COMPONENTS INTRODUCTION SCOPE AND SEQUENCE LESSON NOTES OVERVIEW OF DISNEY FILMS GAMES CROSS-CURRICULAR ACTIVITIES POSTER NOTES AND WORKSHEETS EVALUATION PHOTOCOPIABLE EVALUATION SHEETS VIDEO NOTES AND WORKSHEETS END-OF-YEAR CERTIFICATE Teacher's Book 198©. ovo ond cleus Books the central component of English Adventure. It is used to present each new language item, and can be backed up with flashcards and realia, The Pupils Book provides a visual basis for songs, stories, games and ning activities. There are eight core teaching units, regular review units, sons and picture dictionary pages, Each page of the Pupils Book ‘one lesson,Sa i a a a ee Colm tire e DICTIONARY PAGES At the back of the Pupil’s Book, two pages of picture dictionary provide a visual overview of the language taught in each unit. They are an easy reminder of all that the pupils have learned, and are intended for revision in the classroom or at home, STICKERS More than just decoration, the stickers are a tool for listening comprehension and vocabulary consolidation. Th Donald Duck stickers are the pupils’ reward at the end of each unit, confirming achievement and building confidence. THE CD-ROM Children can use the CD-ROM in the classroom or at home, It includes interactive games and activities to practise the key language of each Pupil’s Book unit. It also features all the songs and chants. The CD-ROM can be used in parallel with the Pupils Book, or for revision later in the year. ACTIVITY BOOK The Activity Book provides exercises and puzzles to reinforce and consolidate the language taught in each unit. Activities are designed to practise vocabulary through observation, problem solving and games, The Activity Book is intended for classroom use or for homework—> Components TEACHER'S BOOK The Teacher's Book provides lesson-bylesson teaching notes, showing you how to use the Pupil's Book and the audio material. Teachers who enjoy an active classroom will find ideas for getting children to respond, ‘communicate and work together. Each page of lesson notes includ warm-up activity and an optional extra activity, should you need more material. Transcripts of the audio material are included in the lesson notes at the appropriate points. afun AUDIO CDs AND CASSETTES ‘The CDs and cassettes contain stories, comprehension activities, Book you will find a resource bank of songs and chants, Songs are additional materials, These include extra games, photooopiable tests, and followed by a repeat of the At the back of the Teacher Disney films featured in the Pupil Book appear on pages T65~T66, can sing the songs karaoke-style, worksheets relating to the posters and the videos. An overview of all the | music without voices, So pupils:VIDEOS The videos for English Adventure Starter A and B each contain four episodes. Each episode is based around a Disney character or film, and is divided into three sections: (1) a studio presentation of a song ‘or a game (2) a clip of authentic material related to the theme of the episode (3) a clip from the film, specially re-scripted to suit pupils’ comprehension of English. This Teacher's Book includes teaching notes and photocopiable activities that can be used alongside the episodes. See pages T92-T97 The 46 picture flashcards correspond to the key vocabulary from English Adventure Starter A. The lesson notes expla howe flashcards can be used to present, practise and ‘consolidate language through a variety of games and activities, POSTERS The four posters which accompany English Adventure Starter A are intended to practise and reinforce what the pupils have learned, and to provide a permanent revision aid for your classroom wall. See pages T71-172 for notes on, how to use these posters,Introduction English Adventure English Adventure is a si-level course for children learning English in Primary schools. It uses a range of classroom strategies and materials proven to be effective with children in their early years of language learning. English Adventure takes the pupils themselves as its starting point: their learning styles, the way they interact with each other, their needs and their interests. English Adventure aims to motivate the children through the entertaining characters that they will meet along the way, many of them drawn from the much-loved animated films of the Disney studios. Pupils will listen to stories, play classroom games, sing songs, communicate with one another in English. Above all, they will enjoy themselves as they set out on their own English Adventure. Pupils’ components Pupil’s Book The Pupil's Book is the central component of English Adventure, It is used to present new language items, and can be backed up with flashcards and realia if the teacher wishes. The Pupil’s Book contains visual support oral language presentation, communication activities, puzzles, songs and stories. Each page of the Pupil’s Book represents one lesson. Stickers The stickers at the back of the Pupil’s Book are intended for whole-class reinforcement of known language. Instructions for using the stickers can be found in the lesson notes which follow (pages T2-T64). CD-ROM The CD-ROM which accompanies the Pupil’s Book can be used in the classroom or at horne. It includes interactive games and activities, based on the key language of English Adventure. It also features all the chants and songs from the Pupil’s Book, to provide extra listening practice or simply allow the children to enjoy these recordings outside the classroom Activity Book The write-in Activity Book provides reinforcement and consolidation of the language taught in each lesson. No new language is presented in the Activity Book. It is intended as a time-filler for the whole class or for early finishers, vi Teachers’ components Teacher's Book The Teacher's Book provides lesson-by-lesson teaching notes covering all the sections of the course material Each lesson takes a step-by-step approach and includes ideas for beginning-of-lesson warm-ups and optional extra activities for longer lessons. Un pages Te5~T66 of the guide, teachers will find résumés of the Disney films which feature in the Pupil's Book. At the back of the Teacher's Book is a resource bank of extra games and photocopiable tests, along with instructions for using the posters and the video. Audio CDs and cassettes The audio CDs and cassettes contain all the chants, dialogues, stories and songs. Songs are always followed by a repeat of the music without voices, so that pupils, can sing the songs karaoke-style, once they have learned ‘the words. Posters The eight posters which accompany English Adventure Starter A and B are intended to practise and reinforce what the pupils have learned, and to provide a permanent revision ald for the classroom wall. See pages 171-172 for notes on how to use these posters. Flashcards The 46 picture flashcards correspond to the key vocabulary from English Adventure Starter A and B. The lesson notes explain how flashcards can be used to present, practise and consolidate language through a variety of games and activities. Videos and DVDs The videos for English Adventure Starter A and B each contain four episodes. Each episode is based around a Disney character or film, and is divided into three sections: 1 a studio presentation of a song or a game 2 a clip of authentic material related to the theme of the episode 3 a clip from the film, specially re-scripted to suit pupils’ comprehension levels in English This Teacher's Book includes teaching notes and photocopiable activities that can be used alongside the episodes. See pages T92-197.Objectives The key objectives of English Adventure are these: 1 To develop a positive attitude to English by providing a context in which learning a foreign language is stimulating and fun ~ a context which offers the maximum opportunity for success. 2 To present activities and materials which wil alow pupils to explore different topics and concepts while they learn the new language, 3 To cater to the varied learning styles of pupils’ through the wide range of activities and materials included. All types of learner should find something to capture and maintain their interest. 4 To encourage pupils to take an active role in their learning and to reflect on their progress. 5 To establish a solid basis on which the pupils can continue to build in following years. Language syllabus English Adventure Starter A assumes no previous knowledge of English, though teachers who have worked with My First English Adventure will find that vocabulary and phrases from the earlier coursebooks are systematically recycled New lexis is introduced in groups of 6-8 words, using flashcards, realia or blackboard activities. Vocabulary is ‘always presented in thematic groups, and practised through a sequence of varied activities and games. As the unit proceeds, the class will hear the words placed in short sentences: examples in the affirmative are followed up by negatives and interrogatives, extending the pupils! repertoire of sentence-types in careful steps. The language skills developed in the Starter levels are principally: naming things; asking and answering; describing; counting; following instructions spoken by teacher, such as Point to ... or Touch The thematic content refiects the interests of children in the early years of Primary school: themselves, their classroom, their home. Organisation of the material The Starter level Pupil's Books consist of an introductory unit, then eight core teaching units, punctuated by regular reviews. The three festivals lessans at the end of the book can be incorporated into the teaching programme at the appropriate points in the school year. The Pupil’s Book also includes cut-outs, to be used at different points in the course, and picture dictionary pages for reference and revision Core teaching units The eight core teaching units of the Pupil's Book consist of six lessons, each based on a recurring cycle of presentation, practice and extension: introduction, Lesson 1 Presentation of new language, usually by means of a flashcard activity. Pupils are asked to look, listen and repeat. Then they listen to the new language items in a rhythmic chant, chanting and pointing to the corresponding pictures in their books. Lesson 2 The new language items are revised and practised. Related vocabulary may be presented. At Starter B level, the written form of the new vocabulary is given. Lesson 3 Practice and extension: additional language items are taught, to be used in combination with those