourage pupils
to repeat it, both in isolation and in the example
Extra! words (in this case, coat and boat).
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she should say Two to the next pupil. At Activity Book 6 mins
A
continue on their own. All you have to • Point to the pictures of the boat and the coat.
do is make sure they know whose turn it • Ask pupils to look at the picture of the coat and
is. You can do this by pointing if it is not the words next to it. Ask them to sound out the
©
immediately obvious who’s next. When letters in each word and to say which word is
they reach Ten, tell them to start again at the correct one for the picture (coat). Ask them
One. Monitor and make sure pupils say to tick that word and put a cross next to the
the right number each time. other word.
• Use cards or the poster or objects in the • Ask pupils to complete the next part of the
room to briefly revise the colours pupils activity themselves.
have learned up to now. • Check answers and make sure pupils understand
• Ask the pupils What colour is number that o always comes before a in this digraph.
one? Elicit red. Repeat for all the Answers:
numbers, eliciting the correct colours. [coat] coat
Once you have done this, put pupils [boat] boat
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or other and ask pupils to call out the word.
Picture cards: pie, tie
Move quickly from one word to the other, and
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sometimes point to the same word two or three
times to make it more fun.
Warmer 5 mins
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• Hold up the picture card of the pie and elicit the
word in chorus. Make sure the pronunciation is
• Greet the class. Briefly remind pupils of the
A
correct. Ask groups, then individuals to say the
work they did on the digraph ai in Lesson 1 of
word. Repeat with the picture card of the tie.
this unit. Elicit the words train and tail. Then
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remind them of the digraph oa that they learned
in the last lesson and the words coat and boat.
Finally, make sure pupils have understood that
U
Trace and say 8 mins
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the sound produced by digraphs is different from
• Briefly remind pupils how to form the i and e.
the sound of either of the individual letters.
You can do this by using one or more of the
Explain that they will be learning a third digraph
methods you used before. Get pupils to do
in today’s lesson.
the same.
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the task.
• Point to the letters ie in the book and explain
A
103
Answers:
How many rabbits? Three rabbits.
Unit 5 Lesson 5
How many pies? Seven pies.
How many ties? Ten ties.
Aims: Name objects and recognize ee
and its sound.
Practise making the shape of the
Activity Book 8 mins digraph ee.
Language: bee, tree
1 Trace Materials: Pupil’s Book page 58
• Ask pupils to open their Activity Books at Activity Book page 46
page 45. Track 65
• Make sure everyone is seated correctly. If pupils Alphabet posters
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are using pencils, make sure they are sharpened Picture cards: bee, tree
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and pupils know how to hold them correctly.
• When pupils are ready, they can start tracing the
Warmer 5 mins
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letters and words in the same way as they did
before. Remind them to work in the direction
• Greet the class. Elicit the digraphs they have
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of the arrow. Monitor to make sure everyone
learned so far in this unit: ai, oa and ie. Make sure
is managing, and provide support as necessary.
pupils can make these sounds. Elicit a number of
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Say the sound /a/ often and encourage pupils to
the example words they have learned for them,
repeat it, both in isolation and in the example U train boat and tie. Explain that they will be
e.g., train,
words pie and tie.
learning a fourth digraph in today’s lesson.
ED
• Pupil’s Books at page 58.
Ask pupils to open their Pupil’
Activity Book 10 mins
Ask what the picture is and elicit boat. Ask Listen and look at the board.
pupils to decide which two letters complete the ee bee tree
word. Elicit oa
oa. ee bee tree
©
• Tell
ell pupils to complete the other items. Pupils
Now listen and say.
who are not writing yet can tell you the answers.
ee ee ee
• Check answers and get pupils to make the
bee bee bee
sounds of the digraphs and the completed words.
tree tree tree
Answers:
boat train Listen and say again.
tie pie ee ee ee
coat tail bee bee bee
tree tree tree
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• Ask the pupils to look at the bee and the tree Answers:
on the page. Walk round the room saying Show How many boats? 4
me a bee./Show me a tree. The pupils should How many kites? 4
point to the correct picture in their book and How many cakes? 3
repeat the word. Make sure the pronunciation How many ducks? 5
is correct. Ask groups, then individuals to say How many bees? 2
the words. You could use flashcards to elicit How many apples? 6
the words. One idea is to hold up a picture card How many lions? 3
but with the picture hidden by, e.g., a piece of How many hands? 1
paper. Then reveal the picture slowly, starting at
one corner; pupils shout out the word as soon as
they recognize the picture and know what the Activity Book
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8 mins
word is.
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1 Trace
• Ask pupils to open their Activity Books at
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Trace and say 8 mins page 46.
• Make sure everyone is seated correctly
correctly. If pupils
A
• Briefly remind pupils how to form the e. You can are using pencils, make sure they are sharpened
do this by using one or more of the methods you and pupils know how to hold them correctly.
C
used before. Get pupils to do the same. • When pupils are ready
ready, they can start tracing the
• Check that pupils are sitting in the correct U letters and words in the same way as they did
position and holding the pencil properly if they before.. Remind them to work in the direction
before
are using one. Go round and make sure they are of the arrow. Monitor to make sure everyone
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forming the letters correctly. is managing, and provide support as necessary.
• Get pupils to say the sound /i// as they are doing Say the sound //i/ often and encourage pupils to
the task. repeat it, both in isolation and in the example
words bee and tree.
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from the picture: How many (kites)? Prompt them they can choose from one of the numbers
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the question with individual words. Do this a on the right. Elicit two.
number of times using the picture puzzle items. • Tell them to count the other items and write the
Each time, encourage pupils to count out loud numbers in the correct spaces. If pupils are not
©
and tell you the answer. writing yet, they can simply tell you the answers.
• Choose a pupil to ask a question. That pupil • Check answers by asking individual pupils to
says How many flowers can you see? The rest of give you a sentence beginning There is …/There
the class count quietly and as quickly as they can are …, e.g., There are two bees.
and, when they are ready, hold up their hands
Answers:
to answer.
There is one rabbit.
• Put pupils into pairs to ask and answer about the
There are two bees.
number of things in the picture.
There are five flowers.
105
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individuals to say the words.
Picture cards: fork, popcorn
O
Trace and say 8 mins
Warmer 6 mins
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• Briefly remind pupils how to form the o and
• Greet the class. Briefly revise the colours that
A
the r.. You can do this by using one or more of
pupils have learned. You can do this by pointing
the methods you used before. Get pupils to do
at things in the room and asking What colour is
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the same.
the (wall/door/bag, etc.)?
•
U Check that pupils are sitting in the correct
• Ask pupils to tell you the sounds they have
position and holding the pencil properly if they
learned so far in this unit (j, ai, oa, ie, and ee).
are using one. Go round and make sure they are
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Make sure pupils can make these sounds. Elicit a
correctly.
forming the letters correctly
number of the example words they have learned
• Get pupils to say the sound /ɔ/ as they are doing
for them, e.g., jam, train, boat, tie and beebee..
the task.
Explain that they will be learning another sound
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in today’s lesson.
• Ask pupils to open their Pupil’ss Books at Ask and answer 7 mins
page 59.
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106
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What colour is the tree? It’s green. all the picture cards pupils know
so far
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Activity Book 8 mins
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Warmer 7 mins
1 Trace
A
• Ask pupils to open their Activity Books at • Greet the class. Briefly revise sounds for the
page 47. letters they have learned so far in this unit (the
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• Make sure everyone is seated correctly. If pupils letter j,
j, and the digraphs ai, oa, ie, ee and or).
are using pencils, make sure they are sharpened
and pupils know how to hold them correctly.
U Make sure pupils can make these sounds. Elicit a
number of the example words they have learned
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• When pupils are ready, they can start tracing the for them, using these picture cards: jam, tail,
letters and words in the same way as they did coat, pie, bee and fork.
coat
before. Remind them to work in the direction • Use picture cards to help pupils remember
of the arrow. Monitor to make sure everyone some of the words they have covered in the
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• Point to the first word, bee. Elicit the meaning bubbles. Elicit or explain that one pupil chooses
ee/ sound. Do the same for the
and stress the /ee
//ee/ a picture and says the initial letter of one of the
other word and key sound ((fork, /ɔ/).
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107
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as a class by choosing a selection of
picture cards the pupils already know, Language: train, jam, boat, tie, tree, fork
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displaying them on the board and Materials: Pupil’ss Book page 61
playing the game using those pictures. Activity Book page 49
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Alphabet posters
• Ask individual pupils to tell you what’s in each Picture cards: train, jam, boat, tie,
A
bubble, e.g., There’s a house and a car. Do this a tree, fork
few times and then put pupils in pairs. They take
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turns saying what’s in one of the bubbles and the
other pupil has to point to the correct bubble. Warmer
U 6 mins
• Ask pupils to open their Activity Books at page 48. picture cards. Elicit the correct pronunciation of
• Point to the first sound, ai.. Elicit words such each word, and highlight the digraphs by circling
as train and tail.. Get pupils to say the words, them on the board or in your book (circle the
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emphasizing the ai sound. Do the same for the digraphs underlined here: train, jam, boat,
other sounds. tie, tree and fork). If any pupils are confident
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• Do the example with the class. Point to the enough, invite them to come to the board to
line connecting ai with the picture of the train. underline the digraphs in the words themselves.
A
Explain that the line is there because the word Make sure pupils can make all these sounds.
train contains the ai sound.
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20 mins
time connecting ai and tail.
• Pupils join the other sounds to their related pictures.
• Check the answers by asking individual pupils to Note: This is the first time pupils have been
point to the sound and the two related objects – asked to blend single letters together with
saying them out loud as they point, e.g., ai, digraphs to form new words. The words in
train, tail. the Pupil’s Book will be familiar to them.
However, you might still need to go slowly
Answers: and repeat often in order for your pupils to
ai [train] [tail] grasp the concept. At all times be aware of
j [juice] [jam] digraphs, and make sure your pupils treat
f [flower] [fish] them as the sound made by two letters, not
oa [coat] [boat] the individual sounds of the letters.
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the sounds in exactly the same way as you pair of pictures: the pictures that show things
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demonstrated above. Prompt them, if necessary, that start with that letter sound.
by circling the digraph ai with your finger. Ask • Let pupils think about the task on their own for
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them to trace the letters ai in the word. ou can offer help if they are struggling.
a while. You
• For the next word, jam, tell pupils that there is • Check answers by asking individual pupils to
A
no digraph, so the letters are all pronounced. read out the completed words.
Pupils will know the word jam, but demonstrate Answers:
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blending the letters to form the word as you did c [car] [cat]
with train, and elicit the word. Ask pupils to U a [ant] [apple]
trace the letters. j [jam] [juice]
• Demonstrate the remaining words in the same
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o [olive] [orange]
way,, taking care to treat the digraphs as you did h [hand] [hair]
above. Encourage pupils to blend the sounds in
each case.
• When pupils have formed and said all the words
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learned up to now
that is why the j is circled. Show pupils how the
letter j has been inserted at the start of the word.
Explain that pupils have to do the same thing
Warmer 7 mins
(write the correct letter(s) that are missing) with
the other words. Give help with the next item if
• Greet the class. Briefly revise the letters and
pupils are having difficulty. They should then be
sounds they will need to use in this lesson (tell
able to complete the task on their own. If your
them you are only interested in single letters for
pupils are not writing yet, they can simply circle
now, not digraphs). Write the lower-case letters
the correct letters and tell you the words.
up on the board as pupils give you the sounds
• If this activity is set as homework, remember to
(see the Pupil’s Book for the letters you need to
check the answers as a class in the next lesson.
109
write on the board). Take care to form the letters • Point out that there are capital letters at the top
in the way pupils have learned in the book. of the page and lower-case letters at the bottom
• Ask pupils to open their Pupil’s Books at page 62. of the page. Pupils will recognize that the letters
are presented in the alphabetical order here (A,
B, C, D, etc.). They may also notice that there
Trace and say 18 mins are only 21 letters on the page to be matched,
and that five letters are missing. These letters
• Point to Ss at the top of the page. Ask pupils (Q, W, X, Y, Z) are the ones that pupils haven’t
when we might need capital letters (at the start learned yet.
of a name or a sentence). • Explain that, in the middle of the page, there are
• Practise a little letter recognition by saying Show short sequences of letters, presented in order but
me the letter e. You can refer to the letter by with letters missing each time. Pupils have to fill
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the sound it makes and also use the name of the in the missing letters. Make sure they understand
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letter. Get pupils to point to the letter on the that they also need to choose between the lowerlower-
page, or to come up and point to the letter on case and capital letters to fill in the gaps. If
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one of the alphabet posters. Repeat for several pupils seem unsure, demonstrate the first item on
letters. Put pupils in pairs to continue this the board.
A
activity. Tell them to take it in turns to say Show • Check answers by asking pupils to show you their
me the letter (d). books. Those who have written the answers can
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• Tell pupils to trace the letters (remember that point to what they have written in the gaps. If any
there is no pressure on them to use a pencil – if U of your pupils are not comfortable writing, they
they want to use their finger, that’s fine). Go can point to the missing letter each time.
round the class checking that pupils are not
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Answers:
having difficulties.
ABCDE
• For a follow-up activity, ask volunteers to
MNOP
demonstrate forming both the lower-case and the
fghij
capital form of one of the letters. The volunteer
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FGHI
can write the letter on the board, trace it on the
abcde
board, or trace it in the air with their back to the
IJKLM
class. Repeat with many different letters and as
mnop
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CDEFG
to choose. One pupil holds up a picture card and
rstu
the others have to point to the relevant lower-
A
cdefg
case and capital letters.
ijklm
G
Extra!
Play a tracing game. In pairs, pupils trace
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110
Warmer 7 mins
• Monitor and help where necessary. Praise
pupils’ work.
• Greet the class. Briefly revise the letters, sounds
and digraphs they have learned in this unit (the
Activity Book 8 mins
letter j, and the digraphs ai, oa, ie, ee and or).
Make sure pupils can make these sounds. Elicit a
2 Draw and colour
number of the example words they have learned
• Tell pupils that they are going to draw and
for them, e.g., juice, train, boat, tie, tree and
colour a picture.
popcorn.
• Read the sentence in the box: A bee on a flower.
• Ask pupils to open their Pupil’s Books at page 63.
Or ask for a volunteer pupil to try to blend the
letters to make the words and read the sentence.
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Trace and say. Match 20 mins
• Elicit what the sentence means, and tell pupils
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that this is what you would like them to draw
draw.
• Point to the letter and digraphs in the middle
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of the page. Explain that, in a moment, you are • Congratulate pupils on completing Unit 5.
going to ask pupils to trace them.
A
• Point to the letter j. Ask pupils to tell you which
words they have learned with that sound in them
Now I can …
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(jam and juice). Ask them if they can see a j
• Before moving on to the next Unit, take time
word on the page (elicit juice). Mime drawing a U to look at the Now I can … statements with
line from the letter j to the picture of the juice.
the class. You can either do this at the end of
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• Make sure pupils understand that the digraphs
this lesson or at the start of the next one. Read
don’t come at the start of the word in the same
through each statement individually, clarifying
way as the letter j does. They will be looking
meaning where necessary. Then ask pupils to
for pictures representing words which have the
put up their hands if they agree they can now
digraph in them somewhere.
