I Wonder 1 Teachers Book

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Published by Express Publishing
Liberty House, Greenham Business Park, Newbury,

Berkshire RG19 6HW, United Kingdom
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
email: inquiries@expresspublishing.co.uk
www.expresspublishing.co.uk
© Jenny Dooley, Bob Obee, 2018

Series Consultant: Annette Obee
Colour Illustrations: © Express Publishing, 2018

Illustrated by Jim Biggins, Kyr, Alan Shephard, Mike Koubou © Express Publishing, 2018
Original music composed by Ted and Taz © Express Publishing, 2018
First published 2018
Made in EU
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, photocopying or otherwise, without
the prior written permission of the publishers.
This book is not meant to be changed in any way.
ISBN 978-1-4715-7009-4
Photocopying
The publishers grant permission for the photocopying of those pages marked
photocopiable for classroom use only. School purchasers can make copies for the use
of their staff and students only. Individual teachers can make copies for their own use or
for the use of the students they teach. Under no circumstances may any part of this book
be photocopied for sale.
Acknowledgements
We would like to thank all the staff at Express Publishing who have contributed their skills to producing this
book. Thanks for their support and patience are due in particular to: Meryl Philips (Editor in Chief), Julie Rich
(senior editor); Alex Barton (senior production controller) and the Express Publishing design team; and Emily
Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We would also like to thank those
institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable
in the production of the book.
The authors and publishers wish to thank the following who have kindly given permission for the use of
photographic material:
Alamy/Visualhellas.gr for the picture of the toy bus on p. 108 and the picture of the chocolate house on p. 109.
Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked,
the publishers will be pleased to make the necessary arrangements at the first opportunity.
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i Wonder
i Wonder brings the colour and excitement of the real world into the classroom.
Pupils explore different school subjects through English, learn to be critical thinkers
and develop the 21st century skills that are necessary in the modern world!
For Pupils Wonder! Think! Discover!

• Pupil’s Book
Cross-curricular Language Learning
• Activity Book
• Pupil’s Multi-ROM (Pupil’s CD/DVD) Captivating dialogues with engaging
characters
•
21st Century Skills focus (critical
thinking, communication,
For Teachers
collaboration and creativity)
• Teacher’s Book (Interleaved)
• Picture & Word Flashcards Development of Social and Emotional
Skills (role play, craftwork, games,
• Posters/Cross-curricular posters
stories and values)
• Teacher’s Multimedia Resource
Pack (Class CDs, DVD, Teacher’s Combination of print and digital
Resource Pack CD-ROM) resources
•
Authentic documentary-style videos
and animated stories
Recommended Readers
Includes
LEVEL 1
ISBN 978-1-4715-7009-4
9 781471 570094
Jenny Dooley
Bob Obee
01 iWonder 1 Contents Ts.indd 1 7/19/18 15:32

CONTENTS Introduction pp. IV-XIII Programme (Contents & Syllabus) pp. XIV-XXI
Vocabulary Structures
Let’s start! Numbers (1-10) Hello, I’m … . This is … .

What’s your name?
(pp. 4-5) How old are you?
1 Colours Colours (blue, green, indigo, orange, purple,

red, violet, yellow)
What’s your favourite colour?
What colour is your schoolbag?
(pp. 6- 17) School (book, desk, pen, pencil, pencil case, Is it a pen?
rubber, ruler, schoolbag) No, it isn’t.
Commands (close your book, open your Red and yellow make orange!
schoolbag, point to the door, put up your
hand, sit down, stand up, take out your book)
2
S hapes all around! Shapes (circle, diamond, oval, rectangle,
square, triangle)
What’s this?
It’s a triangle!
(pp. 18-29) Numbers (11-20) How many squares are there?
Adjectives (big, long, short, small) There’s one big circle.
I’ve got three sides.
Wonder Tales 1 (pp. 30-31) The Birds and Their Colours (Value: Always be polite!)
3 G rowing up Family (aunt, brother, cousin, dad, grandma,

grandpa, mum, sister, uncle)
Who’s this?
My dad.
(pp. 32-43) Action verbs (climb, cry, crawl, dance, draw, What’s his name?
drink milk, fly, jump, run, sing, skip, swim, talk) I can run.
Cody’s mum can climb.
Can you crawl?
4 T oys Toys (ball, car, doll, robot, scooter, teddy

bear, train, toy bricks)
The teddy bear is soft.
What have I got?
(pp. 44-55) Adjectives (big, hard, small, soft) Where is Cody?
Home (bathroom, bedroom, garden, hall, He’s in the kitchen.
kitchen, living room) There are toy bricks on my desk.
Materials (fabric, metal, plastic, wood) It’s made of wood.
This scooter is big.
A World of Wonder 1 (Modules 1- 4) (pp. 56-57)
5
F ruit and Vegetables Food (apples, bananas, broccoli, cake,
carrots, cheese, chicken, chocolate, ice
I like apples.
Do you like juice?
(pp. 58-69) cream, juice, milk, onions, oranges, pears, Yes, I do. What about you?
pineapples, potatoes, tomatoes, water) Are there any bananas?
A pineapple is a fruit. It grows on a plant.
6 P laces around My Neighbourhood (funfair, park, pet shop,

sweet shop, toy shop, zoo)
Let’s go to the park!
Oh, yes! Great idea!
(pp. 70-81) Activities (go swimming, play computer It’s Monday. I ride my bike.
games, play football, play hide-and-seek, play Do you go swimming on Fridays?
the guitar, ride my bike, watch TV)
Days of the week
Wonder Tales 2 (pp. 82-83) The Ant and the Cricket (Value: Always work hard!)
7
W ild Animals Body (body, ears, eyes, head, legs, mouth,
nose, tail, teeth, whiskers)
It’s got yellow ears.
Elephants have got a big body.
(pp. 84-95) Animals (cat, dog, elephant, fish, hippo, lion, Has it got whiskers?
monkey, mouse, panda, parrot, tiger, zebra)
8 W eather Weather (It’s cold, It’s hot, It’s rainy, It’s snowy,
It’s sunny, It’s windy)
What’s the weather like?
It’s cold.
(pp. 96-107) Clothes (boots, dress, gloves, hat, jacket, I’m wearing my shoes today!
jeans, shoes, shorts, skirt, T-shirt) He’s wearing a T-shirt.
Bears sleep in a cave.
A World of Wonder 2 (Modules 5-8) (pp. 108-109)
Happy Holidays! (pp. 110-112)
KEY TO SYMBOLS : Pairwork : Groupwork : Cross-curricular links : Thinking skills

Sounds and Words
Thinking Skills Project CLIL
(Phonics)
Applying world knowledge My Rainbow World Cool and Warm colours • e, r, d, p, n

Interpreting visual information (Art) (Art) • red, pen
Logical-mathematical thinking •S ight Words: it, is, a, and,
Organising and selecting ideas isn’t
Identifying/Interpreting visual My Shape Art Patterns • i, b, s, g, x

information (Art) Calculating (multiplying and • big, six
Organising and selecting ideas dividing)(Maths) • Sight Words: there, small,
Logical-mathematical thinking is, and, a, it
Recalling information I’m Growing Up How we change as we get older • a, h, t, m, u

Interpreting visual information (Social Science) (Science) • hat, mum, dad
Applying world knowledge • Sight Words: I, my, you,
and, can’t, are
Applying world knowledge My Toy Design Things that can/can’t float • o, c, f, w

Paying attention to visual details (Design And Technology) (Science) • box, cat, fun, wet
Organising and selecting ideas • Sight Words: he, she,
where, got, the, in
Interpreting and recalling My 5 A Day poster How to look after our teeth • j, l, v, y
information (Science) (Science) • jam, leg, van, yo-yo
Applying world knowledge • Sight Words: we, what,
Organising and selecting ideas do, some, any, here
Recalling information My Neighbourhood Means of transport: in the air, on • k, q, z

Organising and selecting ideas (Geography) land and on water • quilt, koala, zip
Applying world knowledge Getting around • Sight Words: find, come,
Paying attention to visual details (Geography) help, go, who, with
Mathematical thinking My Favourite Wild Animal! Animal habitats • Revision of letters and
Organising and selecting ideas (Science) Products from animals sounds
Applying world knowledge (Science) • Sight Words: like, make,
look, play, go, too
Recalling information My Weather Report Animals that hibernate • The English Alphabet
Organising and selecting ideas (Geography) (Science)
Activity Book (Key & Instructions) pp. 113( T ) -138( T )
: Project/Poster presentation : Internet research : Formative evaluation

CLIL
LISTEN

TALK
Introduction
i Wonder 1 is a modularised course specially designed to introduce young learners to the English language
while exploring other subject areas such as Art, Science, etc. Young learners experience the world around
them through the adventures of the Wonder family and their helpful robot, ROLO. Through an array of
communicative activities, stories, songs and chants, the pupils learn to be critical thinkers and develop
the 21st century skills that are necessary in our modern, increasingly interconnected world!
Components
• Pupil’s Book
The Pupil’s Book has been designed to appeal to the pupils, as well as involve them in language
learning. New words and structures are presented in a clear and effective way by means of lively
dialogues, songs, chants, games and listening activities. The Pupil’s Book comprises eight modules
of seven lessons each. The first three modules focus on receptive skills (listening and speaking). The
remaining modules develop all four language skills (listening, speaking, reading and writing).
Key Features
A thought-
The pupils are always referred to a short provoking lead-in
video which introduces the topic of the question that gets
module and initiates a class discussion. the pupils thinking
The video can be played at the about the topic.
beginning of the module or whenever
the teacher feels is appropriate.
The target
vocabulary
is always
presented
through audio
and visual
stimuli.
The picture that introduces the

topic is always big and colourful so
that it draws the pupils’ attention
and triggers their imagination.
IV
02 iWonder 1 Introduction Ts.indd 4 7/19/18 15:33

Introduction
Simple, yet meaningful
and appealing
dialogues consolidate
the new language.
Craftwork is an integral part of each

module. It promotes a hands-on approach
to language learning and stimulates
contextualised and meaningful exchanges
Activities that
between the pupils.
consolidate and
expand the language
of the module.
Colourful
projects that
can be used
as models for
the pupils’
own Wonder
Project.
Activities that help the

pupils with the
language needed to
produce their projects.

Introduction
The pupils use

English to explore
other subject
areas in a fun
and creative
way!
The pupils practise

letters and their sounds,
as well as words that Review sections that
include them through a consolidate the theme
variety of activities. of the module.
Sight words help the pupils The pupils are

build accuracy and encouraged to evaluate
fluency in reading, which their performance and
result in better reading thus develop autonomy
comprehension. in language learning.
VI

Introduction
Captivating, short
texts with information
from around the
world, help the pupils
broaden their horizon
and appreciate
the diversity and
complexity of the
world they live in!
Educational stories that provide

the opportunity for extensive
listening and reading.
Global values are

promoted and
the pupils are
given the chance
to explore and
examine them from
The Pupil’s Book also includes: their perspective.
I Let’s start!
A starter unit to introduce the characters and some basic language.
II Happy Holidays!
An optional unit to be covered at the end of the school year before the beginning of summer
holidays.
III Stickers
The stickers are used in activities in the Review section. There are also stickers to reward effort and
accomplishment.
VII

Introduction
Activities and Games for the Sounds and stand up and change places. Continue until all
Words Sections the pupils have had a chance to change places.
6 Making letters: The pupils use string or PlasticineTM
The Sounds and Words section in each module is a
to make letters.
unique element of the course. It provides the pupils
7 Playing with a dice: Assign a letter to each number,
with early reading and writing skills and helps the
e.g.
pupils with the complexities of the English language.
Each lesson plan provides detailed instructions on
how to deal with the letters, their sounds, and words
that include them. In this section the pupils will also
work on sight words, words that belong in the list of a b c d e f
the most frequently-used words, most of which do
not follow any spelling rules. Here are some further
Prepare two sets of dotted letters, one per
ideas on how to exploit the letters, their sounds and
pupil/team, e.g.
the (sight) words:
1 Back writing: The pupils work in pairs. They take
turns choosing a letter or a (sight) word and
‘writing’ it on the back of his/her friend using
their finger.
actphn
tapcnh
2 Bingo: Write the letters or the (sight) words you
want to practise on the board. Draw a 3x3 grid
on the board and ask the pupils to copy it in
their notebooks. The pupils then choose and
write nine of the letters/(sight) words in the
grid. Start saying the letter sounds or the (sight) The pupils/teams take turns rolling the dice.
words in random order. The pupils circle the They have to say the sound and trace the
letters/(sight) words they hear. The first pupil corresponding letter. The pupil/team that
to circle all his/her letters/(sight) words shouts traces all the letters first wins.
Bingo and wins. 8 Snap: Prepare cards with the letters or the (sight)
3 Blind man’s bluff: Prepare letters out of words you want to practise. Photocopy a set per
cardboard paper. Blindfold a pupil. Give him/ pupil. The pupils then play in pairs. Each player
her a letter to feel it and say its sound. This places his/her cards face down in a pile in front
activity can be turned into a game. Each of him/her. The players take turns to turn over the
correct guess wins a point. The team with the top card. When someone turns over a card that
most points wins. matches a card already face up on the other
4 Letter gym: Some letters are written above the player’s pile, he/she has to say ‘snap’. Whoever
lines (b, d, f, h, k, l, t), some letters are written below says snap first wins both piles. The player who has
the line (g, j, p, q, y) and some letters are written the most cards at the end wins.
on the line (a, c, e, i, m, n, o, r, s, u, v, w, x, z). Give 9 Sound typing: The pupils need to use their
a pupil a word. The pupil uses his/her hands to tablets for this activity. Alternatively, prepare
show where each letter in this word is written. a photocopy of a keyboard. The pupils work
e.g. Teacher: big in pairs. One pupil says the sounds of a word,
Pupil: b (points upwards with his/ one at a time, for the other pupil to type the
her hand) – i (mimes drawing letters (or touch the letters on the keyboard)
a horizontal line with his/her and repeat the sounds and the word.
finger) – g (points downwards 10 What’s missing?: Write the letters or the (sight)
with his/her hand) words you want to practise on the board. Ask
5 Letter salad: Prepare cards with the letters or the the pupils to look at them for a minute before
(sight) words you want to practise. Put them in a they close their eyes. Erase a letter/(sight)
box. Move from pupil to pupil and let each one word. Ask the pupils to open their eyes. Ask the
take a card out of the box. Call out a letter/(sight) pupils to tell you which letter/(sight) word is
word. The pupils with the corresponding cards missing.
VIII

Introduction
11 Word shapes: Prepare word shapes for the (sight) language taught in each module. You can
words you want to practise or copy the ones from assign these activities as homework.
the Teacher’s Resource Pack CD-ROM (Sounds
The Activity Book also includes:
and Words). Hand out the word shapes and
the corresponding (sight) words. The pupils, on I Stickers
their own or in pairs/groups, match the word There are some exercises with stickers in the
shapes to the (sight) words and write them in. Activity Book. The type and aim of these
12 Writing in the air: Ask a pupil to come to the activities vary to give pupils the chance to
board. Show him/her a letter or a (sound) practise the new language in an engaging
word. The pupil ‘writes’ it in the air for the rest way. There are also reward stickers to give a
of the class to guess the letter/(sight) word. sense of pride and accomplishment. They can
Make sure the pupil has his/her back to the be used whenever the teacher feels that the
class so that the rest of the class do not have pupils should be praised, which should be all
to ‘read’ the word backwards. This activity can the time!
be played as a team game. Each team takes
turns to guess the letter/(sight) word. Each II Board Games
correct guess wins a point. The team with the There are 8 board games. The aim of the
most points wins. board games is to provide an atmosphere of
relaxation while consolidating the language
NOTE learnt in the corresponding modules.
Throughout the Pupil’s Book the following symbols III Round-up
have been used: In this section the pupils are given the
i : These activities can be done in two ways, one opportunity to revise the language taught
more demanding than the other, depending on throughout the year.
the strengths and weaknesses of the pupils/
classes (Differentiated Instruction). • ieBook
ii : These activities offer cross-curricular links The ieBook acts as a personal study aid to be
as pupils learn English while focusing on other used at home. It helps the pupils with their
subject areas (e.g. Maths, Art, P.E., etc). assigned homework, dictation, vocabulary,
iii : This is a pairwork activity. reading, and revision in a fun and interesting
iv : This is a groupwork activity. Both pairwork way. With the ieBook, pupils enjoy learning English
and groupwork activities promote collaborative through games, videos, quizzes and stories.
learning.
• Language Portfolio
v : These activities develop the pupils’ Critical
Thinking Skills, such as identifying and recalling As you will see in the Teacher’s Book, once a
information, generating ideas, etc. project is completed, you are advised to help
the pupils file their work in their Language
vi : These activities can be presented and Portfolios. The Language Portfolio is used to
displayed in the classroom. contain material that the pupils use, along
vii : Formative Evaluation Worksheets that teachers with any extra material given by the teacher
can use to assess the pupils’ progress. throughout the course. The Language Portfolio
viii : These activities boost the pupils’ research has been designed to stimulate and support
skills as they give the pupils the opportunity to the learning of the English language. Its
find and use information from the Internet. purpose is to help the pupils reflect on, realise
their progress in, and improve their language
• Activity Book
THINK!
learning. The Language Portfolio is the pupil’s
property. It is a tool to accompany the pupils’
THINK!
THINK!
The Activity Book is in full colour and contains a

language learning throughout their school life
BOU BOU
T
A
ME
T
A
ME
variety of fun activities, which consolidate the

and is suitable for documenting their learning
IX

Introduction
both inside and outside the classroom. In • Posters
practice, Portfolios may include project work
or other examples of written work or drawings The Posters include the vocabulary of the modules
(completed in class or at home), DVDs (with in thematic areas. There are also cross-curricular
the pupils’ favourite story or with performances posters, as well as A World of Wonder posters to be
of songs, school plays, etc), certificates, reports used in the corresponding sections. The Teacher’s
from teachers, or even a collection of objects Book provides information as to when and how
or pictures. It acts as evidence of their learning to use them. The Posters are also available in
progress and academic accomplishment. The electronic format and can be found in the ieBook
main emphasis is on the process of learning. As and the Interactive Whiteboard Software.
a result, while compiling their Portfolios, pupils
learn how to work independently. • Teacher’s Multimedia Resource Pack
How to make a Language Portfolio. The Teacher’s Multimedia Resource Pack includes
the Class CDs, the DVD and the Teacher’s
During the first lesson, explain to the pupils that Resource Pack CD-ROM.
they should bring in a folder which they will have
with them at all times and in which they will keep Class CDs/DVD
their Language Portfolio. For the next lesson, bring The Class CDs include all the recordings for the
in self-adhesive labels, write Portfolio on them and listening activities in the Pupil’s Book, Activity
help your learners stick them onto their folders. Book, as well as the listening activities for the
Show the pupils how to store their material in Module Tests.
their Portfolios and make sure they update them
The DVD brings the characters to life, ensuring
regularly.
that the pupils have fun while learning. It is
suggested that you view each module (on the
• Teacher’s Book
DVD) upon completion of the corresponding
The Teacher’s Book provides step-by-step lesson module in the Pupil’s Book.
plans, as well as the answers to the activities in
both the Pupil’s Book and the Activity Book. It also
Teacher’s Resource Pack CD-ROM
contains additional activities and games, as well
as audioscripts for the listening activities. At the The Teacher’s Resource Pack CD-ROM provides
beginning of the Teacher’s Book, the teacher the teacher with additional material which may
can find the Programme, an analytical chart of be used in the classroom for further exploitation
the targets and objectives of the modules. of the language learnt.
• Picture & Word Flashcards i Wonder 1 Teacher’s Resource Pack CD-ROM

is divided into the following sections:
The Picture & Word Flashcards are a practical
resource in the language classroom. They I Reinforcement and Extension Activities:
illustrate the new vocabulary items and enable These activities are done upon completion
the teacher to use them for the presentation of every module. The pupils can do them on
of key words, revision, additional practice and their own or in groups. They can file them in
memory games. Flashcards enable the pupils to their Language Portfolios.
make the connection between the visual prompts II Cross-curricular activities: These activities are
and the spoken words, and help teachers avoid ideal for extra practice of the language used
the use of translation or lengthy explanations. The in the CLIL section through engaging activities.
Picture & Word Flashcards are also available in III Sounds and Words: The activities in this
electronic format and can be found in the ieBook section focus on practising the sounds, letters
and the Interactive Whiteboard Software. and words of the corresponding lesson in
the Pupil’s Book. There are also activities to
practise the sight words.