presented in Lesson 1. Stickers are used to consolidate key language. Pupils should only stick in the stickers under instructions from the teacher, as part of a listening comprehension activity. The procedure is described in the lesson notes. Lesson 4 The centrepiece of Lesson 4 is a song, linked to the unit topic. At Starter B level, the lesson also includes a simple reading activity based on single-word recognition. Lesson 5 Pupils follow a cartoon story and listen to the accompanying dialogue on the CD or cassette. The story, features the key language of the unit and may be used for classroom acting-out. Lesson 6 Pupils listen to a short conversation between real, English-speaking children, This provides a model for their ‘own communication. Then a drawing activity allows pupils to personalize what they have learned. {At the end of the unit, the teacher recapitulates what has been learned. The pupils stick in the Donald Duck “thumbs up’ sticker, by way of a prize. The Activity Book offers additional activities (drawing, matching, etc.) which can be used wherever the teachers choose to place them, once the target language of the unit has been assimilated. The lesson structure Each lesson has been designed for a duration of 30-45 minutes. Lessons always begin with a ‘Warm-up’ activity which presents no significant challenge but is intended rather to put the class in an English frame-of-mind.Introduction, The ‘Presentation’ section suggests ways in which new language items can be presented using flashcards, realia or other techniques that do not involve the Pupil's Book. Even at Starter B level, when written English is introduced, the pupils’ first encounter with new words is always by listening, After ‘Presentation’, the pupils turn to the relevant Pupil’s Book page to listen, chant, sing or communicate with the teacher or with each other through games, ask-and- answer activities, etc, The activities which follow are intended to guide to pupils from listening and repeating towards more autonomous production. The ‘Ending the lesson’ section presents a fun activity to bring the class to a close. It is an easy, whole-class activity, intended to finish the lesson on a note of cooperation and success, The ‘Optional activities’ which end each page of the lesson notes are ideas for further practice through a contrasted activity-type. They can be used with faster classes, or simply as an alternative to other practice activities. The lower Primary age group The early Primary years are crucial in determining children’s attitude towards themselves as learners, and towards school. In English as in other subjects, itis important to foster feelings of confidence end success. In the early Primary years (aged 5-6 approximately), children have particular needs and interests, and they may learn in a variety of ways. The prinipal characteristics of learners of this age group are as follows: 1 They depend heavily on the teacher for directions in lessons, They are not autonomous. 2. They are inquisitive and receptive, easily motivated, and show an uninhibited attitude towards participation in class activities. 3 Their interests are focused on the here and now. ‘They are not able to concentrate for long. 4 Their learning is intuitive rather than analytical. Repetition, recycling and patient building on earlier acquisitions play a key role 5. They need activities involving physical movement and coordination. 6 Social relations are loose. Friendships are largely a matter of who children happen to be playing with or sitting next to. 7 The affective aspects of teaching are important for them. 8 They are receptive to the world of fantasy and imagination. 9 They are only just beginning to read and write in their own language (L1). To avoid interference between languages, they should not be expected to viii read or write in English except at the simplest level, €,g, single-word recognition 10 They are not yet mature enough to see error as a stage of learning. They may be upset if they are told they are wrong. Activities need to be set up so as to allow everyone to succeed, Different types of learner Much has been written in recent years about the differences which can exist between pupils in a single class: different levels, different ways of learning, different attitudes, different types of motivation. English Adventure addresses this diversity through the variety of activity types presented. Varied ways of working — projects, movement, role play, etc. - enable each pupil to develop their abilities to the maximum. Research shows that to optimise learning, it is important to engage both hemispheres of the brain. For this reason, the techniques and strategies proposed in English Adventure cater not only for learners with a right-brain dominance ~ those who work well with movement, feelings, etc. - but also those with a left-brain dominance, who show an aptitude for logic, sequencing tasks, etc. English Adventure is founded on an underlying awareness that children have different talents, all of which need to be given the opportunity to succeed, Further, many of the lessons involve the children in activities where language learning is not the sole objective: activities which may also bring into play powers of logic and deduction, observation, memorisation, etc This provides the pupils with a framework within which they can make progress and feel confident. Finally, by participating in the many pairwork and group activities which feature in English Adventure, pupils will get to know their classmates and learn to work together, ‘thus developing their interpersonal and social skills Active learning In English Adventure, the pupils are encouraged to play as active a role as possible so that they will feel more important, their motivation and interest will increase, and their learning will be more meaningful, Developing an active role in the learning process fosters a sense of responsibility and cooperation, promotes confidence in the pupil's own capacity to learn a new language, and teaches a number of skills and strategies necessary for a more autonomous type of learning. English Adventure also takes into account the interests and needs of the pupils, thus fostering a positive attitude to learning, The Teacher's Book includes detailed teaching notes to help promote this way of working in the dlassroom.The teaching methodology: a communicative approach if pupils are to assimilate the foreign language properly, they need to be more than simply receptive learners. The aim of English Adventure is to make pupils active communicators, using the language to express themselves and exchange information. It is this instrumental aspect of language learning which makes ‘he classroom not just somewhere to learn, but also the place where pupils come to learn about themselves and the worid around them, where they share this knowledge with others, where they develop cognitive skills and mature as individuals. The four skills English Adventure Starter A and B focus on the skills of listening and speaking. Reading at single-word level is introduced in Starter B. Listening The listening material includes a wide variety of songs, chants, dialogues and stories. Pupils should not feel under pressure to understand what they hear at first listening. Teachers should play the tape, repeat it themselves, then encourage the class to repeat along with them, Always use flashcards or mime to underline meaning, before resorting to L1 translation. Speaking Choral repetition is more useful with this age-group than spotlighting individuals and asking them to speak. Sentence rhythm is as important as the pronunciation of single words. if pupils respond in their own language, accept their contribution but repeat it in English. Using a puppet or soft toy to ask questions can be a good way to keep the conversation in English. Establish from the beginning that ‘the puppet cannot speak in the pupils’ mother tongue. In Lesson 5 of each unit, pupils are invited to do role plays based on cartoon stories. In Lesson 6, they have the ‘opportunity to personalise the language they have learnt and to talk about themselves Reading ‘At Starter B level, teachers can make their own word cards to present written forms. Word cards can be used in conjunction with the flashcards for matching activities, etc, More detailed instructions for introducing written forms can be found in the lesson notes. Writing Pupils will not be expected to write in English until English Adventure Level 1. Preparation for writing can take the form of tracing over words, circling the correct word, adding the final letter to a word, etc. The problem of interference with the pupils’ L1 has, Introduction, already been touched upon. If the pupils’ mother tongue uses an alphabet other than Roman, such as Cyrillic, it will probably be counterproductive to expect them to do any writing in English at Starter level. Evaluation Evaluation can provide important information not only on the performance of the children but also on teaching methods and materials. The evaluation material included in English Adventure has been designed to analyse pupils’ progress, with the aim of reinforcing the positive aspects, and identifying areas for improvement. Formative evaluation For formative evaluation, it is advisable that both the pupils’ work and the classroom activities (methodology, materials, etc.) are monitored on an ongoing basis. To this end, an activity record sheet is provided on page 178 of the Teacher's Book. This can be photocopied and completed at key points in the pupils’ learning, allowing teachers to compare different activities in terms of suitability and effectiveness, Summative evaluation To carry out summative evaluation, teachers will find eight photocopiable evaluation sheets on pages T84-T91 of the Teacher's Book, corresponding to each of the core units. As traditional tests can give rise to stress, with negative consequences for pupils’ motivation, the English ‘Adventure tests are made up of activity types with which pupils will already be familiar. Pupils can be involved in correcting evaluation sheets, to make them aware of their progress. Self-evaluation The end of each unit is a good moment to help pupils reflect on the work of the last six lessons. Ask them (in 1) what English words they have learned and what they think they will remember. Use flashcards and other prompts to jog their memories. Ensure that the unit ends on a note of pride and success. Congratulate the class on