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Activity Book 10 mins are having difficulty with one of the statements,
you may want to go over it again with the whole
1 Trace
race and match class; if only one or two pupils express difficulty,
©
• Ask pupils to open their Activity Books at you might prefer to give those pupils some extra
page 51. help individually.
• Tell them that you want them to trace the letters
of the words to get extra practice. Encourage
them to say the words out loud, as well as the
individual letters and digraphs. This will help
give them pronunciation practice.
• Point to the pictures and say that, after they
finish tracing a word, they should draw a line to
the correct picture.
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Objectives
Listening
• Continue to become more familiar with the sound of English.
• Recognize and respond to further classroom instructions (TPR).
• Move according to instructions.
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• Identify named objects.
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Speaking
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• Continue talking in short phrases and simple sentences.
• Practise talking about plurals.
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• Ask and answer Who’s this?
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• Ask and answer What’s this?/What are these?
• Identify and name classroom objects. U
• Join in songs and rhymes.
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Skills
• Continue working with digraphs.
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• Continue developing awareness of drawing from left to right, pencil control, and
hand-eye coordination.
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112
Word list
Lesson 1 teacher – /ˈtiːtʃə(r)/ Lesson 6
zebra – /ˈzebrə/ ruler – /ˈruːlə(r)/ foot – /fʊt/
open – /ˈəʊpən/ pencil case – /ˈpens(ə)l ˌkeɪs/ book – /bʊk/
close – /kləʊz/ rubber – /ˈrʌbə(r)/
draw – /drɔː/ pen – /pen/ Lesson 7
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pencil – /ˈpens(ə)l/ What’s this? It’s a … – /wɒts ðɪs?
Lesson 2 ɪts ə …/
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window – /ˈwɪndəʊ/ Lesson 4
watch – /wɒtʃ/ van – /væn/ Lesson 8
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stand up – /stænd ʌp/ violin – /ˌvaɪəˈlɪn/ book, zoo, foot, moon, boot,
sit down – /sɪt daʊn/ wood – /bʊk, zuː, fʊt, muːn,
Lesson 5 buːt, wʊd/
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hands up – /hændz ʌp/
spoon – /spuːn/
hands down – /hændz daʊn/ Lesson 9
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zoo – /zuː/
turn around – /tɜː(r)n əˈraʊnd/ capital letters – /ˈkæpɪt(ə)l ˈletə(r)z/
ruler – /ˈruːlə(r)/ U
Lesson 3 pencil case – /ˈpens(ə)l ˌkeɪs/
king – /kɪŋ/ bag – /bæɡ/
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ring – /rɪŋ/ rubber – /ˈrʌbə(r)/
book – /bʊk/ pen – /pen/
bag – /bæɡ/ pencil – /ˈpens(ə)l/
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N
R
A
G
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113
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the word in chorus. Make sure the pronunciation
Tracks 67 and 68 is correct. Ask groups, then individuals to say the
Alphabet posters
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word. Repeat with the picture card of the zero.
Picture cards: zebra, zero
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Trace and say 8 mins
Warmer 5 mins
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• Demonstrate how to form the letter Zz. You
• Greet the class. Briefly revise the letters pupils
C
can do this by using one or more of the methods
have learned up to now (a, b, c, d, e, f, g, h, i,
U you used before (standing with your back to the
j, k, l, m, n, o, p, r, s, t and u). You could write
class, writing on the board, tracing over pupils’
these on the board, flick through the Pupil’s
books, or tracing the shape of the letter on the
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Book, use the alphabet posters or use alphabet
desk). Get pupils to do the same.
cards. Whichever method you choose, ask
• Remember that some pupils might feel confident
pupils to make the sounds and tell you words
enough to start using a pencil, but there is no
beginning with each letter. Tell the class you will
pressure on them to do this – they can carry on
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114
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did before. Monitor to make sure everyone is
again in a different order. Ask pupils to point.
managing, and provide support as necessary.
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Check that they are all pointing to the right
Say the sound /z// often, and encourage pupils to
picture each time.
repeat it, both in isolation and in the example
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• Introduce the listening activity, telling the pupils
words (in this case, zebra and zero).
just to listen at first. Play Track 68.
A
• Tell them to listen again and, this time, do what
the teacher says. If the pupils have notebooks, Activity Book 8 mins
C
tell them to draw in these. If they don’t, they
will need a piece of paper to draw on. Play 2
U Trace
Trace and match
Track 68 again. • Point to the three words, open close draw. Elicit
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Track 68 the meanings.
Listen. • Ask pupils to look at the pictures. Explain that
Open your books, please. in each picture, one of the three words is being
Draw a red pencil, please. illustrated. Tell pupils to match the words with
the pictures.
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• Finally,, give more commands yourself. Vary the close [door closing]
colour and the object, e.g., Draw a yellow cat, draw [pencil drawing a house]
R
115
Unit 6 Lesson 2 • Ask the pupils to look at the window and the
watch on the page. Walk round the room saying
Show me a window./Show me a watch. The
Aims: Name objects and recognize w pupils should point to the correct picture in their
and its sound.
books and repeat the word.
Practise making the shape of the
• Hold up the picture card of the window
letter w, lower-case and capital.
and elicit the word in chorus. Make sure the
Language: window, watch, stand up, sit
pronunciation is correct. Ask groups, then
down, hands up, hands down,
individuals to say the word. Repeat with the
turn around
picture card of the watch.
Materials: Pupil’s Book page 67
Activity Book page 53
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Tracks 69 and 70 Trace and say 7 mins
Alphabet posters
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Picture cards: window, watch • Demonstrate how to form the letter Ww. You
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can do this by using one or more of the methods
you used before. Get pupils to do the same.
Warmer 6 mins
A
• Remember that some pupils might feel confident
enough to start using a pencil, but there is no
• Greet the class. Briefly revise the letter z. Ask
C
pressure on them to do this. Check that pupils
pupils to make the sound and to tell you the
U are sitting in the correct position and holding
words that start with z (zebra and zero). Tell the
the pencil properly if they are using one. Go
class you will be learning another letter today.
round and make sure they are forming the
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• Ask pupils to open their Pupil’s Books at
letters correctly.
page 67.
• Get pupils to say the sound /w/ as they are doing
the task.
8 mins
w window watch up.), say Stand up. Hands up. Hands down. Turn
w window watch round. Sit down. Encourage pupils to repeat what
you are saying as they do the actions.
Now listen and say. • Tell the pupils to listen and point to the boy
www doing the action they hear. Play the first part of
window window window Track 70. Pause the track after the first half
watch watch watch and tell pupils to listen and say the words.
Listen and say again. • Tell the pupils to listen again and do the actions
www this time. Play the first part of Track 70
window window window again. Do each action yourself.
watch watch watch
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• Play the second part of Track 70 for the Say the sound /w/ often, and encourage pupils
pupils to repeat the words and do the actions at to repeat it, both in isolation and in the example
the same time. words (in this case, window and watch).
• Tell the pupils to listen to you and do the
actions. Give the commands several times,
getting faster and faster.
Activity Book 6 mins
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Sit down! picture, pointing to the arrow and the words
Hands up! Sit down.
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Hands down! • Ask pupils to colour the pictures. When they
Stand up! have finished, go round the class and let them
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Turn round! show you their work. Encourage them to point
and say the phrases Stand up and Sit down.
A
Now listen and say.
Hands up!
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Hands down!
Stand up!
Unit 6 Lesson 3
Sit down!
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Hands up!
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Hands down! Aims: Name objects and recognize ng
Stand up! and its sound.
Turn round! Practise making the shape of the
digraph ng.
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Note: The commands Stand up. Hands up. Learn the names of classroom
Hands down. and Sit down. can become objects.
a part of your regular class routine if they Language: king, ring, ruler, book, bag,
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haven’t already. Remember that pupils teacher, pencil case, pen, rubber,
benefit from hearing as much English as pencil
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Tracks 71 and 72
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and explain that you are going to learn some Trace and say 8 mins
more words in today’s lesson.
• Ask pupils to tell you the digraphs (two-letter
• Briefly remind pupils how to form the n and
sounds) they have learned so far in the book (ai,
the g. You can do this by using one or more of
oa, ie, ee and or). Make sure pupils can make
the methods you used before. Get pupils to do
these sounds. Elicit a number of the example
the same.
words they have learned for them, e.g., tail,
• Check that pupils are sitting in the correct
boat, pie, tree and fork. Explain that they will be
position and holding the pencil properly if they
learning another sound in today’s lesson.
are using one. Go round and make sure they are
• Ask pupils to open their Pupil’s Books at page 68.
forming the letters correctly.
• Get pupils to say the sound /ŋ ŋ// as they are doing
//ŋ/
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the task.
Look, listen and say 8 mins
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• Point to the letters ng in the book and explain Listen and say 10 mins
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that this is the sound they are going to learn
in today’s lesson. Point to the pictures of the
• Ask pupils to look at the picture. Ask them what
A
king and the ring and say the words slowly and
they can see. Elicit that there is a child sitting
clearly. Elicit or say the sound /ŋ/. Play Track
down at a desk and a teacher standing up in a
C
71, pausing after each section in the usual way.
classroom. There are also lots of objects that we
Track 71
U often find in a classroom.
Listen and look at the board. • To
T o prepare the pupils for the listening, tell them
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ng king ring to point to the objects you hold up. Hold up the
ng king ring labelled objects on page 68 in the same order as
in Track 72. As you hold up an object, say
Now listen and say. What’s this? as you did in the warm-up activity.
ng ng ng Then tell them to listen and point to the
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king king king pictures in their books. Say that you will hold
ring ring ring up each object.
Listen and say again. • Play the first part of Track 72, holding up
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king king king repeat this part. Then play the second part of
ring ring ring Track 72 and tell the pupils to listen, point to
A
on the page or on picture cards. Walk round the pupils time to do everything.
room saying Show me a king./Show me a ring.
ring
Track 72
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118
Now point and say. of the arrows. Monitor to make sure everyone
a ruler is managing, and provide support as necessary.
a pencil case Say the sound /ŋ/ often and encourage pupils to
a pen repeat it, both in isolation and in the example
a rubber words king and ring.
a pencil
a bag
Activity Book 6 mins
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two pencils in the other and saying one pencil,
two pencils. Encourage the pupils to repeat the word.
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• Tell
ell pupils you want them to trace the outline of
Extra! the picture and colour it.
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Say a pencil. Pupils hold up their pencils. Do • Check their work by going round and asking to
the same with the other items. Use picture see their pictures. Say What’s this,
this and point to
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cards of ruler, pencil case, rubber, pen, the picture. Get pupils to tell you. Do this with
pencil and bag for choral repetition of each as many pupils and as many coloured-in pictures
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word with the indefinite article a. The pupils as you can.
need to get used to including a (or an if the U
object starts with a vowel). Hold up the real
objects and ask individuals What’s this?
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Unit 6 Lesson 4
Extra! Aims: Name objects and recognize v and
Play Stand up with a pencil. Say Stand up its sound.
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with a pencil, and see if any of the pupils Practise making the shape of the
understand/remember and follow your letter v, lower-case and capital.
instruction. Repeat and demonstrate holding Language: van, violin
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a pencil and standing up. Ask the class Materials: Pupil’s Book page 69
if they understand the game. Give other Activity Book page 55
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119
Note: Leave the letters on the board until you Trace and say 8 mins
come to do the Activity Book for this lesson.
• You could also flick through the Pupil’s
• Demonstrate how to form the letter v. You can
Book, use the alphabet posters or use
do this by using one or more of the methods you
alphabet cards. Whichever method you
used before. Get pupils to do the same. Make
choose, ask pupils to make the sounds
sure they follow the arrows going from green
and tell you words beginning with each
to red.
letter. Tell the class you will be learning
• Remember that some pupils might feel confident
another letter today.
enough to start using a pencil, but there is no
• Ask pupils to open their Pupil’s Books at
pressure on them to do this. Check that pupils
page 69.
are sitting in the correct position and holding
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the pencil properly if they are using one. Go
round and make sure they are forming the
Look, listen and say
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8 mins
letters correctly.
• Get pupils to say the sound //vv as they are doing
/v/
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• Introduce v and use the alphabet-recognition
the task.
activity, following the usual procedure. The
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mime for this could be playing a violin. (If pupils
are not sure of this, demonstrate by holding out Look and say. Sing 10 mins
C
your left arm for the violin and using your right
arm to hold the bow and play.) Play Track 73
•
U Use the picture cards to revise classroom objects.
in the usual way, by playing the first part, then
Show a card and elicit the name chorally
chorally.
the second part, then the third part.
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• Play Disappearing Picture Cards with the
Track 73 following picture cards: ruler, pen, pencil, pencil
Listen and look at the board. case, bag and rubber. Stick them on the board,
v van violin picture side up. Pupils recite the words in order.
Remove one picture card. Pupils recite all six
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v van violin
words again in order. Continue until all the
Now listen and say. cards have been removed and the pupils are
vvv reciting from memory. Remember to elicit the
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van van van indefinite article with the name, e.g., a ruler.
violin violin violin
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violin violin violin packing their bags for school. Ask pupils what
Adam is taking to school. Elicit a bag, a pencil,
a pen and ink. Then ask what Rosie is taking to
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120
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Activity Book 7 mins
Activity Book page 56
Tracks 75 and 76
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Alphabet posters
1 Trace
Picture cards: spoon, zoo, ruler,
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• Ask pupils to open their Activity Books at
pencil case, bag, rubber, pen,
page 55.
pencil
A
• Make sure everyone is seated correctly. If pupils
are using pencils, make sure they are sharpened
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and pupils know how to hold them correctly.
Warmer 5 mins
• When pupils are ready, they can start tracing the U
letters and words in the same way as they did
• Greet the class. Remind pupils of the digraphs
before. Remind them to work in the direction
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(two-letter sounds) they have learned so far in
of the arrow. Monitor to make sure everyone
the book ((ai, oa, ie, ee, or and ng). Make sure
is managing, and provide support as necessary.
pupils can make these sounds. Elicit a number of
Say the sound /v/ often and encourage pupils to
the example words they have learned for them,
repeat it, both in isolation and in the example
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the letters.
• Point to the letters oo in the book and explain
• Point to the picture of the number 5. Ask pupils
that this is the sound they are going to learn
to colour the picture of the number 5. They can
©
121
Now listen and say. listen and look at their books the first time. Play
oo oo oo the first part of Track 76. Pupils listen, look
spoon spoon spoon at the picture in their book and point to the objects
zoo zoo zoo they hear. Play the second part of Track 76,
pausing after every one or two items to give pupils
Listen and say again.
time to listen, point and say the words.
oo oo oo
spoon spoon spoon Track 76
zoo zoo zoo Listen, look and say.
a red pen
• Ask the pupils to look at the spoon and the zoo a blue pencil
on the page or on picture cards. Walk round the a pink bag
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room saying Show me a spoon./Show me a zoo. a green pencil case
The pupils should point to the correct picture, a yellow bag
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either in their books or in one of the alphabet a red pencil case
posters, and repeat the word. Make sure the a green pencil
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pronunciation is correct. Ask groups, then a yellow rubber
individuals to say the words. a pink pencil case
A
a grey ruler
a blue ruler
C
Trace and say 8 mins
an orange pencil case
the task. Remind pupils that the sound of oo is a red pencil case
a green pencil
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a blue ruler
• Hold up a red pencil and ask What’s this? Elicit an orange pencil case
a green pen
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122
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of the arrows. Monitor to make sure everyone Activity Book page 57
is managing, and provide support as necessary. Tracks 77 and 78
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Say the sound /u/ often and encourage pupils to Alphabet posters
repeat it, both in isolation and in the example Picture cards: foot, book, bin,
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words spoon and zoo. desk, chair, pencil case, pencil,
pen, apple, bag, juice
A
Activity Book 8 mins
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Warmer 6 mins
2 Look and say U
• Begin by demonstrating with as many pupils as • Greet the class. Remind pupils of the digraph
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possible. Walk around the class, choose a pupil they learned in the previous lesson ((oo). Make
and point to one of the three pictures in their sure pupils can make this sound. Elicit the
book at random, asking, What is it? When the example words they learned, e.g., spoon and zoo
pupil answers correctly, move on to another (they have also learned the word moon, which
pupil and another picture.
