NI
T A
LOST AND FOUND!
U
1 tip
Vocabulary: school objects (glue, pen, pencil,
pencil case, rubber, ruler, sharpener, scissors) and
colours (black, blue, green, orange, pink, purple,
red, white, yellow)
Grammar: Where’s my…? Here you are./It’s here!
What’s this? Is it …? Yes, it is./No, it isn’t. It’s a…
Functions: Looking for, finding, handing and
identifying school objects.
Global Citizenship Education (GCE): Being
tidy and taking care of one’s school objects to
maximize work results.
Context: Jack keeps losing his school objects
– he can’t keep them together and at hand for
when needed. Thus, his work is affected. The
situations presented work well as triggers to
raise awareness of the importance of being tidy
and taking care of one’s belongings to maximize
work results in the classroom.
1 07
LP: Establishing a first contact with target
vocabulary around the exposure, recognition and
guided production cycle.
N-LP: Playing brain-challenging games.
• With books closed, conduct the following
lead-in games (see ‘Lead-in games’ on
pages 18 and 19):
❚ Play ‘Look, listen and repeat’: a pencil
case, glue, a sharpener, a pencil, scissors,
a ruler, a pen, a rubber.
❚ Play ‘Look, listen and repeat if correct’.
❚ Play ‘Memorize the sequence’.
❚ Play track 07 and conduct the
vocabulary chant activity (see page 19).
Audioscript
a pencil – a pen – a rubber – a ruler – a pencil case – a sharpener
– scissors – glue (x2)
❚ Play a few rounds of ‘What’s this?’.
This instance is of utmost importance at
this stage, as the language formula will
recurrently come in handy from now on, so it
must be properly worked on at this point.
2
LP: Visualizing the target vocabulary in context:
answering It’s a… / Yes, it is./No, it isn’t. to What’s
this? Is it a…?
N-LP: Completing drawings through observation
– tracing outlines and colouring school objects as
in the banner.
• With books open at page 6, draw pupils’
attention to the vocabulary banner.
• Ask, What’s this? Is it a…? [It’s a… / Yes,
it is./No, it isn’t.]
tip
Even at this early stage of the language
learning process, rather than accepting isolated
words as responses, encourage the use of full
formulas. To achieve this, provide the full formulas
yourself whenever pupils say words in isolation
and gently encourage chorus repetition.
• Direct pupils’ attention to the scene. Ask,
Who’s this? Is it (Jack)? [It’s… / Yes, it is./
No, it isn’t.]
• Ask, Can you see a…? [Yes, I can.] or What’s
this? [It’s a…] and What colour is it? [It’s +
colour.] Then instruct pupils to colour the
items in the scene as in the banner.
• Play the vocabulary chant (track 07)
during the colouring. You may as well play
the unit song anticipating the following
activity.
tip
At this point, you may carry out the ‘Can
you say…?’ Activity 12, on page 10, to focus on
pronunciation of target vocabulary items.
3 08
LP: Getting exposed to the formula Where’s my
(school object)? Here! and recognizing target
vocabulary. Pronouncing sounds in strings.
N-LP: Listening and numbering school objects in
order of appearance. Singing a song.
UNIT 1 LOST AND FOUND! 37
 A