Introduction
IV Letter and Word Cards for teachers to use I Encouragement: Pupils need to be reassured
during Lesson 6 of each module. all the time. Go around the classroom as they
V Templates needed for some activities in the carry out the various activities and praise them.
Pupil’s Book. Do not over-emphasise their mistakes. Just
repeat the correct word or phrase. Criticism
VI Story Cards: These cards include/illustrate
can be discouraging and produce poor results.
the stories in the Pupil’s Book. The teacher
can photocopy and use them for activities II Activities: At this level, the activities should be
in class or the pupils can use them to make simple, as pupils are still developing their hand-eye
their own story books. coordination. At the same time, pupils should
VII Module Tests to be covered upon completion acquire some basic language structures.
of the corresponding modules. Therefore, in the early stages, the objective
should be to provide an environment of fun and
VIII Instruments for Evaluation
enjoyment for the young learners. This is best
Evaluation is an essential part of the learning
achieved by a thematic approach to language
process. It helps the learners become aware of
teaching.
their progress in the target language, how much
they have achieved and what areas need further III The fantasy element: Children naturally use
practice. Evaluation also allows teachers to music, visual arts and movement as a means
reflect on the validity of their teaching practices of expressing themselves. The imagination
and the types of material being used. of young pupils is very active and they have
the ability to immerse themselves in a fantasy
In the Instruments for Evaluation, the teacher
world, often creating imaginary friends and
can find:
sometimes pretending to be their favourite
• a Formative Evaluation Chart: the teacher
fictional character (e.g. Spider-Man, Wonder
uses the chart to evaluate the pupils on an
Woman, etc). This rich imagination can be
activity at any time during the course and
captured and encouraged by the teacher
writes the marks obtained with the help of a
in order to act out the dialogues from the
code.
modules in i Wonder 1. Pupils are very quick to
• a Cumulative Evaluation Chart: the teacher
repeat dialogues that they have heard and this
uses the chart to evaluate the pupils at
ability should be utilised to its full capacity.
the end of each module and writes marks
obtained with the help of a code. IV Social skills: Young pupils prefer to play on their
• Formative Evaluation Worksheets and Answer own. The sense of being in a social group and
Key. obeying rules is not yet fully developed. Thus,
the games promote the development of social
IX Let’s Celebrate! 1: The guidelines and key
skills, emphasise the importance of fair play
for teachers who wish to cover the optional
and nurture cooperation among the pupils.
festive units.
X A test following the standards of the Young V Pupils’ need for attention: Young learners will
Learners Exam – Starters. constantly demand your attention. In order
to meet their needs, the teacher should go
around the classroom and talk to them about
Teaching Young Learners what they are doing and, at the same time,
elicit some vocabulary and language patterns.
Teaching young learners is an enjoyable experience. This is also a good time to see if they have
The teacher can take his/her time and repeat an understood the instructions or whether there
activity as many times as he/she feels is necessary for are things which need further explanation.
the pupils to understand and have fun with it! Moreover,
VI Attention span: A pupil’s attention span is very
pupils at this level do not have many inhibitions and
short, so a wide range of activities is necessary.
can be very imaginative. They are naturally inquisitive,
The best way to hold their attention is by
enthusiastic and receptive to new input. A teacher at
changing activities every five to ten minutes.
this level should always have the following in mind:
XI

Introduction
At the same time, they tend to love what is • giving brief and clear oral instructions. The
familiar. Thus, you should let a favourite activity teacher should give or read the instructions.
go on for as long as they are actively engaged. He/She reads them at a slower pace, providing
examples and eliciting examples from the
VII The ‘silent’ period: It is possible that young
pupils so he/she can be sure that they know
pupils will not produce anything in the target
what to do.
language during the initial stages. This is a
period of adjustment and should not alarm
teachers. What we should bear in mind is that Songs in the Language Classroom
pupils are absorbing the new language and
will reproduce it naturally in their own time. Songs are of great value in language learning.
VIII Pronunciation: Young pupils are better at They are vivid examples of how the language
pronunciation than older pupils. That is taught is used in a real context and highlight both
because they are keener listeners and they are pronunciation and intonation. Furthermore, their
not afraid to make mistakes. Thus, it is vital that rhythm enables the pupils to remember the newly
teachers speak clearly, but at a normal pace. acquired language and stimulates learning. There
The class should be drilled as a group before are numerous ways to use songs in the language
moving on to individual practice. In this way, classroom. You can play the CD and invite the
teachers can correct any pronunciation errors pupils to move and clap to the rhythm or hum to
without embarrassing individual pupils, while at the melody. If there are lyrics frequently repeated,
the same time, giving them time to get used to pupils will soon start joining in.
the new sound(s). Here are some ways to animate the songs:
a Total Physical Response (TPR) Activities:
Classroom Management – Have the pupils stand in a circle and play
the song once. Sing and demonstrate the
Creating a pleasant environment in the classroom actions, encouraging the pupils to imitate
should be one of the teacher’s very first goals. It is you. Play the song again, this time asking
a good idea for the teacher to arrive a few minutes the pupils to listen to the song and repeat
early to welcome the pupils and have something after you while doing the actions. Play the
interesting for the early comers to do. They can song a third time and lead the singing while
listen to the song from the previous lesson, watch the pupils join in.
the DVD again or play with the picture flashcards, – Repeat the song/chant without the CD.
identifying the book’s characters, as well as the Keep the rhythm by clapping your hands or
vocabulary items already presented. snapping your fingers. Pause before each
action and invite the pupils to complete the
The teacher should establish his/her policies from
phrase/sentence for you.
the start. Remind pupils to come to class on time,
bring their Pupil’s Book, etc. They should raise their b Using props: Bring visuals or realia to class. Hand
hands when they want to ask a question and out these props to your pupils and ask them
wait for their classmates to answer the teacher’s to hold up the prop as soon as they hear the
questions before they raise their hands to give their corresponding word in the song.
answers.
c Song dramatisations: Having interesting plots and
The teacher should empower his/her learners by: characters, songs frequently offer themselves
• teaching classroom language, i.e. the teacher’s for further exploitation through drama. The
instructions, such as open your books, close teacher can dramatise the songs into short
your books, etc. Classroom language is the sketches, thus motivating his/her pupils. Assign
language of communication between teacher roles and have the pupils sing their lines. Simple
and pupils in the classroom and needs to be costumes and props can be prepared and
taught from day one. used to make the performance more realistic.
These are just a few suggestions on how to
XII

Introduction
use the songs in the language classroom. sense of balance and hand-eye coordination. By
Be as inventive as you can, since pupils love interacting with the space around them, they are
performing. able to remember and process information. They
have to do things on their own to be able to learn
the new language.
Checking Pupils’ Progress
a Homework: As pupils are quite young, it is
recommended that all work be done in class.
However, it is up to the teacher’s discretion.
b Evaluation Chart: After the pupils have completed
the Review section of each module, the teacher
can fill out the Evaluation Chart. This enables
the teacher to record the pupils’ progress in
English.
Types of Learning Styles

Over the years, teachers have noticed that some
of their pupils learn by listening to new information,
some pupils prefer to read about it, while others need
to do something with the new information. There
are many different learning styles. Consequently, a
coursebook should offer a variety of exercises and
material to stimulate all learning styles and help
pupils learn in the way that suits them best.
What are the types of learning styles?
Visual Learners
These learners need to see the teacher’s body
language and facial expressions to fully understand
the content of the lesson. They think in pictures and
learn best from visual displays including: diagrams,
illustrations, transparencies, videos, flashcards and
hand-outs.
Auditory Learners
These learners learn best through verbal lectures,
discussions, talking things through and listening to
what others have to say. Written information may
have little meaning until it is heard. They often
benefit from audio materials.
Tactile/Kinaesthetic Learners
Tactile/Kinaesthetic people learn best through a
hands-on approach, actively exploring the physical
world around them. They find it hard to sit still for long
periods and may become distracted by their need
for activity and exploration. These learners express
themselves through movement. They have a good
XIII

Programme (Contents & Syllabus)
➤ Starter Unit (Let’s start!) • understand and pronounce the words red
and pen
The pupils will be introduced to the characters, • read and recognise the sight words: it, is, a,
practise basic greetings, talk about age, as well and, isn’t
as learn numbers 1-10.
LANGUAGE FOCUS
Structures
➤ Module 1 • What’s your favourite colour?
• What colour is your schoolbag?
In this module the pupils will … • Is it a pen? Yes, it is./No, it isn’t.
talk about … • Close your books!
• Red and yellow make orange!
• colours
• school items
Vocabulary
listen to … •
colours: blue, green, indigo, orange, purple,
• a song practising the colours of the rainbow red, violet, yellow
• a story about the children meeting ROLO •
school: book, desk, pen, pencil, pencil case,
• a song about primary and secondary colours rubber, ruler, schoolbag
•
commands: close your book, open your
learn how to … schoolbag, point to the door, put up your
• identify the colours of the rainbow hand, sit down, stand up, take out your book
• talk about their favourite colour
• name school items
• give and follow commands
• distinguish between primary and secondary
colours
CRAFTWORK
The pupils will …
• make a rainbow hat
• make a Magic Colour Wheel
WONDER PROJECT
The pupils will …
• make a project about the colours of the
rainbow (Art)
CLIL (ART)
The pupils will …
• learn about warm and cool colours
• make a warm and cool hand collage
SOUNDS AND WORDS

The pupils will …
• recognise the letters e, r, d, p, n and the
sounds they make
XIV
03 iWonder 1 Programme Ts.indd 14 7/19/18 15:33

➤ Module 2 LANGUAGE FOCUS
Structures
In this module the pupils will …
• What’s this? It’s a triangle!
talk about … • How many squares are there? There are
• realistic and abstract paintings seventeen squares.
• shapes and their size • There’s one big circle. There are four long
• numbers 11-20 lines.
• I’ve got three sides. What am I? You’re a
listen to … triangle.
• a song practising shapes
• a story about ROLO and the children hanging Vocabulary
picture frames •
shapes: circle, diamond, oval, rectangle,
• a song practising shapes and size square, triangle
learn how to … • numbers: 11-20
• name shapes and their size • adjectives: big, long, short, small
• count from 1 to 20
• distinguish between shapes that have got
sides and corners and those that haven’t ➤ Wonder Tales 1
CRAFTWORK The pupils will …
The pupils will … • listen to a story from Belgium about how birds
got their colours
• make a photo frame
• talk about the importance of being polite
WONDER PROJECT
The pupils will …
• make a project with shapes (Art)
CLIL (MATHS)
The pupils will …
• learn to identify patterns
• multiply and divide numbers
SOUNDS AND WORDS

The pupils will …
• recognise the letters i, b, s, g, x and the
sounds they make
• understand and pronounce the words big
and six
• read and recognise the sight words: there,
small, is, and, a, it
XV

➤ Module 3 Vocabulary
•
family: aunt, brother, cousin, dad, grandma,
In this module the pupils will … grandpa, mum, sister, uncle
•
action verbs: climb, cry, crawl, dance, draw,
talk about …
drink, fly, jump, run, sing, skip, swim, talk
• members of the family
• actions
listen to …
• a song about the members of the family
• a story about ROLO saving a baby duck
• a song practising abilities
learn how to …
• name family members
• talk about ability
WONDER PROJECT
The pupils will …
• make a project about objects they used as
babies and objects they use now (Social
Science)
CLIL (SCIENCE)
The pupils will …
• learn about the changes that happen to their
bodies while they are growing up
• make an I’m Growing and Changing! box as
a class to keep record of these changes
SOUNDS AND WORDS

The pupils will …
• recognise the letters a, h, t, m, u and the
sounds they make
• understand and pronounce the words hat,
mum and dad
• read and recognise the sight words: I, my,
you, and, can’t, are
LANGUAGE FOCUS
Structures
• Who’s this? My dad. What’s his name?
• I can run.
• Cody’s mum can climb.
• Can you crawl? Yes, I can./No, I can’t.
XVI

Structures
• The teddy bear is soft.
talk about … • What have I got? You’ve got a scooter!
• toys • Where is Cody? He’s in the kitchen.
• parts of a home • Where are they? They’re in the living room.
• what toys are made of • There are balls in my toy box.
• This train is hard. What’s it made of? It’s made
listen to … of wood.
• a song practising toys • This scooter is big.
• a story about the children playing a game
• a song practising location Vocabulary
learn how to … • t oys: ball, car, doll, robot, scooter, teddy bear,
• name toys train, toy bricks
• identify soft and hard toys • adjectives: big, hard, small, soft
• talk about location • home: bathroom, bedroom, garden, hall,
• say what toys are made of kitchen, living room
• materials: fabric, metal, plastic, wood
CRAFTWORK
The pupils will …
➤ A World of Wonder 1
• make a toy box
(Modules 1-4)
WONDER PROJECT
The pupils will …
The pupils will … • talk about things around the world that have
• design their own toy and make a project different shapes
about it (Design and Technology) • make a project about things in different shapes
CLIL (SCIENCE)
The pupils will …
• identify things that can/can’t float
• make a toy boat
SOUNDS AND WORDS

The pupils will …
• recognise the letters o, c, f, w and the sounds
they make
• understand and pronounce the words box,
cat, fun and wet
• read and recognise the sight words: he, she,
where, got, the, in
XVII

Structures
• I like apples. I don’t like pears.
talk about … • Do you like juice? Yes, I do. What about you?
• food • Are there any bananas? Yes, there are some
• drinks bananas.
• A pineapple is a fruit. It grows on a plant.
listen to …
• songs practising food Vocabulary
• a story about the children making a smoothie • food: apples, bananas, broccoli, cake, carrots,
learn how to … cheese, chicken, chocolate, ice cream, onions,
• identify food and drink items oranges, pears, pineapples, potatoes, tomatoes
• express food and drink preferences • drinks: juice, milk, water
• distinguish between fruit and vegetables
• say where fruit and vegetables grow
CRAFTWORK
The pupils will …
• make a shopping basket
WONDER PROJECT
The pupils will …
• make a project about healthy eating habits
(Science)
CLIL (SCIENCE)
The pupils will …
• talk about food items that are good/bad for
their teeth
• sing a song about how they should brush
their teeth
• make a happy and sad tooth poster
SOUNDS AND WORDS

The pupils will …
• recognise the letters j, l, v, y and the sounds
they make
• understand and pronounce the words jam,
leg, van and yo-yo
• read and recognise the sight words: we, what,
do, some, any, here
XVIII

Structures
• Let’s go to the park! Oh, yes! Great idea!/
talk about … Sorry, no! I can’t.
• places around town • It’s Monday. I ride my bike.
• everyday activities • Do you go swimming on Fridays? Yes, I do./
• days of the week No, I don’t.
listen to … Vocabulary
• a song practising places in a town • my neighbourhood: funfair, park, pet shop,
• a story about the children looking for Chico sweet shop, toy shop, zoo
around town • activities: go swimming, play computer
• a song practising the days of the week games, play football, play hide-and-seek,
learn how to … play the guitar, ride my bike, watch TV
• name places • days of the week
• make, accept or refuse suggestions
• name the days of the week
• talk about what they do on their favourite day ➤ Wonder Tales 2
• distinguish between left and right, near and
far The pupils will …
• listen to and read a story from Greece about
CRAFTWORK a lazy cricket and a hard-working ant
The pupils will … • talk about the importance of work
• make places around town
WONDER PROJECT
The pupils will …
• make a project about their neighbourhood
(Geography)
CLIL (GEOGRAPHY)
The pupils will …
• identify means of transport in the air, on land
and on water
• talk about how they go to school
• make a transport poster
SOUNDS AND WORDS

The pupils will …
• recognise the letters k, q, z and the sounds
they make
• understand and pronounce the words quilt,
koala and zip
• read and recognise the sight words: find, come,
help, go, who, with
XIX

• body: body, ears, eyes, head, legs, mouth,
In this module the pupils will … nose, tail, teeth, whiskers
• animals: cat, dog, elephant, fish, hippo, lion,
talk about …
monkey, mouse, panda, parrot, tiger, zebra
• animals
• parts of animals’ bodies
listen to …
• a song practising animals at the zoo
• a story about the children going to the zoo
• a song practising animals and parts of their
bodies
learn how to …
• distinguish between wild animals and pets
• describe animals
CRAFTWORK
The pupils will …
• make an animal mask
WONDER PROJECT
Pupils will …
• make a project about their favourite wild
animal (Science)
CLIL (SCIENCE)
The pupils will …
• identify where animals live
• identify animal products
SOUNDS AND WORDS

Pupils will …
• consolidate the letters and the sounds they
have learnt
• review the words they have learnt
• read and recognise the sight words: like,
make, look, play, go, too
LANGUAGE FOCUS
Structures
• It’s got yellow ears.
• Elephants have got a big body.
• Has it got whiskers? Yes, it has.
• Goats give us wool and milk.
XX

• weather: it’s cold, it’s hot, it’s rainy, it’s snowy,
In this module the pupils will … it’s sunny, it’s windy
• clothes: boots, dress, gloves, hat, jacket,
talk about …
jeans, shoes, shorts, skirt, T-shirt
• the weather
• clothes
listen to … ➤ A World of Wonder 2
• a song practising the weather
• a story about the children flying their kites
(Modules 5-8)
• a song practising clothes
The pupils will …
learn how to … • talk about funny places, animals and food
• say what the weather is like around the world
• say what they are wearing • make a project about funny places, animals
• distinguish between what we wear and do or food
when it’s hot and when it’s cold
CRAFTWORK ➤ Happy Holidays!

The pupils will …
The pupils will …
• make their own kites
• listen to a story about the children being on a
WONDER PROJECT camping holiday
• listen to a song about holidays
Pupils will … • consolidate the language of the course
• write their own weather report and make a
project about it (Geography)
CLIL (SCIENCE)
The pupils will …
• identify the seasons
• talk about animals that hibernate
• make their own bear masks
SOUNDS AND WORDS

The pupils will …
• practise the English alphabet
• listen to a song practising letters A-Z
LANGUAGE FOCUS
Structures
• What’s the weather like? It’s cold.
• I’m wearing my shoes today!
• He’s wearing a T-shirt.
• It’s hot and sunny today. I’m swimming.
• Bears sleep in a cave.
XXI

Let’s start!
Billy
Molly
Lara
Leo
Cody
Elsa
• Sing the Let’s meet the Wonders song!
04 I Wonder 1 Ts LetsStart.indd 22 7/19/18 15:34

Let’s start!
Lesson 1 Wonders. Elsa and Cody are brother and sister. Lara
and Leo are their mum and dad. Molly and Billy are
Aims their grandparents. (If the pupils ask about ROLO, the
To introduce the characters; to present and robot, explain that he will be introduced in the next
practise greetings and introductions; to learn module.) Then, point to the characters in random order
to count from 1 to 10; to talk about age. and say a name. The pupils listen and say yes or no.
Language e.g. Teacher: (pointing to Elsa) This is Cody.
Target Vocabulary: numbers 1-10 Class: No!
Structures: Hello, I’m Elsa. This is Cody. What’s Teacher: (pointing to Lara) This is Lara.
your name? Hi, I’m Tara. How old are you? Class: Yes! etc
Cross-Curricular Links Extension Activity (Optional)

Music: The pupils will sing songs about the Hand out the photocopies of the character cutouts,
Wonder family and numbers (pp. 4 & 5). one set per pupil. The pupils colour and cut out the
Maths: The pupils will count from to 1 to 10 (Ex. 2). characters. Go around the classroom providing any
Extra Materials necessary help. The pupils choose a character and
Photocopies of the name tags and character go around the classroom meeting and greeting the
cutouts, one set per pupil, from the Teacher’s rest of the characters.
Resource Pack CD-ROM for the Beginning the e.g. Pupil 1: (in the role of Molly) Hello, I’m Molly.
Lesson activity and Presentation and Practice Pupil 2: (in the role of Leo) Hello, I’m Leo. etc
Extension activity (Optional); Class CD1; the
Numbers poster; slips of paper and a box/jar • Sing the Let’s meet the Wonders song!
for Ex. 3. (Track 02 CD1)
: To present the theme song.
Say: I wonder, I wonder, I wonder who the Wonders
BEGINNING THE LESSON
are! The pupils repeat after you. Say: Let’s meet them,
: To welcome the pupils. let’s greet them! I wonder who they are! The pupils
Welcome your class by saying Hello several times. repeat after you. Follow the same procedure and
Write your name on the board. Point to your name present the rest of the song. Play the recording. The
and to yourself and say: Hello, I’m (Miss White). pupils listen to the song and point to the characters.
Encourage the pupils to say Hello. Stand in front of a Divide the class into groups and assign a verse
pupil and say: Hello, I’m (Miss White). Encourage the to each group. Play the recording again and
pupil to respond. Hand out the photocopies of the encourage the groups to sing along to the assigned
name tags, filled in with the pupils’ names. The pupils verse. Time permitting, play the recording a third time
colour their name tags using their favourite colour. for the pupils to sing the song as a class.
Then, the pupils go around the class greeting one
another and showing their name tags. AUDIOSCRIPT
e.g. Pupil 1: Hello, I’m (Alex). (points to name tag)
Pupil 2: Hello, I’m (Katy). (points to name tag) I wonder, I wonder,
etc I wonder who the Wonders are!
Let’s meet them, let’s greet them,
I wonder who they are!
PRESENTATION AND PRACTICE
Lara Wonder, Leo Wonder,
: To introduce the pupils to the characters. Elsa and Cody, too!
Books open. Ask the pupils to look at the picture and The Wonders are here
tell you what they can see, in L1 if necessary. Point to To have some fun with you!
Billy and say: Billy. The pupils repeat, chorally and/or
Molly Wonder, Billy Wonder,
individually. Follow the same procedure and present
They are Wonders, too!
the rest of the characters. Explain, in L1 if necessary,
The Wonders are here
the relationship between these people. They are the
To have some fun with you!
4(T)

Let’s start!
1 Listen and repeat. Then talk with your
3 Play the How old are you? game!
friends. (Track 03 CD1)
: To consolidate the numbers from 1 to 10
: To practise greetings and introductions. through a game.
Point to Elsa and Cody in the picture and elicit their Prepare slips of paper with the numbers 1-10 on them.
names. Then point to and present Carlos, Tara and Make sure there is one for each pupil. Put them in a
Chico. Play the recording. The pupils listen and look box or jar. Divide the class into two teams. A pupil from
at the picture. Play the recording again. The pupils Team A picks a piece of paper. A pupil from Team B
listen and repeat, chorally and/or individually. asks: How old are you? The pupil from Team A must
answer using the number on the piece of paper. If
Divide the class into groups. The pupils make up and
they answer correctly, Team A gets a point and the
act out similar dialogues. Go round the classroom
game continues with Team B picking a number.
providing any necessary help. Ask some groups to
come to the front of the classroom and act out their Suggested answer key
dialogues. Team A Pupil 1: (picks number 8)
Suggested answer key Team B Pupil 1: How old are you?
Team A Pupil 1: I’m (eight). etc
Pupil 1: Hello, I’m Will. What’s your name?
Pupil 2: Hi! I’m Stella. This is George.
Pupil 1: Hello, George. ENDING THE LESSON
Pupil 3: Hello, Will. etc
: To consolidate the language of the lesson.
2 Listen and point. Then sing the Numbers Play the Guess who? game. One pupil comes to the
song! (Track 04 CD1) front of the classroom with his/her back to the class.
A pupil from the class says: Hello, (Jenny). The pupil
: To present numbers 1 to 10. To practise at the front has to guess who it is and respond: Hello,
numbers 1 to 10 through a song. (Mary). If (Jenny) guesses correctly, (Mary) takes
(her) place at the front and the game continues.
POSTER e.g. Mary: Hello, (Jenny)!
Jenny: Hello, (Mary)! etc
Books closed. Put up the Numbers poster on the
board. Point to each number on the poster and Extension Activities (Optional)
say the number. The pupils repeat, chorally and/or
1 Ask the pupils to take out their character cutouts
individually. Say, as you count on your fingers: One,
and pick one. Play the Let’s meet the Wonders
two, three, four, five, six, seven, eight, nine, ten. Invite
song. When their character is mentioned, the
the pupils to do the same and repeat.
pupils hold up their character cutout.
Books open. Present the song. Point to the numbers
2 Tell the pupils to write their age on a piece of
in Ex. 2 and say: One, two, three, four, five. The pupils
paper. Ask them to colour and decorate it any
repeat after you. Then point to Cody as you say: Say
way they like. Make sure you display their work
hello to Cody! The pupils repeat after you. Follow the
somewhere in the classroom. Then help them file
same procedure and present the rest of the song.
it in their Language Portfolios.
Play the recording. The pupils listen to the song and
point to the numbers in their books. Play the recording
Activity Book (Optional)
again and encourage the pupils to sing along.
Pupils can do the activities on pages 2 and 3. Make
AUDIOSCRIPT sure you explain them first.
One, two, three, four, five,
Say hello to Cody!
Six, seven, eight, nine, ten,
Say hello to Cody again!
5(T)

1 Listen and repeat. Then talk with your friends.
Hello, I’m Elsa. This is Cody.

What’s your name?
Hi, I’m Tara.
Hello, I’m Carlos.

This is Chico!
2 Listen and point. Then sing the Numbers song!
one two three four five
six seven eight nine ten
3 Play the How old are you? game!