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123
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foot foot foot they hear.. Play the first part of Track 78,
book book book telling pupils to listen and look at the pictures
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in their books. Play the second part of the track,
• Ask the pupils to look at the foot and the book asking pupils to repeat each word after they hear
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on the page or on picture cards. Walk round it. Pause the audio whenever necessary.
the room saying Show me a foot./Show me a
Track
A
book. The pupils should point to the correct rack 78
picture and repeat the word. Make sure the Listen and look at the pictures.
C
pronunciation is correct. Draw attention to the a book a book
fact that it is a much shorter sound than the one a bin a bin
U
they learned in the previous lesson. For contrast, a desk a desk
you could say foot (emphasizing the short a chair a chair
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sound), and then say moon emphasizing the long a pencil case a pencil case
sound (mooooon). ). Ask groups, then individuals Now listen and say.
to say the words. a book
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a bin
Note: The word look has the same oo a desk
sound that pupils are learning in this lesson. a chair
Frequent use of the word will help reinforce
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a pencil case
the sound. You could, for example, say
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Look! A foot! Look! A book! Point out that • If necessary, use the picture cards for choral and
the sounds are the same. individual repetition of the new items.
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Extra!
the letter o
o,, but tell them that it’s always good to There are other items in the picture that
get more practice. pupils know how to name (a red pen, a pink
• Check that pupils are sitting in the correct pencil case, juice, etc.). Tell them to take it in
position and holding the pencil properly if they turns to point to a picture and ask What is
are using one. Go round and make sure they are it? The other pupil has to answer It’s a
forming the letters correctly. (red pen).
• Get pupils to say the sound /υ/ as they are doing
the task. Make sure the sound they are making is
distinct from the sound in the previous lesson.
124
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provide support as necessary. Ask pupils to say Listen and say 22 mins
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the two oo sounds correctly. • Ask pupils to look at the questions and the
two pictures at the top of page 72. Point to the
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picture of the spoon and say What’s this? Elicit
Activity Book 7 mins It’s a spoon.
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• Repeat for the picture of the book.
2 Draw • Ask pupils to practise saying the two words
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• Ask pupils to look at the letter oo in the corner clearly and remind them of the difference
of the first box. Explain that they should draw U in sound.
something that contains the letters oo. Remind • Point to the main picture on the page.
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pupils that they have learned several words • Ask the pupils to tell you who and what they
containing oo. See if they can remember any of can see in the two pictures. Elicit teacher, boy,
the words (moon, spoon, book, foot, look). ). Ask girl, desks, chairs and the names of objects on
pupils what the other letters are in the second the desks. Explain that the children are playing
box ng.. Ask what words they know that contain a guessing game with their teacher. The children
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the letters ng (king, ring). have to guess what the teacher has put in the
• Tell
ell pupils to choose objects and draw pictures bag. The idea of the game is that the teacher has
in the relevant boxes. several classroom items on her desk then asks
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Aims: Revise words for classroom Read out the question and answer. Tell them to
objects. listen and find out what’s in the teacher’s bag.
Play the first part of Track 79.
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125
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8 mins
Materials: Pupil’ss Book page 73
Activity Book page 59
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1 Draw
• Ask pupils to open their Activity Books at
Tracks 80 and 81
Alphabet posters
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page 58.
Picture cards: book, zoo, foot,
• Get the class to count along with you from
moon, boot, wood, spoon
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1 to 10. Say one and point to yourself. Point
to a pupil and elicit two, before pointing to
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a different pupil. Go round the class like this
Warmer 5 mins
until pupils are fully fluent with numbers 1–10. U
Explain that they are going to join the dots
• Greet the class. Remind pupils of the two
from 1–10.
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different sounds of the digraph oo – /u/ for
• Make sure everyone is seated correctly. Make
spoon, zoo, and also moon; and /υ/ for foot,
spoon
sure pencils are sharpened and pupils know how
book and also look. Write these words on the
to hold them correctly.
board in two separate columns:
• When pupils are ready,, they can start joining the
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dots. Ask pupils to say the numbers out loud Long oo Short oo
when they show you their work.
spoon foot
• Pupils who finish early can colour in the
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zoo book
elephant.
moon look
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that Adam is asking and answering about the rub the words off the board, leaving only the
picture in activity 1. T
Tell pupils to trace the word columns and the headings.
elephant. • Tell pupils you are going to say one of these
words and they have to do the following:
if it is a long /u/ sound, they should stand up;
if it is a short /υ/ sound, they should stay seated
but put their hands up.
• Say one of the six words from the table. Wait
for pupils to react, and check that they have
heard the sound correctly. Try a different word.
Keep going until all of the pupils are reacting
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appropriately. It doesn’t matter if you start to • Then read out the next two lines: I look at a
repeat the words. book. I eat food with a spoon. Look might be
• Ask pupils to open their Pupil’s Books at familiar to them, and you can ask pupils to guess
page 73. what you put on a spoon. The word spoon is not
on this page, so you can either show pupils the
spoon on the previous page or use the picture
Listen and say 15 mins cards or poster. Repeat the two lines once
pupils understand.
• Ask pupils to look at the pictures. Draw their • Finally read out the last four lines: There’s a
attention to the phonetic symbols at the top of boot on this foot. But it’s not made of wood.
the page. Point to the picture of the book and There’s a boot on this foot. But it’s not made
say What’s this? Is it a foot? Elicit No, it isn’t. of wood.. As you do so, point to one foot, then
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Then say Is it a book? Elicit Yes, it is. the other, stressing the word this for the second
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• Repeat for the picture of the zoo, deliberately foot. Repeat if necessary. Play the first part of
getting it wrong the first time as above. Do Track 81 for pupils to listen and point. Then
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the same for wood and moon, then for foot play the second part of the track for pupils to
and boot. listen and sing.
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• It might help your pupils if you show them the
shape of your mouth when pronouncing the two Track
rack 81
Listen and point.
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different sounds. Point out that, for the long /u/
sound, we purse our lips and push them forward. I go to the zoo.
U
In contrast, for the short /υ/ sound, there is little I go to the moon.
movement in the shape of the mouth. I look at a book.
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• Play Track 80. Ask pupils to listen. Play the I eat food with a spoon.
track again for pupils to repeat the words, to There’s a boot on this foot.
reinforce the correct pronunciation. But it’s not made of wood.
There’s a boot on this foot.
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wood wood
I go to the moon.
foot foot
I look at a book.
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oo zoo zoo
I eat food with a spoon.
moon moon
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on the page.
• Ask pupils to join in with the song as much as
they can. It doesn’t matter if they don’t know all
the words. Tell them they can tap out the beat
Sing 10 mins
with their fingers on the desk if they prefer.
• Tell pupils you are going to read them the words
of a song. Read out the first two lines of Adam’s
song: I go to the zoo. I go to the moon. As you
say the words, pupils point to the words zoo and
moon. Repeat if necessary.
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1 Trace and complete • Direct pupils to the top of the page, and the
words spoon and book.. Point out that these are
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• Ask pupils to open their Activity Books at
page 59. representative of the two different oooo sounds
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• Direct pupils to the pictures. Say the names of (long and short respectively).
each object out loud and ask pupils to repeat • While they are tracing, repeat the long sound of
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them. Tell pupils to trace the lines and complete spoon by exaggerating the //u/ sound and the
the pictures. Pupils who finish early can start to shape of your mouth (see instructions for this in
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colour them in. Go round checking work. Ask the previous lesson). Do this several times, and
pupils to point and say the words for what they then say the word book repeatedly. This time,
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have drawn. When checking, make sure pupils emphasize how short the sound is, and how little
recognize which words have the short /υ/ sound U the shape of the mouth changes. Say the two
(book, foot, wood), and which have the long /u/ words together for contrast. Encourage your
sound (moon, zoo, boot). pupils to do the same.
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• When they have finished tracing and saying the
words, write oo on the board. Elicit both long
and short sounds. Then write sp in front of oo.
Unit 6 Lesson 9 Pupils should immediately complete the word
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for you, saying spoon using the long oo. Add the
Aims: Practise following commands. letter n to complete the word.
Get more practice with the two • Write oo on the board again. This time, write
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different sounds of the digraph oo. the letter b in front of oo. Pupils should fairly
Language: quickly complete the word for you, saying book
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open them
Materials: Pupil’ss Book page 74
Pupil’ foot and look.
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• Tell pupils you are going to play them a rhyme, • Invite pupils to mime writing the new capital
and the first time they listen, they just have to letters in the air. It helps if they come to the
look at their books. Play the first part of Track front of the class and stand with their backs to
82. Pupils listen and say. Pause after each line if the other pupils. Give help and guidance where
necessary. Play the second part of Track 82. necessary. Very confident pupils might want to
This time ask pupils to be ready to do the actions. write the letters on the board.
It doesn’t matter if they don’t know all the words/ • This activity can be set as homework. If so,
actions. Tell them they can tap out the beat with remember to check the pupils’ answers at the
their fingers on the desk if they prefer. start of the next lesson and praise their work.
Track 82 Answers:
Listen and say. Cc Oo
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Stand up Ff Pp
Sit down Ii Ss
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Hands up Jj Uu
Hands down Kk Vv
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Close your eyes Mm Ww
Open them Nn Zz
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Stand up
Sit down again!
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Activity Book 8 mins
Now listen and do. U
Stand up 2 Trace
Trace and copy
Sit down
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• Ask pupils to tell you what it says on the page.
Hands up Elicit stand up and sit down. Tell pupils to trace
Hands down and complete the phrases.
Close your eyes • Very confident pupils might want to copy the
Open them
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Unit 6 Lesson 10
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1 Match
• Ask pupils to open their Activity Books at
Aims: Practise using language from
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page 60.
the unit.
• Explain that pupils have to draw lines to match
Talk about the differences between
the capital letters with the small or lower
lower-case
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two pictures.
letters. Do the example with them, holding up
Language: classroom words, colours,
your book and indicating the line connecting the
numbers
capital F with the small f.
Materials: Pupil’s Book page 75
• Ask pupils to draw the other lines to link the
Activity Book page 61
pairs of letters.
Alphabet posters
• When checking their work, make sure that
Picture cards: book, bin, desk,
pupils remember the correct pronunciation for
chair, pencil case, pencil, pen,
these letters. Ask a pupil to choose a letter and
ruler, apple, bag, lemon, poster
make the sound. You then write this letter on the
board, in both its lower-case and capital form.
Repeat for the other letters.
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Warmer 6 mins
• Continue the discussion about the classroom
objects by asking pupils to pretend to be a
person in the pictures and say I have a (green
• Greet the class. Briefly revise vocabulary for
book). The other pupils then put up their hands
objects in the classroom by picking things up
if they know who it is in the picture. Choose a
or pointing to them and saying What’s this?
pupil to point to one of the characters on the
Encourage pupils to add the colour in their
page. Elicit that the boy at the front has got a
description where appropriate, e.g., It’s a blue
green book. Repeat with different pupils.
pen. Remind pupils to use the article an in front
of nouns or adjectives beginning with a vowel, Answers:
e.g., an apple, an orange bag. Picture a Picture b
• Ask pupils to open their Pupil’s Books at page 75. alphabet is lower-case alphabet is capitals
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a blue bag a red bag
a blue pencil case an orange
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Find the difference 25 mins pencil case
a green pen a red pen
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• Start by using picture cards or realia to help a pink flower a pink fish
pupils remember the words for classroom a yellow rubber (on the floor) a green rubber
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objects. Hold up a picture of a pen or a pen and an apple a lemon
say What’s this? Elicit both the word pen and the a red pencil a yellow pencil
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colour (e.g., It’s a red pen.) Do this with several an orange bag a yellow bag
classroom objects. U
• Tell the pupils to look at the top picture (picture Extra!
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a) on page 75 and find the things you name. Play Spot the Difference using picture cards.
When they find the object, they must put their Stick these five animal picture cards on the
hands up (say Hands up! in English when board: dog, cat, duck, elephant, fish. Allow
needed, since they practised it in the previous the pupils to look at the cards for one minute
lesson). Choose one pupil whose hand is up,
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• Continue in this way with various objects in colours: blue, green, red, yellow, pink, orange
picture a. You can use a group more than once just by
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• Explain that there are nine differences between changing a different picture card each time.
the two pictures. Elicit one difference from the
whole class, e.g., in picture a there is a poster of
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the alphabet on the wall; the letters are in lower Activity Book 8 mins
case; in picture b there is a poster of the alphabet
on the wall; the letters are in capitals. 1 Match
• Tell the pupils to work in pairs to find the ten • Ask pupils to open their Activity Books at page 61.
differences and circle them. Go round the class • Point to the letters ng and elicit the sound. Do
helping and encouraging. the same with the letters oo but this time, elicit
• Ask the pupils to tell the class about the both sounds for the letters.
differences they have found. They can point to • Explain that pupils have to match the pictures
the objects in their books and say: Picture a – an with the sound that is in each word. Tell them to
apple. Picture b – a lemon. Picture a – a red bin. draw lines to show this.
Picture b – a blue bin.
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Activity Book 6
2 Draw
• Explain that the pencil case is empty. Tell pupils
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to draw some objects in the pencil case, such as
pens, pencils, rulers, rubbers, etc. They are then
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free to colour the pencil case using any colour(s)
they want.
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• Congratulate pupils on finishing Unit 6.
A
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Now I can …
131
Objectives
Listening
• Begin to feel confident about the sound of English letters and words.
• Carry out classroom instructions (TPR).
• Listen and repeat words, phrases and sentences.
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• Listen and identify pictures.
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Speaking
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• Talk about toys.
• Say new words.
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• Ask and answer How many …?
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• Understand and use this, that, these, those.
• Identify and name objects. U
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Skills
• Be more confident in reading and writing English from left to right.
• Recognize the shapes of almost all the letters of the alphabet.
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• Develop confidence and skill in drawing from left to right, learn how to hold a pencil
correctly,, practise pencil control, develop hand-eye coordination.
• Learn the shape and direction of almost all the letters of the alphabet.