their work. Tell them they deserve to stick an achievement sticker on the last page of the unit, with Donald Duck giving them the thumbs-up and saying ‘Well done!” Core activities and resources Songs and chants Songs and chants are included in each unit of English Adventure Starter A and B, to develop listening and oral skills. Children generally enjoy singing, so songs and chants help create a positive learning environment. Their repetitive structure makes them easy to understand and retain, They also provide a good model for intonation and stress patterns. The lesson notes provide plenty of suggestions working with songs and chants, ixIntroduction, Flashcard activities The flashcards are the prime resource for presenting and reactivating vocabulary. Initially, pupils look, listen and repeat. Then they can chorus sequences of words while the teacher points to the cards, For recycling, you can simply hold up flashcards and ask ‘What’ this?', but other activities will probably engage children more effectively. ‘Spot the deliberate mistake" is usually popular. Hold up a flashcard and say, for example, ‘itS a dog. Yes or no?! Make plenty of mistakes and play- act being surprised when the class says that you are wrong. See pages 167-170 for further activities using flashcards, and page xi for a list of flashcards. Pairwork and groupwork Pairwork and groupwork are used frequently in the later levels of English Adventure. The advantage of such activities is that they give variety to the lesson and give all pupils the opportunity to speak. They also allow the ‘teacher to circulate and listen to pupils individually. The lesson notes for Starter A and B include ideas for simple pairwork and groupwork. It may be helpful to familiarise pupils with this way of working, even if they are too young to work entirely unsupervised. Demonstrate pairwork activities with volunteers. Try to ut your volunteer into the teacher's role, so that it not always you that asks the questions. Fix a time limit for the activity. Ensure the class understands that for the next, say, five minutes you want them to practise in pairs while you circulate and listen, Games Games are part of everyday experience for children of this age group, and their value can often exceed that of practising a specific language point. Games are included in each unit of English Adventure Starter A and B. They can be played in pairs or in groups. The importance of games in the Primary English classroom cannot be overstated: 1 They facilitate authentic communication, in which the pupils are focused on achieving an extralinguistic objective rather than on practising language forms. 2 They give teachers the opportunity to circulate and evaluate the progress and difficulties of their pupils, in a relaxed context. 3 They may be competitive or cooperative. Competition is stimulating for the pupils if used in a controlled way. Cooperation can be promoted by setting up a final goal for whole-class games, or by encouraging cooperation within smaller groups of pupils playing together. Stories Stories are among the most motivating of language- teaching resources, appealing as they do to children's imagination and emotions. In Lesson 5 of each unit, teachers will find a specially scripted story featuring Disney characters, which serves to recycle some of the key language of the unit. The stories are self-contained and highly visual. The recorded material, with its variety of voices and sound effects, ensures that the target language items are properly contextualised. Art and craftwork Artistic and creative activities are included in all the units as part of the main lesson procedure, or in the suggestions for extra activities. These activities have been realistically designed, requiring minimal preparation and the simplest of materials. Information and Communication Technology (ICT) Each level of English Adventure includes an optional CD- ROM, on which the language of the core teaching units is reinforced through interactive exercises. The activities run parallel to the teaching units and provide an opportunity for autonomous learning, in the classroom or at homeFlashcard list Parts of the Face mouth nose eyes ears hair Animals lion elephant giraffe zebra thino hippo mouse duck Shapes circle square triangle rectangle Food spaghetti pizza water meat sandwich Introduction! Parts of the Body feet hands head arms legs tummy fingers toes The Home house garden door window living room bedroom bathroom kitchen Clothes hat Tshirt dress skirt trousers sweater shoes coat> Scope and sequence UNIT NEW VOCABULARY | PHRASES RECYCLED LANGUAGE | RECEPTIVE LANGUAGE _ I'm (Daniel). © hello, © What colour is it? Hello! goodbye © red, blue, ‘© What's this? » Find yellow, green, orange, pink, | something (red) pen, pencil, book, rubber | It's a (pen). ° Stand up. © numbers 110 © Sit down. face, hair, ears, eyes, | I'm (happy). © My (eyes. © Who's this? ° What My face | mouth, nose This is my (face), colour is his (hair)? © Touch © happy, sad your (ears). © Is (he/she) happy? © Give it to me! © Look at my (yellow facel. elephant, giraffe, its (yellow and 2 its a (lion) © How many (elephants) | Animals | hiopo, ion, rhino, | brown). ° bird, big, small can you see? °Can you | zebra, grey see a (big hippo)? © What is it? © Itisn't (grey). © Is it a (rhino)? ° What's your favourite animal? Review: Revision of Units 1 and 2 circle, square, © It's a (boat) What's number (twelve)? My toys | triangle, rectangle, © It’s (purple). ‘What shape is this? eleven, twelve, © ball, boat, car, doll, kite, | » What colour are the (big thirteen, fourteen, teddy bear, train, yoyo, | squares)? It's a (pink — | fifteen, spaceship red, blue, yellow, green, | circle). © Look at my orange, pink, big, small’ | present. ° Can you find a (triangle)? meat, pizza, spaghetti, | Do you like © [like (chicken). © I don't | © Do they like (cheese)? Food sandwich, water (chicken)? like (eggs). © apple, © What's missing from the banana, bread, cake, picnic? © Does (Scamp) cheese, chicken, eggs, | like (chicken)? milk, orange, pear Review: Revision of Units 3 and 4UNIT NEW VOCABULARY | PHRASES RECYCLED LANGUAGE | RECEPTIVE LANGUAGE ——=saaa==y arms, fingers, legs, | Tve got two arms). | ° Ive got... © body, ears, | © Who am |? Who's got My body | tummy, toes I've got (a red head). | eyes, face, feet, hair, (yellow legs)? © How many hand(s}, head, nose, (fingers) have (you) got? mouth, big, small, bird, elephant, giraffe, ion, thino | bathroom, bedroom, | It's in the (kitchen). | © chair, table, big, small | ° How many (windows) My door, garden, house, | Is it in the ° numbers 1-15 has it got? » This is my house — | kitchen, living room, | (bedroom)? (house). ° Where's the window (teddy bear? © Is (Daniel) in the bathroom? OTSA) coat, dress, fairy, hat, | I'm wearing (a red | © crab, fish, shell, starfish, | » What is (he) wearing? My pirate, shoes, skirt, — | skirt) happy, sad © What colour are (his dothes | sweater, trousers, trousers)? © Who's got Tshirt (blue shoes)? ¢ Put on your hat. ° animal, food, toys and | ° Have (you) got a pet? My clothes vocabulary © It's a_| ° Who likes (dogs)? party (bird). © Is it @ {cat}? ° I've | © What is (she) wearing? got a (yo-yol. © | like © Where's my (cake)? (sandwiches). © | don't like | © There's a party today. (cheese). Review: Revision of Units 7 and 8 bat, ghost, pumpkin, | It's Halloween © eyes, mouth, nose, © Happy Halloween! © Le Halloween | witch happy, sad © colours make a pumpkin lantern, , Ghnstmas cracker, | It Christmas. © Tike (presents). ° bell, | © How many (bells) can Chrismas — | mince pies, pudding, | Happy Christmas! | candle, Christmas tree, _| you see? ° Christmas turkey decorations, Father card, Christmas, present, ster, stocking, toys. chick, flower, lamb | it’s Easter time. © Easter eggs, horse, © It's spring © Look at the Easter Happy Easter! rabbit. baby animals ° Look for the eggs, a rel NTPupil’s Book ¥& Hello 2 We Review units 5 and 6 44 ® My face 4 ® My clothes 46 e) Animals 10 8 My party 52 Ye Review units |and2 16 3 My toys 18 Ye Review units 7 anda 58 Halloween 60 @ Fooa ow Christmas 62 x Review units 3 and 4 “30 Easter 64 gy My body 32 Cut Outs 65 @© My house 38 Word Bank 19LESSON 1 Lesson aims Greeting and leaving Reviewing colours Reviewing classroom objects Singing two songs Recycled target Hello!/Gooabye! language I'm (Peter). It’s a (book). It’s (yellow). blue, green, orange, purple, pink, red, yellow book, pen, pencil, rubber, school bag What's this? What colour is it? Receptive language Materials Donald Duck puppet Flashcards: red, yellow, blue, green, orange; book, pen, pencil, rubber, schoo! bag Coloured classroom objects Warm-up © Greet pupils in English. Say: Hello. I'm (your name) Move around the class and greet individual pupils. Say: Hello, 'm (your name). Encourage them to reply Hello, I'm (Ana). + Tell (L1) pupils to stand in a circle. Join the circle. Start by turning to the pupil on your left and saying: Hello, 1'm (your name). Encourage that pupil to turn to the pupil on their eft and say: Hello, 'm (Ana). Change direction, until everyone knows each other's names. ef» Sing * Play the Hello song. Encourage pupils to clap along to the rhythm and join in with the words. RECORDING 2 Say hello, hello, Say hello, hello, Say hello, hello, Hello everyone. Hello, hello, hello, hello Hello, hello, hello (Chorus) Play a find it game * Hold up a classroom object flashcard and ask: What's this? Pupils reply: It’s a pen. Repeat the activity until you have reviewed all the classroom objects. + Put the different coloured classroom objects on a table at the front. Ask individual pupils to come to the table. Say: Find something (red). or: Find a (pencil. PB page2 @ Chant + if pupils are unfamiliar with the Donald Duck puppet, introduce him to the class. Say: This is Donald Duck * Use the puppet to say: Open your books at page 2. Hold up your own book open at page 2. «Tall (L1) pupils to look at the picture of Donald and his nephews. Ask (L1) where they are and what they are doing (In a classroom having a lesson). Ask pupils in English to find and point to things in the picture. Say: Find Donald Duck, Find something (red). Find a (pencil. # Explain (L1) that pupils are going to listen to a chant about the things in the picture. Play the chant. Encourage pupils to clap or beat out the rhythm, RECORDING 4 Red, green, yellow, blue. Red, green, yellow, blue. Pencils, pens and rubbers, too. Pencils, pens and rubbers, too. (Repeat