Activity Book, pages 2-3 5

1 Colours
A bluebird
cannot see the
colour blue!
6
05 I Wonder 1 Ts Mod 1.indd 26 7/19/18 15:35

Module 1
Lesson 1 PRESENTATION AND PRACTICE
Aims 1
Time to
Look at the rainbow. How many

To identify the colours of the rainbow; to talk colours can you see? How many colours
about one’s favourite colour.
can you name?
Language : To introduce the rainbow and its colours.
Revision: the names of the characters; numbers
1-10; talking about age Books open. Point to the rainbow and ask: What’s
Target Vocabulary: blue, green, indigo, orange, this? (A rainbow.) How many colours can you see?
red, violet, yellow (Seven.) How many colours can you name? (Pupils
Extra: after, before, rain, rainbow, tune name as many colours as they can.)
Structures: What’s your favourite colour?
2 Circle.
Cross-Curricular Links : To talk about when rainbows appear.
Science: The pupils will learn that a rainbow
appears after the rain (Ex. 2); the pupils will use a Have a discussion, in L1 if necessary, about rainbows.
prism to make a rainbow (Extension Activities 1). Explain/Elicit their shape, when they usually appear,
Art: The pupils will learn the colours of the rainbow etc. Read the sentence. The pupils complete the
(Ex. 3); the pupils will make a colourful collage activity. Check their answers.
(Extension Activities 2). Answer key
Music: The pupils will sing a song about the colours A rainbow comes after the rain.
of the rainbow (p. 7).
Background information
Thinking Skills We see rainbows after it rains, when the sun begins to
Applying world knowledge (Ex. 2). shine and the air is still full of raindrops. When sunlight
enters through a raindrop, the colours separate and
Extra Materials we see a rainbow. We usually see rainbows in the
Class CD1; The Rainbow poster; prisms for morning or early evening. A rainbow is really a circle,
Extension Activities 1 (Optional). but we cannot see the bottom half of it because the
horizon blocks it from our view.
See Introduction, p. IV.
3 The colours of the rainbow! Listen, point
and repeat. (Track 05 CD1)
BEGINNING THE LESSON : To present and practise the colours of the
: To revise the language of the previous lesson. rainbow.
Play the Wonders song from the previous lesson (Track
02 CD1). The pupils listen and point to the characters POSTER
on page 4.
Books closed. Put up The Rainbow poster on the board
Say a number from 1-10. Ask a pupil to show the and present the colours. The pupils repeat after you.
corresponding number of fingers on his/her hand(s) Point to the colours in random order and ask the pupils
and repeat the number. Ask the rest of the class for to name them. Ask the rest of the class for verification.
verification. Repeat with as many pupils as you think
is necessary. Books open. Play the recording. The pupils listen and
point to the colours. Play the recording a second time.
In pairs, the pupils ask each other how old they are, The pupils listen, point to and repeat the colours, chorally
as in the example. Invite pairs to come to the front of and/or individually. Time permitting, ask individual pupils
the classroom and act out the dialogue. to point to and say the colours.
e.g. Pupil 1: How old are you?
Pupil 2: I’m (six). How old are you?
Pupil 1: I’m (seven)./I’m (six), too! etc
6(T)

Module 1
WONDER BOX
4 Talk with your friend.
Point to the picture and ask: What’s this? (A bird.) What
: To practise talking about one’s favourite
colour is it? (Blue.) Read the sentence aloud. Elicit/
colour.
Explain the meaning, using L1 if necessary. If you wish,
Read the example and explain the activity. In pairs, you can give some more facts, in L1 if necessary, about
the pupils practise talking about their favourite bluebirds.
colour. Go round the classroom providing any
necessary help. Invite some pairs to come to the Background information
front of the classroom and act out their dialogue. Bluebirds live in North America. They eat small fruits,
insects and spiders. They can live from two to ten
Suggested answer key years in the wild.
Pupil 1: What’s your favourite colour?
Pupil 2: Red. What’s your favourite colour?
Pupil 1: Green. etc ENDING THE LESSON
• Sing the Rainbow song! (Track 06 CD1) Have a class discussion, in L1 if necessary, about
: To further practise the rainbow colours rainbows and what they have learnt, e.g. how many
through a song. colours there are, when we can see them, etc. Invite the
Present the song. Point to the rainbow on p. 6 and pupils to suggest ways they would like to end the lesson.
say: Red, orange, yellow, green. The pupils repeat They could sing the song again, do an extension activity
after you. Then point and say: Blue, indigo and violet, (see below), draw a picture, etc.
too! The pupils repeat after you. Follow the same
procedure and present the rest of the song. Extension Activities (Optional)
Play the recording. The pupils listen and point to 1 The pupils work in pairs. Give each pair a
each colour as they hear it. Divide the class into prism. They place the prism on a piece of white
groups and assign a verse to each group. Play the paper near a light source or hold it up to the light
recording again and encourage the groups to sing near a window. Then they observe and name the
along to the assigned verse. Time permitting, play colours they see. Explain/Elicit that the prism helps
the recording a third time for the pupils to sing the the light separate into the different colours. Go
song as a class. around the classroom providing any necessary
help.
AUDIOSCRIPT 2 The pupils work in groups. Each group is
Red, orange, yellow, green, assigned a colour of the rainbow. Ask each group
Blue, indigo and violet, too! to draw and colour objects, according to their
assigned colours. Then collect the drawings and
Red, orange, yellow, green,
make a big collage.
Sing the rainbow tune with me!
Blue, indigo, violet, too! Activity Book (Optional)
Now we know the rainbow tune!
sure you explain them first.
Extension Activity (Optional)
Ask the pupils to turn to a blank page in their notebooks.
Assign a colour to each pupil. Ask them to colour their
sheets accordingly. Play the song. The pupils hold up
their sheets when their colour is heard.
(See the Introduction for further ideas and activities.)
7(T)

1 Time to

Look at the rainbow. How many colours can you 1
see? How many colours can you name?
2 Circle.
A rainbow comes before / after the rain.
3 The colours of the rainbow! Listen, point and repeat.
What’s your
Blue.
favourite
colour?
• Sing
the Rainbow song!
What’s your favourite colour? Activity Book, pages 4-5 7

5 Let’s listen!
The Rainbow
1 2
3 4
5 6

Module 1
Aims 5 Let’s listen! (Track 07 CD1)
To develop listening comprehension skills through
: To present The Rainbow story.
a story; to revise the colours of the rainbow.
Books open. Read the title and elicit its meaning. Ask:
Language What is the story about? Let’s find out! Go through
Revision: the colours of the rainbow the pictures and set the scene.
Extra Vocabulary: come in, game, garden, play, e.g. Teacher: (pointing to Cody in picture 1) Who’s
rain, robot this?
Structures: Let’s play in the garden! How many Class: Cody.
colours are there? Teacher: (pointing to Elsa) Who’s this?
Class: Elsa.
Cross-Curricular Links
Teacher: Yes. They’re in the garden.
Art & Design: The pupils will make a rainbow hat
(pointing to Grandma in picture 2)
(Ex. 7, Craftwork).
Who’s this?
Art: The pupils will draw a rainbow scarf (Extension
Class: Grandma (Molly).
Activities 2).
Teacher: Yes. (pointing to the rain) Oh, no! Rain!
Differentiated Instruction Come in, Cody! Come in, Elsa! etc
Ex. 6 (Extension Activity). Follow the same procedure and present the rest of the
story. Play the recording. The pupils listen and follow
Thinking Skills in their books. Ask: How many colours are there? Write
Interpreting visual information (Ex. 6). 5, 6 and 7 on the board. Play the recording again,
Extra Materials the pupils listen and answer (7). Time permitting, play
The Rainbow poster; Class CD1; photocopies the recording a third time with pauses for the pupils to
of the story cutouts for Ex. 6 (Extension Activity listen and repeat, chorally and/or individually. Check
– Optional) and the rainbow hat template from the pupils’ pronunciation and intonation.
the Teacher’s Resource Pack CD-ROM, one set
per pupil, for Ex. 7 (Craftwork). AUDIOSCRIPT
1 Elsa: Let’s play in the garden, Cody!
2 Cody: Oh, no! Rain!
BEGINNING THE LESSON Grandma: Come in, children!
: To revise the language of the previous 3 Grandma: This robot is for you.
lesson. ROLO: I’m ROLO! Hello!
4 Elsa: Oh, look! A rainbow!
POSTER Grandma: How many colours are there?
Put up The Rainbow poster on the board. Invite pupils 5 Cody: ROLO, help!
to come to the front of the classroom and name 7 ROLO: Seven! Red, orange, yellow, green,
the colours. Ask the rest of the class for verification. blue, indigo, violet.
Repeat with as many pupils as you feel necessary.
8 ROLO: Let’s play the Rainbow game!
Play the Rainbow song from the previous lesson (Track
06 CD1). The pupils listen and sing along.
8(T)

Module 1
e.g. Team A Pupil 1: (pointing to the colour red
6 Tick (✓). on his/her rainbow hat and
: To interpret visual information. guessing) Blue?
Team B Pupil 1: No. (pointing to the colour
Explain the activity. The pupils look at the pictures
violet on his/her rainbow hat
and the story. Then they tick the images they see in
and guessing) Violet?
the story. Check the pupils’ answers.
Team A Pupil 1: Yes.
Answer key Teacher: One point for Team B. etc
1 A 2 B

ENDING THE LESSON
• For stronger classes: In groups, the pupils act
out the dialogue from the story. Allow them some Say some sentences/phrases from the story. The
time to rehearse their dialogues. Invite some pupils say who is speaking.
groups to come to the front of the classroom and e.g. Teacher: Come in, children!
perform their dialogues. Provide any necessary Class: Grandma! etc
help.
• For weaker classes: Hand out the story cutouts, Extension Activities (Optional)
one set per pupil. Ask pupils to colour them in. Play 1 Ask the pupils, in L1 if necessary, to tell you which
the story with pauses. The pupils listen and hold up part of the story they liked best and why. Ask
the corresponding cutouts. them to tell you if they would like to have a robot
like ROLO. Time permitting, you can let the pupils
go through the rest of the modules to see what
ROLO does.
7 Make a rainbow hat. Play the 2 Ask the pupils to draw a scarf similar to the
Rainbow game. one in pictures 6 and 7 of the story. Make sure you
display their work somewhere in the classroom.
: To consolidate the colours of the rainbow
Then help them file it in their Language Portfolios.
through craftwork and a game.
Hand out the photocopies of the rainbow hat Activity Book (Optional)
template, one set for each pupil. If the template is not
big enough, you can make an enlarged photocopy
of the template. Guide the pupils through the cutting
out and stapling of the bands to make a hat. Then
ask the pupils to colour in the rainbows. Help the
pupils staple the rainbows onto their hats. The pupils
can refer to the rainbow on p. 6 to see the order of
the colours.
In two teams, the pupils play the Rainbow game.
The pupils put on their rainbow hats. Pupils from
each team take turns to point to a colour on their
rainbow hat (without looking at it) and try to guess
which colour it is. Each correct guess wins a point.
The team with the most points wins.
9(T)

1
7 8
6 Tick (✓).
1
A B
2
A B
7 ake a rainbow hat.

M
Play the Rainbow game.

9

8 Listen, point and repeat. Then colour.
book
rubber
schoolbag
pencil
desk
ruler
pen pencil case
9 T alk with your friend.
What colour
is your
schoolbag?
10 What colour is your ...? It’s ...!

Module 1
Aims 8 L isten, point and repeat. Then colour.
To identify school items; to practise talking about (Track 08 CD1)
school items; to give and follow classroom
: To introduce school items.
commands.
Language
POSTER
Revision: the colours of the rainbow
Target Vocabulary: book, close your book, desk,
Books closed. Put up the My Classroom poster on the
open your schoolbag, pen, pencil, pencil case,
board. Point to the school items, one at a time, and
point to the door, put up your hand, rubber, ruler,
say the words. The pupils repeat after you. Point to
schoolbag, sit down, stand up, take out your
the school items in random order and ask the pupils
book
to name them. Name a school item. Ask the pupils to
Extra: classroom, Simon says
point to a similar object in the classroom.
Structures: What colour is your schoolbag? Simon
says: Open your books! Books open. Play the recording. The pupils listen
and point to the school items in their book. Play the
Cross-Curricular Links recording a second time. The pupils listen, point to
PE & Drama: The pupils will follow commands and repeat the words, chorally and/or individually.
through a game (p. 11). Time permitting, ask individual pupils to come to the
Social Science: The pupils will learn to ask people board and point to and name the school items on
to do things, in a polite way (Extension Activities 2). the poster.
Allow the pupils some time to colour in the school
Thinking Skills
items. Explain that they can choose from the colours
Logical/Mathematical Thinking (Ex. 10).
of the rainbow.
Extra Materials
The Rainbow poster; the My Classroom poster; 9 Talk with your friend.
Class CD1; photos of school items for Extension
Activities 1 (Optional). : To practise talking about school items.
Read the example and explain the activity. Model
the exchange with the help of a pupil. Then, in pairs,
BEGINNING THE LESSON the pupils practise talking about the school items
and their colour. Go round the classroom providing
: To revise the language of the previous
any necessary help. Ask some pairs to report back
lesson.
to the class.
Suggested answer key
POSTER
Pupil 1: What colour is your book?
Put up The Rainbow poster on the board. Point to the Pupil 2: It’s red. What colour is your book?
colours, one at a time, sometimes saying the correct Pupil 1: It’s violet. etc
colour and sometimes saying the wrong colour. Ask
the pupils to say yes or no.
e.g. Teacher: (showing the colour red) It’s red.
Class: Yes.
Teacher: (showing the colour indigo) It’s green.
Class: No. (It’s indigo.) etc
10(T)

Module 1
ENDING THE LESSON
10 What’s next? Talk with your friend : To consolidate the language of the lesson.
and draw. Invite a pupil to the front of the classroom. Whisper
: To consolidate school items. a school item in his/her ear. The pupil mimes a
Point to and elicit the school items. Point to the first row corresponding action for the rest of the class to
and ask the pupils to tell you what they should draw guess what it is. Repeat with as many pupils as you
next. Ask: Is it a pencil case? Shake your head and think is necessary.
answer: No, it isn’t. Ask: Is it a table? Nod your head and e.g. Teacher: (whispers the word ‘schoolbag’)
answer: Yes, it is. In pairs, the pupils decide and draw Pupil 1: (mimes opening an imaginary
the missing school items. Check the pupils’ answers by schoolbag, putting things in, closing
asking questions using: Is it a …? and encouraging them it and putting it on his/her back)
to answer using the short answers: Yes, it is./No, it isn’t. Class: Schoolbag! etc
Extension Activities (Optional)

11 Listen and number. (Track 09 CD1)
1 Bring in photos of school items from the Internet
: To introduce classroom commands.
or magazines. Cut them in half or in a way that
Books closed. Present the classroom commands. only a part of the item is seen. Show the pupils
Say: Close your book (mime closing a book). The the partial picture and have them guess what it
pupils repeat after you. Follow the same procedure is. If you wish, pupils can take your role and show
and present the rest of the commands (open your the partial picture and ask the rest of the class to
schoolbag, point to the door, sit down, stand up, take answer.
out your book, put up your hand). Give a command. e.g. Teacher: (showing a half picture of a ruler)
The pupils mime doing it. Encourage the pupils to say Is it a pen?
the command as they mime it. Class: No, it isn’t.
Books open. Refer the pupils to the pictures in Ex. 11. Elicit Teacher: Is it a ruler?
the commands. Explain to the pupils that they will listen Class: Yes, it is. etc
and number the pictures in the order they hear them. 2 The pupils play in pairs. One gives a command
Play the recording, twice if necessary. The pupils listen for the other to follow, only if it is followed by the
and complete the activity. Check the pupils’ answers. word please, as in the example. Then, they swap
roles and the activity continues.
AUDIOSCRIPT e.g. Pupil 1: Point to the door, please.
One – Close your book. Pupil 2: (points to the door) Open your
Two – Open your schoolbag. book.
Three – Point to the door. Pupil 1: (stays still) etc
Four – Put up your hand.
Five – Sit down. Activity Book (Optional)
Six – Stand up.
Seven – Take out your book.
• Play the Classroom game.

: To practise following classroom commands
through a game.
Explain the game. Tell the pupils that they should follow
your commands only when they are preceded by the
phrase Simon says. Demonstrate this yourself first.
e.g. Teacher: Simon says, point to the door!
Class: (The pupils point to the door.)
Teacher: Stand up!
Class: (The pupils remain seated.) etc
11(T)

10 What’s next? Talk with your friend and draw. 1
1
11 L isten and number.
5 6 3
7 4
1
• Play
the Classroom game.
Is it a ...? Yes, it is./No, it isn’t. – Close your books! Activity Book, pages 8-9 11

12 C
olour. Then sing the Get ready to mix song!
red yellow
yellow orange
yellow
yellow blue green
blue red purple
• M
ake a Magic Colour Wheel!
13 Let’s play!
Red and yellow
make orange!
12

Module 1
Lesson 4 Books closed. Put up the Colours poster on the board.
Point to and elicit the blue, red and yellow colours.
Aims Explain, in L1 if necessary, that these are primary
To distinguish between primary and secondary colours. We use them to make other colours. Follow the
colours; to make a project about the colours of same procedure and present the secondary colours
the rainbow. (orange, green, purple).
Language Books open. Point to the first row and say: Red and
Revision: school items; classroom commands; the yellow make orange! Have the pupils repeat after you.
colours of the rainbow Repeat with the rest of the items. The pupils then colour
Target Vocabulary: blue, green, orange, purple, in the pictures using the corresponding colours.
red, yellow; primary, secondary
Extra: make, world Present the song. Say as you point: Get ready to mix!
Structures: Red and yellow make orange! Red and yellow make orange! The pupils repeat after
you. Follow the same procedure and present the rest
Cross-Curricular Links of the song. Play the recording. The pupils listen and
Art: The pupils will identify primary and secondary point to the colours in their books. Play the recording
colours and their relationship to each other (Exs 12 again. Encourage the pupils to listen and sing along.
& 13, Extension Activities 2).
Music: The pupils will sing a song about primary AUDIOSCRIPT
and secondary colours (Ex. 12). Get ready to mix!
Red and yellow make orange!
Thinking Skills Yellow and blue make green!
Organising and selecting ideas (Ex. 15). Blue and red make purple!
Extra Materials Let’s mix the colours now!
The Colours poster; Class CD1; the Colour Wheel
template, one per pupil, from the Teacher’s
Resource Pack CD-ROM, cardboard paper, glue
and string for the Craftwork activity; pictures • Make a Magic Colour Wheel!
of famous paintings for Extension Activities 2 : To practise mixing primary colours to make
(Optional). secondary colours.
Tell the pupils that you will be making a magic colour
wheel! Hand out the photocopies of the Colour Wheel
BEGINNING THE LESSON template. Ask the pupils to glue it onto cardboard
: To revise the language of the previous paper. Guide them in the cutting out and colouring
lesson. of the wheel in the following way:
Draw simple pictures of school items on the board.
Have the pupils look at them for one minute and then
close their eyes. Erase an item. Ask the pupils to open
their eyes and say which item is missing. Repeat with
more items.
Mime a command. Ask for the pupils to name it.
PRESENTATION AND PRACTICE Help them poke a hole about 1.5 cm from the centre
in both directions. Cut 1.2 metres of string and have
12 Colour. Then sing the Get ready to mix
the pupils run it through the holes. Ask them to tie the
song! (Track 10 CD1)
ends in a knot.
: To identify primary and secondary colours.
Now the magic colour wheel is ready! The pupil holds
the ends of the string. They spin the wheel and then
POSTER
12(T)

Module 1
pull on the string. What happens? (The primary colours
seem to mix and produce the secondary colours!) 16 Make your own My Rainbow World
project. Present it to the class.
Alternatively, you can make one magic colour wheel
as a class or prepare it beforehand. The pupils can : To consolidate the colours of the rainbow
take turns spinning it to see how the primary colours through a project.
get mixed and produce the secondary colours. Explain the activity. The pupils make their own project
in class or as homework. They can use Ann’s project
13 Let’s play! as a model.
: To further practise primary and secondary Suggested answer key
colours through a game.
Read the example and explain the game. Divide the
class into two teams. One team has got blue, red and
yellow coloured pencils (primary colours) and the other by John
team has got purple, orange and green coloured
pencils (secondary colours). The first team names two
primary colours and shows the right coloured pencils.
The second team names the secondary colour we
get by mixing the two primary colours, and shows the
correct coloured pencil. Each correct answer gets a
point.
Team A: Yellow and blue …
Team B: make green! etc
Then the teams switch roles and Team B presents
the primary colours while Team A responds with the
correct secondary colour.
ENDING THE LESSON

Project Art : To consolidate the language of the lesson.
Play Correct your Teacher with the class. Say: Red and
14 Look at Ann’s project and colour. yellow make purple. Ask the pupils to correct you (Red
: To present a project about the colours of the and yellow make orange.). Repeat with the rest of the
rainbow. primary/secondary colours.
Point to the rainbow and ask: What’s this? (A rainbow.).
Say as you point to the girl: Yes. It’s Ann’s rainbow world. Extension Activities (Optional)
Elicit the colours of the rainbow. Explain the activity. 1 Play the song from Ex. 12 again. Pause before
The pupils colour in the numbered items according to some of the secondary colours are mentioned for
the numbers on the colours of the rainbow. Check the the pupils to say the colours.
pupils’ answers.
2 Bring pictures of famous paintings to class.
Show them to the pupils and ask them to name
15 Tell the class.
some or all of the colours used. Did the painter
: To generate ideas. use mostly primary or secondary colours?
Read the questions. Invite the pupils to answer them.
• My favourite colour is blue. Pupils can do the activities on pages 10 and 11. Make
• I can see blue, green and red. sure you explain them first.
• I can see green, yellow and orange.
13(T)

Project
ART 1
14 L ook at Ann’s
project and colour.
1
15 Tell
the class. 2
• What’s your 3
favourite colour? 4
• What colours can 5
you see in the 6
classroom? 7
• What colours can
you see outside the
classroom?
2
16 Make your own
My Rainbow World
3
project. Present it to
the class.
6
1

ART
1 Which
colours are cool? Which colours are warm? Draw a line.
Point and say.
WARM
COOL
WARM
COOL
2 Colour. Use warm colours.
14

Module 1
Lesson 5 Books open. Explain the activity. Allow the pupils
some time to draw a line and separate the warm
Aims from the cool colours. Then, ask some pupils to point
To explore English through other subject areas and say the colours.
(Art); to identify cool and warm colours; to make
a hand collage. Answer key
Yellow, orange and red are warm colours.
Language
Green, blue and purple are cool colours.
Revision: primary, secondary and rainbow colours
Target Vocabulary: cool, warm Background information
Extra: hand collage Cool colours are associated with things that are
Structures: Blue, green and purple are cool colours. naturally cool or cold, like trees, water and grass.
Warm colours are associated with warm or hot things,
Cross-Curricular Links like the sun, fire and the sunset.
Art: The pupils will learn to distinguish between
cool and warm colours and make a hand 2 Colour. Use warm colours.
collage (Exs 1, 2 & 3, Extension Activities 1).
: To practise warm colours.
Extra Materials
Elicit the warm colours. Allow the pupils some time
Class CD1; the Colours poster; copies of the
to choose any of the warm colours and complete
hand template from the Teacher’s Resource
the drawing. Ask some of the pupils to present their
Pack CD-ROM, one per pupil, for Ex. 3 (Craftwork).
completed drawings to the class.

lesson.
Ask the pupils to present their projects from the
previous lesson to the class. Make sure you display
their work somewhere in the classroom. Then help
the pupils file it in their Language Portfolios.
Play the song from the previous lesson (Track 10
CD1). The pupils sing along.

1 Which colours are cool? Which colours
are warm? Draw a line. Point and say.
: To present warm and cool colours.
POSTER
Books closed. Show the pupils the Colours poster.