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A
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Word list
Lesson 1 Lesson 5 Lesson 8
yo-yo – /jəʊ jəʊ/ teeth – /tiːθ/ capital letters – /ˈkæpɪt(ə)l ˈletə(r)z/
yellow – /ˈjeləʊ/ three – /θriː/ gate – /ɡeɪt/
balloon – /bəˈluːn/ thin – /θɪn/ key – /kiː/
skates – /skeɪtz/ think – /θɪŋk/ jam – /dʒæm/
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doll – /dɒl/ thank you – /θæŋk jʊ/ flower – /ˈflaʊə(r)/
bear – /beə(r)/ Here you are – /hɪə juː aː/ ant – /ænt/
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car – /kɑː(r)/ elbow – /ˈelbəʊ/
kite – /kaɪt/ Lesson 6 dog – /dɒɡ/
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father – /ˈfɑːðə(r)/ bus – /bʌs/
Lesson 2 mother – /ˈmʌðə(r)/ insect – /ˈɪnsekt/
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x-ray – /ˈeksreɪ/ this – /ðɪs/ hand – /hænd/
box – /bɒks/ that – /ðæt/ cat – /kæt/
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fox – /fɒks/ these – /ðiːz/ lion – /ˈlaɪən/
doll – /dɒl/ those – /ðəʊz/ U
bike – /baɪk/ Lesson 9
six – /sɪks/ Lesson 7 apple – /ˈæp(ə)l/
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skates – /skeɪtz/ orange – /ˈɒrɪndʒ/ ball – /bɔːl/
yo-yo – /jəʊ jəʊ/ car – /kɑː(r)/
Lesson 3 desk – /desk/ elbow – /ˈelbəʊ/
chicken – /ˈtʃɪkɪn/ three – /θriː/ elephant – /ˈelɪfənt/
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tɔɪz?/
lemon – /ˈlemən/
mouth – /maʊθ/
yo-yo – /jəʊ jəʊ/ Lesson 10
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cake – /keɪk/
book – /bʊk/ duck – /dʌk/ chair – /tʃeə(r)/
ball – /bəːl/ father – /ˈfɑːðə(r)/ fish – /fɪʃ/
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133
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Alphabet posters room saying Show me a yo-yo./Show me yellow
Picture cards: yo-yo, yellow (remind pupils that yellow does not have an
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article). The pupils should point to either the
correct picture in their book, or an item in the
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Warmer 5 mins classroom (for yellow), and say the word.
• Hold up the picture card of the yo-yo and elicit
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• Greet the class. Briefly revise the letters pupils the word in chorus. Make sure the pronunciation
have learned up to now (a, b, c, d, e, f, g, h, is correct. Yo-yo is a particularly good word to
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i, j, k, l, m, n, o, p, r, s, t, u, v, w and z). You practise and repeat because it has the sound ///
could write these on the board, flick through
the Pupil’s Book, use the alphabet posters or use
U twice. Ask groups, then individuals to say the
word. Repeat with the picture card of the
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alphabet cards. Whichever method you choose, colour yellow.
ask pupils to make the sounds and tell you
words beginning with each letter. Pupils might
notice that there are three letters remaining (q ((q,
q,, x Trace and say 8 mins
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page 78.
the class, writing on the board, tracing over
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that this is the sound they are going to learn • Remember that most pupils might feel confident
in today’s lesson. Point to the pictures of the enough to start using a pencil by this stage, but
©
yo-yo and the colour yellow, and say the words there is no pressure on them to do this – they
slowly and clearly, emphasizing the y sound at can carry on using their index finger for tracing
the beginning. Elicit or say the sound //. Play if they feel they need to. Go at the pupils’ pace,
Track 83, pausing after each section as usual. and they will start when they are ready. Check
that pupils are sitting in the correct position and
Track 83 holding the pencil properly if they are using one.
Listen and look at the board. Go round and make sure they are forming the
y yo-yo yellow letters correctly.
y yo-yo yellow • Get pupils to say the sound // as they are doing
the task.
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• Direct the pupils to the picture at the bottom of 2 Look and tick (3) or cross (7)
page 78. Ask them to look at the toys. • Elicit the sound of the first letter, //. Ask what
• Tell the pupils to listen and point to the toys is in the first picture. Elicit a watch. Ask Does
as they hear them on the audio. Play Track watch begin with //? Elicit No. Mime putting
84. Ask pupils to listen and point the first time. a cross in the small box because watch doesn’t
Remind them the words are for toys from left to begin with y.
right on the page. Then play the track again, this • Ask pupils to complete the task independently.
time asking pupils to repeat the words.
Answers:
• Ask the pupils what toys they have at home and
y 7 3
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what toys they like. Say the English word for any
w 7 3
toys that have not been presented yet.
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Track 84
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Listen and say.
balloon balloon Unit 7 Lesson 2
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skates skates
doll doll Aims: Name objects and recognize x and
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bear bear its sound.
car car U Practise making the shape of the
kite kite letter x.
Language: x-ray, box, fox, bike, skates, six
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• As y is the letter pupils are learning in today’s Materials: Pupil’s Book page 79
lesson, finish by saying Point to something Activity Book page 63
yellow. Go round and check they have each Track 85
found something suitable. Alphabet posters
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Warmer 6 mins
1 Trace
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• Ask pupils to open their Activity Books at • Greet the class. Briefly revise the letter y and the
words yellow and yo-yo that pupils learned in
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page 62.
• Make sure everyone is seated correctly
correctly. If pupils the previous lesson. You could write these on
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are using pencils, make sure they are sharpened the board, flick through the Pupil’s Book, use
and pupils know how to hold them correctly. the alphabet posters or use alphabet cards. Ask
• When pupils are ready
ready, they can start tracing the pupils to make the sound and say the words.
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letters. Remind them to work in the direction Tell the class you will be learning one more
of the arrow. Monitor to make sure everyone letter today.
is managing, and provide support as necessary. • Ask pupils to open their Pupil’s Books at
Say the sound // often, and encourage pupils to page 79.
repeat it, both in isolation and in the example
words (in this case, yo-yo and yellow).
Look, listen and say 8 mins
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that not many words begin with x. It is also Look and say 8 mins
complicated because it has two sounds. Point to
the pictures of the x-ray and the box, and say the
• Direct the pupils to the bottom of page 79. Ask
words slowly and clearly, emphasizing the sound
them to look at the pictures and tell you if they
/eks/ at the beginning of x-ray and the sound
know what any of these things are called (pupils
/ks/ at the end of box. Play Track 85, pausing
should recognize six and x-ray).
after each section in the usual way.
• Tell the pupils to listen and point as you name
Track 85 each item on the page. Read out fox, bike,
Listen and look at the board. skates, six, x-ray. Walk around the classroom as
x x-ray box you read the words, so you can check that pupils
x x-ray box are pointing in the right places. Encourage pupils
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to say the words as they point.
Now listen and say. • Repeat the procedure above but, this time, say
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xxx the words out of sequence to make sure that
x-ray x-ray x-ray pupils truly know the words.
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box box box • Ask pupils to tell you which of these words
Listen and say again. have the x sounds from today’s lesson. Allow
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xxx a little time for pupils to think about this, as it
x-ray x-ray x-ray will focus their attention on the words you have
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box box box just told them. Say Hands up when you know
the answer. Elicit some suggestions but don’t tell
• Ask the pupils to look at the x-ray and the box
U them yet whether they are right or wrong. Pupils
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on the page. Walk round the room saying Show should immediately offer x-ray, since it was the
me an x-ray./Show me a box (remind pupils that focus of today’s lesson. The other two words
x-ray takes the article an).
). The pupils should are fox and six, but pupils are not very used to
point to the correct picture in their books and listening for sounds at the ends of the words so
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repeat the word. you might have to read the list out again.
• Hold up the picture card of the x-ray and elicit • Finally, go through the list of words again, this
the word in chorus. Make sure the pronunciation time asking pupils to repeat after you.
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7 mins
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• Demonstrate how to form the letter x. You can • Make sure everyone is seated correctly. If pupils
do this by using one or more of the methods you are using pencils, make sure they are sharpened
and pupils know how to hold them correctly.
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136
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letter sounds, but prompt if necessary. in the book – another example of this digraph.
Play Track 86, pausing after each section.
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Track 86
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Unit 7 Lesson 3 Listen and look at the board.
ch chicken cheese
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ch chicken cheese
Aims: Name objects and recognize ch
and its sound. Now listen and say.
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Practise making the shape of the ch ch ch
Language:
digraph ch.
chicken, cheese, toys
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chicken chicken chicken
cheese cheese cheese
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Materials: Pupil’s Book page 80 Listen and say again.
Activity Book page 64 ch ch ch
Tracks 86 and 87 chicken chicken chicken
Alphabet posters cheese cheese cheese
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5 mins
Show me a chicken./Show me some cheese.
Pupils point to the correct picture and say the
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137
Trace and say 8 mins • Check the answers. Then play Track 87 again
for pupils to repeat the words.
• Briefly remind pupils how to form the c and Answers:
the h. You can do this by using one or more a red ball (a)
of the methods you used before. Get pupils to a blue ball (b and c)
do the same. a blue car (b and c)
• Check that pupils are sitting in the correct red skates (c)
position and holding the pencil properly if they a red bus (b)
are using one. Go round and make sure they are a yellow kite (b and c)
forming the letters correctly. an orange kite (a)
• Get pupils to say the sound // as they are doing a pink yo-yo (a)
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the task. a red yo-yo (b and c)
a bike (b)
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a doll (a)
Listen and find 9 mins
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Extra!
• Direct the pupils to the bottom of page 80. Tell
ell pupils to choose a box (a, b or c) but not
Tell
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the pupils to look at the toy boxes. To introduce
to tell anyone which one they have chosen.
the first part of this listening activity, tell them to
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Explain that they are going to describe the
listen and point to the toys that you name. They
things in their box and the other pupils have
may be in any of the toy boxes. Walk around the U to guess which box it is. When everyone
class as you give the instructions, checking that
understands, say What’s in your box? (and
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the pupils are able to find the toys. Name toys
add the name of a pupil while pointing to
without colours to begin with. For example:
him or her). The pupil then starts listing
a bike, a yo-yo, a doll, a car, a balloon.
what’s in his/her box (I have a …). When
• Repeat the activity,, this time adding colours. For
other pupils think they know which box is
example: a red ball, a blue car, an orange kite, a
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a, b or c.
Extra!
• Play Track 87. Ask pupils to listen and look.
Get pupils to play a memory game. Tell
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Listen and find. without colours and, after a few pupils have
a red ball successfully done the task, tell them
a blue ball to include the colours of the objects in
a blue car their lists.
red skates
a red bus
a yellow kite
an orange kite
a pink yo-yo
a red yo-yo
a bike
a doll
138
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is managing, and provide support as necessary.
Say the sound // often, and encourage pupils to Look, listen and say 8 mins
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repeat it, both in isolation and in the example
words (in this case, chicken and cheese). • Point to the digraph sh in the book and explain
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that this is the sound pupils are going to learn in
today’s lesson. Remind pupils that the sound of
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Activity Book 7 mins a digraph is often far removed from the sound of
the individual letters that make up the digraph.
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2 Draw your toy Point to the picture of the fish and say the word
• Ask a few pupils what toy they want to draw. U slowly and clearly, emphasizing the sound //ʃ/ at
• Tell pupils that they are free to draw and colour the end. Do the same for shelf, but emphasize
ʃʃ// sound at the beginning. Play Track 88,
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any toy they want. the //ʃ
/ʃ/
• This activity can be set as homework. If so, pausing after each section.
remember to look at the pupils’ pictures at the
start of the next lesson and praise their work. Track 88
Listen and look at the board.
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sh fish shelf
sh fish shelf
sh sh sh
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sh sh sh
Language: fish, shelf, How many toys? doll, fish fish fish
bike, car, book, kite, balloon shelf shelf shelf
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139
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the task. things in the toy shop. The other pupils
tell him/her what they forgot to mention, if
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anything. Begin without numbers and, after
Ask and answer 8 mins a few pupils have successfully done
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the task, tell them to include the numbers of
• Direct the pupils to the bottom of page 81. the objects in their lists. Make sure you
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• Invite the pupils to talk about what they can see have cleaned the board before they
in the picture. attempt to remember!
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• Use the picture cards like this:
T: (holding up a picture card of a doll or draw U
a doll on the board) What’s this?
Activity Book 8 mins
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P: It’s a doll.
T: Point to a doll in the picture. 1 Trace
T race
T: (to one pupil) What colour is the doll? • Ask pupils to open their Activity Books at
P1: Red and blue. page 65.
• Do the same with picture cards of other toys on • Make sure everyone is seated correctly. If pupils
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page 81. Then put pupils in pairs and ask them are using pencils, make sure they are sharpened
to do the same. and pupils know how to hold them correctly.
• Hold up your Pupil’ss Book, point to the words • When pupils are ready, they can start tracing the
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How many …? and read them out. Then point letters and words. Remind them to work in the
direction of the arrow. Monitor to make sure
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the board. Repeat with the other toys, writing example words (in this case, fish and shelf).
the numbers on the board as you go.
• our board will end up something like this at the
Your
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bikes – 1
2 Count and write
kites – 3
• Tell pupils to look at the pictures and name the
cars – 4
things they see. Elicit all the objects and then say
dolls – 3
How many yo-yos? Elicit six, and point to the
books – 3
space next to the word yo-yos where pupils have
balloons – 5
to write the number 6. Tell them to do the same
• Divide the class into two groups and use the
thing for the other objects on the page, writing
answers on the board to practise questions and
in the correct numbers.
answers like this:
Group 1: How many dolls?
140
Answers: Track 89
6 yo-yos Listen and look at the board.
7 cars th mouth three
9 balls th mouth three
Now listen and say.
th th th
Unit 7 Lesson 5 mouth mouth mouth
three three three
Aims: Name objects and recognize th Listen and say again.
and its sound. th th th
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Practise making the shape of the mouth mouth mouth
digraph th. three three three
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Language: mouth, three, thin, think, thank you
Materials: Pupil’s Book page 82 • Ask the pupils to look at the mouth and the
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Activity Book page 66 number three on the page. W Walk round the room
Track 89 saying Show me a mouth/three.
mouth/three The pupils
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Alphabet posters should point and repeat the word.
Picture cards: mouth, three • Hold up the picture card of the mouth and elicit
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the word in chorus. Make sure the pronunciation
U is correct. Ask groups, then individuals to say
Warmer 5 mins the word. Repeat with the picture card of the
number three.
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• Greet the class. Briefly revise the digraph pupils
learned in the previous lesson /ʃ/,
/, together with
the words fish and shelf.. You could write these Trace and say 8 mins
on the board or flick through the Pupil’s Book.
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Ask pupils to make the sound and say the words • Briefly remind pupils how to form the t and the
associated with the sound. Tell the class you will h. You can do this by using one or more of the
be learning another digraph today. methods you used before. Get pupils to do
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8 mins are using one. Go round and make sure they are
forming the letters correctly.
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• Point to the digraph th in the book and explain • Get pupils to say the sound /θ/ as they are doing
that this is the sound pupils are going to learn the task.
in today’s lesson. Remind pupils that the sound
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141
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8 mins
Alphabet posters
Picture cards: father, mother
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1 Trace
• Ask pupils to open their Activity Books at
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page 66.