twice) « Play the chant again. Pupils point to the different colours and objects. Encourage pupils to join in @2= Ending the lesson * Play the goodbye song. Encourage pupils to clap along to the rhythm. Start waving goodbye on the last verse. « Play the song again and encourage pupils to join in with the words. Encourage them to wave goodbye. RECORDING 3 Say goodbye, goodbye, Say goodbye, goodbye, Say goodbye, goodbye, Goodbye to everyone. Goodbye, goodbye, goodbye, goodbye Goodbye, goodbye, goodbye. (Chorus) * Dismiss the class, saying: Goodbye everyone. Donald says Stick the colour and classroom objects flashcards on different walls. Use the Donald Duck puppet to play a game of Donald says. Say: Donald says point to (red). Pupils point to the red flashcard. If you give an instruction without Donald says Point to (green), pupils do nothing. T2LESSON 2 Lesson aims Reviewing colours Reviewing classroom objects Recognising the written form of colour words Matching and colouring Recycled target language blue, green, red, yellow book, pen, pencil, rubber It’s a (book). It's (blue). Please./Thank you. blue, green, red, yellow What colour is it? What's this? Stand up./Sit down. Donald Duck puppet Flashcards: blue, green, red, yellow; book, pen, pencil rubber Blue, green, red and yellow classroom objects and coloured pencils, Written words Receptive language Materials Warm-up ‘* Greet pupils in English. Say: Hello! Encourage them to reply: Hello! Sing the Hello song from lesson 1 (Recording 2). « Revise classroom objects by playing a chain game. ‘Ask a pupil to give you a pencil. Say: A pencil, please. Thank you. Encourage this pupil to ask the pupil to hissher left for another classroom object. Pupils continue asking round the class in a chain, Presentation © Use the colour flashcards to revise colours red, yellow, blue and green. Hold up each flashcard in turn. Ask: What colour is it? Pupils say the colour. Then say: Find something (green). Hold up your classroom object in that colour and tell pupils to hold up theirs. Wordcards ‘Use the wordcards to introduce the colour words. Hold up each colour flashcard in turn. Encourage pupils to call out the colour, e.g. blue. When they call out the word, hold up the corresponding wordcard and read it with the class: blue. Repeat the word. '* Stick the colour flashcards and wordcards on the board jn random order. Ask an individual pupil to come up to the board and find a matching pair. Say: Find (red). The pupil takes the matching cards from the board and holds them up for the class to check. Tell the class to clap if the pupil is right and stamp their feet if wrong. © Hold up each wordcard in turn. Check if pupils can read the wordcards without the flashcards to help them. Play a matching game ‘* Give one colour flashcard or wordcard to eight pupils in the class. + Tell (L) the pupils to find the pupil with the corresponding flashcard or wordcard. Tell them to hold up their cards in pairs for the rest of the class to check. PB page 3 @ Match and colour ** Say: Open your books at page 3. Hold up your own book open at page 3 ‘+ Toll (1) pupils to look at the colour beakers at the top of the page. Point to each colour in turn and ask: What colour is it? Then ask individual pupils to read the colour words out loud. * Point to the classroom objects at the bottom of the page and ask: What's this? Pupils reply: It's a (pencil. « Tell (L1) pupils to follow the tangled lines from the colour beakers to the classroom objects and colour the objects in the correct colour. Check by asking: What colour is the (penci? Pupils reply: It’s (yellow) KEY pencil ~ yellow, pen green, book ~ blue, rubber ~ red Ending the lesson * Play the Goodbye song (Recording 3). Encourage pupils to sing along, Dismiss the cass PE ‘| Read and draw dictation Say: Draw a pen. Give pupils time to draw a pen. Hold up a colour wordcard (blue, green, red, yellow). Tell (L1) pupils to read the card silently, choose the correct colour and colour the pen in. When everyone has finished, hold up the corresponding colour flashcard and say: It's a (red) pen. Repeat with the other classroom objects and colours. T31 Mu face/ LESSON 1 Lesson aims Identifying parts of the face Saying a chant ears, eyes, face, nose, mouth My (eyes). This is my (face). What's missing? New target language Receptive language Materials Donald Duck puppet Parts of the face flashcards: ears, eyes, nose, mouth Warm-up * Greet pupils in English. Say: Hello (Ana). Encourage pupils to stand up when they hear their name and say: Hello (your name) * Sing the Hello song, from Lesson 1 (Recording 2) Presentation * Use the Donald Duck puppet to ask: What's the magic word? Pupils look through the unit to find the jigsaw piece with the magic word illustrated on it. * Teach eyes. Point to your eyes and say: Eyes. Encourage pupils to repeat. Hold up the eyes flashcard and ask: What's this? Say: Eyes. Ask pupils the same question Encourage pupils to guess (L1) what the theme of the unit is (My face). * Introduce parts of the face by indicating your own face and saying in English: My face. * Touch your eyes ears, nose and mouth saying in English: My eyes. My ears. My nose. My mouth. Ask (L1) pupils to say the words with you and point to their own face parts. ‘* Hold up each flashcard in turn, Encourage pupils to call ‘out the part of the face it shows. Tell (L1) them to touch the same part on their own faces, ©f~ PB page 4 @ Chant ‘Use the Donald Duck puppet to say: Open your books at page 4. Hold up your book at page 4. * Tell (L1) pupils to look at the Disney characters from Toy Story 2. Ask (L1) if the pupils know them. If you wish, introduce them in English Mr Potato Head, Mrs Potato Head, Woody. Ask if anyone has seen the film and discuss what they already know about it (L1), ‘* Point to Mr Potato Head. Ask pupils to find and point +o different parts of his face ears, eyes, face, nose, mouth. Say: Ears. Pupils point to his ears. Repeat with the other parts. Repeat with Mrs Potato Head. + Explain (L1) that pupils are going to listen to a chant about the things in the picture. Encourage pupils to clap or beat out the rhythm as they listen RECORDING 5 My eyes. My ears. My mouth, My nose. This is my face. This is my face. * Play the chant. Pupils choose Mr or Mrs Potato Head and point to the parts of the face as they hear them. Encourage pupils to join in with the words. * Play the chant again. This time, pupils touch their own faces and join in with the words. * Pupils do the pointing activity in pairs. One calls out the parts of the face. The other points to the parts of the face on Mr or Mrs Potato Head. They change roles. The face game + Explain (L1) that you are going to touch your eyes, your ears, your mouth and your nose, but that you will forget to touch a face part, * Tell pupils to watch and say the face part you iiss. Point to your mouth, your nose and your eyes. Say: What's missing? Pupils reply: Your ears! Continue until you have left out all the parts of the face. * Pupils play the game in pairs. Ending the lesson * Draw a simple face outline on the board. invite individual pupils to come to the board and draw on the different parts of the face. Say: Draw a (nose). * Repeat with other face outlines so as many pupils as possible have a turn at drawing * Play the Goodbye song (Recording 3). Dismiss the class. Activity Book page 2 Pupils draw a line to match the characters to their eyes, mouth and ears. Team game Divide the class into two teams. One decides on a part of the face and points to it. The other says the word. They change roles. 4LESSON 2 Lesson aims Identifying parts of the face Listening and colouring parts of the face Recognising the written form of parts of the face words New target language hair Recycled target ears, eyes, face, nose, mouth language Colours My (face) is (yellow). Written words ears, eyes, face, hair, nose, mouth Receptive language Touch (your eyes). Materials Flashcards: green, orange, purple, pink, yellow; ears, eyes, hair, nose, mouth Coloured pencils: green, orange, purple, pink, yellow Warm-up + Greet pupils in English + Sing the Hello song. * Revise colours. Hold up each colour flashcard in turn and encourage pupils to say the colour. ‘* Ask pupils to find things in the colours. Say: Find something (pink). Pupils find something and point to it or hold it up if its on the table. Continue with green, orange, purple, yellow. « Play a team game. Divide pupils into colour teams: green, orange, purple, pink, yellow. Tell teams to find things in their colour. They should choose one pupil from the team to collect the objects. Set a time limit of one minute, The team with most items in the correct colour wins. Presentation + Repeat the chant from Lesson 1 (Recording 5). Encourage pupils to join in and touch the parts of their face. * Say the chant to pupils without the recording adding hair into the rhythm: My eyes. My ears. My mouth. My nase. My hair. This is my face. This is my face. * Encourage pupils to say the chant with you and touch the parts of their face as they say them. * Play a touch game. Put your hands on your eyes and Say: Touch your eyes. Repeat with eyes, hair, nose and mouth.Then call out instructions for pupils to follow, without you doing the actions, to check their comprehension. @s PB pages @ Listen and colour + Say: Open your books at page 5. * Tell pupils to look at the robot's face. Say: Point to the (hair). * Ask pupils to guess what colour the different parts of the face are. Say: What colour is the (hair)? Guess, * Make sure all pupils have coloured pencils. Play the ecording, Tell pupils to point to the parts of the robot's face as they hear them mentioned. RECORDING 6 This is my face. My face is yellow. My eyes are green. My nose is purple. My mouth is pink. My ears are orange and my hair is green. * Play the recording again, pausing after each face part for pupils to colour it in the correct colour. © Check the colours by asking: What colour is the (face)? Wordcards * Hold up the eyes flashcard and encourage pupils to say: Eyes. Then hold up the eyes wordcard and read it with the class. Stick them on the board. Repeat with the other parts of the face. * When all the cards are on the board, point to each flashcard and ask pupils to read the word. Tell (L1) pupils to look at the words on page 5 in the Pupil's Book. Encourage them to read the words. Ending the lesson * Play a memory game. Tell (L1) pupils to look at the picture on page 4 and remember as much as they can about the colours. * After one minute tell them to close their books. Say: What colour are Mr Potato Head's. (ears)? Pupils answer without looking at the picture. Ask them to look at the picture again to check their answers. * Play the Goodbye song (Recording 3). Dismiss the class. Activity Book page 3 Pupils find and circle the odd toy out The Mirror game Ask (L1) a volunteer to stand and face you. Mime some actions and tell the volunteer to copy the action as though they were looking in a mirror. Tell (L1) the rest of the class to call out the action. Touch your hair, etc. Pupils play this in groups of three taking it in turns to call out the action. ™9% oss f e A Read and match. earsLESSON 3 Lesson aims Reviewing parts of the face Reviewing happy and sad Finding the correct stickers to complete a picture Recycled target Numbers 1-5 language ears, eyes, face, hair, nose, mouth (Woody) is happylsad YesiNo, Receptive language Touch your face. Are you (happy)? Materials red and blue pencils Warm-up ‘* Greet pupils in English. Sing the Hello song + Do a TPR activity. Ask pupils to walk on the spot as you count to 5 and to carry out the instructions you give them, Say: 1, 2, 3, 4, 5... Touch your face! 1, 2, 3, 4, 5... Touch your hair! 1, 2, 3, 4, 5.... Touch your nose! 1, 2, 3, 4,5... Touch your mouth! 