Elicit the colours. Point to the warm colours and say:
Yellow, orange and red are warm colours. Have the
pupils repeat after you. Repeat with the cool colours
(blue, green and purple). Point to colours in random
order. Invite pupils to tell you if they are warm or cool
colours.
14(T)

Module 1
1 Divide the class into groups. Each group
3 Make a cool and warm hand collage. chooses an object, e.g. a flower, and draws and
: To practise cool and warm colours through colours it using a different colour (cool or warm).
craftwork. Then they present their work to the class. Display
Refer the pupils to the example in Ex. 3 and explain their work somewhere in the classroom.
the activity. The pupils will make a hand collage using COOL COLOURS WARM COLOURS
warm and cool colours. They can place their hand on
a white piece of paper and trace it. Then the pupils
colour their hand using either warm or cool colours and
patterns for the handprint and the opposite colours for
the background, e.g. cool colours for the hand, warm
colours for the background. If they wish, they can first blue green purple yellow orange red
start by drawing patterns on their pieces of paper, e.g.
2 Draw the following table on the board. Ask the
circles, wavy lines, etc. Then the pupils can place their
pupils to come and write their names next to
hand on the design and trace their hand. Go round
their favourite colour. At the end, the pupils see
the classroom providing any necessary help.
which colour is the most popular colour in the
Alternatively, photocopy and hand out the hand class.
template from the Teacher’s Resource Pack CD-ROM,
one per pupil. The pupils draw designs and colour it Blue:
using warm and cool colours. Green:
Suggested answer key Purple:
Yellow:
Orange:
Red:


Pupils can do the activity on page 12. Make sure you
explain it first.
ENDING THE LESSON

Name a colour, e.g. blue. Ask a pupil to say if it is
a warm or a cool colour. Repeat with the rest of the
warm and cool colours.
15(T)

1
3 Make a cool and warm hand collage.
Activity Book, page 12 15

1 Listen. Look. Say.
1
e 2
r 3
d 4
p 5
n
2 L isten and circle.
1r p e
2d n e 3p n d 4e r p 5n d r
3 Listen. Say the sounds together.
r e d – red p e n – pen
4 Is it red? Colour.
5 L isten. Say. Remember.
it is a and isn’t
16
46 Activity Book, page 13

Module 1
Lesson 6 Show the pupils a red pen and ask: What colour is this?
Elicit: red. Write the letters on the board, point to and
Aims say r \r \ – e \e \ – d \d \, red \red\. The pupils repeat after
To recognise the letters e, r, d, p and n and the you. Follow the same procedure and present pen.
sounds they make; to understand and pronounce
the words red and pen; to read/recognise the Play the recording. The pupils listen, point and repeat.
sight words it, is, a, and, isn’t. Ask some pupils to say the letters and the words.
Language 4 Is it red? Colour.

Revision: warm and cool colours
Target Vocabulary: pen, red : To practise the word red.
Sight Words: it, is, a, and, isn’t Ask the pupils, in L1 if necessary, to name some things
that are red. Elicit the items in Ex. 4, in L1 if necessary. The
Thinking Skills pupils complete the activity. Check the pupils’ answers.
Applying world knowledge (Ex. 4).
Extra Materials 5 Listen. Say. Remember. (Track 14 CD1)
Class CD1; the letter cards e, r, d, p, n and the word : To present and practise sight words.
cards red and pen from the Teacher’s Resource Write the words on the board. Point to and say the
Pack CD-ROM, one set per pupil, for the Ending words. The pupils repeat after you. Play the recording.
the Lesson activity. The pupils listen and repeat.
Invite a pupil to come to the board. Say a word. The pupil
says the word while underlining it with his/her finger.
Repeat with as many pupils as you think is necessary.
: To revise the language of the previous lesson.
(For further games and activities, see the Introduction,
Play the I Spy game with the class. Say: I spy with my little p. VIII.)
eye a cool colour beginning with \b \. Invite pupils to name
the colour (blue). Repeat with the rest of the colours.
ENDING THE LESSON
PRESENTATION AND PRACTICE : To consolidate the language of the lesson.
1 Listen. Look. Say. (Track 11 CD1) Hand out the letter and word cards from the Teacher’s
Resource Pack CD-ROM, one set per pupil. Name a
: To present the letters e, r, d, p and n and the sound. The pupils hold up the corresponding letter
sounds they make. card. Say the words red and pen. The pupils arrange
Books closed. Draw a big letter e on the board. Point the letters on their desks to make up the words. Repeat
to it and say \e \. The pupils repeat after you. Follow the the words again. The pupils show the correct word card.
same procedure for the rest of the letters. Point to the
letters in random order and ask the pupils to say the
If you wish, you can do some of the extra
sounds they make.
resources available during this lesson or in the next
Books open. Play the recording. The pupils listen, one.
point to the letters and repeat the sounds.
2 Listen and circle. (Track 12 CD1) 1 If you wish, the pupils can do p. 110 in the Activity
: To practise recognising the sounds the letters Book (Handwriting Practice).
e, r, d, p and n make. 2 Ask the pupils to go through the module and find
and circle any of the sight words they can see.
Explain the activity. Play the recording, twice if necessary.
Invite pupils to point to and say them aloud.
The pupils listen and circle the letters they hear. Check
the pupils’ answers. Activity Book (Optional)
Pupils can do the activities on page 13. Make sure
3 Listen.
Say the sounds together. (Track 13 CD1)
you explain them first.
: To present words with the letters e, r, d, p and n.
16(T)

Module 1
Lesson 7 AUDIOSCRIPT
A: Colour the desk red.
Aims
B: What colour is the desk?
To consolidate the language of the module.
A: Red.
Language B: A red desk. OK.
Revision: school items, the colours of the rainbow
A: Colour the book yellow.
B: What colour is the book?
Thinking Skills
A: Yellow.
Interpreting visual information (Ex. 1).
B: A yellow book. OK.
Extra Materials
A: Colour the pen blue.
The letter cards e, r, d, p, n from the Teacher’s
B: What colour is the pen?
Resource Pack CD-ROM for the Beginning the
A: Blue.
Lesson activity; Class CD1.
B: A blue pen. OK.
A: Colour the pencil case green.
BEGINNING THE LESSON B: What colour is the pencil case?
A: Green.
Invite three pupils to the front of the classroom. Hand B: A green pencil case. OK.
them the letter cards d, r, e in random order. Say r
\r \ – e \e \ – d \d \ – red \red\. The pupils get in line and
repeat the sounds of the letters and the word. Ask ENDING THE LESSON
another group to come to the front and repeat the My Progress Report
procedure for the word pen.
Ask the pupils to look at the drawings of ROLO and
elicit what emotion each one illustrates (happy,
1 Point and say. Then find the stickers!
okay, not happy). Ask the pupils to colour in the
Revise school items. The pupils look at the pictures, corresponding figure according to how well they did
point and name the items. Then the pupils find the in the Review section. Encourage the pupils’ efforts
corresponding stickers from the sticker section. Have regardless of their performance and try to instil a sense
the pupils show them to you for verification before of achievement for completing this module. Ask them,
sticking them in the appropriate spaces. in L1 if necessary, what they liked most in the module
and have a brief class discussion.
2 What’s next? Colour.
Read the instructions and explain the activity. Allow Formative Evaluation (See Instruments for Evaluation
CLIL
the pupils some time to colour in the items. Check in the Teacher’s Resource Pack CD-ROM.)
the pupils’ answers.
LISTEN
3 Listen and colour. (Track 15 CD1)

TALK
Point to and elicit the school items. Play the recording,

SONG
!
THINKThe
twice if necessary.
THINK!
THINK! pupils listen and colour the
items. Check the pupils’ answers.
GAME THINK! THINK!
THINK!
Group work BOU BOU

T
A
ME
T
A
ME
Pair work
Remember
17(T)

1 Point and say. Then find the !
1 2 3 4 1
Review
2 What’s next? Colour.
My
Progress
3 Listen and colour. Report
Colour.
17
CLIL
2 Shapes all around!
This is the
London Eye. It’s
a big circle!
18

Module 2
Lesson 1 and say: Look at this painting. What can you see? (A
flower.) Explain to the pupils, in L1 if necessary, that this
Aims is a realistic painting. We can easily understand what
To identify shapes; to talk about realistic and it shows. Point to the painting on p. 18 and ask, as you
abstract paintings. shake your head: Look at this painting. Is it a realistic
Language painting? Answer: No. It’s an abstract painting. We
Revision: the colours of the rainbow, school items can’t easily understand what it shows.
Target Vocabulary: circle, diamond, oval, painting,
rectangle, square, triangle 2 Listen, point and repeat. (Track 16 CD1)
Extra: abstract, big, long, realistic, short, small : To present and practise shapes.
Structures: What’s this? It’s a triangle.
Cross-Curricular Links PICTURE FLASHCARDS (1-6)

Art: The pupils will learn about realistic and
abstract paintings (Ex. 1, Extension Activities 2). Books closed. Put up the picture flashcards (1-6), one
Music: The pupils will sing a song about shapes at a time, on the board and say the corresponding
(p. 19). words. The pupils repeat, chorally and/or individually.
Point to each flashcard in random order. Ask individual
Extra Materials pupils to name them. Hand out the flashcards. Say a
The My Classroom poster; picture of a realistic shape. Ask the pupil with the corresponding flashcard
painting for Ex. 1; Picture Flashcards (1-6); Class to come and give it to you. Ask the rest of the class for
CD1; pictures of abstract and realistic paintings verification.
for Extension Activities 2 (Optional).
Books open. Play the recording. The pupils listen and
point to the shapes. Play the recording a second
See Introduction, p. IV. time. The pupils listen, point to and repeat the shapes,
chorally and/or individually.
BEGINNING THE LESSON 3 Let’s play!

: To revise the language of the previous : To practise the shapes through a game.
module.
Divide the class into two teams. Ask one pupil from each
Name a primary colour, e.g. red. Ask a pupil to name team to stand facing the other. One pupil pretends
another primary colour. A second pupil says what to draw a shape with his/her finger in the air, asking:
secondary colour they make. Repeat with more pupils. What’s this? The pupil from the other team has to say
the correct shape. Each correct answer wins a point.
POSTER e.g. Team A Pupil 1: (draws a square in the air) What’s
this?
Put up the My Classroom poster on the board. Point Team B Pupil 1: It’s a square!
to the school items in random order and ask the Teacher: Correct! One point for Team B.
pupils to name them. etc

Time to
1 Look at the painting. What colours

can you see? Is it a REALISTIC or an
ABSTRACT painting?
: To introduce the concept of realistic and
abstract paintings.
Books open. Bring a picture of a realistic painting, e.g.
a picture of a flower, to the class. Show it to the pupils
18(T)

Module 2
• Sing the Shapes song! (Track 17 CD1)
Assign a shape to each pupil. Play the song again.
: To further practise shapes through a song. The pupils draw their assigned shape in the air every
time it is heard.
PICTURE FLASHCARDS (1-6)
Present the song. Put up the flashcards (1-6) on the
WONDER BOX
board. Point to the rectangle and say: I’m a rectangle.
A big blue rectangle. Look at me! The pupils repeat Point to the picture and say: This is the London Eye.
after you. Follow the same procedure and present the Then, ask: Is it a big or a small circle? Elicit the answer:
rest of the song. Play the recording. The pupils listen It’s a big circle. Read the sentence aloud. If you wish,
to the song. you can give some more facts, in L1 if necessary,
about the London Eye.
Divide the class into groups and assign a verse to
each group. Play the recording again and encourage Background information
the pupils to sing along to the assigned verse. Time The London Eye is a giant Ferris wheel in London.
permitting, play the recording a third time for the It is Europe’s tallest Ferris wheel.
pupils to sing the song as a class.
AUDIOSCRIPT ENDING THE LESSON

I’m a square, : To consolidate the language of the lesson.
A big purple square, Ask a pupil to come to the front of the classroom. Trace
Look at me! Look at me! a shape, e.g. a square, on his/her back with your
I’m a square, finger without letting the pupil see you. Ask: What’s
A big purple square, this? Elicit: It’s a (square). Ask two pupils to come to
Look! Can you see? the front and repeat the activity with a different shape.
I’m a circle, Repeat as many times as you think is necessary.
A big red circle,
Look at me! Look at me! Extension Activities (Optional)
... 1 Play the Hot Cards game. Have the pupils sit in
I’m a rectangle, a circle. Hand out the flashcards (1-6). Play the
A big blue rectangle, Shapes song (Track 17 CD1). While the song is
Look at me! Look at me! playing, the pupils pass the flashcards around the
... circle. When the song stops, the pupils holding
the flashcards must name the correct shapes.
I am a triangle,
A big yellow triangle, 2 Bring pictures of realistic and abstract paintings
Look at me! Look at me! to class. Show a painting. Ask the pupils to tell you
... if it is a realistic or an abstract one. Repeat with the
rest of the pictures.
I’m an oval,
A big orange oval,
Look at me! Look at me!
... Pupils can do the activities on pages 16 and 17. Make
I’m a diamond,
A big green diamond,
Look at me! Look at me!
19(T)

1 Time to
Look
at the painting. What colours can you see?
2
Is it a REALISTIC or an ABSTRACT painting?
2 Listen, point and repeat.
3 Let’s play!
It’s a triangle!
What’s this?
• Sing the Shapes song!
What’s this? It’s a(n) ... . Activity Book, pages 16-17 19

4 Let’s listen!
A new wall!
1 2
3 4
5 6
20

Module 2
To develop listening comprehension skills through
: To present the A new wall! story.
a story; to revise shapes.
Revision: shapes the pictures and set the scene.
Extra Vocabulary: give, help, new, pictures, wall e.g. Teacher: (pointing to Cody in picture 1) Who’s
Structures: Give me the square! Here you are! this?
A square has got four sides. Class: Cody.
Teacher: (pointing to Elsa) Who’s this?
Class: Elsa.
Art & Design: The pupils will make a photo frame
Teacher: Yes. They’re in the house. They want
(Ex. 6, Craftwork).
some help with these pictures.
Differentiated Instruction Teacher: (pointing to ROLO in picture 2) Who’s
Ex. 5 (Extension Activity) this?
Class: ROLO.
Thinking Skills Teacher: Yes. (pointing to the frame) What shape
Identifying visual information (Ex. 5). is it? etc
Extra Materials Follow the same procedure and present the rest of the
Picture Flashcards (1-6); Class CD1; photocopies story. Play the recording. The pupils listen and follow in
of the story cutouts from the Teacher’s Resource their books. Ask: How many sides has a square got?
Pack CD-ROM, one set per pupil, for Ex. 5 (Extension Write 2, 3 and 4 on the board. Play the recording again.
Activity – Optional); photo frame templates, one The pupils listen and answer (4). Time permitting, play
per pupil, from the Teacher’s Resource Pack the recording a third time with pauses for the pupils to
CD-ROM and cardboard, glue and string for Ex. 6 listen and repeat, chorally and/or individually. Check
(Craftwork). the pupils’ pronunciation and intonation.
AUDIOSCRIPT
BEGINNING THE LESSON 1 Elsa: Help me with these pictures, please, ROLO!
: To revise the language of the previous 2 ROLO: OK! Give me the square!
lesson. Cody: Here you are!
3 ROLO: N
o, this is a triangle. A square has got four
PICTURE FLASHCARDS (1-6) sides.
Cody: OK.
Hand out the picture flashcards (1-6) to some pupils.
Invite them to come to the front of the classroom. Say 4 ROLO: Now, give me the oval, Cody.
the shapes in random order. The pupils get into the 5 Elsa: An oval hasn’t got any sides.
corresponding order and repeat the shapes. Ask the
6 Cody: Here you are!
rest of the class for verification. Repeat with as many
ROLO: Well done, Cody!
pupils as you feel necessary.
7 ROLO: This is the last one. Oh, no!
CD1). The pupils listen and sing along. 8 ROLO: New wall!
20(T)

Module 2
ENDING THE LESSON
5 Colour.
: To identify visual information.
Say some sentences/phrases from the story. The pupils
Explain the activity. The pupils look at the pictures in say who is speaking.
the story and colour the frames as they appear in the e.g. Teacher: OK! Give me the square!
story. Check the pupils’ answers. Class: ROLO! etc
Extension Activity (Optional) Extension Activities (Optional)

• For stronger classes: In groups, the pupils act 1 Ask the pupils, in L1 if necessary, to tell you which
out the dialogue from the story. Allow them some part of the story they liked best and why.
time to rehearse their dialogues. Invite some
groups to come to the front of the classroom and 2 Ask a pupil to come to the board, follow your
perform their dialogues. Provide any necessary instructions and draw a shape. Ask the rest of the
help. class for verification. Repeat with as many pupils
as you think is necessary.
• For weaker classes: Hand out the story cutouts,
one set per pupil. Ask the pupils to colour them Activity Book (Optional)
in. Play the story with pauses. The pupils listen and
hold up the corresponding cutouts. Pupils can do the activities on pages 18 and 19. Make
6 Make a photo frame. Play the

Shapes game.
: To consolidate shapes through craftwork
and a game.
Hand out the photo frame templates, one per pupil.
The pupils colour it and cut it out. To make it sturdier,
pupils can glue it on cardboard paper. Help them
make a hole and attach a piece of string. Then the
pupils can draw or attach a photo to the frame. It can
be a photo of themselves, their family, their pets, etc.
The pupils then play the Shapes game.
The pupils go around the classroom and find someone
who has a photo frame that is the same shape and
form a pair. Then they present their photo frames:
Pupil 1: This is an oval.
Pupil 2: This is an oval, too! etc
21(T)

2
7 8
5 Colour.
1 2 3
6 M
ake a photo frame.
Play the Shapes game.

eleven twelve thirteen fourteen
fifteen sixteen seventeen
eighteen nineteen twenty
8 Count and write. Then talk with your friend.
= ______
11 = ______
17
= ______
13 = ______
16
22 How many ... are there? There are ... .

Module 2
Aims 7 Listen, point and repeat. (Track 19 CD1)
To recognise and use numbers 11-20; to say
: To present numbers 11-20.
how many shapes there are; to understand the
meaning of big/small and long/short.
POSTER
Language
Revision: shapes Books closed. Put up the Numbers poster on the
Target Vocabulary: numbers 11-20; big, long, board. Point to the numbers 11-20, one at a time,
short, small and name them. The pupils repeat after you. Point
Extra: line to the numbers in random order and ask individual
Structures: How many squares are there? There are pupils to name them. Ask the rest of the class for
seventeen squares. There’s one big circle. There are verification.
three small squares. There are four long/short lines.
Cross-Curricular Links point to the numbers. Play the recording again. The
Maths: The pupils will practise counting (Ex. 8). pupils listen, point to and repeat the numbers, chorally
The pupils will identify different shapes and their and/or individually.
sizes (Ex. 10).
Art: The pupils will draw and colour shapes 8 Count and write. Then talk with your
(Extension Activities 1). The pupils will draw and friend.
colour their lucky number (Extension Activities 2).
: To practise counting and talking about
Extra Materials shapes and numbers.
Picture Flashcards (1-6); the Numbers poster; Read the instructions and explain the activity. The
Class CD1. pupils look at the picture, count the different shapes
and write the correct number next to each shape.
Ask the rest of the class for verification.
BEGINNING THE LESSON Point to the squares and ask: How many squares are
: To revise the language of the previous there? Elicit: Seventeen. Say: There are seventeen
lesson. squares. Then, in pairs, the pupils practise talking
about shapes. Go round the class providing any
PICTURE FLASHCARDS (1-6) necessary help. Ask some pairs to report back to the
class.
Show the flashcards (1-6), one at a time, sometimes Suggested answer key
saying the correct shape and sometimes saying the
Pupil 1: How many rectangles are there?
wrong shape. Ask the pupils to say yes or no.
Pupil 2: There are eleven rectangles. How many
e.g. Teacher: (showing the circle picture flashcard)
triangles are there?
It’s a circle.
Pupil 1: There are thirteen triangles. How many
Class: Yes.
circles are there?
Teacher: (showing the oval picture flashcard)
Pupil 2: There are sixteen circles.
It’s a circle.
Class: No. (It’s an oval.) etc
Repeat with the rest of the shapes.
22(T)

Module 2
9 Listen and number. (Track 20 CD1) ENDING THE LESSON
: To practise size. : To consolidate the language of the lesson.
Draw a big circle on the board. Point to it and say: It’s Play Which one is missing? Write the numbers 11-20 on
a big circle. Mime big. The pupils repeat after you. the board. Let the pupils look at them for one minute.
Follow the same procedure and present small. Mime Then ask them to close their eyes. Erase a number.
big and small circles. The pupils say the corresponding Ask them to open their eyes. Ask a pupil to tell you
adjective. which number is missing. Repeat the activity as many
times as you think is necessary.
Draw a long line on the board. Point to it and say: It’s
a long line. Mime long. The pupils repeat after you. Extension Activities (Optional)
Follow the same procedure and present short. Ask a
pupil to come to the board. Say: A long line. The pupil 1 Ask the pupils to choose a number and draw
draws a long line. Repeat with more pupils. and colour as many shapes in different sizes in
that number as they wish, and write the number
Point to the pictures in Ex. 9 and elicit the shapes and below them.
their size. Play the recording, twice if necessary. The
pupils listen and complete the activity. Check the 2 Ask the pupils what their lucky number is, from
pupils’ answers. 1-20. Tell them to write/draw it on a piece of paper
and colour and decorate it. Then, they present their
AUDIOSCRIPT lucky number to the class. Make sure you display
their drawings somewhere in the classroom. Then,
One – a small blue circle
help them file their drawings in their Language
Two – a long red line
Portfolios.
Three – a big yellow circle
Four – a short green line
10 Look and say. Pupils can do the activities on pages 20 and 21. Make
: To further practise size.
Read the example aloud. Explain the activity. Refer
the pupils to the picture and elicit the shapes and the
sizes. Point to each shape and elicit if it is big or small,
long or short. Then, ask individual pupils to say what
they can see. Ask the rest of the class for verification.
Answer key
There’s one big circle.
There are two big triangles.
There are four long lines.
There are fourteen small circles.
There are twelve short lines.
There are three small squares.
23(T)

9 Listen and number. 2
3
1
10 Look and say.
There’s one
big circle.
There’s one big ... . There are ... small ... . There are ... long/short lines. Activity Book, pages 20-21 23

11 Listen and choose. Then sing the Shapes song!
B D
A
E
12 Let’s play!
I’ve got three sides.

What am I? You’re a ...!
24 I’ve got ... .

Module 2
Lesson 4 Draw a rectangle and say: A rectangle has got four
sides which are not the same size, and four corners.
Aims Repeat with triangle. Draw a circle and say: A circle
To revise shapes and talk about their characteristics; has no sides and no corners. Repeat with oval.
to make a My Shape Art project.
Present the song. Point to the square and say: I’ve
Language got four sides all the same. The pupils repeat after
Revision: abstract, circle, diamond, oval, realistic, you. Follow the same procedure and present the rest
rectangle, square, triangle of the song. Play the recording. The pupils listen and
Target Vocabulary: corners, sides choose the correct shapes. Check the pupils’ answers.
Extra: crayons, markers, paints
Structures: I’ve got (three) sides. What am I? Divide the class into groups and assign a verse to
You’re a (triangle)! each group. Play the recording again and encourage
the groups to sing along to the assigned verse. Time
Cross-Curricular Links permitting, play the recording a third time for the
Music: The pupils will sing a song about shapes pupils to sing the song as a class.
(Ex. 11).
Art: The pupils will talk about abstract and realistic AUDIOSCRIPT
paintings (Ex. 13, Extension Activities 2). I’ve got four sides,
Four sides all the same!
Thinking Skills What’s my name?
Organising and selecting ideas (Ex. 14).
I go round and round,
Extra Materials No corners, no sides!
Picture Flashcards (1-6); Class CD1. What am I?
I’ve got three sides,
Three corners, too!
BEGINNING THE LESSON Can you guess what I am?
: To revise the language of the previous Please, do!
lesson.
12 Let’s play!
PICTURE FLASHCARDS (1-6) : To practise identifying the characteristics of
shapes through a game.
Put up the picture flashcards (1- 6) on the board. Read the example and explain the game. Divide the
Have the pupils look at them for one minute before class into two teams, A and B. The teams take turns to
they close their eyes. Flip one flashcard over so it describe a shape for the other team to guess. Each
faces the board. Ask the pupils to open their eyes. correct answer wins a point. The team with the most
Ask a pupil to say which shape is missing. Repeat points wins.
with more shapes and pupils.
Team A Pupil 1: I’ve got (four) sides. What am I?
PRESENTATION AND PRACTICE Team B Pupil 1: You’re a (square). etc
11 Listen and choose. Then sing the Shapes
song! (Track 21 CD1)
: To revise shapes and present their
characteristics.
Draw a square on the board. Point as you say: A square
has got four sides and four corners. Ask: How many
sides has it got? (4) How many corners has it got? (4).
24(T)

Module 2
ENDING THE LESSON
Project Art : To consolidate the language of the lesson.
Play Correct your Teacher with the class. Say: I’ve
13 Look at Cara’s project. got three corners. I’m a square. Ask the pupils to
correct you (I’m a triangle.). Repeat with the rest of
: To present a project about shapes.
the shapes.
Point to the realistic painting and say: Look at the
painting. Is it a realistic or an abstract painting? Elicit: Extension Activities (Optional)
A realistic painting. Repeat with the other painting. Ask
the pupils to tell you what shapes they can see in the 1 Play the song from p. 19 again (Track 17 CD1).
abstract painting and how many ovals there are in the The pupils form the shapes they hear in the air with
realistic painting. Ask individual pupils to answer. Ask their fingers.
the rest of the class for verification. 2 The pupils, in pairs or in groups, decide on
Suggested answer key and make a realistic or an abstract painting.
Make sure you display their work somewhere in
1 B the classroom.
2 A
3 triangles, rectangles, squares, diamonds Activity Book (Optional)
4 seven (7)
14 Tell
the class.
: To generate ideas.
Read the questions aloud. Ask individual pupils to
answer them.
• I like abstract paintings.
• I like to do my artwork with crayons.
15 Make your own My Shape Art project.