• Have pupils look at the scene on page 6,

tip
listen to the song and number the school At this point you may consider doing
objects in the boxes provided. Play track the ‘Can you say…?’ Activity 13, on page 10,
08 twice non-stop. to reinforce correct pronunciation of the
Audioscript ‘Where’s my...?’ question.
Where’s my rubber?
Jack: J – Lisa: L – Ben: B
J: Where is my rubber? J: Where is my pen? 1 AB, p54
My rubber? My pen?
L: Here! Here! L: Here! Here!
LP: Revisiting target vocabulary. Responding It’s
J: Oh! Thank you! J: Oh! Thank you! a (school object). / Yes, it is./No, it isn’t. to What’s
this? Is it a (rubber)?
J: Where is my ruler? (Chorus)
My ruler?
N-LP: Through observation, solving a simple
B: Here! Here! J: Where is my pencil cognitive challenge – spotting and circling the
J: Oh! Thank you! case? My pencil case? school object which does not belong to the
B: Here! Here! category.
J: Where is my pencil? J: Oh! Thank you!
My pencil? • Draw pupils’ attention to Activity 1.
L: Here! Here! J: Where is my glue? • Tell them to look at the strings of school
J: Oh! Thank you! My glue?
objects and circle the odd item in each.
L: Here! Here!
Chorus: J: Oh! Thank you! • To check, draw their attention to a string
Oh yes, oh yes! at a time. Pointing to each item of the
Oh yes, oh yes! (Chorus)
same category, ask, What’s this? [It’s a
J: Where is my (rubber).] Then pointing to the odd item,
sharpener? My ask, What’s this? Is it a (rubber)? [No, it isn’t.
sharpener? It’s a (sharpener).] Check that odd items
B: Here! Here! have been identified correctly.
J: Oh! Thank you!
Answers: Odd items: 1 a sharpener; 2 a bottle of glue; 3 a pen
• To check, play the track a third time,
pausing before every question. Ask, What’s
number (1)? [It’s a (rubber).] Play the track 2 AB, p54
again to confirm. LP: Responding It’s a (pen). / Yes, it is./No, it isn’t.
to What’s this? Revisiting numbers.
Answers: 1 the rubber; 2 the ruler; 3 the pencil; 4 the
sharpener; 5 the pen; 6 the pencil case; 7 the glue N-LP: Through observation, solving a simple
cognitive challenge – matching enlarged partial
tip views to whole objects.
Aid checking by writing the numbers on
the board and displaying the flashcards next • With books open at page 54, draw pupils’
to their corresponding number. attention to the partial magnified views in
Activity 2.
• Encourage pupils to sing along. Record • Instruct them to match the magnified
the song on the classroom poster (see the parts and wholes as suitable.
‘Songs’ section on page 19).
• To check, interact as follows: Look
tip at number (1/2/3). What’s this? [It’s a
Play the song four times. Tell pupils (sharpener).] You may also revise colours
which lines to sing each time: 1st time: only by asking, What colour is it?
‘Here! Here!’; 2nd time: add the school
objects; 3rd time: add ‘Where is my…?’; Answers: 1 It’s a sharpener. 2 It’s a ruler. 3 It’s a pencil.
4th time: the whole song. To close, celebrate
being able to sing a new song.