1, 2, 3, 4, 5. Touch your ears! Ask pupils to sit down. Presentation «Revise happy and sad. Smile and say: I'm happy! Ask individual pupils: Are you happy? Pupils answer: yes or rno. if a pupil answers no, frown in a sad way and say: Are you sad? Encourage the pupil to answer: Yes, I'm sad. If no pupils answer: No, mime a sad expression and teach it the same way. * Do the TPR activity again incorporating happy and sad. Say: 1, 2, 3, 4, 5... You're (happy). Touch your ears. Pupils smile and touch their ears. page 6 @ Match + Say: Open your books at page 6. Hold up your own book open at page 6. + Tell pupils to look at the top of page 6. Point to each character and ask: Who's this? Use the Disney characters names in English: Woody, Slinky Dog, Buzz, Mr Potato Head, Jessie and Rex, of in L1 if you prefer. « Tell pupils to draw a red line linking all the happy characters and a blue line linking all the sad characters. * Check by asking pupils about each character: Is Woody happy? (No.)Is Slinky Dog happy? (Yes.) KEY happy ~ Slinky Dog, Buzz, Rex sad — Woody, Mr Potato Head, Jessie T6 PB pages 6and7 @ Stick «Ask pupils to look at the big picture. Ask them to find and point to the different characters. Say them in English or L1. Introduce the new characters, in English ‘or L1 Bullseye the horse and Prospector Pete. Ask pupils who have seen the film if they know what is happening in the picture. KEY Buzz, Mr Potato Head, Rex and Slinky have come to take Woody home so they are happy. Jessie, Pete and Bullseye don’t want him to leave so they are sad + Explain that some pieces of the big picture are missing. + Tell (L1) pupils to turn to the sticker page. Hold up your sticker page and say: Take out the stickers. Say: Hold up Woody's nose and mouth. Hold up Mr Potato Head's ears. Hold up Jesse's hair. Hold up Slinky Dog's eyes. + Tell pupils to place the stickers in the correct place to complete the characters’ faces. Play a true or false game Ask pupils questions about the characters in the picture (using English or L1 names). Say: Look at (Woody). Is he happy? Pupils reply: Yes. Say: Look at (Jessie). Is she happy? Pupils reply: No. Sad. Repeat, * Tell pupils you are going to say some sentences about the picture. Tell them to touch their heads if the sentence is true and to touch their ears if it is false Use the character names in English or L1. Say Woody is happy. (True.) Slinky Dog is happy. (True.) Buzz is sad. (False.) Bullseye is sad. (True) Jessie is sad. (True.) Mr Potato Head/ is sad. (False.) Ending the lesson * Ask the class: Are you happy? Encourage them to say: Yes. Say: If you're happy, touch your nose. Pupils do the action. Repeat with other parts of the face. * Play the Goodbye song (Recording 3). Dismiss the class. . 7] G NY, Guess the character Tell pupils to look at the big picture on Pupil's Book pages 6 and 7. Describe one of the characters. Say: She’s got red hair. She’s got green eyes. She’s sad. Ask pupils who it is Uessie). Describe the other characters in turn.LESSON 4 Lesson aims Reviewing parts of the face and emotions Singing a song Recycled target ears, eyes, face, hai, nose, language ‘mouth We're happylsad Written words ears, eyes, face, hai, nose, ‘mouth Receptive language Touch your (nose). Openiclose your (eyes). Materials, Flashcards: ears, eyes, hai nose, mouth Piece of A4 paper for each pupil, scissors (Optional activity) Warm-up * Greet pupils in English. * Ask a pupil to come to the front. Say: Touch your (nose). Tell the class to say the face part as it is ‘touched. * Ask the pupil to mime a happy or sad expression. Tell the class to call out the correct emotion. Repeat with another pupil Play an instructions game * Say: Touch your ears. Touch your nose. Close your eyes. ‘Open your eyes, Open your mouth. Close your mouth, Make this more fun by telling pupils to add to each action, For example, Touch your hait. Open your ‘mouth. Pupils have their mouths open and are touching their hair Ge PB pages 6 and7 @ Sing * Say: Open your books at page 6. Hold up your own book open at page 6. * Tell pupils to look at the big picture again. Say: Is Buzz happy? Pupils point to Buzz and answer: Yes. Repeat with each character.” * Tell pupils they are going to listen to a song about Woody's friends. Play the song demonstrating the actions. RECORDING 7 Everything's great. (Mime feeling happy) We're happy today! Happy today! Happy today. Everything's great. (Mime feeling happy) We're very happy! Hooray! Hooray! Hooray! Hooray! (Mime cheering) (mw face] Everything's bad. (Shake your head) We're sad today! Sad today! Sad today! (Mime feeling sad) Everything's bad. (Shake your head) We're very sad! Boo-hoo! Boo-hoo! Boo-hoo! Boo-hoo! (Mime crying) Hey, hey, hey, Shake it all away! (Shake your body and arms) Count to three, (Count to 3 on your fingers) Clap with me (Clap hands together) (Repeat verse 1) * Play the song again encouraging pupils to join in with the words and the actions. Repeat until pupils are singing contidently. Wordcards * Hold up each part of the face flashcard in turn, Encourage pupils to call out the face part. Hold up the corresponding wordcard and read it with the class. Stick the pair on the board. Repeat with the other parts of the face. ‘+ Reorganise the flashcards and wordcards in a random order. Ask individual pupils to find a matching pair and hold it up for the class to check. Tell the class to clap if the pupil is right and stamp their feet if wrong, * Stick the wordcards on the board and ask the class to, read them as you stick them up. Point to them at random and ask individual pupils to read them @e PBpage7 @ Read and match * Say: Open your books at page 7. Hold up your own book open at page 7. * Read the words at the bottom of page 7 with the class. * Pupils draw lines to match the words with the correct Parts of the face. Ending the lesson * Ask ten pupils to come to the front. Give each pupil one card. Tell them to compare their cards and find the pupil with the card which matches theirs. Ask the pairs to hold up their cards for the rest of the class to check. Repeat with other groups of ten pupils. * Dismiss the class. oan Aerie Activity Book page 4 Pupils look at the pairs of cards in the characters’ hands. They tick the box if the words and pictures match or cross it if the words and pictures don’t match. 7{My face] LESSON 5 Lesson aims Following a story in English Recycled target ears, eyes, face, hail, nose, language mouth Here you are. He’s happy/sad Yes.INo. It’s my (ear)? What's this? Who's this? Is (he/she) happy? Receptive language Warm-up # Greet pupils in English. + Sing the song from Lesson 4. Encourage pupils to sing and do the actions. PBpage8 Story preparation « Settle pupils down and say: It’s story time! Say: Open your books at page 8 Hold up your own book open at page 8. « Tell pupils to look at the story. Point to each character in turn and ask: Who's this? (Woody/Bo Peep/ Mr Potato Head.) * Say: Look at picture 1, Is Mr Potato Head happy? Pupils reply: No, sad, Repeat the same question for each picture. ‘* Ask pupils what they think happens in the story (L1). 2f> PBpages @Listen + Say: Listen to the story. Play the recording. Hold up your book and point to the frames as they hear them. RECORDING 8 (Picture 1) woooy What's this? MR POTATO HEAD It’s my ear! (Picture 2) 80 PEEP And what's this? (Picture 3) MR POTATO HEAD It's my nose. Give it to me! 80 PEEP Here you are. (Picture 4) mR POTATO HEAD Thank you. Now I'm happy. Oh, no! A... Aw Aas (Picture 5) MR POTATO HEAD Aaa ... choo! (Picture 6) woooy And now he’s sad! + Play the recording again. Ask pupils to touch the parts of the face they hear mentioned in the story (ear and nose). Also ask them to smile when Mr Potato Head is happy, and frown when he is sad. The face game += Play the face game from Unit 1, Lesson 1 on page T4 of this Teacher's Book. + Pupils play the game in pairs if you think they are confident enough. Ending the lesson © Draw an outline of Mr Potato head on the board. Invite individual pupils to come to the board and draw on the different parts of the face. Say: Draw an (eye). '* Repeat with other outlines so as many pupils as possible have a turn at drawing. Point out that they can make him happy or sad. * Play the Goodbye song (Recording 3). Encourage pupils to clap along to the rhythm and to start waving goodbye on the last verse * Dismiss the class, saying: Goodbye everyone. Encourage them to reply Goodbye, as they leave. Pupils cut out the story pictures and put them in the correct order. They can do this as they listen to the story, or after the story as a memory game. Act out the story Divide the class into three groups: Woody, Bo Peep and Mr Potato Head. Play the story again and encourage pupils to repeat the lines of their character. Pupils practise the lines as necessary in their groups. Divide the class into new groups of three, each with one Woody, one Bo Peep and one Mr Potato Head. Pupils practise the story in their groups, adding actions and mime as appropriate. Play the recording again to help them. Confident groups of pupils can act out the story for the rest of the class. 