• Make sure everyone is seated correctly. If pupils
Warmer 5 mins
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are using pencils, make sure they are sharpened
• Greet the class. Remind pupils of the digraph
and pupils know how to hold them correctly.
they learned in the previous lesson //θ/. Make
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• When pupils are ready, they can start tracing the
sure pupils can make this sound. Elicit the
letters and words. Remind them to work in the U example words they learned, e.g., mouth, tree,
direction of the arrow. Monitor to make sure
thin and think (they also learned the phrase
everyone is managing, and provide support as
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you). Explain that today’s lesson will be
thank you
necessary. Say the sound /θ// often, and encourage
slightly different because they will be using the
pupils to repeat it, both in isolation and in the
same digraph (th) but for a slightly different
example words mouth and three.
sound. You might want to remind them that they
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142
from the previous lesson. Now say Listen! Adopt Listen and say 8 mins
the same position with the tongue between the
teeth but, instead of just breathing out, make a
• Direct the pupils to the bottom of page 83.
vibrating sound. Tell pupils to copy you. This is
• Point to the th and say the sound. Encourage
the sound for today’s lesson. Play Track 90,
pupils to repeat the sound after you.
pausing after each section in the usual way.
• Hold up your Pupil’s Book, point to the words
Track 90 one at a time, and read them out. Ask students
Listen and look at the board. to look at how near or far the hand is from the
th father mother apples in each picture.
th father mother • Present the meaning of this (singular item close
to us) and that (singular item far from us)
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Now listen and say. using the illustrations. Get pupils to point to
th th th something near them and say This (pen).
(pen) Then
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father father father get them to point to something far away and say
mother mother mother That (poster).
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Listen and say again. • Present the meaning of these (plural items
th th th close to us) and those (plural items far from
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father father father us) using the illustrations. Get pupils to point
mother mother mother to something plural near them and say These
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(pencils).. Then get them to point to something
(pencils)
plural far away and say Those (books).
• Ask the pupils to look at the father and the
mother on the page or on picture cards. Walk
U
• Play Track 91 and ask pupils to listen. Play
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round the room saying Show me a father./Show the track again for pupils to repeat, to make sure
me a mother. The pupils should point to the they are using the correct pronunciation, as these
correct picture and repeat the word. Make sure words are used a lot in English so it is important
the pronunciation is correct. For contrast, you to say them correctly.
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Those apples.
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143
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Answers: than using the letter sounds.
fish, skates, doll
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fox, car, bike • Direct the pupils to the grid on page 84. Say 1a.
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ball, boat, book • Help pupils find the relevant square in the grid
by holding up your Pupil’
Pupil’s Book and moving
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your finger down to the number 1. Then move
to the right to the letter a. Elicit what’s in the
Unit 7 Lesson 7
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square (an orange). Say An orange. Read the
U example at the bottom of the page.
Aims: Revise sounds and objects that • Repeat for several more items, allowing time for
pupils have learned. pupils to follow directions and get used to you
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Language: orange, yo-yo, desk, three, fish, naming letters rather than using the sounds for
monkey,, taxi, kite, elbow, pizza, them. When they give you the answers, it’s OK
flower, mouth, cake, duck, for pupils to use the sounds of the letters if they
father, tomato, moon, jam, ant, can’t remember how to name them.
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• Greet the class. Briefly revise some of the sounds in (4b). Tell them to do this for several objects in
and the words that pupils have learned in the their pairs.
book so far. Begin by writing the alphabet on
the board in order (only the letter q is missing).
Elicit the sounds made by each letter, as well as
example words beginning with them (in the case
of x, you can accept box and fox).
• Briefly revise the digraphs that pupils have
learned (ai, oa, ie, ee, or, ng, oo, ch, sh and th).
Write example words for each one on the board.
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Note: Pupils could use this grid for a game Warmer 6 mins
of Battleships. Put them in pairs. Each pupil
chooses four squares in the grid and covers
• Greet the class. Briefly revise some of the letters
them with counters, coins or pieces of sticky
that pupils have learned in the book so far. Begin
paper. It’s important that they can’t see each
by writing the letters y and x on the board. Ask
other’s books so you might want to move
pupils to make the sound of each letter and to
them apart a little. The game begins with
give you examples of words containing them or
Pupil A saying a square (e.g., 3b). If Pupil B
beginning with them.
has a counter, coin or piece of sticky paper
• Then write the alphabet on the board in order
on that square, he/she takes it off and says
). You can write in lower-case
(up to the letter l).
mouth. If there’s nothing on the square,
and capital letters. Elicit the sounds made by
Pupil B says No and then chooses a square
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each letter, the names of the letters and example
on Pupil A’s grid. They carry on like this,
words beginning with the letters.
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taking turns until one of the players has no
• Ask pupils to open their Pupil’s
Pupil’s Books at
‘battleships’ left.
page 85.
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Activity Book
A
20 mins
Trace and say 8 mins
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1 Draw
• Ask pupils to look at the words and letters at the
• Ask pupils to open their Activity Books at U top of the page. Elicit which letters they are ((y
page 68.
and x ), the fact that the letters are in both
x),
• Tell them you want them to draw pictures for
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lower-case and capital form, and the meanings
each of the words in the boxes.
of the words given ((box and yes).
• Go through the words, asking pupils to say them
• Tell pupils you want them to trace the letters and
out loud. Check their pronunciation and make
the words, as they have done before.
sure they understand each word. Tell
ell them to
• When you check their work, ask them to say
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18 mins
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145
Ff flower
Gg gate
Unit 7 Lesson 9
Hh hand
Ii insect
Aims: Continue revising letters a–l.
Jj jam
Language: letters of the alphabet, apple, ball,
car, duck, elbow, flower, garden,
Kk key
hand, ink, jam, kite, lemon
Ll lion
Materials: Pupil’s Book page 86
Activity Book page 70
Activity Book 6 mins Track 92
Alphabet posters
1 Match
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• Ask pupils to open their Activity Books at
Warmer 5 mins
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page 69.
• Direct pupils to the pictures and the example.
• Greet the class. Briefly revise the alphabet up
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Point to the picture of the car, and then the word
l. Write the lower-case letters up in
to the letter l.
car, and mime drawing a line between the two.
alphabetical order but miss out every second or
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Tell pupils to match the words with the pictures
third letter (e.g., a – c d – f – h i j – l). Ask pupils
by drawing lines.
to tell you the missing sounds (they can either
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• When you check their work, ask the pupils to
give you the sound the letter makes or the name
say the words and make sure they pronounce U of the letter). Repeat this several times, leaving
them correctly.
out different letters each time.
• This activity can be set as homework. If so,
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• Pupil’s Books at
Ask pupils to open their Pupil’
check the answers as a class at the start of the
page 86.
next lesson.
Answers:
Listen and say
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of the picture of Adam the Astronaut. ask pupils to repeat. Pause the audio as necessary.
• Ask them to start drawing. W
Walk around the
class while they work. Track 92
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146
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Teacher: Correct. h
Pupil 3: Hand
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• When they have done this a few times, open it
Aims: Revise digraphs th, th, ch and sh.
up to pupils. Tell one pupil to choose a letter and
Language: chair
chair,, fish, brother
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another pupil to ask. The second pupil answers
Materials: Pupil’
Pupil’ss Book page 87
and chooses another letter and a third pupil, etc.
Activity Book page 71
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Alphabet posters
Note: If pupils have reacted well to you
Picture cards: chair, fish, brother
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presenting the names of the letters, rather
than the sounds, encourage them to learn U
them by going round the class. You start by Warmer 7 mins
saying the name of the first letter, a. Look
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around the class to see if anyone offers b.
• Greet the class. Briefly revise the digraphs they
Choose another pupil to say c,, etc. You only
have learned up to now (ai, oa, ie, ee, or, ng, oo,
need to do this up to the letter l for now. (If
ch, sh and th). Write example words for each
pupils don’t find this easy, you can leave it
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page 87.
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1 Trace
• Ask pupils to look at the digraphs at the top
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147
• Repeat the procedure for the other two pictures, • For pupils who have already started writing, tell
eliciting fish and brother. them to copy each phrase in the space below it.
• When you are satisfied that all the pupils • Finally, ask pupils to draw a picture for each of
understand what they have done, elicit further the two phrases.
words using the same digraphs. Again, don’t
rush pupils – let them think about it for a minute • Congratulate pupils on finishing Unit 7.
before you take suggestions. You could also ask
them to look through their Pupil’s Books to find
examples. There are many of them but you don’t Now I can …
need to elicit all of them. With th, take care that
you only include words with the same sound • Before moving on to the next Unit, take time
as brother. Write them on the board as pupils to look at the Now I can … statements with
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suggest them. For example: the class. You can either do this at the end of
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th – (brother), mother, father, this, that, these, this lesson or at the start of the next one. Read
those, they, the, with, them through each statement individually, clarifying
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ch – (chair), watch, teacher, chicken, cheese meaning where necessary. Then ask pupils to
sh – (fish), wash, she, shelf put up their hands if they agree they can now
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do what the statement says. If they can, they
Extra! should tick the box. However, there may be
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Continue the list you made above. This some pupils who don’t feel confident about one
time, include the other digraphs that pupils U or more of the statements. Make it clear that
have learned: ai, oa, ie, ee, or, ng, oo (both these pupils should not be afraid to say if they
sounds) and the other sound made by are having difficulty. Pupils must feel free to
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th. One or two words for each sound are express this and need to know that teachers will
enough, although if students find more in give help wherever it is needed. If a lot of pupils
their books, you should add them. are having difficulty with one of the statements,
you may want to go over it again with the whole
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1 Trace
• Ask pupils to open their Activity Books at
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page 71.
• Direct pupils to the letters at the top of the page.
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Tell
ell them they are going to practice forming
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148
149
Objectives
Listening
• Get further practice with the sound of English letters, words and sentences.
• Carry out classroom instructions (TPR).
• Colour and trace according to instructions.
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• Identify variety of named objects.
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Speaking
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• Say the names of animals.
• Talk about animals.
A
• Ask and answer Where’s the …?
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• Talk about the differences between two pictures.
• Ask and answer a question: Where’s the (tiger)? In the (bag).
U
• Join in songs.
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Skills
• Begin working with adjectives.
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150
Word list
Lesson 1 penguin – /ˈpeŋɡwɪn/ Lesson 6
question – /ˈkwestʃ(ə)n/ camel – /ˈkæm(ə)l/ car – /kɑː(r)/
queen – /kwiːn/ rabbit – /ˈræbɪt/ star – /stɑː(r)/
goat – /ɡəʊt/ fish – /fɪʃ/
penguin – /ˈpeŋɡwɪn/ Lesson 7
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tiger – /ˈtaɪɡə(r)/
Lesson 4 Where’s the …? – /weə(r)z ðiː …?/
glue – /ɡluː/ ɪn ðiː
It’s in the … – /ɪts ɪn ðiː …/
camel – /ˈkæm(ə)l/
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blue – /bluː/ It’s on the … – /ɪts ɒn ðiː …/
snake – /sneɪk/
big – /bɪɡ/
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Lesson 2 funny – /ˈfʌni/ Lesson 8
mouse – /maʊs/ little – /ˈlɪt(ə)l/ the alphabet – /ðiː ˈælfəˌbet/
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mountain – /ˈmaʊntɪn/ long – /lɒŋ/
Lesson 9
tiger – /ˈtaɪɡə(r)/ the alphabet – /ðiː ˈælfəˌbet/
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camel – /ˈkæm(ə)l/
Lesson 5
tiger – /ˈtaɪɡə(r)/
lion – /ˈlaɪən/ U Lesson 10
water – /ˈwɔːtə(r)/
penguin – /ˈpeŋɡwɪn/ There is a monkey on the tree. –
bird – /bɜː(r)d/
goat – /ɡəʊt/ /ðeə(r) ɪz ə mʌŋki ɒn ðiː triː/
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rabbit – /ˈræbɪt/
rabbit – /ˈræbɪt/
fish – /fɪʃ/
monkey – /ˈmʌŋki/
goat – /ɡəʊt/
duck – /dʌk/
mouse – /maʊs/
elephant – /ˈelɪfənt/
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penguin – /ˈpeŋɡwɪn/
Lesson 3 monkey – /ˈmʌŋki/
point – /pɔɪnt/ lion – /ˈlaɪən/
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151
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Tracks 93 and 94 qu question queen
Alphabet posters qu question queen
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Picture cards: question, queen,
Now listen and say.
goat, penguin, tiger, camel, snake
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qu qu qu
question question question
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queen queen queen
Warmer 6 mins
Listen and say again.
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• Greet the class. Briefly revise the letters pupils qu qu qu
have learned up to now (they have learned the
whole alphabet except q). Write these on the
U
question question question
queen queen queen
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board, leaving a gap for q. You could turn this
into a class activity, with pupils calling out the • Hold up the picture card of a question mark and
next letter if they know it. Ask pupils to make elicit the word question chorally. Elicit the sound
the sounds of each letter and tell you words of the letter q at the beginning of the word. Do
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beginning with each one. Point to the gap the same with the /kw/ sound in queen.
and tell the class you will be learning the last • Ask pupils to look at the page and find the
letter today. question mark and the queen.
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Note: Pupils are introduced to the letter q Trace and say 8 mins
taught here as a digraph, not a single letter. • Demonstrate how to form the letter q. You can
This is because, at this level, there are no do this by using one or more of the methods
words which contain q without u after it. you used before (standing with your back to
Such words exist, but they are above level the class, writing on the board, tracing over
and mainly imported words (such as souq). pupils’ books, or tracing the shape of the letter
For our purposes here, the letter q is always on the desk). Get pupils to do the same. Remind
followed by u. them to follow the traffic light system (green
to orange; orange to red). Pupils will need little
• Point to the letter q in the book and explain reminding about how to form the letter u, but
that this is the sound they are going to learn in tell them that they need practice in writing the
today’s lesson. Explain that the letter u is there two letters together.
152
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of the arrow. Monitor to make sure everyone
Listen and say 8 mins
is managing, and provide support as necessary.
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Say the sound /kw// often, and encourage pupils
• Direct the pupils to the pictures at the bottom of
to repeat it, both in isolation and in the example
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page 90. Ask them to look at the first picture of
words queen and question.
question
the penguin. Say the word penguin, slowly and
A
deliberately at first. Then after a few repetitions,
say it at normal speed. Ask pupils to say the Activity Book 7 mins
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word, firstly as a class and then individually.
Check pronunciation and give guidance
2
U Colour
where necessary.
• Tell
Tell pupils that you want them to colour the
• Repeat for the other animals, goat, snake, tiger
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word ‘queen’. Tell them they can use whatever
and camel, and make sure pupils grasp the
colours they want to use.
meaning and the pronunciation.
• Play Track 94 and tell pupils to listen and
point to the animals as they hear the words.
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153
Warmer 5 mins
• Hold up the picture card of the mouse and elicit
the word in chorus. Make sure the pronunciation
is correct. Ask groups, then individuals to say
• Greet the class. Briefly revise the digraphs that
the word. Repeat with the picture card of the
pupils have learned (ai, oa, ie, ee, or, ng, oo, ch,
mountain.
sh and th). Write example words for each one
on the board. Make sure you include the two
distinct sounds for oo and th. Add qu because
Trace and say 8 mins
those two letters always go together.
• Tell the class you will be learning another
• Briefly remind pupils how to form the o and
digraph today.
the u.. You can do this by using one or more of
• Ask pupils to open their Pupil’s Books at page 91.
the methods you used before. Get pupils to do
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the same.
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Listen, look and say 8 mins
• Check that pupils are sitting in the correct
position and holding the pencil properly if they
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are using one. Go round and make sure they are
• Point to the digraph ou in the book and explain
forming the letters correctly
correctly.
that this is the sound pupils are going to learn in
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• Get pupils to say the sound //aυ/ as they are
today’s lesson. Remind pupils that the sound of
doing the task.
a digraph is often very different from the sounds
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of the individual letters. Point to the picture of
the mouse and say the word slowly and clearly, U
Listen and say 8 mins
emphasizing the sound /aυ/ in the middle. Do the
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same for mountain, emphasizing the /aυ/ sound
• Say Open your Pupil’s Book on page 91, please.
near the beginning.