38 UNIT 1 LOST AND FOUND!


4 tip
LP: Seeing target vocabulary in a different context.
Responding It’s a… / Yes, it is./No, it isn’t. to What’s
this? Is it a…? Getting re-exposed to Where is my…?
Here!
N-LP: Observing two scenes and, in the banner,
writing the number of the picture where each
object is.
• With books open at page 7, draw pupils’
attention to Activity 4.
• Focus their attention on the banner and
ask, What’s this ? Is it a…? [It’s a… / Yes, it
is./No, it isn’t.]
• Re-direct their attention to the characters
in the scene. Ask, Who’s this? It’s Lisa/ Ben.
• Pointing to each object in the banner, ask,
Can you see a (pencil) in picture 1? [Yes, I
can./No, I can’t.] or Where’s the (rubber)?
In picture 1 or 2? Tell pupils to number the
objects accordingly. NB: For ‘glue’, say ‘the
bottle of glue’ and for ‘scissors’, ‘the pair of
scissors’.
• Make pupils notice that there are some
objects in the scenes that are similar to
the ones in the banner, though not exactly
the same – they have to look for the ones
that are exactly the same as in the banner.
Answers: the pencil case 1; the rubber 1; the ruler 2;
the sharpener 1; the pen 2; the bottle of glue 2; the pair of
scissors 2, the pencil 1
5 the (school object) (colour)? [Yes, it is./No,
LP: Recognizing the target vocabulary and
colours. Responding It’s (colour). to What colour is
(the rubber)?
N-LP: Through observation and listening
comprehension, finding the school objects hidden
in a pencil case-shaped maze and colouring them
as told.
• With books open at page 7, draw pupils’
attention to Activity 5.
• Tell pupils they will have to follow your
instructions to colour the maze.
A
When approaching listen-and-colour
activities, instruct pupils not to colour the
objects straightaway, but to mark them with a
little cross in the corresponding colour to
ease correction if necessary without spoiling
the page.
• Draw attention to the pencil case. Ask,
What’s this? Is it a…? [It’s a pencil case. /
Yes, it is.]
• Read the following text.
Script (to be read by the teacher)
Look! What’s in the pencil case? Let’s see... (pause) Can you
see a pencil? (pause) Can you see a pencil? (pause) (Elicit the
imitation of the answer: Yes, I can!) It’s blue
Look! (pause) Can you see a pen? (pause) Can you see a pen?
(pause) (Elicit the imitation of the answer: Yes, I can!) It’s red.
Look! (pause) Can you see a rubber? (pause) Can you see a
rubber? (pause) (Elicit the imitation of the answer: Yes, I can!)
It’s pink.
Look! (pause) Can you see a bottle of glue? (pause) Can you
see a bottle of glue? (pause) (Elicit the imitation of the answer:
No, I can’t!)
Look! (pause) Can you see a sharpener? (pause) Can you see
a sharpener? (pause) (Elicit the imitation of the answer:
Yes, I can!) It’s green.
Look! (pause) Can you see a ruler? (pause) Can you see a
ruler? (pause) (Elicit the imitation of the answer: Yes, I can!)
It’s purple.
• Check the resolution of the activity. Point
to each object and ask, What’s this?/Is it a
(school object)? What colour is the (school
object)? [It’s (colour).] to confirm, ask, Is
it isn’t. It’s (correct colour).]
Answers: The pencil is blue. The pen is red. The rubber is
pink. The sharpener is green. The ruler is purple.
6
LP: Recognizing/Producing target language:
Where’s my…? Here. What’s this? It’s a…
N-LP: Colouring and cutting out cards to play
games.
• Instruct pupils to cut out the school object
cards at the back of their books.
• While they do it, play the vocabulary chant
(track 07) and the unit song (track 08).
Encourage pupils to chant/sing along.
UNIT 1 LOST AND FOUND! 39