3© G@ Listen @ @ draw ana ws asia a eeadbLESSON 6 Lesson aims Listening to British children Personalising language Learning to evaluate progress. Recycled target language ears, eves, face, hair, nose, mouth blue, green, orange, orange, pink, purple, yellow ‘My big/small (mouth). Yes.INo. I'ma (clown). Receptive language Look at my (nose). Is it big or small? Materials Donald Duck puppet Warm-up Come into the class wearing the mask you have made. If you haven't had time to make a mask, come into class wearing anything that changes your appearance in some way a red nose, a coloured wig, etc * Greet pupils in English. + Say: 'm a clown, Look at my (nose). Pass the mask around the class for pupils to look at 2s) PB page 9 @ Listen * Say: Open your books at page 9. Hold up your own book open at page 9. * Tell pupils to look at the photo of the children, Say: Point to a red nose. Point to a small nose. Point to big eyes. Continue until you have revised ears, eyes, mouth, nose, hair and green, purple, blue, pink, yellow, orange, red. + Tell (L1) pupils they are going to listen to the children talking about the masks. Tell them to point to the correct mask, and to the different parts of the mask as they are mentioned, Play the recording, RECORDING 9 soy Look at me! I'm a clown. Look at my yellow face. My big blue eyes: My small green nose. My big pink mouth and my green hair. Gat I'ma clown, too. Look at my pink face. My big green eyes. My big red nose. My big orange mouth and my purple hair. « Read the speech bubble: My red nose with the class. ‘Ask (L1) pupils to find and point to the red nose. Ask: Is it big or small? Pupils reply: Big Write more speech bubbles on the board using sentences from Recording 9, e.g. My yellow face. My big pink mouth. My purple hair. Read the sentences with the class. Ask pupils to tell you which child they belong to, the boy or the girl. “PB page 9 @ Draw and say + Pupils draw their own clown mask. Walk around the class and ask questions about the drawings in English What's this? What are these? Is your (mouth) big or small? What colour is your (hair)? Are you happy? ‘Are you sad? ‘Put pupils into pairs to show their pictures to each other and describe them, e.g. My green hair. My big nose. PB page 9 Evaluation sticker + Use the Donald Duck puppet to say: Well done! Explain (L1) that pupils have finished Unit 1. Ask pupils (L1) if they've enjoyed the lessons To check what they have learned you can play some of, the games from the unit. The face game (Lesson 1) The true or false game (Lesson 3) The instructions game (Lesson 4) + Show pupils the Donald Duck evaluation stickers. Tell them to stick one into the space. Ending the lesson Take a class vote on the favourite game or song from the unit and play this again. * Dismiss the class. Pupils read and colour the parts of the face. Word bank Tell (L1) pupils about the word bank on pages 79 and 80 of the Pupil’s Book. Hold up your own book open at the pages. Pupils play a find and point game in pairs. One pupil says a face word, the other points to it in the word bank. 192 Animas LESSON 1 Lesson aims Identifying animals Saying a chant New target language elephant, giraffe, lon, zebra Recycled target bird language It’s a lion). black, blue, brown, orange, white, yellow ears, eyes, face, hair, nose, ‘mouth Find the (red). Is helshe happy? What's this? Flashcards: black, blue, brown, orange, white, yellow, elephant, giraffe, lion, zebra Donald Duck puppet Receptive language Materials Warm up * Hold up each colour flashcard in turn. Encourage pupils to call out the colour. * Choose three colour flashcards. Hold up the three flashcards and encourage pupils to call out the colour, e.g. orange, blue, yellow. * Teach grey. Hold up the flashcard and say: grey. Point to grey things in the classroom and encourage pupils to say the word with you Presentation * Use the Donald Duck puppet to ask: What's the magic word? Pupils look through the unit to find the jigsaw piece with the magic word illustrated on it. * Teach zebra, Hold up the zebra flashcard and ask: What's this? Say: zebra. Ask pupils the same question Encourage pupils to guess what the theme of the unit is (Animals). ‘* Hold up each animal flashcard in turn saying: it's a (ion). Repeat and ask pupils to say the words with you Repeat until pupils are confident. * Hold up the elephant and ask: What colour’s the elephant? Pupils reply: It’s grey. Continue with the other animals. @Fs PBpage10 @ Chant * Use the Donald Duck puppet to say: Open your books at page 10. Hold up your book at page 10. * Tell (L1) pupils to look at the Disney characters from The Lion King. Ask (L1) if the pupils know them. If you wish, introduce them in English Simba, Mufasa, Zazu. Ask if anyone has seen the film and discuss what they already know about it (L1) * Say: Point to the (bird). Repeat with the other animals Say: Point to Simba. Ask: Is Simba happy? * Explain (L1) that pupils are going to listen to a chant about the things in the picture. Encourage pupils to clap or beat out the rhythm as they listen. RECORDING 10 Listen to the animals, The animals, the animals! Listen to the animals, The animals, the animals. Listen! (lion noise) It’s lion. A lion, Listen! (elephant noise) It’s an elephant. An elephant. (Chorus) Listen! Giraffe noise) tsa giraffe. A giraffe, Listen! (zebra noise) It’s a zebra. A zebra. (Chorus) * Play the chant again without pausing. Encourage pupils to join in with the words and noises if they can. Play a point and say game * Demonstrate the game with a pupil. Say: Point to an elephant. The pupil points to the correct animal on the page and says the name. The pupil gives you an instruction. Put pupils into pairs to play the game. Ending the lesson * Give five pupils one animal flashcard each. Call out the names of the animals at random. Encourage the pupils with the cards to stand up and sit down again when their animal is called. * Play the Goodbye song (Recording 3). Dismiss the class. Activity Book page 6 Pupils match the parts of the bodies to the correct animals. Animal instructions game Go round the class, giving each pupil an animal name Lion, giraffe, zebra, bird, elephant. Call out structions for each animal: Lions, stand up. Elephants, touch your nose. T103 (© 4 Listen and number. giraffe C) zebra (1) elephant C} rhino CJ hippo CJ lion C)LESSON 2 Lesson aims Identifying animals Listening and numbering animals Recognising the written form of animal words New target language hippo, rhino bird, elephant, giraffe, lion, zebra ttsa (lion). Recycled target language Written words bird, elephant, giraffe, hippo, ion, rhino, zebra What's this? What can you see? Receptive language Materials Flashcards: elephant, giraffe, hippo, lion, rhino, zebra A sheet of paper the same size as the flashcards with a round hole cut out of it. Warm-up ** Greet pupils in English. Sing the Hello song (Recording 2). * Count up to ten encouraging the class to count with you. Then clap your hands and call out an animal name. Mime that animal or make the animal noise Presentation * Hold up each animal flashcard (elephant, giraffe, ion, zebra) in turn saying: It's a (lion). Repeat the activity and ask pupils to say the words with you. ‘* Teach the new animals hippo and rhino using the flashcards in the same way. ‘© Use the sheet of paper with the hole in it. Choose an animal flashcard, without showing the class, and place the paper over it. Hold up the paper and card together and ask: What's this? Pupils will only be able to see a round section of the picture, They guess the animal and reply: It's a zebra! * As pupils guess correctly, stick the animal cards on the board. Leave the cards on the board. PB page 11 @ Listen and number '* Say: Open your books at page 17. Hold up your own book open at page 11 * For each animal, ask: What's this? Pupils reply: It's (zebra) ‘Tell pupils they are going to listen and write the number they hear next to the correct animal. Play the first one then pause the recording. Point to the number 1 in the box next to the zebra and say: It's a zebra, 2,,Animats ] * Play the rest of the recording, pausing after each animal to give pupils time to write the number. RECORDING 11 1.itsazebra. 4. It’s a lion. 2. It’s a rhino. 5. It’s an elephant. 3. Its agiraffe. 6. It’s a hippo. + Play the recording again. Check by asking: What's number (one)? Pupils reply: It’s a (zebra). Wordcards * Hold up each wordcard in turn and read it with the class. Stick the wordcards on the board underneath the corresponding flashcards. * Tell pupils to look at the words in the Pupils Book Read the words together as a class. Ending the lesson * Invite five pupils to the front of the class and ask them, to choose an animal flashcard without showing it to the class. They mime the animal on their card or make the animal noise. The class has to guess the animal. * Play the Goodbye song (Recording 3). Dismiss the class. TONAL Activity Book page 7 Pupils colour in the sections marked with a dot to find three hidden animals. ies Key a lion, a hippo and a thino The animal game Choose five animal flashcards (lion, giraffe, zebra, elephant, hippo) and five number flashcards (numbers 6-10). Write the chosen animals and numbers on the board. Give ten pupils in the class one card each and tell them to stand in a circle. Ask a pupil from the class: What can you see? He/she looks at the animals and numbers on the board and chooses a reply, e.g. ! can see six zebras. The pupils with the flashcards of the zebra and number 6 stand in the centre of the circle. Rub zebra and 6 off of the board. Continue until all of the numbers and animals have been rubbed off the board. 11rhino hippo giraffe zebra lionQ.,animats LESSON 3 Lesson aims Reviewing animals, colours and sizes Finding the correct stickers ‘to complete a picture Recycled target language Animals Colours Its Grey) it's a (giraffe) It bigismall What colour is it? Can you see a (rhino)? 