Present it to the class.
: To consolidate shapes through a project.
Explain the activity. The pupils make their own project
in class or as homework. They can use Cara’s project
as a model.
My Shape Art
By Alex
25(T)

Project
ART 2
13 Look at Cara’s project.

1 Which is an abstract painting? A B
2 Which is a realistic painting? A B
3 What shapes can you see in the abstract painting?
4 How many ovals are there in the realistic painting? _______
14 Tell the class.

• Do you like abstract paintings or realistic paintings?
• How do you like to do your artwork?
With crayons? With paints? With markers?
15 Make your own My Shape Art project. Present it to the class.


MATHS
• H
ere’s Simon Snake. Look.
Can you see a pattern?
1 Say the shapes. Can you see the pattern? What comes next?
2 Can you see the pattern? Draw and colour the next 3 shapes.
26

Module 2
Lesson 5 in the same way. Explain, in L1 if necessary, what a
pattern is (colours, shapes, lines, numbers, etc, that
Aims are repeated at regular intervals). Follow the same
To explore English through other subject areas procedure with the rest of the patterns on the poster.
(Maths); to identify patterns; to multiply and
divide numbers. Books open. Refer the pupils to the picture of Simon
Snake in their books. Ask: Can you see the pattern?
Language Explain, in L1 if necessary, that on Simon’s body there
Revision: numbers 1-20; shapes is a colour pattern (starting from the neck), i.e. yellow,
Target Vocabulary: double, half blue with a dot and green.
Structures: Double one is two; half of six is three.
1 Say the shapes. Can you see the pattern?
Maths: The pupils will identify patterns (p. 26 & What comes next?
Extension Activities 1). : To practise patterns.
The pupils will double and half numbers (Exs 4 & Refer the pupils to the shapes and sizes in each
5, Extension Activities 2). sequence. Point to the first pattern and say: A big
circle; a small circle. Have the pupils repeat after
Thinking Skills you. Do the same with the rest of the patterns. Explain
Logical/Mathematical thinking (Ex. 3). that they have to draw the missing shapes.
Extra Materials
Class CD1; the Patterns poster; photocopies of 2 Can you see the pattern? Draw and colour
the Bingo Cards from the Teacher’s Resource the next 3 shapes.
Pack CD-ROM for Ex. 5. : To further practise patterns.
Refer the pupils to the pictures. Elicit the shapes and
the colours. The pupils then draw and colour in the
BEGINNING THE LESSON missing shapes. Check the pupils’ answers.
lesson.
Ask the pupils to present their projects to the class.
Make sure you display their work somewhere in the
classroom.
Play the song from the previous lesson (Ex. 11) (Track 21
CD1). The pupils sing along.

• Here’s Simon Snake. Look. Can you see a
pattern?
: To present patterns.
POSTER
Books closed. Put up the Patterns poster on the

board. Present the patterns, one at a time. Point to
the square in the first pattern and ask: What colour is
this? Elicit: Purple. Have the pupils repeat after you.
Present the second (purple) and third square (blue)
26(T)

Module 2
• Look at Sally Snake. Can you see a pattern? A B
: To practise number patterns. 7 3 8 4 5 14
Explain that on Sally’s body there is a number pattern. 2 10 18 9 1 16
Let the pupils count the dots on each part of Sally’s
body and guess the pattern. 6 9 16 20 12 3
Suggested answer key Multiply or divide a number. The teams put an X on the
From the neck add 2: e.g. 1+2 = 3+2 = 5+2 = 7. corresponding number on their card. The team that
crosses out six numbers first wins.
Say the numbers. Write the missing e.g. Teacher: Half of twenty.
3
Team A: (puts an X over 10)
number.
Teacher: Double 2.
: To practise number patterns. Team B: (puts an X over 4)
Tell the pupils to look at the numbers. Explain, in L1 if Teacher: Half of six.
necessary, that they have to find the missing numbers Teams A & B: (put an X over 3) etc
by adding or subtracting a number. For example, say:
Two and two is four (2+2 = 4). Ask: What comes next? If
we add 2, what comes after 4? Answer: 6, and so on. ENDING THE LESSON
Allow them some time to complete the activity. Check : To consolidate the language of the lesson.
the pupils’ answers. Ask a pupil to come to the board. Say a number, e.g.
6 and ask the pupil to write its half (3). Ask the rest of
4 Write the number. Draw. the class for verification. Then, ask another pupil to
: To practise multiplying and dividing. come to the board and write its double (12). Ask the
rest of the class for verification. Repeat with as many
Books closed. Explain in L1 the meaning of the words
pupils as you think is necessary.
double and half. Hold up two of your fingers and
say: 2. The pupils repeat after you. Say: Double 2 is 4
and hold up another two fingers. The pupils repeat
after you. Then do the same with half. Hold up four of 1 Ask pupils, in pairs, to think of and produce
your fingers and say: 4. The pupils repeat after you. their own patterns. Explain that they can be shape,
Then, hide two of your fingers and say: Half of 4 is 2. colour or number patterns. The pairs can then give
The pupils repeat after you. their patterns to other pairs and test them.
Books open. Point to the first butterfly and the dot and 2 Play the Correct your teacher game. Multiply
elicit the number (1). Then say: Double one is … . Elicit the or divide some numbers, making a ‘mistake’. The
right number (2). Allow the pupils some time to write the pupils correct your multiplication/division.
number and draw one more dot. Repeat with the rest of e.g. Teacher: Half of twelve is five.
the numbers. If you wish, you can explain, in L1 if necessary, Pupil: No. Half of twelve is six. etc
that a butterfly’s wings have symmetry. They should draw
the dot(s) on the other wings to look exactly the same. Activity Book (Optional)
5 Play Double or Half Bingo. explain it first.
: To consolidate multiplying and dividing
through a game.
Divide the class into teams. Hand out the photocopies
of the Bingo Cards from the Teacher’s Resource Pack
CD-ROM, one card to each team. Ask the pupils to
choose six numbers from their card. Alternatively,
draw the following cards on the board for the pupils
to copy into their notebooks:
27(T)

2
• L ook at Sally Snake.
Can you see a pattern?
3 Say the numbers. Write the missing number.
• 2 4 ___
6 8 • 5 10 15 ___
20 • 5 4 3 ___
2
• 5 7 9 ___
11 • 3 6 ___
9 12 • 2 4 8 ___
16
4 Write the number. Draw.
• Double 1 • Half of 6
2
is _______ . 3
is _______ .
• Double 3 • Half of 4
6
is _______ . 2
is _______ .
5 Play Double or Half Bingo.

1 2 3 4 5
i b s g x
2 Listen
and circle.
1s b i
2b x g
3i s b
4g i s
5s g x 6x b i
b i g – big s i x – six
4 Find six/6.
• 1 2 3 4 5 six • 3 5 10 2 six 8
• 6 5 4 3 2 1 • 20 6 12 six 3 17
• 7 six 9 10 4 13 • 19 6 5 1 7 20
5 Listen.
Say. Remember.
there small is and a it

Module 2
Lesson 6 Draw a big box on the board and ask: Is it big or small?
Elicit: big. Write the letters on the board, point and say
Aims b \b \ – i \I \ – g \g \, big \bIg\. The pupils repeat after you.
To recognise the letters i, b, s, g and x and the Follow the same procedure and present six.
the words big and six; to read/recognise the sight Play the recording. The pupils listen, point and repeat.
words there, small, is, and, a, it. Ask some pupils to say the letters and the words.
Language 4 Find six/6.

Revision: numbers 1-20
: To practise counting.
Target Vocabulary: big, six
Sight Words: there, small, is, and, a, it Ask the pupils to find the number 6 as a word or as a
number in each line and circle it. Check the pupils’
Thinking Skills answers.
Identifying visual information (Ex. 4).
5 Listen. Say. Remember. (Track 25 CD1)
Extra Materials
Class CD1; the letter cards i, b, s, g, x and the word : To present and practise sight words.
cards big and six from the Teacher’s Resource Write the words on the board and say them. The
Pack CD-ROM, one set per pupil, for the Ending pupils repeat after you. Play the recording. The pupils
the Lesson activity. listen and repeat.
Invite a pupil to the board. Say a word. The pupil says
the word and underlines it with his/her finger. Repeat
BEGINNING THE LESSON with more pupils.
: To revise the language of the previous lesson. (For further games and activities, see the Introduction,
p. VIII.)
Write some number patterns on the board, e.g. 3 - 6 -
____ - 12. Ask pupils to tell you the missing number (9).
ENDING THE LESSON
PRESENTATION AND PRACTICE : To consolidate the language of the lesson.
1 Listen. Look. Say. (Track 22 CD1) Hand out the letter and word cards from the Teacher’s
: To present the letters i, b, s, g and x and the
sound. The pupils hold up the corresponding card. Say
sounds they make.
the words big and six. The pupils arrange the letters on
Books closed. Draw a big letter i on the board. Point to their desks to make up the words. Repeat the words
it and say \I \. The pupils repeat after you. Follow the again. The pupils show the correct word cards.
same procedure and present the rest of the letters.
Point to the letters in random order and ask the pupils
to say the sounds they make. If you wish, you can do some of the extra
resources available during this or the next lesson.
Books open. Play the recording. The pupils listen,
point to the letters and repeat the sounds. Extension Activities (Optional)
1 If you wish, the pupils can do p. 111 in the Activity
2 Listen and circle. (Track 23 CD1) Book (Handwriting Practice).
: To practise recognising the sounds the letters 2 Ask the pupils to go through the module and find
i, b, s, g and x make. and circle any of the sight words they can see.
Explain the activity. Play the recording, twice if necessary. Invite pupils to point to and say them aloud.
The pupils listen and circle the letters they hear. Check Activity Book (Optional)
3 Listen. Say the sounds together. (Track 24 CD1) you explain them first.

: To present words with the letters i, b, s, g and x.
28(T)

Module 2
Lesson 7 3 Listen and tick (✓). (Track 26 CD1)
Aims Point to and elicit the numbers. Play the recording,
To consolidate the language of the module. twice if necessary. The pupils listen and tick the box
Language under the correct number. Check the pupils’ answers.
Revision: numbers 11-20, shapes
AUDIOSCRIPT
Thinking Skills One – thirteen
Interpreting visual information (Ex. 1). Two – fourteen
Extra Materials Three – twenty
The letter cards i, b, s, g, x from the Teacher’s
Resource Pack CD-ROM for the Beginning the ENDING THE LESSON
Lesson activity; Class CD 1.
My Progress Report
Ask the pupils to look at the drawings of ROLO and elicit
BEGINNING THE LESSON what emotions each one illustrates (happy, okay, not
happy). Ask the pupils to colour in the corresponding
: To revise the language of the previous figure according to how well they did in the Review
lesson. section. Encourage pupils’ efforts regardless of their
Invite three pupils to the front of the classroom. Hand performance and try to instil a sense of achievement
them the letter cards g, b, i in random order. Say b \b \ for completing this module. Ask them, in L1 if necessary,
– i \I \ – g \g \ – big \bIg\. The pupils get in line and repeat what they liked most in the module and have a brief
the sounds of the letters and the word. Ask another class discussion.
group to come to the front and repeat the procedure
for the word six.
Formative Evaluation (See Instruments for Evaluation
CLIL
in the Teacher’s Resource Pack CD-ROM.)
1 Point and say. Then find the stickers!
LISTEN
Revise the shapes. Explain the activity. The pupils
TALK
look at the pictures, point and name the shapes. Ask
the pupils to find the corresponding stickers from the
SONG
sticker section. Have
THINK!
the pupils show them to you for
THINK!
THverification
INK! before sticking them in the appropriate
spaces.
GA ME THINK! THINK
!
THINK!
Group work BOU
2 Do the sums. Write the number.

BOU
T
A
ME
T
A
ME
Pair work
Remember
Read the instructions and explain the activity. Allow
the pupils some time to complete the activity. Check
29(T)

1 2 3 4
2
Review
2 Do the sums. Write the number.
1 10 + 5 = 15 4 6 + 6 = 12
2 9 + 9 = 18 5 10 + 7 = 17
3 6 + 5 = 11 6 7 + 7 = 14 My
Progress
Report
3 Listen and tick (✓). Colour.
1 2
✓ ✓
29
CLIL
The Birds and Their Colours
A story from Belgium
• Let’s listen!
1 2
3 4
30
07 I Wonder 1 Ts Wonder Tales I.indd 74 7/19/18 15:39

Wonder Tales 1
The Birds and Their Colours Summary: Long ago, all the birds were grey and had
no colours at all. One day, the Great Bird, who ruled
Aims over them, called them all together. He showed them
To develop listening comprehension skills through the rainbow, and told them that he had decided to
a story; to listen to a story from Belgium about give each of them one of those beautiful colours. At
how birds got their colours; to talk about the once, all the birds began yelling and pushing each
importance of being polite. other. During all this fuss, there was one little bird who
Language sat quietly and waited its turn. That was the finch.
Target Vocabulary: beautiful, colours, grey When all the birds took their colours, the rainbow
Structure: I want red! was gone. When the Great Bird saw the little finch
sitting quietly and looking very sad, he asked it why it
Extra Materials was still grey. The finch said that it was waiting its turn
Class CD1; photocopies of the finch template and asked if it would remain grey since the rainbow
from the Teacher’s Resource Pack CD-ROM, was gone. Then, as the other birds were about to fly
one per pupil, for the Ending the Lesson activity; away, the Great Bird called them back. He made
photocopies of the story cutouts from the them pass in front of him and he took a bit of colour
Teacher’s Resource Pack CD-ROM, one set per from each and gave it to the finch. So it came about
pupil, for Extension Activities 1 & 2 (Optional). that the most colourful bird is the little finch who had
waited its turn.
BEGINNING THE LESSON AUDIOSCRIPT

: To introduce the topic of the story. 1 Narrator: Look! All the birds are grey!
Have a class discussion, in L1 if necessary, about birds 2 Great Bird: You can all have a colour from the
and their colours. If you wish, you can bring pictures rainbow.
of colourful birds to show to the pupils. Ask: Why have 3 Bird 1: I want red!
some birds got more than one colour? Let’s listen to a Bird 2: I want orange!
story and find out! Bird 3: I want yellow!
4 Bird 4: I want green!
PRESENTATION AND PRACTICE Bird 5: I want blue!
Bird 6: I want indigo!
• Let’s listen! (Track 27 CD1)
: To present The Birds and Their Colours story. 5 Bird 7: I want violet!
Great Bird:
There are no more colours. What
Books open. Go through the pictures and set the about you?
scene.
e.g. Teacher: (pointing to the birds in picture 1) 6 Finch: First my friends. Then me.
Have the birds got any colour? Great Bird: You’re very kind. Wait!
Class: No. 7 Great Bird: Give me some colour, everyone!
Teacher: All the birds are grey! (pointing to the
rainbow in picture 2) What’s this? 8 Great Bird: Now you are very beautiful!
Class: A rainbow.
Teacher: Yes. Look at the big bird. It’s the Great
Bird. The Great Bird can give the birds
a colour from the rainbow. etc
Play the recording. The pupils listen and follow along
in their books. Play the recording again. The pupils
repeat, chorally and/or individually. Check the pupils’
pronunciation and intonation.
30(T)

Wonder Tales 1
WONDER VALUES
Refer the pupils to the Wonder values box and read
it aloud. Explain, in L1 if necessary, that we should
always be polite to others.
Have a discussion, in L1 if necessary, about the moral
of the story. Tell the pupils that we should be polite
and that politeness is always rewarded.
ENDING THE LESSON

Hand out the photocopies of the finch template and
ask the pupils to colour it any way they wish, using all
the colours of the rainbow. Elicit the colours. Display
their work somewhere in the classroom. Then help
the pupils file it in their Language Portfolios.

1 Hand out the story cutouts. Ask the pupils to
colour them to make their own story book.
2 Put up the story cutouts on the board in random
order. Ask the pupils to come and put the
cutouts in the right order. Play the recording for
verification (Track 27 CD1).
31(T)

5 6
7 8
Always be polite! 31

3 Growing up
A baby giant
panda is only the
size of a rubber!
32

Module 3
Time to
Aims 1 Look at the family. How many people
To identify and talk about people in a family. can you see? How many children? How
Language many adults?
Revision: numbers 11-20, shapes : To introduce the different stages in a person’s
Target Vocabulary: aunt, brother, cousin, dad, life.
grandma, grandpa, mum, sister, uncle
Books open. Point to the children in the picture and
Extra: adult, child, giant, rubber
say: Children. The pupils repeat, chorally and/or
Structures: Who’s this? My dad. What’s his name?
individually. Point to the adults in the picture and say:
Cross-Curricular Links Adults. The pupils repeat, chorally and/or individually.
Social Science: The pupils will make a family Explain, in L1 if necessary, that children are people from
tree and talk about their family (Ex. 3). The pupils 4-12 years old, then they become teenagers (up to 18
will talk about big and small families (Extension years old) and then adults.
Activities 2). Ask the pupils how many people they can see in the
Music: The pupils will sing a song about family picture (7). Then ask them: How many children? (3)
(p. 33). How many adults? (4). Ask the class: Is this a big family
Extra Materials or a small family? Elicit: Big.
The My Family poster; Class CD1. Suggested answer key
(I can see) seven (people).
(I can see) three (children).
See Introduction, p. IV. (I can see) four (adults).
BEGINNING THE LESSON 2 Listen, point and repeat. (Track 28 CD1)

: To revise the language of the previous : To present the members of a family.
module.
Draw a simple sketch of a square. Ask a pupil to say the POSTER
shape. Ask the class for verification. Repeat with the rest
of the shapes. Books closed. Put up The My Family poster on the
board and present the family members one at a time.
Play Chinese Whispers. Whisper a number from 11-20 The pupils repeat after you. Point to the family members
to a pupil. Then he/she whispers it to the pupil next in random order and ask the pupils to name them. Ask
to him/her and so on. The last pupil says the word the rest of the class for verification.
aloud. Repeat with various numbers.
point to the family members. Play the recording a
second time. The pupils listen, point to and repeat
the words, chorally and/or individually.
32(T)

Module 3
AUDIOSCRIPT
3 Draw. Talk with your friend.
Big or small,
: To practise talking about one’s family. Old or young,
Draw your own family tree on the board. Explain to the My family’s
pupils that they can use it as a model to draw their A lot of fun!
own family tree. Go around the classroom, providing Mum and Dad,
any necessary help. My sister and me,
Suggested answer key We are all
In my fun family!
grandpa grandma
Grandma, Grandpa,
My brother and me,
We are all
uncle aunt
In my fun family!
mum dad
Uncles, aunts,
My cousins and me,
We are all
In my fun family!
cousin cousin sister brother brother
WONDER BOX
Point to the picture and ask: What’s this? Elicit: A panda.
Explain that this is a baby giant panda. Tell the pupils
that a baby giant panda is as small as a rubber! Use
mime and a rubber to show that the baby panda is the
same size as a rubber.
Read the example and explain the activity. Focus the Background information
pupils’ attention on the use of his for men/boys and Giant pandas live in south central China. They mainly
her for women/girls. In pairs, the pupils practise talking eat bamboo and they usually live around twenty years.
about their families. Ask some pairs to report back to the
class. Make sure you display their work somewhere in ENDING THE LESSON
the classroom. Then help them file it in their Language
Portfolios.
e.g. Pupil 1: Who’s this? Ask the pupils to choose a member of the family. As
Pupil 2: My mum. you say a member of the family, the pupils who have
Pupil 1: What’s her name? chosen this member, leave the class. Continue until
Pupil 2: Jenny. etc all the pupils have left.
• Sing the My fun family song! (Track 29 CD1)
1 In pairs, pupils play a memory game. One of the
: To further practise family members through pupils says the name of one of his/her family
a song. members. Their partner tries to remember who it is.
Point to the family tree on p. 33 and say as you mime: 2 Explain what a big family is: a family with a lot
Big or small, old or young, my family’s a lot of fun. The of children or a family that has got a lot of people
pupils repeat after you. Follow the same procedure in it (grandparents, uncles, aunts, cousins, etc)
and present the rest of the song. living together. Ask the pupils to tell you if their
Play the recording. The pupils listen and point to family is big or small.
each family member. Divide the class into groups Activity Book (Optional)
and assign a verse to each group. Play the recording
again and encourage the groups to sing along to Pupils can do the activities on pages 30 and 31. Make
the assigned verse. sure you explain them first.
33(T)

1 Time to
Look
at the family. How many people can you see? 3
How many children? How many adults?
2 Listen,
point and repeat.
grandma
grandpa
dad mum
uncle
aunt
cousin
sister brother
3 Draw. Talk with your friend. My dad.
Who’s
this?
What’s
his
name? Peter.
• Sing the My fun family song!

Who’s this? My ... . What’s his/her name? Activity Book, pages 30-31 33

4 Let’s listen!
Pull, everyone!
1 2
3 4
5 6
34

Module 3
Lesson 2 Teacher: (pointing to Cody) Who’s this?
Class: Cody.
Aims Teacher: (pointing to Grandma) Who’s this?
To develop listening comprehension skills through Class: Grandma.
a story; to revise the members of a family. Teacher: (pointing to Cody, Elsa, Grandma and
Language Uncle Lucas, respectively) Cody, Elsa
Revision: members of a family and Grandma are on Uncle Lucas’
Extra Vocabulary: babies, come back, mummy, farm. etc
pull Follow the same procedure and present the rest of
Structures: Help! Pull, everyone! the story. Play the recording. The pupils listen and
follow in their books. Ask: Who gets the baby duck?
Play the recording again. The pupils listen and
Art & Design: The pupils will make character
answer (ROLO). Time permitting, play the recording
masks (Ex. 6, Craftwork).
one more time with pauses for the pupils to listen
and repeat, chorally and/or individually. Check the
Thinking Skills
pupils’ pronunciation and intonation.
Recalling information (Ex. 5).
Extra Materials AUDIOSCRIPT
The My Family poster; Class CD1; photocopies
1 Uncle: Come and see mummy duck and
of the story cutouts for Ex. 5 (Extension Activity –
her babies!
Optional) and character mask templates from
the Teacher’s Resource Pack CD-ROM, one 2 Cody: Come back, baby duck!
set per pupil, and a length of elastic for Ex. 6
3 Elsa: Oh, no! Uncle Lucas, help!
(Craftwork).
4 Uncle: OK! Pull, everyone!
Cody: Grandpa, help!
BEGINNING THE LESSON 5 Grandpa: OK! Pull, everyone!
Cody: Grandma, help!
6 Elsa: Oh, dear! ROLO, help!
POSTER 7 Cody: Get the baby duck, ROLO!
Put up the My Family poster on the board. Point to one 8 ROLO: Baby duck! You’re OK!
family member and ask a pupil to say the word. Ask the
class for verification. Repeat with as many pupils as you
think is necessary.
CD1). The pupils listen and sing along.