• Conduct these games: Bingo, sequence
dictation, ‘Find the match’, ‘What’s this?
It’s a...’ and ‘Where’s...? Here!’ (see ‘Cut-out
games’ on pages 19–21).
3 AB, p55
LP: Responding It’s a (pen). Yes, it is./No, it isn’t.
to What’s number (1) and number (6)?
N-LP: Joining the matching puzzle pieces.
• Draw pupils’ attention to the puzzle pieces
in Activity 3. Instruct pupils to match them
as suitable.
• Check as follows:
Teacher: What’s number 1 and number 6? (or pointing
to one of the puzzle pieces) What’s this?
Is it a …?
Pupils: It’s a pencil.
Teacher: (waking the whole class) Is 1 and 6 a pencil?
Pupils: Yes, it is!
Teacher: What colour is it?
Pupils: It’s red.
Teacher: Bravo!
• Proceed likewise for the other halves.
Answers: 1 + 6 = It’s a pencil. It’s red. 2 + 4 = It’s a rubber.
It’s blue. 3 + 5 = It’s a pencil case. It’s green.
4 AB, p55
LP: Recognizing the school objects mentioned
and their colour. Responding It’s (colour). Yes, it
is./No, it isn’t. to What colour is the (pencil)?
N-LP: Listening, finding and colouring school
objects as told.
• Draw pupils’ attention to the scene in
Activity 4.
• Instruct pupils to listen to you, find the
objects they hear and colour them as you
describe.
Script (to be read by the teacher)
I spy with my little eye… a pencil! I spy with my little eye…
a pencil! It’s blue. (pause and repeat.)
I spy with my little eye… a pen! I spy with my little eye… a pen!
It’s red. (pause and repeat.)
I spy with my little eye… a bottle of glue! I spy with my little
eye… a bottle of glue! It’s yellow. (pause and repeat.)
I spy with my little eye… a ruler! I spy with my little eye…
a ruler! It’s green. (pause and repeat.)
I spy with my little eye… a sharpener! I spy with my little eye…
a sharpener! It’s orange. (pause and repeat.)
I spy with my little eye… a rubber! I spy with my little eye…
40 UNIT 1 LOST AND FOUND!
A
a rubber! It’s pink. (pause and repeat.)
I spy with my little eye… a pencil case! I spy with my little
eye… a pencil case! It’s purple. (pause and repeat.)
I spy with my little eye… a pair of scissors! I spy with my little
eye… a pair of scissors! It’s black. (pause and repeat.)
• To check the activity, ask, Where’s the
(pen)? [Here!] What colour is the (pen)?
[It’s (blue).] For confirmation, ask, Is the
(pen) (blue)? [Yes, it is./No, it isn’t.] Proceed
likewise until the identification of colours
has been c
• hecked.
• Allow pupils time to finish the colouring.
Meanwhile, play the vocabulary chant and
the unit song.
7&8 09
LP: Developing comprehension skills –
interpreting paralinguistic features and aural
input to mentally reconstruct a narrative
sequence involving target language. Developing
reading skills – focusing on the left-to-right/
bottom-down direction in which English is read.
N-LP: ‘Reading’ a comic strip and tracking down
events until their resolution.
• With books open at page 8, draw pupils’
attention to the story.
• Allow them time to explore the story and
attempt its mental reconstruction.
• Help pupils put their observations into
words, asking, Who’s this? [It’s Jack.]
What’s this? [It’s a (pencil case).] Can you
see a (pencil case)? [Yes, I can.] Where is it?
[Picture (4).] What colour is it? [It’s (orange).]
Is it…? [Yes, it is./No, it isn’t.]
Extra activity Play ‘I spy with my little eye’
(a bottle of glue/pair of scissors). Pupils say the
number of the frame in which they have spotted
the object.
• Encourage hypotheses about situation,
conflict and resolution in L1. Ask, What’s
the problem?
• Play track 09 once. Then confirm
predictions: ask, What’s the problem?
What’s the ending? Is the teacher happy?
Is Jack’s picture complete or incomplete?
 A