1s it bigismall? Receptive language Materials Flashcards: elephant, giraffe, hippo, lion, rhino, zebra A piece of Ad paper for each pupil (Optional activity) Warm-up * Greet pupils in English. * Give six pupils one animal flashcard each, Ask each pupil to hold up their card and identify their animal Then say: Follow the lion. Help the other five pupils follow the lion round the classroom. Ask the rest of the class to count from 1 to 10 then say: Stop! and call out a different animal to be the leader. Presentation + Ask pupils to find different things round the classroom by saying: Find something (orange). Find something big. Find something small. Encourage pupils to hold up 7 point to the different objects PB page 12. € Draw and colour * Say: Open your books at page 12. Hold up your own book open at page 12 « Tell (L1) pupils to look at the sequence of birds at the top of the page. Point to each bird and ask: What colour is this bird? Is it big or small? « Point to the bird outline and say: Look, a big bird. What colour? Pupils reply: blue. Point to the first empty space and say: Is it big or small? Pupils reply: small. Ask: Is it blue or green? Pupils reply: green. Repeat with the last space which is a big, yellow bird © Pupils then draw and colour the birds in the correct colour and size. Ge PB pages 12 and 13. @ Listen and stick * Ask (L1) pupils to look at the big picture. Ask them to find and point to the different characters. Say them in English or L1. Ask pupils what is happening in the picture. T12 KEY Simba and Nala are talking about the animals. ‘* Say: How many (elephants) can you see? Pupils reply: Two. Then ask: Can you see a big (elephant)? Pupils reply: Yes. Then ask: Can you see a small (elephant)? ‘+ Explain that some pieces of the big picture are missing. Point to each missing picture and ask: What's missing? Encourage pupils to guess the animal and the size. Do not give them the correct answers. ‘Tell (L1) pupils to turn to the sticker page. Hold up your sticker page and say: Take out the stickers. Say: Hold Up the rhino. Hold up the bird. Hold up the hippo. Hold up the zebra * Pupils listen and place the correct animal onto the correct space. Tell them not to stick, just place gently * Play the recording, pausing after each animal to give pupils time to place their slickers onto the page. RECORDING 12 It’s grey. It’s a thino. It’s grey. It's a rhino. It’s small, It’s blue and yellow. It’s a bird. It’s small. It’s blue and yellow. It’s a bird. 1 1 2. 2, 3. It's black and white. It’s a zebra. 3. It's black and white, It's a zebra. 4, It’s small. Its grey. It’s @ hippo. 4. It's small. its grey. It’s a hippo. * Check by asking: What's number (one)? Pupils reply: Its a (rhino). Pupils stick the stickers into their book. Ending the lesson * Play the Goodbye song (Recording 3). Dismiss the class. iran = Activity Book page 8 Pupils follow the paths and colour the one in which the words match the animals in the centre of the page. Animal sequences Give each pupil a piece of A4 paper and ask them to draw one of the animals from the lesson. Stand three pupils side by side facing the class. They show and name their animals. Ask the rest of the class to look and memorize ‘the sequence of animals. Then ask the three pupils at the front to hide their animals. The rest of the class try to remember the animals in the correct sequence and call them out.LESSON 4 Lesson aims Singing a song Reading and matching pictures and words Recycled target Animals language Colours It's a (bird). it an (elephant). is (ightblue). Written words bird, elephant, giraffe, hippo, lion, rhino, zebra Receptive language __It isn’t (grey). What is it? What's this? Materials Flashcards: elephant, giraffe, hippo, lion, rhino, zebra Warm-up * Greet pupils in English, * Choose one of the animals from the lesson. Start to slowly draw a simple sketch of it on the board. Stop at various stages and encourage the pupils to guess what animal you're drawing by asking: What's this? When pupils have guessed it, invite one to the front to do the drawing. PB pages 12 and 13 * Say: Open your books at page 12. Hold up your own book open at page 12. * Start to describe a giraffe to the class. Shake your head and say: It n't grey. Then shake your head again and say; It isn’t black and white. Then nod your head and say: It's yellow and brown. What Is it? Pupils reply: A giraffe. Show pupils the giraffe flashcard and repeat, the sentence it isn’t grey. Encourage pupils to repeat as a class and then individually. * Continue with other animals. PB pages 12 and 13. @ Sing «Tell pupils they are going to listen to a song about guessing animals. Play the song. Encourage pupils to point to the animals as they hear them mentioned, RECORDING 13 It isn’t purple. It isn’t green. It’s yellow and brown. What is it? What is it? What is it? Ws a giraffe! It isn’t pink. It isn’t red. It's black and white. What is it? What is it? What is it? It’s a zebra! It isn’t orange. It isn’t blue. It's grey, all grey. What is it? What is it? What is it? It's a rhino! * Play the song again. Encourage pupils to mime the animals and join in with the words. Repeat until pupils are singing confidently. * Divide the class into three groups: giraffes, zebras and rhinos. Tell each group to sing the verse about their animal Wordcards * Give fourteen pupils in the class one card each. Ask one of these pupils to stand up and either show their picture or read the word on their card. Tell the pupil with the matching card to stand up and show it. Repeat with the other animals. PB page 13. @ Read and match + Tall pupils to look at the animals at the bottom of page 13. Ask: What's this? * Read the animal words with the class, Pupils then match the pictures and words by drawing a line. Ending the lesson * Divide the class into groups of four or five. Invite a pupil from each group to the front of the class and whisper the name of an animal from the lesson to ‘them, e.g. A lion. Tell the pupil to return to their group, and mime the animal to the group. Give the group a few seconds to guess. Continue with different animals. * Dismiss the class. Make a song verse Pupils choose an animal and sing a description of it using It isn’t (red) like the song verses. 13Listen. ) Eo2 Animats | LESSON 5 Lesson aims Following a story in English Recycled target Animals language It’s a (zebra) Yes./No. Receptive language What is it? Is it a (thino)? Can you find a (bird)? Flashcards: elephant, giraffe, hippo, lion, rhino, zebra Materials Warm-up * Sing the song from Lesson 4 (Recording 14). Divide the class into three groups: giraffes, zebras and rhinos. Each group sings the verse about their animal. Play a guessing game * Take an animal flashcard and hide it behind your back Ask: What is it? Guess. Encourage pupils to ask you questions A (giraffe)? Continue until someone guesses correctly, and give that pupil the flashcard, * Repeat with a pupil hiding a flashcard and asking: What is it? PB page 4 Story preparation * Settle pupils down and say: It’s story time! Say: Open your books at page 14, Hold up your own book open at page 14. * Tell pupils to look at the story. Point to each character in turn and ask: Who's this? (Simba and Zazu.) * Say: Look at picture 1. Can you find a lion? Can you find a bird? Point to the cloud of dust and ask: What is it? (We don’t know.) Point to the cloud ot dust in picture 5 and say: Look at picture 5. What is it? Its. thino. ‘© Ask pupils what they think happens in the story (L1), of, PBpage14 @ Listen * Say: Listen to the story. Play the recording. Hold up your book and point to the story frames as they hear them RECORDING 14 (Picture 1) sig Look, Zazu. What is it? Is it a rhino? zazU No. (Picture 2) simaa_ Is it an elephant? A hippo? zz No. (Picture 3) 2A2U Listen. (Picture 4) za2u It's a zebra. (Picture 5) zazy Squawk! (Picture 6) zazu It 1S a rhino! Help! * Hold up all the animal flashcards. Ask the pupils which animals they can remember from the story. As they call ‘them out, stick the rhino, elephant, hippo and zebra flashcards to the board in a random order. * Play the story again. When it has finished, invite a pupi to come to the front of the class and put the cards in ‘the correct order. KEY rhino, elephant, hippo, zebra Ending the lesson + Pupils play the guessing game from this lesson in pairs Tell each pupil to draw an animal picture without showing it to their partner. Tell them to guess each other's pictures by asking: What is it? A rhino? « Play the Goodbye song (Recording 3). Dismiss the class. A ity Book page 35 Pupils cut out the story pictures and put them in the correct order. They can do this as they listen to the story, or after the story. Act out the story Divide the class into two groups: Simba and Zazu. Play the story again and encourage pupils to repeat the lines of their character. Pupils practise the lines as necessary in their groups. Divide the class into new groups of two, each with one Simba and one Zazu. Pupils practise the story in their groups, adding actions and mime as appropriate. Play the recording again to help them. Confident groups of pupils can act out the story for the rest of the class. T14© Ee Listen.LESSON 6 Lesson aims Listening to British children Personalising language pupils hrave learned in the unit Learning to evaluate their ‘own progress Recycled target Animals language Colours It’s (ig). It’s a (thino). Receptive language What's your favourite animal? Materials Collage pictures of the animals, scissors, glue Coloured pencils: black, brown, grey, white, yellow Donald Duck puppet Warm-up * Greet pupils in English. Sing the Hello song (Recording 2), * Play a game of Animal Bingo. Ask pupils to draw or write four animals from the unit on a piece of paper. Call out the animal words. Tell pupils to listen and tick the animals as they are called out. The first pupil to tick all four animals, calls out: Bingo! Presentation * Ask: What's my favourite animal? Guess. It's grey. It's very big. Pupils guess A rhino? A hippo? An elephant? Answer: Yes, it's an elephant. 