4 Let’s listen! (Track 30 CD1)
: To present the Pull, everyone! story.
What’s the story about? Let’s find out! Go through the
pictures and set the scene.
e.g. Teacher: (pointing to Elsa in picture 1) Who’s
this?
Class: Elsa.
34(T)

Module 3
ENDING THE LESSON
5 Who’s in the story? Tick (✓).
: To recall information.
Say some sentences/phrases from the story. The
Explain the activity. The pupils look at the story and pupils raise their masks when their characters are
tick the characters that appear in the story. Check the heard.
pupils’ answers.
1 Ask the pupils, in L1 if necessary, to tell you which
Hand out the photocopies of the story cutouts, one part of the story they liked best and why.
set per pupil. Ask the pupils to colour them in. Play
the story with pauses. The pupils listen and hold up 2 Ask the pupils to draw mummy duck and her babies.
the corresponding cutouts. Make sure you display their work somewhere in the
classroom. Then help them file it in their Language
Portfolios.
6 Make character masks. Play the Activity Book (Optional)

Pull, everyone! game. Pupils can do the activities on pages 32 and 33. Make
: To consolidate the story through craftwork sure you explain them first.
and a game.
Hand out the photocopies of the character mask
templates. Each pupil chooses one mask. Help the
pupils colour, cut out, and tie a length of elastic
through their masks. If you wish, you can invite the
pupils to glue them on cardboard paper before
cutting them out, to make them sturdier.
In groups, the pupils put on their masks and rehearse
the story. Go around the classroom providing any
necessary help. Then the pupils take turns to act out
the dialogue for the class. If you wish, the class can
vote on the best performance.
35(T)

7 8 3
5 Who’s in the story? Tick (✓).
✓ ✓ ✓
6 M
ake character masks. Play
the Pull, everyone! game.

fly jump
dance
run
climb
draw
swim
sing
8 What can they do? Point and say.
1 Ben 2 Ann 3 Sue 4 Dan
• Play the Who am I? game.
36 I/He/She can ... .

Module 3
Lesson 3
8 What can they do? Point and say.
Aims
: To practise talking about ability.
To talk about ability.
Point to the first drawing and ask: What can Ben do?
Language Elicit: Draw. Say: Yes. He can draw. The pupils repeat
Target Vocabulary: climb, dance, draw, fly, jump, after you. Follow the same procedure and elicit the
run, sing, swim rest of the actions. Invite the pupils to say what the
Extra: Who am I? rest of the children can do. Focus the pupils’ attention
Structures: I can run. Cody’s mum can climb. on the use of he for boys and she for girls.
Cross-Curricular Links Suggested answer key
Art: The pupils will draw and colour pictures 1 He can draw and he can swim. He can dance,
(Extension Activities 1). too.
Music: The pupils will practise talking about 2 She can draw and she can dance. She can climb,
ability through a song (Ex. 9). too.
3 She can jump and she can climb. She can sing,
Thinking Skills too.
Interpreting visual information (Ex. 8). 4 He can run and he can swim. He can draw, too.
Extra Materials
Class CD1; the I can … poster. Play the Who am I? game.
•
: To practise talking about ability through a
game.
Divide the class into two teams. Explain the game.
: To revise the language of the story from the Think of a child from Ex. 8 and say what you can do.
previous lesson. In teams, the pupils guess who you are. Alternatively,
Play the story from the previous lesson (Track 30 a pupil from each team takes your role.
CD1), pausing before a word/phrase. Encourage the e.g. Teacher: I can swim. Who am I?
pupils to tell you the word/phrase. Team A Pupil 1: Ben!
Teacher: No, I’m not. I can swim and I can
run. Who am I?
PRESENTATION AND PRACTICE Team B Pupil 1: Dan!
7 Listen, point and repeat. (Track 31 CD1) Teacher: Yes, I am! etc
: To introduce action verbs.
POSTER
Books closed. Put up the I can … poster on the board

and present the actions. The pupils repeat after you.
Point to the actions in random order and ask the pupils
to name them. Ask the rest of the class for verification.
point to the pictures. Play the recording a second
time. The pupils listen, point to and repeat the words,
chorally and/or individually.
36(T)

Module 3
Cody’s grandpa can draw.
9 What can Cody’s family do? Listen and Cody’s aunt can jump.
choose. Then sing the My family can Cody’s cousin can run.
song! (Track 32 CD1) Cody’s uncle can fly.
: To further practise ability through a song.
Refer the pupils to the pictures in Ex. 9 and elicit Cody’s ENDING THE LESSON
family and the actions shown. Explain to the pupils that
they have to listen to the song and circle the correct : To consolidate the language of the lesson.
letter, a or b. Play the recording, twice if necessary. Tell the pupils you are going to play Follow the leader.
The pupils listen and complete the activity. Check the Have the pupils stand in a single file, one behind the
pupils’ answers. other. Whisper one action to the leader. The leader
then mimes the action and the rest follow behind,
Present the song. Point to Cody’s mum and say: My
copying the action. After every action, change the
mum can climb. The pupils repeat after you. Follow
leader so that all of the pupils get the chance to be
the same procedure and present the rest of the song.
leaders.
Play the recording and invite the pupils to sing the
song as a class.
AUDIOSCRIPT 1 Ask the pupils to think about what their family
My mum can climb, can do and draw and colour simple pictures.
My dad can swim! Then they present their drawings to the class.
My sister can dance, e.g. Pupil 1: My dad can swim. My mum can
My grandma can sing! sing. My sister can dance. etc
My grandpa can draw, 2 Put up the I can … poster on the board. Point to
My aunt can jump high! an action, sometimes saying the correct word
My cousin can run, and sometimes saying the wrong word. The pupils
And my uncle can fly! stand up every time you say the correct word.
e.g. Teacher: (pointing to ‘fly’) Fly!
Extension Activity (Optional) Pupils: (they stand up)
Ask the pupils to get into a circle. Play the My Family Teacher: (pointing to ‘dance’) Sing!
can song again. The pupils sing along and mime the Pupils: (they remain seated) etc
actions they hear.
• Now tell the class. sure you explain them first.
: To talk about what Cody’s family can do.
Point to Cody’s mum and ask: Who’s this? Say: This is
Cody’s mum. The pupils repeat after you. Follow the
same procedure and elicit the rest of the characters.
Point to Cody’s mum again and ask: What can Cody’s
mum do? Elicit: Cody’s mum can climb. Follow the
same procedure with the rest of the characters.
Answer key
Cody’s mum can climb.
Cody’s dad can swim.
Cody’s sister can dance.
Cody’s grandma can sing.
37(T)

9 What
can Cody’s family do? Listen and choose. 3
Then sing the My family can song!
a b a b
a b a b
a b a b
a b a b
• Now tell the class.
Cody’s mum can ... . Activity Book, pages 34-35 37

10 hat can a baby do? What can’t a baby do?
W
Look and put a tick (✓) or a cross (✗).
1
4
drink milk ✓
talk ✗
2
skip ✗
crawl ✓ 5
cry ✓ 3
11 Let’s play!
Can you
crawl?
Yes, I can.
Look!
38 Can you ... ? Yes, I can./No, I can’t.

Module 3
Lesson 4 and ask the pupils to name them. Ask the rest of the
class for verification.
Aims
To talk about what a baby can/can’t do; to Books open. Point to the baby in the first picture and
make an I’m Growing Up project; to revise talking say: Look at this baby. Can a baby drink milk? Elicit:
about ability. Yes. Follow the same procedure for the rest of the
pictures. Allow the pupils some time to complete the
Language activity. Check the pupils’ answers.
Revision: actions
Target Vocabulary: crawl, cry, drink milk, skip, talk 11 Let’s play!
Extra: I’m growing up.

Structures: Can you crawl? Yes, I can. / No, I : To practise talking about ability through a
can’t. game.
Explain the game. In two teams, the pupils take it in
Cross-Curricular Links turns to pick one pupil from the other team and ask
PE: The pupils will play a game miming actions him/her if he/she can do and mime an action from
(Ex. 11). this lesson or the previous one. If the pupil answers
correctly, their team gets one point. The team with
Thinking Skills the most points wins.
Applying world knowledge (Exs 10 & 13). e.g. Team A Pupil 1: Can you jump?
Extra Materials Team B Pupil 1: Yes, I can. Look! (miming the
The I can … poster; slips of paper for Extension action)
Activities 1 (Optional). Team B Pupil 2: Can you skip? etc

: To revise the vocabulary of the previous
lesson.
POSTER
Put up the I can … poster on the board. Name an

action. Ask a pupil to come to the board and point
to it. Ask the rest of the class for verification. The pupil
then names another action and asks another pupil to
come to the board and point to it. Continue until all
the actions have been named.

10 What can a baby do? What can’t
a baby do? Look and put a tick (✓) or a
cross (✓).
: To talk about what a baby can/can’t do.
POSTER
Books closed. Put up the I can … poster on the

board. Point to and present the actions. The pupils
repeat after you. Point to the actions in random order
38(T)

Module 3
ENDING THE LESSON
Project Social Science : To consolidate the language of the lesson.
In pairs, the pupils play a game. One pupil mimes
12 Look at George’s project. Circle.
an action and the other pupil guesses if it is a baby
: To present a project about growing up. or a child.
Point to the baby in the picture and say: Who’s this? e.g. A: (miming drinking milk out of a baby bottle)
It’s baby George. Then point to older George and B: Baby!
say: Who’s this? This is George now. Explain the B: (miming riding a bike)
activity. The pupils circle the right objects for baby A: Child! etc
George and for George as he is now, and complete
the activity. Check the pupils’ answers. Extension Activities (Optional)
1 Write action verbs on slips of paper and put them
13 Colour your baby objects green. up on the walls around the classroom. Divide the
Colour the objects you’ve got now red. class into groups. Have the pupils walk around
: To generate ideas. the classroom and look at the verbs. Suddenly,
call out an action. The pupils have to go to that
Ask the pupils to look at the objects. Explain the activity.
card and stand next to it.
The pupils colour the objects they had as babies
green, and the objects they have now red. Check the 2 The pupils, in groups, brainstorm for objects that a
pupils’ answers. baby has and objects children at their age have,
and make a collage drawing simple pictures. The
14 Make your own I’m Growing Up groups present their drawings to the class. Display
project. Present it to the class. their work somewhere in the classroom.
: To consolidate the theme of growing up,
through a project.
Explain the activity. The pupils make their own projects Pupils can do the activities on pages 36 and 37. Make
in class or as homework. They can use George’s project sure you explain them first.
as a model.
I’m Growing Up by Joanna
39(T)

Project
SOCIAL SCIENCE 3
12 L ook at George’s
project. Circle.
1
by George
a b
2
a b
3
a b
13 olour your baby

C
objects green.
Colour the objects
you’ve got now red.
14 Make your own

I’m Growing Up project.
Present it to the class.

SCIENCE
1 My Birthday! Choose and complete.
Day Month Year

01 02 03 04
01 02 03 2010 2011
05 06 07 08 09 10
04 05 06 2012 2013
11 12 13 14 15 16
17 18 19 20 21 22 07 08 09 2014 2015
23 24 25 26 27 28
10 11 12 2016 2017
29 30 31
Day 1 __ __ – __ __ – __ __ __ __
2 Measure Me!
I am _________ cm tall.
• Play the Line up game.
40

Module 3
Lesson 5 2 Measure Me!
Aims : To make the pupils realise that they are all
To explore English through other subject areas different and unique.
(Science); to realise how our bodies change as
Explain to the pupils, in L1 if necessary, that we are
we get older.
all different and unique. Each one of us has his/her
Language own personal characteristics. Ask a pupil to come
Revision: actions to the front of the classroom. Measure how tall he/
Structures: I’m growing and changing! Line up! she is using a tape measure. Write it on the board for
him/her to copy it into his/her book. Repeat with the
Cross-Curricular Links rest of the pupils. If the pupils know how tall they are,
Science: The pupils will learn that some things they can write in the information without you having
change as they are growing up (Ex. 3). to measure them.
Art: The pupils will draw a portrait of themselves
in 20 years’ time (Extension Activities 2). • Play the Line up game.
Extra Materials : To further promote the idea that we are all
A tape measure for Ex. 2; the I’m Growing different and unique.
and Changing! poster; empty shoe box for
Divide the pupils into groups. Tell the pupils that when
Ex. 4 (Craftwork); a jar for Extension Activities 1
you shout: Line up!, they have to line up from the tallest
(Optional).
to the shortest. Repeat; this time when you shout: Line
up!, the pupils have to line up in age order. Check by
asking how old they are, in L1 if necessary.
lesson.
Make sure you display their work somewhere in the
classroom. Then help the pupils file it in their Language
Portfolios.

1 My Birthday! Choose and complete.
: To talk about their date of birth.
Refer the pupils to the three tables and point to the
headings (Day, Month, Year). Explain that this is how
we show what the date is. Write the current date on
the board and relate the components of this date to
the tables in the book. Ask the pupils to choose the
day, month and year of their birth and write it next to
Day 1. If you wish, you can ask the parents beforehand
and have the pupils’ date of birth available to help
those pupils who do not know.
40(T)

Module 3
ENDING THE LESSON
3 I’m Growing and Changing! What can
change? Put a tick (✓) or a cross (✗). : To consolidate the language of the lesson.
Point to three pictures from Ex. 3, making sure that
: To help the pupils realise how we change as
two show two similar things, e.g. things that can
we get older.
change and one that is different, e.g. a thing that
can’t change. Ask a pupil to find the odd one out.
POSTER
Books closed. Put up the I’m Growing and Changing!
poster on the board. Explain to the pupils, in L1 if 1 Explain to the pupils, in L1 if necessary, that
necessary, that some things change as we get older as they are growing up they should have more
and some other things do not. Point to the picture of responsibilities. Write their names on pieces of
the children measuring their height and ask as you paper and put them in a jar. Pick a pupil’s name.
shake your head: Are we always the same height? Ask him/her to choose a task to be responsible for,
Answer: No. Go through the rest of the pictures and e.g. cleaning the board, bringing the CD player,
elicit what changes and what doesn’t as we get etc. He/She can be responsible for a week. You
older. can do that with as many pupils as you think is
necessary.
Books open. Ask the pupils to complete the activity in
their books. Go around the classroom, providing any 2 Ask the pupils to imagine what they will be like
necessary help. Check the pupils’ answers. in 20 years’ time and draw a picture. Make sure
you display their work somewhere in the classroom.
Suggested answer key Then help them file it in their Language Portfolios.
1 ✓ 3 ✓ 5 ✗ 7 ✗
2 ✗ 4 ✓ 6 ✓ 8 ✓ Activity Book (Optional)
explain it first.
4 Make an I’m Growing and Changing!

box.
: To further practise the concept of changes
in our lives.
Refer the pupils to the example and explain the
craftwork. Tell the pupils that they are going to make an
I’m Growing and Changing! box as a class. Show them
the shoe box and explain that they can decorate it, as
a class, any way they like, e.g. use stickers, markers,
crayons, or make a collage on it. Once the box has
been decorated, ask the pupils to write a scrapbook
page each. On it, they can record what they would
like to observe as it changes while they are growing
up. They can write their name, their height/weight, etc.
Tell the pupils that you are going to update the Box every
three months, and at the end of the school year each
pupil can collect their pages to make a scrapbook.
Note: You can invite your pupils to make a similar box
at the beginning of every school year, throughout their
primary education, even if the activity is not included
in their coursebooks.
41(T)

3
3 I ’m Growing and Changing! What can
change? Put a tick (✓) or a cross (✗).
3
1
I’m 7 today!
6
4
4 ake an I’m Growing

M
and Changing! box.

1 2 3 4 5
a h t m u
2 Listen and circle.
1m a h 2t h a 3h m u 4m d h 5a h t 6n d m
h a t – hat m u m – mum
d a d – dad
4 Play the Letters game.
5 Listen. Say. Remember.
I my you and can’t are

Module 3
Lesson 6 Play the recording. The pupils listen, point to and repeat
the words. Ask some pupils to say the letters and the words.
Aims
To recognise the letters a, h, t, m and u and the 4 Play the Letters game.
the words hat, mum and dad; to read/recognise : To practise the new letters and sounds
the sight words I, my, you, and, can’t, are. through a game.
Language Explain the game with the help of a pupil. Draw a letter
Revision: Line up! on the pupil’s back using your finger. The pupil tries to
Target Vocabulary: dad, hat, mum guess the letter. Divide the class into two teams. One
Sight Words: I, my, you, and, can’t, are pupil from each team comes to the front and they
play the game together. If the pupil guesses the letter
Extra Materials correctly, his/her team gets one point.
Class CD1; the letter cards a, h, t, m, u, d and the
word cards hat, mum, dad from the Teacher’s 5 Listen. Say. Remember. (Track 36 CD1)
Resource Pack CD-ROM, one set per pupil, for
the Ending the Lesson activity. : To present and practise sight words.
Write the words on the board and say them. The pupils
repeat after you. Play the recording. The pupils listen
BEGINNING THE LESSON and repeat chorally and/or individually.
: To revise the topic of the previous lesson. Invite a pupil to the board. Say a word. The pupil says
the word and underlines it with his/her finger. Repeat
Play a song from the Class CD. The pupils move around.
with more pupils.
When the music stops, say: Line up! The pupils have to
line up in height order. (For further games and activities, see the Introduction,
p. VIII.)

ENDING THE LESSON
1 Listen. Look. Say. (Track 33 CD1)
: To present the letters a, h, t, m and u and
the sounds they make. Hand out the letter and word cards from the Teacher’s
Resource Pack CD-ROM. Name a sound. The pupils
Books closed. Draw a big letter a on the board. Point hold up the corresponding card. Say the words hat,
to it and say \œ\. The pupils repeat after you. Follow the mum and dad. The pupils arrange the letters on their
same procedure for the rest of the letters. desks to make up the words. Repeat the words again.
Books open. Play the recording. The pupils listen, The pupils show the correct word cards.
2 Listen and circle. (Track 34 CD1)
resources available during this or the next lesson.
: To practise recognising the sounds the letters
a, h, t, m and u make. Extension Activity (Optional)
Explain the activity. Play the recording, twice if necessary. 1 If you wish, the pupils can do p. 112 in the Activity
The pupils listen and circle the right letters. Check the Book (Handwriting Practice).
pupils’ answers. 2 Ask the pupils to go through the module, find
and circle any of the sight words they can see.
3 Listen. Say the sounds together. (Track 35 CD1) Invite pupils to point and say them aloud.
: To present words with the letters a, h, t, m
and u. Activity Book (Optional)
Draw a simple sketch of a hat and ask: What’s this? Elicit: Pupils can do the activities on page 39. Make sure you
hat. Write the letters next to it, point to and say h \h\ – a explain them first.
\œ\ – t \t\, hat \hœt\. The pupils repeat after you. Follow the
same procedure and present mum and dad. 42(T)

Module 3
Lesson 7 3 What can/can’t you do? Put a tick (✓) or a
Aim cross (✗). Then say.
To consolidate the language of the module. Explain the activity. Allow the pupils some time to
Language complete the activity. Check the pupils’ answers.
Revision: actions, family members, can/can’t Suggested answer key
Thinking Skills I can climb and I can dance. I can’t fly and I can’t draw.
Interpreting visual information (Ex. 1).
Extra Materials ENDING THE LESSON
The letter cards a, h, t, m, u, d from the Teacher’s My Progress Report
Resource Pack CD-ROM, one set per pupil, for the
Beginning the Lesson activity; Class CD1.
elicit what emotion each one illustrates (happy,
okay, not happy). Ask the pupils to colour in the
corresponding face according to how well they
BEGINNING THE LESSON did in the Review section. Encourage pupils’ efforts
Invite three pupils to the front of the classroom. Hand regardless of their performance and try to instil a
them the letter cards a, t, h in random order. Say: sense of achievement for completing this Module.
h \h\ – a \œ\ – t \t\ – hat \hœt\. The pupils get in line and Ask them, in L1 if necessary, what they liked most in
repeat the sounds of the letters and the word. Ask the module and have a brief class discussion.
another group to come to the front and repeat the
procedure for the word mum. Keep in mind that you Formative Evaluation (See Instruments for Evaluation
CLIL will have to bring in two m letter cards for this word, in the Teacher’s Resource Pack CD-ROM.)
and two d letter cards for the word dad.
LISTEN
TALK 1 Point and say. Then find the stickers!