tip
Allow pupils to use L1. As they do, and 9 & 10 09
given that the unit title is ‘Lost and found!’,
you word Jack’s problem as: Jack lost his LP: Comprehending details – recognizing school
(glue). The teacher found Jack’s (objects). objects and colours.
Jack’s work is incomplete. N-LP: Tracing outlines and colouring objects
as in the story. Reconstructing a narrative
Audioscript sequence.
Jack: J – Teacher: T
1 7
• With books open at page 9, draw pupils’
J: Mm… My glue? Where’s T: Jack! attention to Activity 9.
my glue? J: Where’s my sharpener?
• Pointing to each object, ask, What’s this?
2 T: Is it purple?
T: Oh, a pencil case! J: Yes, it is.
[It’s a (a bottle of glue).]
3 T: Here you are. • Instruct pupils to trace the outlines.
T: Jack! J: Thank you!
J: Where’s my pencil case? 8 • Play track 09 again for pupils to identify the
T: Is it orange? J: Where’s my rubber? objects Jack lost. Say, Jack lost (a bottle of
J: Yes, it is. T: Is it pink? glue).
T: Here you are. J: Yes, it is!
J: Thank you! T: Oh, Jack. Here you are. • Play the track again for pupils to listen for
4 J: Thank you! colours, pausing when the colours are said.
J: Mm… Uh, oh! 9 To check, ask, What colour is Jack’s (pencil)?
5 T: Time’s up! [It’s (blue).] Is it (blue)? For confirmation,
T: Jack! J: Mm… My glue. Where’s
refer pupils back to the story.
J: Where’s my pencil? my glue?
T: Is it red? T: Is it white and yellow?
Answers: The glue is yellow and white. The pencil is blue.
J: No, it isn’t. It’s blue. J: Yes, it is!
The sharpener is purple. The pencil case is orange.
T: Here you are. T: Look! It’s here!
J: Thank you! J: Thank you!
6 T: Oh, Jack! Be careful with • Allow time for pupils to finish colouring.
J: Uh! Where’s my your things, please. Meanwhile, you may play the vocabulary
sharpener? chant and unit song.
T: Mm… What’s this? Is it a
sharpener? Yes, it is! • Play the track again and have pupils
number the objects as Jack found them.
• Check the resolution of the activity. Ask,
GCE Grab the opportunity to reflect What number is the (pencil)? [It’s number (2).]
upon how losing things and being untidy
affect one’s work. Elicit recommendations. Answers: 1 pencil case; 2 pencil; 3 sharpener; 4 glue
Allow the use of L1. You can even make a
poster for the classroom with the title ‘Be
tidy and take care of your school objects.’ 11
• Play the track again and tell pupils to LP: Responding It’s a... / Yes, it is./No, it isn’t! to
listen and point to each frame. You can What’s this? / Is it a…?
also have pupils watch the animated video N-LP: Grasping sequential details through
available on the Pupil’s Book and Activity observation to match objects to their contexts.
Book eBook or at the Teacher’s Resource
• With books open at page 9, draw pupils’
Centre.
attention to Activity 11.
tip • Point to the woman in the frames and ask,
Pointing while approaching the
development of reading skills leads to grasping Who’s this? [It’s the teacher.]
the direction in which English is read. • Direct pupils’ attention to the story to
find the frames that match the ones in the
activity. Ask, Where is Jack’s (pencil case)?
[Here!] Where? [Picture (2).]

UNIT 1 LOST AND FOUND! 41


• Tell pupils to find the corresponding
stickers at the back of the book and place
them suitably.
• To check the activity, point to each
picture and ask, What’s this? [It’s a (school
object).] For ‘glue’, say ‘a bottle of glue’.
Answers: 1 sticker of rubber; 2 sticker of bottle of glue;
3 sticker of sharpener
Extra activity Conduct a mini-role-play
– pupils play the teacher and Jack’s roles,
repeating What’s this? Is it a (rubber)? [Yes, it
is!] Where’s my glue? [Here!] To prompt each
production, use the flashcards, and provide
support by modelling pronunciation and eliciting
chorus repetition. Also, encourage pupils to
imitate attitudes.
12 10
LP: Focusing on pronunciation of initial sounds
/p/, /r/ and /s/.
N-LP: Matching the words that share the same
initial sound.
• With books open at page 10, draw pupils’
attention to Activity 12.
• Pointing to each object, ask, What’s this?
• To confirm, play the first part of track 10.
Audioscript
pen – ruler – pencil – scissors – rubber – seven
• Play the track again and ask pupils to
match the words that share the same
initial sound.
• Pointing to each object, ask, What other
word starts with…?
• To confirm, play the second part of track 10.
Audioscript
pen – pencil (correct answer sound)
ruler – rubber (correct answer sound)
scissors – seven (correct answer sound)
13 11
LP: Imitating intonation of information questions
and pronunciation of initial /r/ and final /´/ in
‘rubber’ and ‘ruler’.
N-LP: Listening and completing a scene by
drawing. Role-playing.
42 UNIT 1 LOST AND FOUND!
A
• With books open at page 10, draw pupils’
attention to Activity 13. Ask, Who’s this?
[It’s Jack.] What’s Jack’s problem?
tip
Allow pupils’ use of L1 for the
explanation of Jack’s problem and then word
it in English as He lost three school objects.
• Pointing to the blank circles, ask, What’s
this? Is it a…? And this? Give a few
possibilities, each time, making a gesture
to denote ‘We don’t know!’
• Play track 11 for confirmation and elicit the
answers.
Audioscript
Jack: Where’s my ruler?
Ben: Here!
Jack: Where’s my rubber?
Ben: Here!
Jack: Where’s my pencil?
Ben: Here!
Answers: Pupils draw the missing objects where they want.
• Play the track again and encourage pupils
to repeat – monitor sounds.
• Ask additional questions, What colour is the
(ruler)? [It’s (green).]
• Encourage pupils to act out the exchange
using their scenes.
5 AB, p56 09
LP: Listening for detail – identifying the school
objects that Jack lost and the ones he didn’t.
N-LP: Listening and identifying which objects
belong to the story by putting a tick or a cross.
• Draw pupils’ attention to Activity 5.
• Pointing at the picture, ask, Who’s this?
[It’s Jack.] and then pointing to the
silhouettes ask, What’s this? [It’s a…]
• In L1, tell pupils to listen to the story again
and put a tick for the objects that are
mentioned in the story and a cross for the
ones that aren’t mentioned.
• Check the resolution of the activity.
Answers: bottle of glue. pencil, sharpener, pencil case,
rubber; pair of scissors, ruler