Present zoo and ask what we can see at a zoo.
• Demonstrate making the sound. Say mouse mouse,,
Elicit animals. Find out if anyone has ever been
making the /aυ/ sound in the middle of the word
to a zoo. If any pupils have been, ask them
by opening your mouth wide and then nearly
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ou ou ou
in their books. Play the second part of the track
mouse mouse mouse
and ask pupils to repeat the words.
©
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cam__ to complete the picture of the mouse. When they
__ck
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have finished, they should colour their picture.
eleph___
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g__t
li__
__key Unit 8 Lesson 3
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peng___
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___bit Aims: Name objects and recognize oi
tig__ U and its sound.
Practise making the shape of the
• Invite pupils to come up and write in the missing digraph oi.
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letters. The other pupils can say Yes or No. Language: point, oil, elephant, tiger, goat,
Answers: penguin, camel, rabbit, fish
camel Materials: Pupil’s Book page 92
duck Activity Book page 74
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penguin
rabbit
A
tiger
Warmer 5 mins
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Activity Book 10 mins • Greet the class. Ask a pupil to name an animal.
Go round the class and ask for a different animal
©
155
• Ask pupils to open their Pupil’s Books at Trace and say 8 mins
page 92.
• Briefly remind pupils how to form the o and the
i (they will be very familiar with the o by now).
Look, listen and say 8 mins
You can do this by using one or more of the
methods you used before.
• Point to the digraph oi in the book and explain
• Check that pupils are sitting in the correct
that this is the sound pupils are going to learn in
position and holding the pencil properly if they
today’s lesson. Point to the picture of the hand
are using one. Go round and make sure they are
and the word point, and say the word slowly
forming the letters correctly.
and clearly, emphasizing the sound /ɔ/ in the
• Ask pupils to say the sound /ɔ ɔ// as they are doing
//ɔ/
middle. Do the same for oil, emphasizing the /ɔ/
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the task.
sound at the beginning.
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• Demonstrate making the sound, encouraging
pupils to look at your mouth as you make the oi Sing 10 mins
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sound. Play Track 98.
Track 98 • Tell
ell the pupils they are going to learn a song
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Listen and look at the board. called Come To The Zoo! Explain the title. Then
oi point oil tell them to listen and point to the animals as they
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oi point oil are mentioned in the song. Play Track 99. Ask
U pupils to listen. Play the track one or two more
Now listen and say. times. Ask pupils to join in when they can.
oi oi oi
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point point point Note: The song has four verses, so it will
oil oil oil take the pupils some time to learn it.
Listen and say again.
Track 99
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oi oi oi
Listen to the song.
point point point
Boys and girls and Adam too,
oil oil oil
Come to the zoo! Come to the zoo!
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156
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Alphabet posters
Activity Book Picture cards: glue, blue
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8 mins
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1 Trace
• Ask pupils to open their Activity Books at
Warmer 6 mins
A
page 74.
• Greet the class. Briefly revise the digraph that
• Make sure everyone is seated correctly. If pupils
pupils learned in the previous lesson ((oi). Elicit
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are using pencils, make sure they are sharpened
the example words, point and oil. Tell the class
and pupils know how to hold them correctly. U you will be learning another digraph today.
• When pupils are ready, they can start tracing
• Ask pupils to open their Pupil’
Pupil’s Books at
the letters and words. Remind them to work
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page 93.
in the direction of the arrow. Monitor to make
sure everyone is managing, and provide support
as necessary. Say the sound /ɔ// often, and
Name objects and recognize ue 8 mins
encourage pupils to repeat it, both in isolation
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• Tell
ell pupils to look at the first digraph. Elicit
sound. Play Track 100.
the sound it makes. Repeat for the other
two digraph. Track 100
©
• Now direct the pupils attention to the pictures Listen and look at the board.
with the incomplete words. Explain that the ue glue blue
words can be completed by finding the right ue glue blue
digraph. Ask pupils to complete the activity.
• When you check pupils’ answers, make sure to Now listen and say.
elicit the sounds of each digraph and each word ue ue ue
from as many pupils as possible. glue glue glue
blue blue blue
Answers:
oil
mouse
157
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is correct. Ask groups, then individuals to say
the word. Repeat with the picture card of the
• Use the following procedure to practise the
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colour blue.
phrases:
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Teacher: Funny
Trace and say 8 mins Class: Two funny monkeys
Teacher: Long
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• Briefly remind pupils how to form the u and Class: One long snake
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the e. You can do this by using one or more of • Pupils can practise in pairs when you have
the methods you used before. U finished whole-class practice.
• Check that pupils are sitting in the correct • If your pupils have started using a pencil, ask
position and holding the pencil properly if they them to trace the letters to form the new words.
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are using one. Go round and make sure they are
forming the letters correctly.
• Get pupils to say the sound /u// as they are Activity Book 8 mins
1 Trace
• Ask pupils to open their Activity Books at page 75.
Trace, listen and say. Match 8 mins • Make sure everyone is seated correctly. If pupils
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introduced to the idea of adjectives. Take • When pupils are ready, they can start tracing
things slowly and, whenever the opportunity the letters and words. Remind them to work
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presents itself, remind them that adjectives in the direction of the arrow. Monitor to make
sure everyone is managing, and provide support
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to look at the pictures at the bottom of the page. Ask and in the example words glue and blue.
What can you see? Elicit monkeys, ants, a camel and
a snake.
• Present the adjectives big, funny, little and long.
Activity Book 8 mins
158
• Tell pupils to connect the words to their Look, listen and say 8 mins
appropriate pictures by drawing lines.
• When you check pupils’ answers, make sure to
Note: The sound of /ə/ that pupils are
elicit the words orally and check pronunciation.
learning in this lesson is the most common
Answers: sound in British English. It is important
little ants for pupils to understand that the letter r is
funny monkeys not pronounced when this digraph ends a
long snake word. The one exception to this is when it
big elephant is followed by a vowel, as in The winter is
cold.. Your pupils will not encounter this very
often at the level, so encourage them to think
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of the r as totally silent for now.
Unit 8 Lesson 5
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• Point to the digraph er in the book and explain
Aims: Name objects and recognize er that this is the sound pupils are going to learn in
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and its sound. today’s lesson. Point to the picture of the tiger
Practise making the shape of the and say the word slowly and clearly, emphasizing
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digraph er. the sound at the end. Do the same for water.
Language: tiger, water, bird, rabbit, fish, • Demonstrate making the sound, encouraging
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goat, horse, penguin, monkey, pupils to look at your mouth as you make the
ə// sound. Make sure your pupils notice that you
/ə/
//ə
Materials:
tiger, lion, cat, camel, snake
Pupil’s Book page 94
U are not forming the r sound, despite the fact that
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Activity Book page 76 the letter is on the page. Play Track 102.
Tracks 102 and 103 TTrack 102
Alphabet posters
Listen and look at the board.
Picture cards: tiger, water,
er tiger water
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er er er
tiger tiger tiger
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159
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Listen and say. Play a game 10 mins
Activity Book 8 mins
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• Direct pupils to Pupil’s Book page 94. Tell the 1 Trace
pupils to look at all the pictures quickly. Ask • Ask pupils to open their Activity Books at
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them if all the pictures are animals. Elicit the page 76.
answer that they are all animals except for one, • correctly. If pupils
Make sure everyone is seated correctly
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the picture of Adam. are using pencils, make sure they are sharpened
• Tell the pupils to listen to you and point to the U and pupils know how to hold them correctly.
picture you describe. Give one or two examples, • ready, they can start tracing the
When pupils are ready
words. Remind them to work in the
letters and words
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e.g., 1 yellow bird. 3 lions. Elicit the squares
they are in (1a and 3d). Then play Track 103. direction of the arrow. Monitor to make sure
Pause after each item for the pupils to repeat. everyone is managing, and provide support as
necessary. Say the sound /ə/ often, and encourage
Track 103 pupils to repeat it, both in isolation and in the
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4 blue fish
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Aims: Name objects and recognize ar Note: As in the previous lesson (with the
and its sound. sound er) the letter r is not pronounced
Practise making the shape of the when this digraph ends a word except when
digraph ar. the next word begins with a vowel. Since
Language: car, star, words to talk about pupils will not encounter this until later, it is
pictures important to stress the correct pronunciation
Materials: Pupil’s Book page 95 for words like car and star (/kɑ/ and /stɑ/).
Activity Book page 77
Track 104 • Point to the digraph ar in the book and explain
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Alphabet posters that this is the sound pupils are going to learn in
Picture cards: car, star today’s lesson. Point to the picture of the car and
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Multiples of different everyday say the word car slowly and clearly, emphasizing
objects (see Warmer) the sound /ɑ// at the end. Do the same for star.
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• Demonstrate making the sound, encouraging
pupils to look at your mouth as you make the
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Warmer 6 mins /ɑ// sound. Make sure your pupils notice that
you are not forming the r sound, despite the fact
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• Greet the class. Revise the phrases There’s a … that the letter is on the page. Play Track 104
in three parts, in the usual way.
and There are … . Put various objects on your
table or desk. You need some single objects as
U
TTrack
rack 104
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well as groups of two to ten of the same object.
Listen and look at the board.
Ask a pupil to come to the table. Ask How many
ar car star
(pens) are there? If the pupil answers with a
ar car star
number only, say That’s right.. Then add There’s
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or There are to the answer and get the pupil, Now listen and say.
then the class, to repeat it. Repeat this with ar ar ar
several pupils. car car car
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• Stand or sit at the back of the classroom and tell star star star
two pupils to go to the table and each tell the
Listen and say again.
R
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Extra!
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Find the difference 10 mins • Collect a number of known items
together – preferably some singular items
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• Direct pupils to Pupil’s Book page 95. Tell the and some plural. Put them on a tray or
pupils to look at both pictures quickly. Ask them table and cover them with a cloth.
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to tell you something about the pictures (e.g., It • Ask pupils to stand in a circle around
is a zoo. There are animals, etc.). the tray/table so that they can all see
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• Ask What can you see in Picture 1? Explain that clearly. Tell them you are going to show
clearly.
you want them to use There’s and There are U them what is on the table and that they
when they answer. Elicit answers. Repeat the should try to remember as much as they
can about what they see (name, colour,
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process with Picture 2.
• Tell the class that the pictures are nearly the number, big, little, long).
same, but that there are differences. Ask them • Remove the cloth and let pupils look for
to look for things that are different. Encourage about one minute. Cover the objects.
them to do this in pairs and talk in English. If You can either let pupils go back to
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they are having difficulty finding differences, their desks and draw what they saw,
stick the following picture cards on the board: or they can discuss and decide orally in
snake. Draw
penguin, dog, tiger, goat, monkey, snake pairs. Alternatively, you can keep them
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a simple picture of a man. You can tell the class standing around the tray/table and get
immediate feedback.
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e.g., penguin.. Help a pupil who wants to answer with sentences beginning There’s a …
by saying: /There are …, do not interrupt their
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Picture 1 – There are three penguins. memory flow by correcting them – just
Picture 2 – There are two penguins. reinforce it when you check by saying
When you point to the man (the zookeeper), That’s right. There are (three books).
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talk about his clothes and elicit the colours in Encourage pupils to repeat the phrases
English. The differences are: after you.
Picture 1 Picture 2
3 penguins 2 penguins
1 dog 2 dogs
2 tigers 1 tiger
a pink snake (on the tree) a blue snake
(on the tree)
4 monkeys 3 monkeys
a red snake and a yellow snake 2 red snakes
1 goat 2 goats
162
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sure everyone is managing, and provide support
as necessary. Say the sound /ɑ/ often, and
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encourage pupils to repeat it, both in isolation Warmer 7 mins
and in the example words car and star.
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• Greet the class. Briefly revise the colours they
have learned up to now
now.. You could do this by
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Activity Book 7 mins
pointing at things around you and saying What
colour is the (wall). Elicit a range of colours.
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2 Match and circle. • Briefly revise There’s a …/There are …. Again,
• Tell pupils to look at the first picture (of the cat). U you can do this by saying what’s in the room.
Elicit the word for it. Point to the three letters ((There’s windows., etc.)
There’s a board. There are two windows.
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and elicit which letter cat starts with. Elicit c and • Finally, remind pupils of the picture of the cat
Finally
explain to pupils that’s why c is circled. in the hat in Unit 4, Lesson 10. Say the sentence
• Explain that pupils should find and circle the The cat is in the hat. and ask pupils to repeat it.
first letter of each of the other words. Make sure they understand the concept of in
• When you check pupils’ answers, make sure to
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the hat.
elicit the words orally and check pronunciation. • Ask pupils to open their Pupil’s Books at
Answers: page 96.
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[cat] c
[bird] b
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[snake] s
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• To introduce the listening text, read the a card in their pencil case, bag or book
questions and answers on the page, and tell the and ask Where’s the elephant/apple, etc.
pupils they are going to listen to where the tiger Their partner replies with It’s in the …
is. Tell them to point to the pictures as they Pupils swap over.
listen. Play Track 105.
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Male: Where’s the pink tiger? tiger, penguin).
Female: It’s in the bin.
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• Ask the pupils what they think the main picture
Male: Where’s the yellow tiger? is. Say It’s a zoo, but where are the animals?
Female: It’s in the pencil case.
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Point out the different sections of the zoo and
Male: Where’s the brown tiger? elicit the letters in each one. Then ask the pupils
Female: It’s in the taxi.
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to think of animals that begin with these letters.
Male: Where’s the grey tiger? • Explain that pupils should draw the animal in its
Female: It’s in the house.
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correct section.
•
U When you check the answers, ask pupils to say
• Divide the class into two groups to practise the the names of the animals so you can check
questions and answers chorally. Explain what their pronunciation.
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you want them to do. Elicit question and answer
sessions as below: Answers:
Teacher (to Group 1): the blue tiger c camel
Group 1: Where’s the blue tiger? e elephant
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• If there are pencil cases, bags and a bin Activity Book page 79
with things in them in the classroom, ask Alphabet posters
one or two questions with Where’s …? Picture cards: alphabet picures
If there aren’t any of these, place some
objects around the classroom, in or on
things, so that you can ask the questions. Warmer 7 mins
164
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Complete and say 20 mins
Unit 8 Lesson 9
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• Point to the grid of letters on the page. Elicit that
Aims: Revise the second half of the
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pupils now have all of the letters of the alphabet.
Ask if they remember how many letters there are alphabet.
Language: alphabet words
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in the English alphabet (26).
• Invite pupils to notice and comment on which Materials: Pupil’
Pupil’ss Book page 98
Activity Book page 80
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letters look very similar in both lower-case and
capital form (e.g., c and C; x and X). Then do U Tracks 92 and 106
the same with letters that look very different in Alphabet posters
their respective forms (e.g., a and A; g and G). Picture cards: alphabet pictures
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Ignore the letters that are missing for now.
• For the letters that have pictures, go round the
Warmer 5 mins
class asking pupils to say the letter/sound and its
associated word (e.g., a – apple).). Skip over the
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missing pictures.
Listen and say 20 mins
Extra!