Revise actions. Explain the activity. The pupils look at
SONG
the pictures, point

THINK!
THINand
K! say the verb. Ask the pupils to
THINK!
find the corresponding stickers from the sticker section.
Have
GA ME the pupils show them to you for verification before
THINK! THINK
!
THINK!
sticking them in the appropriate spaces.
Group work BOU BOU
T
A
ME
T
A
ME
Pair work
2 Listen and number. (Track 37 CD1)

Remember
Point to each picture and elicit the names. Explain

to the pupils that they are going to listen and write
the numbers 1 to 5 in the circles next to the pictures.
Play the recording, twice if necessary. The pupils
listen and complete the activity. Check the pupils’
answers.
AUDIOSCRIPT
One – mum
Two – uncle
Three – dad
Four – grandpa
Five – grandma
43(T)

1 2 3 4 3
Review
2 Listen and number.
3 1 5
4 2
My
Progress
Report
3 What
can/can’t you do? Put a tick (✓) or a cross (✗). Colour.
Then say.
1 ✓ 3 ✗
2 ✓ 4 ✗
43
CLIL
4 Toys
Look at these
dolls. They are
hard!
44

Module 4
Lesson 1 Point to the picture and say: Look at all the toys!
What toys can you see? Encourage the pupils to
Aims name some of the toys, in L1 if necessary. Point to
To talk about and describe toys; to practise the wheels on the boy’s toy and ask as you nod your
talking about one’s favourite toy; to identify soft head: Has it got wheels? Elicit: Yes. Ask the pupils to
and hard toys. point to the other toy that has got wheels. Then ask:
Language What’s your favourite toy? Elicit answers from pupils
Revision: members of a family; action verbs around the classroom.
Target Vocabulary: ball, car, doll, hard, robot,
scooter, soft, teddy bear, toy bricks, train 2 Listen, point and repeat. (Track 38 CD1)
Extra: come, play, toy, wheel : To introduce toys.
Structures: What have I got? You’ve got a scooter!
Cross-Curricular Links POSTER

Science: The pupils will learn that toys have
different characteristics (Ex. 3). Books closed. Put up the Toys poster on the board.
PE & Drama: The pupils will mime playing with Point to the toys, one at a time, and name them. The
toys (Ex. 4). pupils repeat after you. Point to each toy in random
Music: The pupils will sing a song about toys order and ask individual pupils to say the word. Ask
(p. 45). the rest of the class for verification.
Books open. Play the recording. The pupils listen
Thinking Skills and point to the toys. Play the recording a second
Applying world knowledge (Ex. 3). time. The pupils listen, point to and repeat the words
Extra Materials chorally and/or individually.
Class CD1; the Toys poster; pictures of soft and
hard items for Extension Activities 1 (Optional). 3 Which toys are soft? Which toys
are hard? Point and say.
: To talk about soft and hard toys.
See Introduction, p. IV.
Point to the teddy bear in Ex. 2 and say as you mime
squeezing it: It’s soft. The pupils repeat after you. Point
BEGINNING THE LESSON to the train and say as you mime not being able to
: To revise the language of the previous squeeze it: It’s hard. The pupils repeat after you.
module.
Read the example and explain the activity. The
Assign family words to the pupils. Play the My fun pupils look at the toys and say if they are soft or hard.
family song from the previous module (Track 29 Check the pupils’ answers.
CD1). The pupils listen and raise their hands when
they hear their corresponding word. Answer key
Write one of the action verbs from the previous 1 The train is hard. 5 The teddy bear is soft.
module on the board, but with a letter missing, e.g. 2 The ball is soft. 6 The car is soft.
s__im. Ask a pupil to come to the board, complete 3 The robot is hard. 7 The toy bricks are hard.
the word, then say and mime the action. Ask the rest 4 The doll is soft. 8 The scooter is hard.
of the class for verification. Repeat the activity with
the remaining pupils. 4 Let’s
play!
: To practise toys through a game.
PRESENTATION AND PRACTICE Read the example and explain the game. Divide the
Time to
class into two teams. A pupil from Team A mimes an
1 Look at the picture. Point to the toys
action connected with a toy from Ex. 2 and Team B
with wheels. What’s your favourite toy?
has to guess which toy the pupil has got. The teams
: To introduce the topic of the lesson. take turns miming and guessing. Each correct answer
wins a point. The team with the most points wins.
44(T)

Module 4
Suggested answer key ENDING THE LESSON
A: (mimes bouncing a ball) What have I got? : To consolidate the language of the lesson.
B: You’ve got a ball! etc
Write the toys from Ex. 2 on the board. Ask the pupils
to look at them for one minute before they close their
• Sing the Come and play song! (Track 39 CD1)
eyes. Erase a word. Ask the pupils to open their eyes
: To further practise toys through a song. and tell you which word is missing. Repeat with other
Present the song. Gesture with your hand and say: words, as many times as you think is necessary.
Come and play, girls and boys, come and play with
all the toys! The pupils repeat after you. Then point Extension Activities (Optional)
to the soft and hard toys in Ex. 2 as you say: Soft
1 Bring pictures of soft and hard items to class.
toys, hard toys, big and small, come and play with
Show them to the pupils and ask them to tell you
them all! The pupils repeat after you. Follow the same
if they are soft or hard. As an extension, ask them
procedure and present the rest of the song.
to think of a soft and/or hard item and draw a
Play the recording. The pupils listen and point to the picture of it.
toys in Ex. 2 every time they are heard. Divide the pupils
2 Ask the pupils to choose one of the toys from the
into two groups and assign a verse to each group.
lesson and draw it. Then ask each pupil: What
Play the recording again and encourage the groups
have you got? Encourage them to answer: I’ve
to sing along to the assigned verse. Time permitting,
got a (robot).
play the recording a third time for the pupils to sing the
song as a class.
AUDIOSCRIPT Pupils can do the activities on pages 42 and 43.
Make sure you explain them first.
Come and play, girls and boys,
Come and play with all the toys!
Soft toys, hard toys, big and small,
Come and play with them all!
Teddy bears for me and you,
A scooter and toy bricks, too!
Soft toys, hard toys, big and small,
Come and play with them all!
WONDER BOX
Point to the picture and ask: What are these? Elicit:
They’re dolls. Read and explain the sentence. If you
wish, you can provide some more information, in L1
if necessary, about these dolls.
Background information
Matryoshka dolls from Russia are also called nesting
dolls. When you open the large doll, there is a smaller
one inside, and that one also opens to another, smaller
one. Usually, there are five dolls, one inside the other.
45(T)

1
Time to
Look at the picture. Point to the toys with wheels. 4
What’s your favourite toy?
1 train
2 ball
3 robot 4 doll
6 car
8 scooter
5 teddy bear 7 toy bricks
3 Which toys are soft? Which toys are hard? Point and say.
5 The teddy bear is soft.
4 Let’s play!
What have
I got?
You’ve got a scooter!
• Sing the Come and play song!
What have I got? You’ve got a ...! Activity Book, pages 42-43 45

5 Let’s listen! Toys everywhere!
OK. Let’s play!
1
2
It’s blue and
it’s soft.
The teddy bear!
3 It’s red and 4

it’s hard!
Got it!
No! It’s got

The scooter! four wheels!
5 6 It’s white and

It’s the car!
it’s hard!
Well done!
46

Module 4
Lesson 2 Teacher: Yes. They’re in the garden. They want
to play.
Aims (pointing to the teddy bear in picture 2)
To develop listening comprehension skills through What’s this?
a story; to revise soft and hard toys. Class: (It’s) a teddy bear.
Language Teacher: Yes. What colour is it?
Revision: toys, soft, hard Class: (It’s) blue. etc
Extra Vocabulary: got it, well done, white Follow the same procedure and present the rest of
Structures: It’s blue and it’s soft. It’s got four wheels! the story. Play the recording. The pupils listen and
follow in their books. Ask: Which toy has got four
wheels? Write scooter and car on the board. Play the
Art & Design: The pupils will make a toy box (Ex. 7,
recording again. The pupils listen and answer (car).
Craftwork).
Time permitting, play the recording a third time with
Differentiated Instruction pauses for the pupils to listen and repeat, chorally
Ex. 6 (Extension Activity) and/or individually. Check the pupils’ pronunciation
and intonation.
Thinking Skills
Paying attention to visual details (Ex. 6).
Extra Materials
Class CD1; Photocopies of the story cutouts for
Ex. 6 (Extension Activity – Optional); the toy
box and the toys templates from the Teacher’s
Resource Pack CD-ROM, one set per pupil, for
Ex. 7 (Craftwork).

Ask a pupil to come to the board. Say a toy from
the previous lesson. The pupil draws a rough sketch
of the toy on the board. Ask the rest of the class for
verification. Repeat the activity with other pupils.
Play the song from the previous lesson (Track 39 CD1).
The pupils listen and sing along.

5 Let’s listen! (Track 40 CD1)
: To present the Toys everywhere! story.
What is the story about? Let’s find out! Go through
the pictures and set the scene.
e.g. Teacher: (pointing to Carlos in picture 1) Who’s
this?
Class: Carlos.
Teacher: (pointing to Cody) Who’s this?
Class: Cody.
46(T)

Module 4
ENDING THE LESSON
6 What’s in the story? Tick (✓).
: To check the pupils’ comprehension of the
story. Ask the pupils to look at the pictures in the story for
a few minutes and then close their books. Divide the
Explain the activity. The pupils look at the pictures class into two teams, A and B. Ask individual pupils
in the story and tick the correct images. Check the from both teams questions about the toys in the
pupils’ answers. story. Each correct answer wins a point. The team
with the most points wins.
Extension Activity (Optional) e.g. Teacher: What colour is the teddy bear?
• For stronger classes: In groups, the pupils act out Pupil 1 Team A: (It’s) blue!
the dialogue. Allow them some time to rehearse Teacher: Correct! etc
their dialogues. Invite some groups to come to
the front of the class and act out their dialogues. Extension Activities (Optional)
Provide any necessary help. 1 Ask the pupils, in L1 if necessary, to tell you
• For weaker classes: Hand out the photocopies of which part of the story they liked best and why.
the story cutouts, one set per pupil. Ask the pupils Ask them to draw a happy face or a sad face,
to colour them in. Play the recording with pauses. depending on whether they liked the story or not.
The pupils listen and hold up the corresponding
cutouts. 2 The pupils, in pairs, think of and draw a present for
Chico for being a ‘good boy’. Then they present
their drawings to the class.
7 Make a Toy Box. Play the What’s

in my toy box? game.
: To consolidate toys through craftwork and a
game.
Hand out the photocopies of the toys and toy box
templates. Tell the pupils that they are going to make
a toy box. Show them your model. Guide the pupils
through the cutting and colouring of their toys and
toy boxes. Alternatively, bring in a shoe box and use
it as a toy box. This is for you, Chico!

In teams, play the What’s in my toy box? game. Team
A lets Team B look at their coloured toys for one minute. Activity Book (Optional)
Then the pupils from Team B close their eyes. Team A
decides how many toys will go into the toy box, e.g. Pupils can do the activities on pages 44 and 45.
three. Then the pupils from Team A take turns describing Make sure you explain them first.
one of the toys in the toy box. Team B have to guess
which toy it is. Then the teams swap roles and the game
continues. Each correct answer wins a point. The team
with the most points wins.
e.g. Team A: (puts teddy bear, car and train
in the toy box)
Team A Pupil 1: It’s blue and it’s soft.
Team B Pupil 1: Got it! The teddy bear!
Team A Pupil 2: Yes. It’s blue and it’s hard.
Team B Pupil 2: Got it! The train!
Team A Pupil 3: No! It’s got four wheels! etc
47(T)

Hey, Chico! What Good boy,
4
have you got? Chico!
7 8
6 What’s in the story? Tick (✓).
1 ✓ 3 5
2 ✓ 4 ✓ 6 ✓
7 ake a Toy Box. Play

M
the What’s in my toy
box? game.

bedroom
bathroom
hall living room kitchen

garden
9 Listen and number. Then talk with your friend.
A C E
3 6 1
B D F
5 2 4
A: Where is Cody? A: Where are ROLO and Chico?

B: He’s in the ... . B: They’re in the ... .
48 Where is he/she? He’s/She’s in the ... . Where are they? They’re in the ... .

Module 4
Lesson 3 9 Listen and number. Then talk with your
Aims friend. (Track 42 CD1)
To identify parts of a house; to practise talking : To practise talking about parts of a house.
about location.
Refer the pupils to the pictures and elicit the parts of
Language the house. Explain to the pupils that they will listen to
Revision: toys the sounds and number the pictures. Play the CD,
Target Vocabulary: bathroom, bedroom, twice if necessary. The pupils listen and complete the
garden, hall, kitchen, living room activity. Check the pupils’ answers.
Extra: bed, chair, desk, toy box, toy shop
Structures: Where is Cody? He’s in the kitchen. Point to picture A and ask: Where is Cody? Elicit: He’s in
Where are ROLO and Chico? They’re in the the kitchen. The pupils repeat after you. Follow the same
bedroom. procedure for the remaining pictures. Then, in pairs,
the pupils practise talking about where the characters
Cross-Curricular Links are. Go round the class providing any necessary help.
Maths: The pupils will talk about location (Exs 9 & Ask some pairs to report back to the class.
11). Answer key
Music: The pupils will sing a song about toys
(Ex. 10). Pupil 1: Where is Cody?
Pupil 2: He’s in the kitchen.
Extra Materials
Pictures of toys from the Internet or magazines Pupil 1: Where are ROLO and Chico?
for the Beginning the Lesson activity; the My Pupil 2: They’re in the bedroom.
House poster; Class CD1. Pupil 1: Where is Carlos?
Pupil 2: He’s in the bathroom.
Pupil 1: Where are Cody and Carlos?
BEGINNING THE LESSON Pupil 2: They’re in the living room.
Pupil 1: Where is Tara?
Put up pictures of the toys from the previous lesson Pupil 2: She’s in the hall.
around the classroom. Name a toy. Ask a pupil to
bring it to you. Ask the rest of the class for verification. Pupil 1: Where is Elsa?
Pupil 2: She’s in the garden.

8 Listen, point and repeat. (Track 41 CD1)
: To introduce parts of a house.
POSTER
Books closed. Put up the My House poster on the

board. Point to the parts of the house, one at a time,
and say the words. The pupils repeat after you. Point
to each part of the house in random order and ask
individual pupils to say the word. Ask the rest of the
class for verification.
point to the parts of the house. Play the recording a
second time. The pupils listen, point to and repeat
the words chorally and/or individually.
48(T)

Module 4
10 Listen and match. Then sing the Toys song! ENDING THE LESSON
(Track 43 CD1) : To consolidate the language of the lesson.
: To practise talking about location. Use a book and other objects in the classroom to
Place a pencil on a book and ask: Where’s the pencil? revise in, on and under. Then make false statements
Say: On the book. The pupils repeat after you. Place the about the book and ask individual pupils to correct
pencil in the book and ask: Where’s the pencil now? you.
Say: In the book. The pupils repeat after you. Follow the e.g. Teacher: (putting a book on a chair) There’s a
same procedure to present under. book under the chair.
Pupil 1: No! There’s a book on the chair! etc
Present the song. Point to the toys and say: My
bedroom’s like a toy shop. The pupils repeat after you. Extension Activities (Optional)
Then mime and say: There are toys everywhere! The
pupils repeat after you. Follow the same procedure 1 Ask a pupil to come to the board. Say one of
and present the rest of the song. the parts of the house, e.g. garden, and ask the
pupil to draw something associated with it, e.g.
Explain the activity. Play the recording. The pupils trees. Ask the rest of the class for verification.
listen and complete the activity. Play the recording Repeat the activity with other pupils.
again. The pupils listen and sing along.
2 The pupils make up a verse of their own.
Answer key You can help them by writing the following on
1 B 2 D 3 A 4 C the board:
My bedroom’s like a toy shop,
11 Play
the Yes or No game. There are toys everywhere!
There are ____________________ my desk
: To consolidate location through a game.
And ____________________ my chair!
Explain the game. Divide the class into two teams,
A and B. Ask the pupils to look at the location of the Activity Book (Optional)
toys in the song for two minutes before they close
their books. Name one of the toys in the song and Pupils can do the activities on pages 46 and 47. Make
the pupils say where it is. Each correct answer wins a sure you explain them first.
point. The team with the most points wins.
e.g. Teacher: Toy bricks.
Team A Pupil 1: There are toy bricks on the desk.
Teacher: Yes! etc
49(T)

10 Listen and match. Then sing the Toys song! 4

There are toys everywhere!
There are 1) toy bricks on my desk
And 2) dolls under my chair !
Toys, toys, all around, Toys

Toys are everywhere!
Toys
Toys, toys, all around,
Over here and over there!

There are toys everywhere!
There are 3) balls in my toy box Toys
And 4) cars under my bed !

Toys
A B C D
11 Play
the Yes or No game.
There are ... in/on/under the ... . Activity Book, pages 46-47 49

12 Look, read and number.
• These balls are soft. 3
• This scooter is big. 1
• This scooter is small. 4
• These balls are hard. 2

1
3
2
PLASTIC METAL fabric

FABRIC WOOD
3 4
1 2
5 6 7 8
A: What’s the train made of? A: Is it hard or soft?

B: It’s made of ... . B: It’s ... .
50 This (ball) is (soft). / These (balls) are (hard). What’s it made of? It’s made of ... .

Module 4
Lesson 4 Point to and elicit the items and whether they are soft
or hard. Allow the pupils some time to complete the
Aims activity. Check the pupils’ answers.
To describe toys; to say what toys are made of; to
design their own toy. 13 Talk with your friend.
Language : To describe toys.
Revision: toys, adjectives (big, hard, small, soft).
Target Vocabulary: fabric, metal, plastic, wood
PICTURE FLASHCARDS (7-10)/
Extra: design, super, wheels

WORD FLASHCARDS (39-42)
Structures: This scooter is big. These balls are
hard. What’s it made of? It’s made of wood. Books closed. Put up the picture flashcards on the
board. Point to them, one at a time, and name them.
Cross-Curricular Links Then put up the corresponding word flashcards
Art & Design: The pupils will identify materials below them. Point to the word and say: plastic. The
and describe toys (Ex. 13). pupils repeat, chorally and/or individually. Repeat
the procedure with the remaining picture and word
Thinking Skills flashcards. Then point to the picture flashcards in
Applying world knowledge (Ex. 13). random order. Ask individual pupils to name them.
Organising and selecting ideas (Ex. 15).
Have a class discussion, in L1 if necessary, about
Extra Materials the different materials objects are made of. Point to
Class CD1; Picture Flashcards 7-10; Word Flashcards various objects in the classroom and ask the pupils
39-42; pictures of various objects made of plastic, what each is made of.
metal, fabric and wood (e.g. a pencil, a scarf, a
Books open. Point to the pictures of the toys and
plastic bottle, a metal can) for the Ending the
have the pupils identify them. Ask them to say what
Lesson activity.
they are made of and whether they are soft or hard.
Read the example dialogue and explain the activity.
In pairs, the pupils complete the activity. Go around
BEGINNING THE LESSON the classroom monitoring the activity.
: To revise the language of the previous Answer key
lesson.
1 A: What’s the train made of?
Ask a pupil to come to the front of the classroom and B: It’s made of wood.
mime an action related to one of the parts of the A: Is it hard or soft?
house. The rest of the class tries to guess the name of B: It’s hard.
the part of the house.
e.g. Pupil 1: (mimes sleeping) 2 A: What’s the teddy bear made of?
Class: Bedroom! etc B: It’s made of fabric.
A: Is it hard or soft?
Play the Toys song from the previous lesson (Track 43 B: It’s soft.
CD1). Encourage the pupils to sing along.
3 A: What’s the robot made of?
B: It’s made of plastic.
PRACTICE A: Is it hard or soft?
B: It’s hard.
12 Look, read and number.
4 A: What’s the doll made of?
: To revise toys.
B: It’s made of fabric.
Stand near a desk and say: This is a desk. The pupils A: Is it hard or soft?
repeat after you. Stand near two books and say: B: It’s soft.
These are books. The pupils repeat after you. Explain
that we use this to point to a thing near us and these
to point to two or more things that are near us.
50(T)

Module 4
5 A: What’s the ball made of? Suggested answer key
DESIGN
MY TOY
B: It’s soft.
6 A: What’s the car made of?
B: It’s made of plastic. by George This is my
B: It’s hard. Magic Train! It’s
made of wood. It’s
7 A: What’s the scooter made of?
hard and big. It’s
B: It’s made of metal.
A: Is it hard or soft? fantastic!
B: It’s hard.
8 A: What’s the toy brick made of?
B: It’s hard.
Project Design and Technology ENDING THE LESSON

14 Look at Philip’s design. Bring pictures of various objects made of plastic,
: To present a project about a toy design. metal, fabric and wood (e.g. a pencil, a scarf, a
plastic bottle, a metal can). Show the pupils an
Point to Philip’s toy design and ask the pupils to identify
object. The pupils guess what it is made of (plastic,
it. Ask some pupils to read out from the text. Read the
metal, fabric or wood). Then ask if it’s hard or soft.
questions aloud. Ask individual pupils to answer them.
Repeat the activity with as many pupils as you think
Ask the rest of the class for verification.
is necessary.
Answer key
1 It’s a scooter. 3 It’s hard and big. Extension Activities (Optional)
2 It’s made of metal. 1 Say the name of one of the toys from the lesson.
Ask a pupil to come to the board and draw it.
15 Tell the class.
2 Ask a pupil to come to the front of the classroom.
: To generate ideas. Show an object and say: This is a schoolbag. It’s
Read the questions aloud. Invite pupils to answer made of fabric. The pupil points to the schoolbag,
them. and repeats the sentence. Repeat with more
Suggested answer key objects around the classroom.
• I want to design a train. Activity Book (Optional)

• It’s made of wood.
• It’s hard and it’s big. Pupils can do the activities on pages 48 and 49.
16 Design your own toy. Present it to the
class.
: To consolidate materials through a project.
Explain the activity. The pupils design their own toy in
class or as homework. They can use Philip’s My Toy
Design on p. 51 as a model.
51(T)

Project
DESIGN AND 4
TECHNOLOGY
This is my Super
Scooter!
h ilip It’s made of metal.
b y P
It’s hard and it’s big.
It’s got two wheels.
wheel
14 Look at Philip’s design. 15 Tell the class.

1 What toy is it? • What toy do you want to design?
2 What’s it made of? • What’s it made of?
3 Is it hard or soft? Is it big
• Is it hard or soft? Is it big or small?
or small?
16 Design your own toy. Present it to the class.


SCIENCE
1 T ommy is in the pool. Which things can he take with him?

Draw lines.
52

Module 4
Aims
To explore English through other subject areas 1 Tommy is in the pool. Which things
(Science); to identify things that can/can’t float; can he take with him? Draw lines.
to make a toy boat. : To talk about things we can/can’t put in
water.
Language
Revision: toys and materials Books open. Point to the boy in the picture and ask:
Target Vocabulary: float Where is Tommy? Elicit: He’s in the pool. There’s water
Extra: boat, paper, pool, sink everywhere! Ask: What can he take with him in the
Structures: It can/can’t float. pool? Point to the scooter and ask as you shake your
head: Can Tommy take this with him? Elicit: No. Point
Cross-Curricular Links to the rest of the items and elicit the answers from the
Science: The pupils will learn about and identify pupils. As an extension, you can ask the pupils to tell
things that can/can’t float (Exs 1 & 2). you other things, in L1 if necessary, that we can take
Art and Design: The pupils will make their own with us when we are in the water.
toy boat (Ex. 3, Craftwork).
2 Can it float? Tick (✓). Then point and say.
Thinking Skills
: To talk about things that can/can’t float.
Applying world knowledge (Exs 1 & 2).
Extra Materials POSTER
The Sink or Float? poster; an empty milk carton
(one per pupil), two straws, some coloured Explain the meaning of sink and float. Draw the surface
paper, coloured tape for Ex. 3 (Craftwork); of the sea with a simple boat on it. Say: Look at this
photos of various objects that can and can’t boat. It can float! Draw a rock at the bottom of the sea.
float from the Internet or magazines for the Point to the rock and say, as you shake your head: Can
Ending the Lesson activity and for Extension it float? Answer: No! Put up the Sink or Float? poster on
Activities 1 (Optional). the board. Point to the items and elicit if they can/can’t
float.
BEGINNING THE LESSON Explain the activity. Allow the pupils some time to
complete the activity. Check the pupils’ answers.
Answer key
Make sure you display their work somewhere in the (pointing to the picture of the key) It can’t f loat.
classroom. Then help the pupils file it in their Language (pointing to the picture of the paper boat) It can float.
Portfolios. (pointing to the picture of the straw) It can float.
(pointing to the picture of the ball) It can float.
(pointing to the picture of the anchor) It can’t float.
(pointing to the picture of the coin) It can’t float.
52(T)

Module 4
e.g. Teacher: (showing a picture of a rock). It can
• Draw one more thing that can float float.
and one more thing that can’t float. Pupil 1: No! It can’t float. etc
: To further practise talking about things that
can/can’t float. Extension Activities (Optional)
Explain the activity. Allow the pupils some time to draw 1 Play Find the odd one out game. Put up three
one more thing that can float and one more thing that photos of objects, two that are in the same
can’t float. Ask some pupils to present their drawings. category, e.g. they can float, and one that isn’t,
e.g. Pupil 1: (having drawn a picture of a feather) e.g. it can’t float. Ask the pupils to tell you which
It can float. is the odd one out.
(having drawn a picture of a rock) 2 Help the pupils make a paper boat. You can
It can’t float. etc use the following instructions:
3 Look at the toy boat. What is it made

of? Point and say. Then make your own
toy boat.
: To further practise talking about things that
can/can’t float through craftwork.
Refer the pupils to the picture of the toy boat and ask:
What is it made of? Elicit: It’s made of paper. Refer the
pupils to the example and explain the craftwork. The
pupils will make their own toy boat. You can assign
this as homework. Upon completion, ask the pupils to
present their craftwork.
ENDING THE LESSON

: To consolidate the language of the lesson. Activity Book (Optional)
Play Correct Your Teacher with the class. Before Pupils can do the activity on page 50. Make sure you
going into class, find photos of various objects that explain it first.
can and can’t float from the Internet or magazines.
Show the pupils the photos, one at a time, and make
correct or incorrect statements. Ask individual pupils
to correct your statements.
53(T)

4
2 Can it float ? Tick (✓). Then point and say.
✓
✓
• raw one more thing that can float and one more thing
D
that can’t float.
3 L ook at the toy boat. What is it

made of? Point and say.
Then make your own toy boat.
It can/can’t float. Activity Book, page 50 53

1
o 2
c 3
f 4
w
2 Listen and circle.
1o f i
2w e n 3c t h
4f w a 5c x b
b o x – box f u n – fun
c a t – cat w e t – wet
4 Look. Say the words. Choose.
1 2 3 4
box – six hat – cat mum – fun red – wet
5 L isten. Say. Remember.
he she where got the in

Module 4
Lesson 6 say: b \b\ – o \Å\ – x \ks\, box \bÅks\. The pupils repeat
after you. Follow the same procedure and present
Aims
cat, fun and wet.
To recognise the letters o, c, f and w and the
sounds they make; to understand and pronounce Play the recording. The pupils listen, point and repeat.
the words box, cat, fun, wet; to read/recognise Ask some pupils to say the letters and the words.
the sight words he, she, where, got, the, in.
Language
4 Look. Say the words. Choose.
Revision: things that can/can’t float : To practise the words box, cat, fun and wet.
Target Vocabulary: box, cat, fun, wet Explain the activity. Allow the pupils some time to
Sight Words: he, she, where, got, the, in complete the activity. Check the pupils’ answers.
Extra Materials
Class CD1; the letter cards o, c, f, w and the word 5 Listen. Say. Remember. (Track 47 CD1)
cards box, cat, fun, wet from the Teacher’s Resource : To present and practise sight words.
Pack CD-ROM for the Ending the Lesson activity.
Write the words on the board. Point to and say the
words. The pupils repeat after you. Play the recording.
The pupils listen and repeat.
Invite a pupil to come to the board. Say a word. The
: To revise the language of the previous lesson. pupil says the word while underlining it with his/her
Refer the pupils to the items in Ex. 1 from the previous finger. Repeat with more pupils.
lesson. Say: It can float. Ask a pupil to point to an (For further games and activities, see the Introduction,
object that can float. Ask the rest of the class for p. VIII.)
verification. Repeat with the rest of the items.
PRESENTATION AND PRACTICE ENDING THE LESSON

1 Listen. Look. Say. (Track 44 CD1)
Hand out the letter and word cards from the Teacher’s
: To present the letters o, c, f and w and the
sounds they make.
sound. The pupils hold up the corresponding letter
Books closed. Draw a big letter o on the board. Point card. Repeat with the remaining letter cards. Say the
to it and say \Å\. The pupils repeat after you. Follow the words box, cat, fun and wet, one at a time. The pupils
same procedure for the rest of the letters. Point to the hold up the word cards and say the words.
letters in random order and ask the pupils to say the
sounds they make.
Books open. Play the recording. The pupils listen, resources available during this or the next lesson.
2 Listen and circle. (Track 45 CD1) 1 If you wish, the pupils can do p. 113 in the Activity
: To practise recognising the sounds the letters Book (Handwriting Practice).
o, c, f and w make.
2 Ask the pupils to go through the module, find
Explain the activity. Play the recording, twice if necessary. and circle any of the sight words they can see.
The pupils listen and circle the right letters. Check the Invite pupils to point to and say them aloud.
pupils’ answers.
3 Listen. Say the sounds together. (Track 46 CD1)
: To present words with the letters o, c, f and w. you explain them first.
Point to the picture of the box and ask: What’s this?
Elicit: box. Write the letters on the board, point and
54(T)

Module 4
Lesson 7 AUDIOSCRIPT
Aim A: Where is Elsa?