tip
To aid checking, use the flashcards.
Play track 09 once again, pausing suitably.
Invite five pupils to pick and display the
corresponding flashcard on the board and
invite the class to confirm or correct. Word
the resolution as, Jack found his…
• You may want to encourage pupils to act
out the story.
tip
Conduct a listen-and-repeat activity,
eliciting chorus repetition of the story script.
When suitable, assign roles and guide pupils
through the role-play. Then celebrate with a
round of applause.
6 AB, p56 12
LP: Reinforcing the association of ‘Where’s
my…?’ to the idea of losing school objects.
Developing listening skills – identifying the
school objects that each character lost.
N-LP: Joining owners with objects lost.
• Draw pupils’ attention to Activity 6.
• Tell pupils to look at the pictures and ask,
What’s the problem? [Sally/Ben/Jack/Lisa
lost a sharpener/a bottle of glue/a rubber/a
ruler.]Ask, Who lost what? Encourage pupils
to listen and find out.
• Play track 12 twice.
tip
Reduce anxiety by explaining you will
play the track twice, and reassure pupils that
there is no need to worry if they can’t
complete the matching at once.
Audioscript
Sally: S – Ben: B – Lisa: L
1 3
S: Mm… Where’s my J: Mm… Where’s my glue?
sharpener? L: Here!
B: Here! J: Thank you, Lisa.
S: Thank you, Ben. 4 • Tell pupils they will complete this section
2 L: Mm… Where’s my rubber?
B: Mm… Where’s my ruler? B: Here!
L: Here! L: Thank you, Ben.
B: Thank you, Lisa.
• Check the resolution of the activity. Ask,
Who lost a (sharpener)? [(Sally).] Where’s
A
(Sally’s sharpener)? [Here!] What colour is
it? [It’s (orange).]
Answers: Sally lost a sharpener. Ben lost a ruler. Jack lost a
bottle of glue. Lisa lost a rubber.
14
LP: Responding It’s a (pen). Four. to What’s this?
How many (pens)?
N-LP: Finding the objects represented by the
silhouettes and identifying which ones are
missing.
• With books open at page 11, draw pupils’
attention to the school object silhouetes
in Activity 14. Check that they know what
each silhouette is by pointing to them and
asking, What’s this?
• Ask pupils to count each object and write
the corresponding number. Then ask,
What’s missing in the picture? for them to
identify the missing object.
Answers: 4 pens; 5 rubbers; 3 rulers; 1 pecil case; 2
sharpeners; 8 pencils / The missing objects are the pair of
scissors and the bottle of glue.
Extra activity Play, ‘I spy with my little eye a
(green) school object’. Elicit its identification, [It’s
a pencil/ruler/pen.] You can always go on to ask,
Is it a (sharpener)? to double check the previous
response: [Yes, it is./No, it isn’t.]
Mini-dictionary
LP: Recognizing and repeating the vocabulary
items focusing on pronunciation. Then tracing
the words under each sticker as a first approach
to handwriting.
N-LP: Completing the ‘Mini-dictionary’ – placing
the stickers according to their order in the unit
chant. Chanting along.
• With books open at page 11, draw pupils’
attention to the ‘Mini-dictionary’.
with the corresponding stickers at the
back of the book.
• Play track 07 and proceed with the
sticking until completion.
• Encourage repetition of words to
guarantee correct pronunciation.
UNIT 1 LOST AND FOUND! 43
 A