• Ask pupils to look at the pictures and letters on
Invite pupils to come up to the alphabet
the page. Elicit which letters they are (m to z).
posters, choose a letter and say the name
• Tell pupils they are going to hear the names and
of the letter, the sound of the letter and the
sounds of all the letters from m to z.
word for the picture. Repeat with as many
• Play Track 106 and ask pupils to listen and
pupils as possible. Encourage them to try not
point to the letters and pictures in their books as
to repeat a letter that has already been said.
they hear them. Play the track again and
this time ask pupils to repeat. Pause the audio
as necessary.
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Track 106 • Explain that pupils should write the rest of the
Listen and say. letters in the spaces in the toy box and the zoo at
M m m m monkey the top of the page.
N n n n nose • When you check the answers, ask pupils to say
O o o o orange the words so you can check their pronunciation.
P p p p plane Answers:
Q qu qu qu queen toys:
R r r r rabbit car (a), doll (b), kite (d), plane (e), yo-yo (f),
S s s s sun ball (i)
T t t t taxi zoo:
U u u u umbrella penguin (c), elephant (g), snake (h), lion (j),
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V v v v violin monkey (k), tiger (l)
W w w w watch
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X x x x x-ray
Y y y y yo-yo
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Z z z z zebra Unit 8 Lesson 10
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• For further revision, choose a letter at random, Aims: Revise vocabulary
vocabulary.
say it out loud, and ask pupils to tell you Revise in and on.
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the name of the object that goes with it. For Language: in, on, There is a monkey on
example:
Teacher: w
U Materials:
the tree.
Pupil’s Book page 99
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Pupil 1: Watch. Activity Book page 81
Teacher: Very good. n Track 107
Pupil 2: Nose. Alphabet posters
Teacher: Correct. s
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Pupil 3: Sun.
• When they have done this a few times, open it Warmer 7 mins
ell one pupil to choose a letter and
up to pupils. Tell
another pupil to ask. The second pupil answers
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to the toy box and the zoo at the top of the page.
Show them the example letter a in the toy box. • Ask pupils to look at the words in and on at the
Ask them to look at the picture for letter a (the top of the page, together with the illustrations.
car). Explain that the letter a is written in the toy • Look at the example sentence There is a monkey
box because a car is a toy. on the tree. Point to the picture, making it clear
• Do the same for the other example, explaining that the monkey is standing on the tree.
that the letter c is written in the zoo because • Point to the picture of the monkey on the tree.
picture c is a penguin and a penguin is an animal. Ask Where is the monkey? Elicit the sentence
The monkey is on the tree.
166
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some pupils who don’t feel confident about one
The rabbit is in the den.
or more of the statements. Make it clear that
The monkey is on the tree.
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these pupils should not be afraid to say if they
The bee is on the flower.
are having difficulty. Pupils must feel free to
The cat is on the grass.
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express this and need to know that teachers will
The animals are in the zoo.
give help wherever it is needed. If a lot of pupils
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are having difficulty with one of the statements,
you may want to go over it again with the whole
Activity Book
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10 mins
class; if only one or two pupils express difficulty,
U you might prefer to give those pupils some extra
1 Trace, match and colour
help individually.
• Ask pupils to open their Activity Books at
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page 81.
• Elicit the objects they can see. Explain that
they have both the word and the picture for
four objects.
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• Tell
ell them to trace the word, draw a line to match
the word to the relevant picture, and then colour
the picture.
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2 Trace
race and draw
• Read out the sentences. Make sure everyone
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167
Objectives
Listening
• Get further practice with the sound of English letters, words and phrases.
• Carry out classroom instructions (TPR).
• Listen to a story.
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• Identify a variety of named objects.
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Speaking
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• Rhyming words.
• Act out a story.
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• Talk about differences between pictures.
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• Talk about things I have.
• Ask and answer How many …? U
• Ask and answer What is it? What can you see?
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• Ask and answer What’s your name? How old are you?
Skills
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• Talk
alk about two pictures and discuss differences.
• Continue practising alphabetical order
order.
A
G
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168
Word list
Lesson 1 spoon – /spuːn/ Lesson 8
tiger – /ˈtaɪɡə(r)/ lion – /ˈlaɪən/ What is it? – /wɒt ɪz ɪt?/
queen – /kwiːn/ boat – /bəʊt/ What can you see? – /wɒt kæn
watch – /wɒtʃ/ nose – /nəʊz/ juː siː?/
monkey – /ˈmʌŋki/ coat – /kəʊt/
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bus – /bʌs/ teeth – /tiːθ/ Lesson 9
duck – /dʌk/ ring – /rɪŋ/ ˈbedruːm/
My bedroom – /maɪ ˈbedruːm/
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king – /kɪŋ/
Lesson 2 Lesson 10
gate – /ɡeɪt/
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ink – /ɪŋk/ Hello – /həˈləʊ/
violin – /ˌvaɪəˈlɪn/
cat – /kæt/ What’s your name? – /wɒts jɔː
snake – /sneɪk/
neɪm?/
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ant – /ænt/ cat – /kæt/
son – /sʌn/ I’m … – /aɪm …/
oil – /ɔɪl/
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net – /net/ How old are you? – /haʊ əʊld
cake – /keɪk/
ɑː uː?/
red – /red/ U
zoo – /zuː/ Lesson 6 Goodbye – /ˌɡʊdˈbaɪ/
foot – /fʊt/ I have a … – /aɪ hæv ə …/
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Lesson 3 Lesson 7
moon – /muːn/ How many …? – /haʊ ˈmeni …?/
book – /bʊk/
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N
R
A
G
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169
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monkey, bus, duck
examples. There are many of them but you don’t
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need to elicit all of them. Write them on the
board as pupils suggest them. For example:
Warmer 7 mins
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t – (tiger), tomato
qu – (queen), question
• Greet the class. Briefly revise the letters pupils
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w – (watch), window
have learned so far (they have learned the whole
m – (monkey), moon
alphabet). Write these on the board. You could
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b – (bus), bed
turn this into a class activity, with pupils calling
U d – (duck), door
out the next letter if they know it. Ask pupils
• You
Y ou can use picture cards to further practise
to make the sounds of each letter and tell you
some of the above words.
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words beginning with each one.
• Revise the digraphs that pupils have learned (ai, ai
oa, ie, ee, or, ng, oo, ch, sh, th, ou, oi, ue,, er and Activity Book 10 mins
). Write example words for each one on the
ar).
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• Pupil’s Books at
Ask pupils to open their Pupil’s
• Point out that the word banners contain all of
page 102.
the letters of the alphabet. Make sure pupils
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170
• Tell pupils that you want them to trace the • When you get the right answer, ask pupils to
words. Praise their work. repeat the spelling and the completed word
(i-n-k – ink).
• Repeat the procedure for the other items.
• For the last two items, be careful to elicit the
Unit 9 Lesson 2 correct long oo sound (zoo) and the short oo
sound (foot).
Aims: Revise letters and words. • When you are satisfied that all the pupils
Practise blending letters to make understand, elicit further words using different
words. sets of letters. Again, don’tt rush pupils – let
Practise spelling. them think about it for a minute before you take
suggestions. Prompt them with t-i-s (to elicit
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Language: ink, cat, ant, son, net, red,
zoo, foot ), and a range of other
sit), n-p-i (to elicit pin),
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Materials: Pupil’s Book page 103 words that pupils have encountered. If they have
Activity Book page 83 managed with three- and four-letter words, you
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Alphabet posters can extend the length of the words, for example
Picture cards: ink, cat, ant, son, s-e-r-o-h (to elicit horse ), or k-e-y-n-o-m
horse),
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net, red, zoo, foot (to elicit monkey
monkey). ).
• ou can use picture cards to further practise
You
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some of the above words.
Warmer 6 mins U
• Greet the class. Write the alphabet on the board. Activity Book 10 mins
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Ask pupils if they can blend three letters to form
a word. Demonstrate, if necessary, with c, a and 1 Draw
t to form cat.. Ask pupils to work in pairs to • Ask pupils to open their Activity Books at
make as many words as they can. If they find it page 83.
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difficult, limit the words you form with them to • Point to the letters in the corners of each box.
three- or four-letter words. Otherwise, pupils can Ask pupils to give you words beginning with or
form quite long words, like elephant.
elephant. Tell them it containing each letter/digraph. Elicit at least one
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doesn’t matter if they have to use the same letter word for each box.
more than once. • When pupils are ready, they can start drawing
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• Revise the digraph oo oo,, eliciting example words pictures. Tell them they can draw anything but
it must start with the letter or contain the
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171
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Language: moon, book, spoon, lion, boat,
nose, coat, teeth, ring, king, gate, • Repeat the procedure for the other items, eliciting
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violin, snake, cat, oil, cake the answers only after pupils have discussed
Materials: Pupil’s Book page 104 them in pairs. For the last item, point out that
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Activity Book page 84 snake and cake don’t sound the same because of
Alphabet posters a digraph that pupils have learned, but because
A
Picture cards: moon, book, spoon, they have the same letters (and therefore the same
lion, boat, nose, coat, teeth, ring, sound) at the end of the word.
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king, gate, violin, snake, cat, • Youou can use picture cards to further practise
oil, cake U some of the above words.
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Warmer 5 mins Activity Book 12 mins
a minute or so for them to discuss it in pairs, and to the word bed. Ask them what the connection
then a further minute or so if they need to look is. Elicit that they have the same sound – they
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long and the short oo sounds. • Ask pupils to draw lines matching the other pairs
• Ask pupils to open their Pupil’
Pupil’s Books at of words that sound the same.
page 104. Answers:
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red bed
car star
Say and match 18 mins
coat boat
moon spoon
• Point to the picture of the moon. Ask pupils to pie tie
say it out loud. This is important, as successfully king ring
completing this exercise depends largely on the
way the words sound.
• Tell pupils they have to find a word in the same
row that rhymes with moon. Make sure they
understand what that means. Give an example,
172
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Answers: • Ask the pupils what they can see in Picture 4.
van x-ray
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Elicit a fish.. Explain that it’s a toy fish that
jumps out of the box when Sarah presses the
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button on the box. (This type of toy is called
a jack-in-the-box.) Talk about what Zeinah
Unit 9 Lesson 4
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and Nadia do when the fish jumps out: Zeinah
jumps back and Nadia laughs. Present scary to
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Aims: Listen to a story. illustrate what Zeinah thinks of the fish (this
Act out the story. U word comes up in the listening activity).
Answer questions about a story. • Tell
T ell the pupils that they are going to hear the full
Language: Who’s this? fish story and explain that you want them to listen
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Materials: Pupil’s Book page 105 and find the answer to these questions:
Activity Book page 85 Is Sarah Nadia’
Nadia’s friend?
Track 108 Is Sarah six?
Alphabet posters Does Zeinah say it’s scary?
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Picture cards: fish (The answer to all of them is Yes.) Play Track
108 for pupils to listen, Then play the track
again, pausing after every line for pupils to
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Warmer 6 mins repeat. You can play the track a third time
and see if any pupils can join in with some
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173
Extra!
• Act out the story: Explain It’s just a toy.
Unit 9 Lesson 5
Then elicit the conversation in Picture 1
Aims: Listen for detail.
from the whole class.
Find and talk about differences.
• Use something to represent Sarah’s
Read simple sentences with
box – a book, for example. Invite three
known words.
pupils to come to the front with their
Language: This girl has …, This boy is …
books and act out Picture 1. Do the
Materials: Pupil’s Book page 106
same with the other three pictures.
Activity Book page 86
Then ask if any pupils want to act out
the whole conversation. If you have
Track 109
Alphabet posters
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three volunteers, tell them to try to do
it without their books. Say that you and
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the other pupils will help them. (You can
Warmer 6 mins
repeat this activity in a later lesson.)
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• Sing the school song (Track 74 – Unit 6,
Lesson 4) to revise classroom objects.
Activity Book
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11 mins
• Pupil’s Books at
Ask pupils to open their Pupil’
page 106.
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1 Draw
• Ask pupils to open their Activity Books at U
page 85.
Listen and tick ((3) 20 mins
• Point to the first word (cake). Ask pupils to say
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it out loud. Tell them this is what they have to
• Tell the pupils to look at Pictures 1a and 1b. Ask
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draw in the box.
them what the differences are. Elicit just words
• Repeat for the other words, and ask pupils to
and short phrases for now, e.g.:
draw the pictures.
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1a – yellow rubber
1b – red rubber
• Go through each pair of pictures like this.
Activity Book 8 mins
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in their picture.
that matches each time.
Track 109
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174
Answers: Extra!
1 a Give each pupil a sheet of plain paper. Tell
2 a them to draw a line across the middle of the
3 b sheet of paper using a ruler. Hold up your
4 b sheet of paper and show them that they now
5 b have two boxes. Ask them to label the boxes
6 b 1 and 2. Explain that they should draw two
pictures, either of their classroom or their
Extra! bedroom at home. Their two pictures should
Direct pupils to the wrong answers from be the same but different (show them the
the listening activity. Explain that, just pictures on page 106 again). Tell them to
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as the listening activity had full sentences work individually. When pupils have finished
describing the right answers, pupils can their drawings, put them in pairs and get
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construct full sentences describing the wrong them to swap drawings. Their partner should
answers. Look at item 1. Play the relevant look carefully at the drawing and find the
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part of Track 109 again. (This girl has differences, e.g., (There’s) a yellow ruler.
a red pencil case and a yellow rubber.) (There’s) a blue ruler. Again, encourage
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Remind pupils that the sentence describes the pupils to make sentences, but only interrupt
correct answer (Picture 1a). Elicit the correct if pairs need your help. Monitor and support
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sentence to describe 1b. (This girl has a red as necessary.
pencil case and a red rubber.) Do the same U
for the other items, pointing out that pupils
are using two verbs – has and is – to make Activity Book 19 mins
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sentences. You should elicit the following
sentences: 1 Find and copy
1 This girl has a red pencil case and a • Ask pupils to open their Activity Books at
red rubber. page 86.
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2 This boy is in school. He has two blue • Point to the picture of the son. Elicit that the
pencils and a little ruler. (You could, if word is written underneath but the letters are
you wish, present short as the opposite in the wrong order. Ask pupils to rearrange the
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to long here.) letters so that they are in the right order. Elicit
3 This girl is in her house. She has a red ball. from the class the correct spelling of son (s-o-n).
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4 This man is in a big, blue van. Accept the sound of the letters or the names.
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5 This lady is in a shop. She has a • When you get the right answer, ask pupils to
white box. repeat the spelling and the completed word
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6 This girl is in the park. She has a blue ball. (s-o-n – son) and, for those who have started
writing, tell them to write the correct spelling
in the space provided. Others can tell you the
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answers orally.
• Tell students to do the other items in the
same way.
• For the last three items, warn them that they
contain digraphs.
• Check pronunciation when pupils give you
the answers.
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Track 110
Look and listen.
Unit 9 Lesson 6 1
2
I have a pen.
I have a pen and a pencil.
3 I have a pen, a pencil and a rubber
rubber.
Aims: Play a memory game.
4 I have a pen, a pencil, a rubber and a ruler
ruler.
Identify objects and groups.
5 I have a pen, a pencil, a rubber
rubber,, a ruler and
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Materials: Pupil’s Book page 107
a book.
Activity Book page 87
6 I have a pen, a pencil, a rubber
rubber,, a ruler, a book
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Track 110 and a bag.