To consolidate the language of the module. B: She’s in the bathroom.
A: Where?
Language B: In the bathroom. Elsa is in the bathroom.
Revision: toys, location, parts of a house
A: Where is Cody?
Thinking Skills B: He’s in the hall.
Interpreting visual information (Ex. 1). A: Where?
B: In the hall. Cody is in the hall.
Extra Materials
The letter cards a, b, c, e, f, n, o, t, u, w, x from A: Where is Tara?
the Teacher’s Resource Pack CD-ROM for the B: She’s in the living room.
Beginning the Lesson activity; Class CD1. A: Where?
B: In the living room. Tara is in the living room.
A: Where is Carlos?
BEGINNING THE LESSON B: He’s in the kitchen.
A: Where?
Invite three pupils to the front of the classroom. Hand B: In the kitchen. Carlos is in the kitchen.
them the letter cards b, o, x in random order. Say b
\b\ – o \Å\ – x \ks\ – box \bÅks\. The pupils get in line and
repeat the sounds of the letters and the word. Ask ENDING THE LESSON
another group to come to the front and repeat the
procedure for the words cat, fun and wet. My Progress Report
1 Find the stickers! elicit what emotions each one illustrates (happy,
okay, not happy). Ask the pupils to colour the
Read the instructions and explain the activity. Ask corresponding face according to how well they
the pupils to find the stickers from the corresponding did in the Review section. Encourage pupils’ efforts
sticker section. Have the pupils show them to you for regardless of their performance and try to instil a
verification before sticking them on the page. Check sense of achievement for completing this Module.
the pupils’ answers. Ask them, in L1 if necessary, what they liked most in
the module and have a brief class discussion.
2 Draw.
Read the instructions and explain the activity. Point to Formative Evaluation (See Instruments for Evaluation
CLIL the sentences and read them aloud. Allow the pupils in the Teacher’s Resource Pack CD-ROM.)
some time to draw the items accordingly. Check the
LISTEN
pupils’ answers.
TALK
3 Listen and draw lines. (Track 48 CD1)

SONG
Read theTHinstructions
INK! TH
INK! and explain the activity. Elicit
THINK!
the parts of the house and point to each one. Play
the
GA ME recording, twice if necessary. The pupils listen and
THINK ! THINK!
THINK!
draw lines. Check the pupils’ answers.
Group work BOU BOU
T
A
ME
T
A
ME
Pair work
Remember
55(T)

1 Find the !
1 2 3 4 4
Review
robot teddy bear doll scooter
2 Draw.
• a ball under the bed

• a train on the bed
3 Listen and draw lines.
My
Progress
Report
Colour.
55
CLIL
WONDER
o f
1
ORLD
1 L isten and look.

aW
Hello, everyone!
Mod Our world is full Look at this tree!
ules 1- 4 of shapes. It’s Tree-mo! It looks
like Nemo, the fish!
This fish is like

a square. How
funny!
Look at this fruit!
It’s like a star!
56
10 I Wonder 1 Ts World of Wonder I.indd 126 7/19/18 15:46

A World of Wonder 1
Aims point to the pictures. Play the recording again, pausing
To talk about things around the world that have after each sentence. The pupils repeat, chorally and/
different shapes. or individually. Check the pupils’ pronunciation and
intonation. Then ask some pupils to read out from the
Language
text.
Revision: circle, oval, rectangle, square, triangle
Extra Vocabulary: fish, fruit, rock, snail, tree,
watermelon
Structures: Look at this tree! It’s like a star! It looks Write the following on the board:
like (Nemo). This fish is like a square. 1 square a tree
2 elephant b fruit
Internet research 3 Nemo c fish
To find pictures of things in different shapes (Ex. 2). 4 star d rock
Extra Materials The pupils read again and match. Check the pupils’
The A World of Wonder 1 poster; a map of the answers.
world for Ex. 1 (Optional); Class CD1. 1 c 2 d 3 a 4 b

: To revise shapes.
Revise shapes. Draw them on the board and elicit
their names. During this process, present the shape
of the star. Ask the pupils to tell you, in L1 if necessary,
if they know any things that have any of the shapes
on the board.

1 Listen and look. (Track 49 CD1)
: To familiarise the pupils with things in
different shapes from around the world.
POSTER
Books closed. Put up the A World of Wonder 1 poster

on the board. Point to the flags, one at a time, and
present the countries. If you wish, you can have
a map of the world and show the pupils where
the countries are. Ask the pupils to tell you, in L1 if
necessary, what they know about these countries,
e.g. capital cities, food, buildings, etc.
Point to the tree and say: Look at this tree! Then point
to the fish and ask: Who’s this? Elicit: Nemo. Then say:
Yes. This tree looks like Nemo, the fish! Follow the
same procedure and present the rest of the items.
56(T)

A World of Wonder 1
ENDING THE LESSON
2 Find or draw pictures of things
in different shapes. Make a project. : To consolidate the language of the lesson.
Present it to the class. The pupils work in pairs or in groups. They choose one
: To make a project about things that have of the items on pp. 56-57 and ‘turn’ it into another
different shapes and are found in different parts of shape. They then present their drawings to the class.
the world. Display their drawings somewhere in the classroom.
Ask the pupils to use the Internet and find pictures Suggested answer key
of things in different shapes. Mention that, if access
to the Internet is not available, they can draw them
instead. Then have the pupils, one at a time, come to
the front of the classroom and present their projects.
Make sure you display their work somewhere in
the classroom. Alternatively, explain the activity
and assign it for homework. Once the pupils have
presented their pictures, help them file their projects
in their Language Portfolios.
e.g. Look at this watermelon! It’s like a star!
This is a Pyramid.
It looks like a
triangle.
Look at this
potato! It’s like
a heart!
57(T)

This
big rock
looks like an
elephant!
Look!
A square
watermelon.
Yummy!
Look at this snail!

Look at the
pretty colours.
It’s like a circle!
2 Find or draw pictures of things in different shapes.

Make a project. Present it to the class.
57

5 Fruit and
Vegetables
There are white,

yellow and purple
carrots, too!
58

Module 5
Time to
Aims 1 Look at the picture. Point to the
To identify fruit and vegetables; to practise fruit. Then point to the vegetables. Are fruit
talking about food preferences. and vegetables good for you?
Language : To introduce the topic of the lesson.
Revision: toys; rooms of the house
Books open. Draw the pupils’ attention to the picture
Target Vocabulary: apples, bananas, broccoli,
and point to the different parts of the face. Say:
carrots, fruit, onions, oranges, pears, pineapples,
These are fruit and vegetables. The pupils repeat
potatoes, tomatoes, vegetables
after you. Explain what fruit and vegetables mean,
Structures: I like apples. I don’t like pears.
in L1 if necessary. Point to the apples and elicit what
Cross-Curricular Links they are. Then ask: Fruit or vegetable? Elicit: Fruit. The
Science: The pupils will learn that eating fruit pupils then point to the rest of the items and say if
and vegetables is good for them (Ex. 1). they are fruit or vegetables.
Music: The pupils will sing a song about fruit Ask: Are fruit and vegetables good for us? Elicit: Yes.
and vegetables they like (p. 59). Explain, in L1 if necessary, that fruit and vegetables
Art: The pupils will make an Arcimboldo portrait are good for us because they help us stay healthy.
(Extension Activities 1). We should eat a lot of fruit and vegetables every day.
Extra Materials
Class CD1; the Fruit & Vegetables poster; 2 Listen, point and repeat. (Track 50 CD1)
pictures of Arcimboldo portraits from the Internet : To present fruit and vegetables.
or magazines and several plastic fruit and
vegetables and/or pictures of fruit and vegetables POSTER
for Extension Activities 1 & 2 (Optional); a bag for
Extension Activities 2 (Optional). Books closed. Put up the Fruit & Vegetables poster on
the board and present the items. The pupils repeat
after you. Point to the items in random order and ask
See Introduction, p. IV. the pupils to name them. Ask the rest of the class for
verification.
BEGINNING THE LESSON Books open. Play the recording. The pupils listen and
: To revise the language of the previous module. point to the fruit and vegetables. Play the recording
again. The pupils listen, point to and repeat the fruit
Write some toys and parts of a house on the board. and vegetables, chorally and/or individually.
Ask the pupils to look at them for one minute before
they close their eyes. Erase a word. Ask the pupils to
open their eyes. Ask a pupil to tell you the missing
word. Ask the rest of the class for verification. Repeat
as many times as you think is necessary.
58(T)

Module 5
Read and explain the sentence. Ask the pupils if they
3 Which fruit and vegetables do you have ever seen carrots in these colours. Ask if they
like? Which don’t you like? Tell your friend. know other fruit or vegetables that can be different
: To practise talking about food preferences. colours, e.g. apples, tomatoes, potatoes, onions, etc.
Read the example and explain the activity. Model the If you wish, you can provide some more information, in
exchange with the help of a pupil. Then, in pairs, the L1 if necessary, about carrots.
pupils practise talking about which fruit/vegetables Background information
they like/don’t like. Go round the classroom, providing • Carrots are good for our eyes, bones, teeth and
any necessary help. skin.
Suggested answer key • They are good for our heart, too.
• Carrots have got a lot of vitamin A.
Pupil 1: I like pineapples. I don’t like broccoli.
Pupil 2: I like tomatoes. I don’t like bananas. etc
ENDING THE LESSON
• Sing the I like song! (Track 51 CD1)
Make a grid on the board and ask the pupils to copy
: To further practise fruit and vegetables they it into their notebooks:
like through a song.
Present the song. Say: I like apples, apples, apples!
The pupils repeat after you. Follow the same procedure
and present the rest of the song. Play the recording.
The pupils listen to the song. Play the song again and
encourage the pupils to sing along.
Play Bingo with the class. The pupils write nine words
AUDIOSCRIPT from Ex. 2 in the grid. Say the words from Ex. 2 one at
I like apples, apples, apples, a time. When the pupils hear a word that is on their
I like pears, too! Bingo card, they circle it. The pupil that has circled all
I like oranges, oranges, oranges, of his/her words first, shouts Bingo and is the winner.
What about you?
Apples, pears, oranges!
Apples, pears, oranges! 1 Show the pictures of the Arcimboldo portraits
to the pupils. Explain that he created faces out of
Extension Activity (Optional) fruit and vegetables. Divide the class into groups.
The pupils make a face like the one on page 58,
The pupils work in pairs. They make up their own
either by drawing the fruit and vegetables, or
song using the fruit and vegetables from Ex. 2. Invite
using pictures from the Internet or magazines. Go
some pairs to sing their song to the class.
around the classroom providing any necessary
e.g. I like onions, onions, onions,
help. If you wish, assign this as homework.
I like tomatoes, too!
I like potatoes, potatoes, potatoes, 2 Play What’s in the bag? Put some plastic fruit and
What about you? vegetables that the pupils know in a bag. Ask a
pupil to put his/her hand in it and feel one. He/
Onions, tomatoes, potatoes!
she says what it is and then takes it out of the bag.
Onions, tomatoes, potatoes!
(See the Introduction for further ideas and activities.) Activity Book (Optional)
Pupils can do the activities on pages 56 and 57.
WONDER BOX
Say: What colour are carrots? Elicit: Orange. Point to
the picture and ask: What are these? Elicit: They’re
carrots! Elicit their colours (white, orange, purple).
59(T)

1 Time to
L ook at the picture. Point to the fruit. Then point 5
to the vegetables. Are fruit and vegetables
good for you?
oranges
apples potatoes
pineapples
onions
carrots bananas
broccoli
tomatoes
pears
3 W
hich fruit and vegetables do you like?
Which don’t you like? Tell your friend.
I like apples. I don’t like pears.
• Sing the I like song!
I like ... . I don’t like ... . Activity Book, pages 56-57 59

4 Let’s listen!
Let’s make
A smoothie shower!
1 2 Do you like
a smoothie!
bananas?
Yes, I do!
Oh, yes!
3 4
I like carrots!
I like oranges.
Yummy!
Carrots?
Here you are!
5 And some 6 Yummy! This

apples, please! looks good!
Sorry! There aren’t

any apples.
60

Module 5
To develop listening comprehension skills through a : To present the A smoothie shower! story.
story; to revise fruit and vegetables.
Revision: fruit and vegetables the pictures and set the scene.
Extra Vocabulary: shopping basket, smoothie e.g. Teacher: (pointing to Grandpa in picture 1)
Structures: I like carrots! Here you are! Who’s this?
Class: Grandpa.
Teacher: (pointing to the children in picture 1)
Art & Design: The pupils will make a shopping
Who are they?
basket (Ex. 6, Craftwork).
Class: Cody, Elsa, Carlos and Tara.
Drama: The pupils will act out buying and selling
Teacher: Where are they?
food items (Ex. 6).
Class: In the kitchen. etc
Differentiated Instruction Follow the same procedure and present the rest of the
Ex. 5 (Extension Activity) story. Play the recording. The pupils listen and follow
in their books. Ask: What fruit and vegetables are
Thinking Skills there in the smoothie? Play the recording again. The
Interpreting and recalling information (Ex. 5). pupils listen and answer (bananas, oranges, carrots).
Extra Materials Time permitting, play the recording a third time with
The Fruit & Vegetables poster for the Beginning pauses for the pupils to listen and repeat, chorally
the Lesson activity; Class CD1; photocopies of and/or individually. Check the pupils’ pronunciation
the story cutouts from the Teacher’s Resource and intonation.
Pack, one set per pupil, for Ex. 5 (Extension
Activity – Optional); photocopies of the
shopping basket and the food templates from
the Teacher’s Resource Pack CD-ROM, one set
per pupil, for Ex. 6 (Craftwork).

POSTER
Put up the Fruit & Vegetables poster on the board

and play the I Spy game with the class. Say: I spy with
my little eye a yellow fruit beginning with \b\. Invite the
pupils to name the fruit (banana). Repeat with the
rest of the fruit and vegetables.
60(T)

Module 5
ENDING THE LESSON
5 Choose yes or no.
: To check the pupils’ comprehension of the
story. The pupils, in pairs, play a guessing game. One pupil
thinks of a fruit or vegetable and writes it down. His/
Read the instructions and explain the activity. Read her partner tries to guess what it is. When he/she
the sentences aloud. The pupils read the story silently finds it, they change roles.
and circle yes or no. Check the pupils’ answers. e.g. Pupil 1: Is it a banana?
Pupil 2: No, it isn’t.
Extension Activity (Optional) Pupil 1: Is it a carrot?
• For stronger classes: In groups, the pupils act out Pupil 2: Yes, it is. etc
the dialogue. Allow them some time to rehearse
their dialogues. Invite some groups to come Extension Activities (Optional)
to the front of the classroom and perform their 1 Divide the class into two teams. Say sentences
dialogues. Provide any necessary help. from the story and have the teams say who is
• For weaker classes: Photocopy and hand out the talking. Each correct answer wins a point. The
story cutouts, one set per pupil. Ask the pupils team with the most points wins the game.
to colour them in. Play the story with pauses.
The pupils listen and hold up the corresponding 2 As a class, make an imaginary smoothie. Name
cutouts. a fruit or a vegetable. Ask the pupils if they like it.
If they say yes, pretend to put it in the blender. If
they say no, put it aside. Then pretend to hand
out imaginary glasses and pour and drink the
smoothie.
6 Make a shopping basket. Play
the Shopping game.
: To practise buying and selling through a
game. Pupils can do the activities on pages 58 and 59. Make
Explain the activity. Hand out the photocopies of the
shopping basket and food templates from the Teacher’s
Resource Pack CD-ROM. Have the pupils colour and cut
them out. Help them put the shopping basket together.
Alternatively, ask the pupils from the previous lesson to
bring in a tissue/shoe box.
Play the Shopping game. Divide the pupils into two
teams. Team B are the Sellers and Team A are the
Buyers. The pupils have their paper food items on
display. When they are ready, they carry out exchanges,
as in the example. Then Team B become Buyers and
Team A Sellers and the game continues.
e.g. Team A Pupil 1: I like broccoli.
Team B Pupil 1: Broccoli? Here you are! etc
61(T)

5
7 Cody, no! 8 Oh, dear! A smoothie shower!
5 Choose yes or no.
1 Elsa likes bananas. yes no
2 Tara likes pears. yes no
3 Carlos likes carrots. yes no
4 Cody likes oranges. yes no
6 ake a shopping

M
basket. Play the
Shopping game.

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iwonder 1 Cover Ts_spiral.qxp_iwonder 1 Cover Ts_spiral.

qxp 2/27/18 6:47 PM Page 1

Published by Express Publishing

Liberty House, Greenham Business Park, Newbury,

© Jenny Dooley, Bob Obee, 2018

Colour Illustrations: © Express Publishing, 2018

Original music composed by Ted and Taz © Express Publishing, 2018

First published 2018

This book is not meant to be changed in any way.

For Pupils Wonder! Think! Discover!

01 iWonder 1 Contents Ts.indd 1 7/19/18 15:32

Let’s start! Numbers (1-10) Hello, I’m … . This is … .

1 Colours Colours (blue, green, indigo, orange, purple,

3 G rowing up Family (aunt, brother, cousin, dad, grandma,

4 T oys Toys (ball, car, doll, robot, scooter, teddy

A World of Wonder 1 (Modules 1- 4) (pp. 56-57)

6 P laces around My Neighbourhood (funfair, park, pet shop,

A World of Wonder 2 (Modules 5-8) (pp. 108-109)

Happy Holidays! (pp. 110-112)

KEY TO SYMBOLS : Pairwork : Groupwork : Cross-curricular links : Thinking skills

01 iWonder 1 Contents Ts.indd 2 7/19/18 15:32

Applying world knowledge My Rainbow World Cool and Warm colours • e, r, d, p, n

Identifying/Interpreting visual My Shape Art Patterns • i, b, s, g, x

Recalling information I’m Growing Up How we change as we get older • a, h, t, m, u

Applying world knowledge My Toy Design Things that can/can’t float • o, c, f, w

Recalling information My Neighbourhood Means of transport: in the air, on • k, q, z

­Activity Book (Key & Instructions) pp. 113( T ) -138( T )

: Project/Poster presentation : Internet research : Formative evaluation

01 iWonder 1 Contents Ts.indd 3 7/19/18 15:32

The picture that introduces the

02 iWonder 1 Introduction Ts.indd 4 7/19/18 15:33

Craftwork is an integral part of each

Activities that help the

02 iWonder 1 Introduction Ts.indd 5 7/19/18 15:33

The pupils use

The pupils practise

Sight words help the pupils The pupils are

02 iWonder 1 Introduction Ts.indd 6 7/19/18 15:33

Educational stories that provide

Global values are

02 iWonder 1 Introduction Ts.indd 7 7/19/18 15:33

02 iWonder 1 Introduction Ts.indd 8 7/19/18 15:33

The Activity Book is in full colour and contains a

variety of fun activities, which consolidate the

02 iWonder 1 Introduction Ts.indd 9 7/19/18 15:33

• Picture & Word Flashcards i Wonder 1 Teacher’s Resource Pack CD-ROM

02 iWonder 1 Introduction Ts.indd 10 7/19/18 15:33

02 iWonder 1 Introduction Ts.indd 11 7/19/18 15:33

02 iWonder 1 Introduction Ts.indd 12 7/19/18 15:33

Types of Learning Styles

02 iWonder 1 Introduction Ts.indd 13 7/19/18 15:33

SOUNDS AND WORDS

03 iWonder 1 Programme Ts.indd 14 7/19/18 15:33

SOUNDS AND WORDS

03 iWonder 1 Programme Ts.indd 15 7/19/18 15:33

SOUNDS AND WORDS

03 iWonder 1 Programme Ts.indd 16 7/19/18 15:33

SOUNDS AND WORDS

03 iWonder 1 Programme Ts.indd 17 7/19/18 15:33

SOUNDS AND WORDS

03 iWonder 1 Programme Ts.indd 18 7/19/18 15:33

SOUNDS AND WORDS

03 iWonder 1 Programme Ts.indd 19 7/19/18 15:33

3 G rowing up Family (aunt, brother, cousin, dad, grandma,

4 T oys Toys (ball, car, doll, robot, scooter, teddy

6 P laces around My Neighbourhood (funfair, park, pet shop,

Activity Book (Key & Instructions) pp. 113( T ) -138( T )

3 The colours of the rainbow! Listen, point and repeat.

6 Tick (✓).

7 ake a rainbow hat.

9 T alk with your friend.

11 L isten and number.

13 Let’s play!

2 L isten and circle.

4 Is it red? Colour.

5 L isten. Say. Remember.