• Instruct pupils to trace words in pencil. As
they do, play the unit chant (track 07) and
song (track 08).
Activity bank
• Drawing in pairs: Ask pupils to draw in
pairs a ‘lost and found’ scene at school in
which a child lost something and a friend/
the teacher found it and handed it to them.
When drawing is over, ask pupils to role-
play it.
• Role-play: Put up a show – ask pupils to
act out the unit story.
• Photocopiable activities at Student’s
and Teacher’s Resource Centres:
❚ What’s this? Is it a...?: Hand out the
photocopies (or have pupils bring their
own copies from home) and allow them
some time to familiarize with the pictures.
Then tell pupils to ask you, [What’s this?
Is it a…?] to be able to match the items
of the same type. To check, point to the
items on the right and ask the question
yourself. Pupils provide the answer.
Double check and tell pupils to tick if
correct or modify if not.
Answers: 1 + 8; 2 + 7; 3 + 5; 4 + 6
❚ Where’s my...?: Hand out the
photocopies (or have pupils bring their
own copies from home) and allow them
time to familiarize with the pictures.
Tell them to find and circle the objects
hidden in the scene, using the banner
as reference. To check, ask, What’s the
problem? [Sally lost a (rubber).] Tell pupils
to pretend you are Sally and to answer
your questions. Ask, Where’s my (rubber)?
Pointing to the object, pupils say, [Here!]
Walk about the classroom, supervising
that pupils point correctly. Then tell them
to listen to you and colour the objects
accordingly. Check by asking, What colour
is Sally’s (rubber)?
❚ Rhyming sounds!: Hand out the
photocopies (or have pupils bring their
own copies from home) and allow them
some time to familiarize with the pictures.
Ask pupils to colour the splodges: one is
purple, one is red and one is pink. Invite
the class to say the words for the objects
they see. Explain that they must join the
items that start with the same sound.
To check, tell them to listen to you and
tick or modify. You may aid checking
with suitable flashcards displayed on the
board. Elicit chorus repetition.
Answers: /p/ pen, pencil, pencil case, purple, pink; /r/ rubber,
ruler, red; /f/ four, five; /s/ six, seven, (a pair of) scissors
tip
If a pupil mispronounces any of the
words, model the pronunciation yourself for
them to listen and reconsider or say the word
again.
❚ What’s this in English?: Hand out the
photocopies (or have pupils bring their
own copies from home) and allow them
some time to familiarize with the pictures.
Ask pupils to look at the words in the
boxes and to label the items in the pencil
case. Then tell them to colour the items
freely.
tip
To aid the labelling, tell pupils to look
back at the ‘Mini-dictionary’ on page 11 of
their books.
Answers: 1 scissors; 2 pencil; 3 rubber; 4 ruler; 5 pen;
6 sharpener; 7 glue

Script (to be read by the teacher)

Sally’s pen is black. Look at her pencil case! It’s purple. Sally’s
pen is green. And look at her ruler! It’s brown. Sally’s rubber is
pink and blue. And look at her sharpener! It’s orange.

44 UNIT 1 LOST AND FOUND!