Alphabet posters
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Picture cards: animals, classroom
• Check that pupils understand the game. (One
objects, food items
pupil begins and says I have … and names
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something. The next pupil has to say the same
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and add something else. The next pupil has to
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so on.) Play the track again if necessary.
• Use the picture cards to revise animals,
classroom objects and food items. Put the cards
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in groups and ask pupils to try to remember
Play a game 13 mins
details. Ask questions, e.g., How many animals
are there?/What classroom objects are there?/
• Ask the pupils to look at the animals at the
What food is there?/What colour is the (ruler)?
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Activity Book 12 mins Find and count. Ask and answer 20 mins
1 Read and colour • Start by letting the pupils talk about the picture
• Ask pupils to open their Activity Books at in pairs. Encourage them to say the words they
page 87. know in English. Ask them what is on or near
• Point to Picture 1. Elicit that the sentence the house (encourage them to answer in English).
underneath it describes the picture. Make • Suggested procedure for finding objects:
sure pupils understand the sentence. Elicit the Teacher: What’s this? (hold up elephant
colours the pupils need to use for the objects picture card)
in the picture (a brown pencil case). Repeat for Pupils: Elephant
the other sentences and pictures. Tell pupils Teacher: /e/, elephant
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to colour the pictures according to what the Pupils repeat: /e/,/, elephant
sentences say. Teacher: Point to an elephant in your book.
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• When you check their work, get pupils to read Pupils: (pointing to an elephant on the page)
out the sentences. Ask as many pupils as possible Elephant, /e/
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to read out at least one sentence. • Repeat with the other object picture cards of
items that are in the picture. Focus on
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identifying single items in the book – an ant;
a ball – for now.
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Unit 9 Lesson 7 • Point to the picture in the book. Ask about
objects and their colours. Say Find an apple.
Aims: Name objects in a picture.
U What colour is it? Find an ant. What colour is it?
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Revise numbers 1–10. Repeat for as many items as possible.
Practise How many …? • Next, ask pupils to find and count the number
Language: How many …? of items in the picture. Say How many apples are
Materials: Pupil’s Book page 108 there? Elicit the answer. If there is disagreement,
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Activity Book page 88 tell the class to look at each other’s books and
Alphabet posters help each other.
Picture cards: animals, toys, • Ask about the other objects in the picture – How
many ducks/ants, etc. are there?
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transport (car,
car, bus, bike, plane,
van)
train, boat, van) • Hold up a picture card, ask What’s this? It’s
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• Use the picture cards to revise animals, toys and carry on in their own pairs.
types of transport. • While pupils are asking and answering in
their pairs, walk around the class to monitor
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• With
ith cards put away, elicit as many objects
from each group as possible. Write the groups pronunciation and vocabulary.
on the board as headings, e.g., animals, toys, Answers:
food, transport (pupils won’t know this word, so There are 9 ants.
explain it). Then add words to a list under each There are 6 fish.
heading as pupils suggest them. There are 2 eggs.
• Ask pupils to open their Pupil’s Books at There is 1 cake.
page 108. There are 6 apples.
There are 4 rabbits.
There are 3 cars.
There are 2 dogs.
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There are 3 balls. until the pupils have said all the letters of the
There is 1 cat. alphabet. Pupils who finish early can colour in
There are 2 buses. their picture.
There are 3 kites.
There are 2 planes.
There are 2 flowers.
There is 1 goat. Unit 9 Lesson 8
There is 1 elephant.
There is 1 bird. Aims: Talk about a picture.
There are 4 ducks. Practise counting objects.
There is 1 house. Practise describing colours
There is 1 Adam the Astronaut.
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of objects.
Materials: Pupil’ss Book page 109
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Extra! Activity Book page 89
Extend the activity by asking pupils to Alphabet posters
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make short sentences with There’s a …/ Picture cards: (see Pupil’
Pupil’s Book)
There are …, as they have done before.
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Try to use the prepositions on or in where
possible. If pupils ask you, you can introduce Warmer 7 mins
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new words. Elicit sentences similar to the
following (the underlined words are words •
U Play a game of I spy, only this time pupils use
you might need to present): their Pupil’s Books to look for objects. Do a few
There are two buses on the road. examples with the class. Look through your
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There are two planes in the sky. Pupil’s Book without the others seeing what page
There’s a rabbit on the roof/fence/grass. you’re on. Say I spy with my little eye something
There’ss a duck on the pond/water/grass/roof. beginning with …. Choose an object and give
pupils the first letter. Use both the letters and
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what the pupils are going to draw in each box. page 109.
• Praise their efforts.
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boy, ball, balloon, goat, flower, ant, chair, bag, Pupil 3: A penguin, a cat and a bin., etc.
ruler, pen, book, apple, astronaut, olive, orange, • As pupils get used to playing, introduce numbers
laptop, sun. Without counting the items (for and colours. For example:
now), ask pupils to point and say There’s a (bin), Teacher: [to pupil 1] What can you see?
etc. Some of the things are hard to spot. For Pupil 1: One pink penguin.
example, the key is sticking out of the sleeping Teacher: [to pupil 2] What can you see?
man’s pocket. Pupil 2: One pink penguin and three orange cats.
• Hold up your book and point to the picture. Ask Teacher: [to pupil 3] What can you see?
about objects and their colours. Say Look and Pupil 3: One pink penguin, three orange cats and
find a plane. What colour is it? Look and find a two yellow bins, etc.
taxi. What colour is it? Repeat for as many items
as possible. Be aware that in the case of multiple Extra!
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items, the colours might vary (e.g., there are Use picture cards to elicit sentences from the
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several different coloured flowers). pupils based on the book. Hold up a card
• Continue talking about the picture by asking the of a cat and ask What’s this? Elicit It’s a cat.
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pupils to count various items. Pupils can work in Then point at the book and ask What can
pairs to ask and answer: you see? Elicit There are three orange cats.
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Pupil 1: How many trees are there? Practise with open class pairs, before asking
Pupil 2: Three trees. pupils to carry on in their own pairs (you
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• Next, ask pupils to find and count the number can share out the picture cards for them to
of items in the picture. Say How many bins are U do this).
there? Elicit the answer. If there is disagreement,
tell the class to look at each other’s books and
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help each other. Activity Book 15 mins
Pupils have to name the object. Repeat with a shows a plane and a car. Elicit 4. Tell pupils to
number of different objects. Ask them to carry write the number 4 in the first box. Tell pupils to
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on doing this in pairs. repeat for the other phrases and pictures. Pupils
• Direct pupils to the second question at the top of who finish early can colour the pictures.
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the page – What can you see? Make sure pupils • When you check their work, get pupils to read
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understand the question. Then point to one pupil out the phrases. Ask as many pupils as possible
and say What can you see? Elicit something to read out at least one phrase.
from the picture. Make sure all the others see
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Answers:
it too. Point to another pupil and ask the same
A plane and a car. 4
question. That pupil has to repeat the thing that
A lion and a monkey. 3
was last mentioned and add another object, just
A king and a kite. 1
as they did in Lesson 6 of this unit. Repeat until
A key and some jam. 2
pupils cannot remember the list. You can then
start again. For example:
Teacher: [to pupil 1] What can you see?
Pupil 1: A penguin.
Teacher: [to pupil 2] What can you see?
Pupil 2: A penguin and a cat.
Teacher: [to pupil 3] What can you see?
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to have. In it they must draw one thing which is
Warmer 5 mins
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big, small, red and blue and one thing which has
two legs and one thing with four legs. Give out
• Ask pupils to think about their bedrooms at
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drawing paper. As pupils draw, allow them to
home. Elicit some of the things they have there.
explain to each other what they are drawing.
Try to get pupils to do this in sentences. For
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• Move around the class, helping, asking questions
example:
and encouraging pupils. When they have
There’s a bed in my room.
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completed their pictures, pupils should spend
There’s a desk in my room.
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other.
There’s a chair in my room.
• On the board, write Look at my…, There is …/
Prompt with questions if necessary, e.g., Is there
There are …, It’s a …, This is … Encourage
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a window in your room? Give help with any
them to use this language to talk about their
words pupils don’t know in English.
bedroom drawing.
• Use follow-up questions when pupils give you a
sentence, e.g., What colour is your bed?/Is it a
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Draw 20 mins
of the page labelled 1–16. Explain that they
fall into four categories – toys for the toy box,
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• When you check the answers, ask pupils to say • Point to the next thing that Adam has written.
the words so you can check their pronunciation. Elicit/Explain that it is a question. Say What’s
your name? out loud for pupils to answer. Ask
Answers:
a variety of pupils. Point to the next box and
toys: 2 6 9 15
tell them that this is how they can answer the
zoo: 3 5 7 8
question (I’m …). For pupils who are writing,
table: 1 12 14 16
make sure they know how to spell their names
school: 4 10 11 13
in English. Tell them to write their name in the
space provided. They only need to write their
first name. For pupils who have not started
Unit 9 Lesson 10 writing yet, make sure you show them their
names written on the board. Encourage them to
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tell you the letters and digraphs that make up
Aims: Revise Hello and Goodbye.
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their name. Finally, ask them to trace their name
Ask and answer What’s
with their index finger, and maybe to make an
your name?
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attempt to write it.
Ask and answer How old are you?
• Direct pupils to the next question: How old are
Language: What’s your name? How old are
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you? Say it out loud for pupils to answer. Ask
you? Hello. Goodbye.
a variety of pupils. Point to the next box and
Materials: Pupil’s Book page 111
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tell them that this is how they can answer the
Activity Book page 91
question, e.g., I’m (6). Tell them to write their
Track 111
Alphabet posters
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write the number.
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• Finally
Finally, elicit what Adam says last. Elicit
Goodbye and ask why he is saying goodbye
Warmer 8 mins
(because we have reached the end of the book
and this is the last lesson). Point out the space
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Now I can …
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• At the end of the lesson, make time to look at
the Now I can … statements with the class.
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Read through each statement individually,
clarifying meaning where necessary. Then ask
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pupils to put up their hands if they agree they
can now do what the statement says. If they can,
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they should tick the box. Make it clear that any
pupils who don’t feel confident about any of U
the statements should not be afraid to say so.
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If any points need further explanation, try to
provide this.
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Talk about what Sami is doing (going to bed)
and what happens when you sleep (you dream). In The Toy Shop
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Talk about dreams.
• Show pupils where to find the story on pages
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• Tell
ell the class that you are going to tell them
114 and 115. Remind pupils to point to the a story. Tell the class that the story is about
pictures on the page. Tell the story, slowly, with choosing a new toy. Let pupils talk about the toys
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pauses for pupils to find and point to the picture. they have at home, their favourite toy, what they
Retell the story two or three times, speaking
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would buy today if they went to a toy shop, etc.
slightly quicker each time. • Show pupils where to find the story on pages
• On second and third readings, encourage pupils
to join in with the sound effects (see below).
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Pupil’s Book. Remind
pupils to point to the pictures on the page. Tell
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the story, slowly, with pauses for pupils to find
Story and point to the picture. Retell the story two or
1 three times, speaking slightly quicker each time.
It is time for bed. • On the second and third readings, encourage pupils
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Sami is in his bedroom. Sami is wearing his pyjamas. to join in with the sound effects (see below).
His pyjamas are blue and white.
Adam is in the bedroom with Sami. Story
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rocket is for Adam to fly to the moon! The rocket is imaginary steering wheel.]
finished. Adam is in the rocket. [Mime getting into a What is Nadia doing now? She is playing with dolls.
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rocket and sitting down.] There are lots of dolls. [Mime rocking a doll in
your arms.]
3 Nadia is asking her dad for a doll.
Adam is flying to the moon. Sami can see the rocket What is Ahmed doing? He is playing on a
flying to the moon. [Mime peering up into space.] trampoline. [Make your hand go up and down to
mime bouncing.]
4 Ahmed says, ‘Come and play!’ It looks lots of fun!
Now Adam is on the moon. [Mime walking on the Dad says to Nadia, ‘You can have one toy.’ Which
moon in a spacesuit.] toy does Nadia choose? [Stop and see if pupils can
Adam can see the Earth. Sami is on Earth. He is waving tell you the answer.]
at Adam. [Mime looking up to the sky and waving.] Yes, the story books.
Sami says, ‘Goodbye Adam. See you again soon!’
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Dad says to Ahmed, ‘What do you want?’ Which toy At The Circus
does Ahmed choose? [Stop and see if pupils can tell
you the answer.] • Tell the class that you are going to tell them a
Yes. The trampoline. story. They should listen carefully for the words
they have just revised. As they listen to the story,
pupils should point to the pictures on Pupil’s
At The Zoo Book pages 120 and 121.
• ell the story slowly, with pauses for pupils to
Tell
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• Tell the class that you are going to tell them a find and point to the pictures. Retell the story
story. Tell the class that the story is about going two or three times, speaking slightly quicker
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to the zoo. Let pupils talk about which animals each time.
the children like best. Which animals they think • On second and third readings, encourage pupils
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are funny, scary, etc. to join in with your reactions (e.g., clapping,
• Show pupils where to find the story on pages laughing, etc.).
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118 and 119. Remind pupils to point to the
pictures. Tell the story, slowly, with pauses for Story
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pupils to find and point to the picture. Retell Hani and Sarah go to the circus with their mum and
the story two or three times, speaking slightly U
dad and their friends Ahmed and Nadia.
quicker each time. They see two little black and white dogs. ‘Look at
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• On second and third readings, encourage pupils the dogs!’
to join in with the sound effects (see below). They see some funny monkeys eating cake. ‘Look at
the monkeys!’
Story There are three boys all riding a bike together. Hani
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Nadia and Ahmed are going to the zoo in a red bus. claps his hands. [Clap your hands here.]
Who is driving the bus? [Mime driving by turning an Then there are two funny clowns drawing a silly
imaginary steering wheel.] [Stop and see if pupils can picture. ‘Look at the boys!’ They are very funny.
tell you the answer.] Yes, Adam the Astronaut.
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They say, ‘Hello monkeys.’ [Mime waving.] something here.] Naughty Adam! [Gasp here and
They see two grey rabbits. They say, ‘Hello rabbits.’ look cross.]
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[Mime stroking the rabbits.] One of the clowns throws a cake! [Gasp here and
They see three big elephants. They say, ‘Hello look cross.]
elephants.’ [Mime laughing.]
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bee – /bi:/ hand – /h{nd/ popcorn – /'pÁp"kO:n/
/'pÁp""kO:n/
/'pÁp kO:n/
bin – /bIn/ head – /hed/
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boat – /b@Ut/ hen – /hen/ queen – /kwi:n/
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body – /'bÁdi/ house – /haUs/ question – /'kwestS@n/
boot – /bu:t/
box – /bÁks/ insect – /'Insekt/ rabbit – /'r{bIt/
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brother – /'bröD@/ ink – /IÎk/ racket – /'r{kIt/
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bus – /bös/ red – /red/
jam – /dZ{m/ U rubber – /'röb@/
cake – /keIk/ juice – /dZu:s/ ruler – /'ru:l@/
camel – /'k{m@l/
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cat – /k{t/ key – /ki:/ sister – /'sIst@/
chair – /tSe@/ kite – /kaIt/ sit – /sIt/
cheese – /tSi:z/ shelf – /Self/
chicken – /'tSIkIn/ leg – /|eg/ skates – /skeIts/
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