2 PBpage 1s @ Listen * Say: Open your books at page 15. Hold up your own book open at page 15. * Tell (L1) pupils to look at the photo of the children. ‘Ask: What can you see? Pupils reply: An (elephant). KEY an elephant, a giraffe, a zebra, a rhino, a hippo, alion * Ask: How many (elephants) can you see? Pupils reply: Four. Do not confirm or correct their answers. * Tell (L1) pupils they are going to listen to the children talking about the collage. Tell them to listen and point to the animals, Play the recording, RECORDING 15 any Hello, I'm Amy. seywy ‘Hello, I'm Jenny. MATTHEW — Hello, I'm Matthew. sywy Look at the animals. Look! It’s a lion. And one, two, three, four elephants, a giraffe, a hippo and two zebras. What's your favourite animal. (QAnimats MarTHew My favourite animal's black and white. It’s a zebra. What's your favourite animal? any It’s grey. It's a rhino. * Count the animals together. Read the speech bubble: it's lion with the class. Ask pupils to find and point to the lion in the collage. ‘Ask: What's your favourite animal? Pupils answer with the colour and size first: It's big. It’s yellow and brown. The rest of the class tries to guess. Pupils play in pairs. PB page 15’ @ Draw and say * Pupils draw or make a collage of their favourite animal. Walk around the class and ask questions about the drawings What's this? Is it a lion? + Invite a pupil to the front of the class with their drawing. Ask: What's your favourite animal? The class has to guess by asking: A (lion)? The pupil answers: Yes or No, until someone guesses correctly. PB page 15 Evaluation sticker * Use the Donald Duck puppet to say: Well done! Explain (L1) that pupils have finished Unit 2. Ask pupils (L1) if they've enjoyed the lessons. * To check what they have learned you can play some of the games from the unit. Point and say (Lesson 1) Counting game (Lesson 2) The animal game (Lesson 2) Follow the lion (Lesson 3) Guessing game (Lesson 5) * Tall pupils to take a sticker and stick one into the space Ending the lesson * Take a class vote on the favourite game or song from the unit and play this again. * Dismiss the class. nei Activity Book page 9 Pupils match the word and to the correct jigsaw pieces. They draw the missing animal in the empty space. KEY alion Word bank Remind (L1) pupils about the word bank on pages 79 and 80 of the Pupil's Book. Hold up your own book open at the pages. Pupils play a find and point game in pairs. One pupil says an animal word, the other points to it in the word bank. T15hair nose ears mouth eyesReview units 1&2 / LESSON 1 Lesson aims Reviewing language from Unit 1 Matching face words and pictures Recycled target Parts of the face language Colours Receptive language Materials Touch your (ears). Flashcards: ears, eves, hair, nose, mouth; blue, green, ‘orange, purple, pink, red, yellow ‘A piece of A4 paper and scissors for each pupil Coloured pencils: biue, green, orange, purple, pink, red, yellow Magazine pictures of different faces (Optional activity) Warm-up * Greet pupils in English. Sing the Hello song (Recording 2). * Do the TPR activity from Unit 1, Lesson 3 (Warm-up). Play a matching game * Stick the face flashcards and the face wordcards on the board in a random order. Invite pupils to come to the board and find the matching pairs. * Take down the flashcards but leave the wordcards on the board, Invite individual pupils to come to the board and draw the correct part of the face above each wordcard. + As each pupil draws the picture, the rest of the class touches that part of their face = Continue until all the wordcards have a picture above them, PB page 16 @ Draw. Then match * Say: Open your books at page 16. Hold up your own book open at page 16. * Point to each picture and say: Look at picture (1). She's a girl. What's missing? Pupils reply: The nose. Repeat for each picture. Tell (L1) pupils to draw the missing face part on each of the pictures. ** Ask individual pupils to read the words on the page. Pupils match the words to the face part they have drawn on the pictures, KEY Picture 1 — nose, Picture 2 — eats, Picture 3 - eyes, Picture 4 ~ mouth and hair Draw a monster game ‘* Put the flashcards in two piles (face and colours) on the table by the board. Give each pupil a piece of paper and tell them to draw a simple face outline (without any features on it). * Make sure all pupils have coloured pencils. * Tell the pupils that they are going to follow instructions to draw a monster's face on their outline. Tell pupils they can choose whether to make the features big or small, whether to give the monster a happy or sad expression, etc. * Ask a pupil to come and take a flashcard from the top of each pile, e.g. green and eyes. Tell the pupil to say what is on the cards, e.g. green eyes and to stick them on the board in the correct order * Tell pupils to draw a pair of green eyes onto the face outline on their paper. * Repeat with other pupils until all the cards have been, used. * The monsters can be mounted on poster paper and displayed in the classroom, Ending the lesson * Play the Touch game from Unit 1, Lesson 1 * Play the Goodbye song (Recording 3). Dismiss the class. Jigsaw faces Pupils draw a picture of a face, or cut one out from a magazine and stick it onto card. Pupils then cut the faces into five or six pieces to make a puzzle. They exchange and solve each other's puzzles. T16LESSON 2 Lesson aims Reviewing language from Unit 2 Playing @ board game Making paper animals Recycled target Animals language Colours It’sitt isn’t (grey). Numbers 1-10 YesiNo. Materials Flashcards: 1-10; elephant, giraffe, hippo, lion, rhino, zebra Counters and handmade number cards Scissors, glue and card A large piece of paper for each student, coloured pencils (Optional activity) Warm-up * Greet pupils in English. © Revise numbers 1-10. Stick the number flashcards on the board in a random order. Ask a pupil to come to the board and put the cards in order from 1-10, saying each number as they order them, Animal guessing game * Choose an animal flashcard without showing the class. Describe the animal by its colour and size it's big. It’s got big ears, It isn’t pink. It isn't blue. It's grey. Pupils guess /t’s an elephant. Hold up the flashcard for them to see. Repeat with the other animals. PB page 17 @ Play * Say: Open your books at page 17. Hold up your own book open at page 17. * Tall pupils to look at the board game. Ask: What animals can you see? What colours can you see? What numbers can you see? * Make sure each pupil has a counter and a number card. Tel them to flip the number card and mave forward one or two squares, according to the number they have flipped. Tell them to say the animal word, colour word or number of the square they land on If they say the word correctly, they stay on the square. If they get it wrong, they return to the start again The winner is the first one to reach the end. * Demonstrate how to play with a pupil Review units 1&2 PB page 65 Cut out 1 + Say: Open your books at page 65. Hold up your own book open at page 65. * Tell pupils to look at the cut outs and tell you the names of the animals. Explain (L1) that they are going to make stand-up animals. * Put pupils into small groups and give each group scissors, glue and card, * Help pupils to cut out the page along the dotted line, and then cut out each animal along the dotted lines. Tell them not to cut along the thick black line underneath each animal. Help pupils to stick the animals onto card to make them stronger. * Show pupils how to fold the cut-out animals along the thick black line, and then place them on 4 table so tat they stand up. « It’s (big). It isn’t (grey). It's (black and white). Pupils hold up the animal that matches the description. Play a sequencing game * Ask pupil to place the animals in a row in front of him/her (so that you can only see them from the back) Explain (L1) that the aim of the game is for you to arrange your cut outs in the same order as the pupil's by asking questions, * Point to the first cut out and ask: What is it? A (lion)? The pupil replies: Yes or No. When you have guessed correctly, put the animal cut out into position. Repeat with the other cut outs. * Pupils play the game in pairs Ending the lesson * Make each animal noise (elephant, giraffe, hippo, lion, thino, zebra) and ask pupils to guess the animal. ‘* Play the Goodbye song (Recording 3). Dismiss the class. (CmiaAL ReuiNe An animal scene Give each pupil a piece of paper. Pupils draw a picture of a savannah like the game on page 17. When they have finished, they colour their animal cut outs and stick them onto the scene. Make sure pupils glue only the bases so that the animals stand up, like pop-up animals. T17LESSON 1 Lesson aims Reviewing toys Saying a chant Recycled target Toys language Colours It’s a (boat), Receptive language Find something (red) What's this? Materials A small soft ball Donald Duck puppet Flashcards: boat, ball, kite, teddy bear, doll, yo-yo, car train Warm-up © Greet pupils in English. Sing the Hello song (Recording 2) * Play a colour game. Use a small soft ball. Ask pupils to stand in a circle. Give or throw the ball (gently) to a pupil and say: (Juan), find something red. Juan finds something red in the classroom. He then gives or throws the ball to another pupil and asks them to find something in a different colour. Presentation * Use the Donald Duck puppet to ask: What's the magic word? Pupils look through the unit to find the jigsaw piece with the magic word illustrated on it. * Revise kite, Say: Kite. Repeat and encourage pupils to tepeat after you. Encourage pupils to quess (L1) what the theme of the unit is (Toys) * Hold up each toy flashcard in turn and ask: What's this? Pupils reply: It’s a (car). Stick the flashcards on the board. Mime playing with one of the toys. Ask: What's this? Pupils guess and answer: it’s (a doll) * Ask individual pupils to come to the front to take turns miming toys. The rest of the class quesses. + PBpage18 @ Chant * Use the Donald Duck puppet to say: Open your books at page 18. Hold up your book at page 18. * Tell (L1) pupils to look at the Disney characters from Lilo and Stitch, Ask (L1) if the pupils know them. If you wish, introduce them in English Lilo and Stitch. Ask if anyone has seen the film and discuss what they already know about it (L1). ** Say: Point to the (kite). Continue with the other toys. Say: What colour is the (kite)? Encourage pupils to tell you all of the colours on each toy, e.g. Yellow, red and orange + Explain (L1) that pupils are going to listen to a chant about the toys in the picture. Encourage pupils to clap or beat out the rhythm as they listen RECORDING 16 Toys, toys, toys Come and look at my toys. A doll and a ball, Akite and a boat, Acar and a train. * Play the chant again. This time pupils point to the toys as they hear them mentioned, Encourage pupils to join in with the words if they can. ‘* Give six pupils one toy flashcard each (doll, ball, kite, boat, car, train). Ask (L1) them to stand in the order of the toys in the chant. Play the chant again for pupils to check. Describe and guess * Describe a toy on the Pupils’ Book page using its colour. Say: What's this? It’s yellow and blue. Tell pupils to call out the name of the toy The ball! * Pupils continue the game in pairs Ending the lesson * Play the toy miming game again. * Dismiss the class CHTONAL ACTIN Activity Book page 10 Pupils match the presents to the toys inside. They write the number of the toy in the boxes below the pictures. Toy box game /e each pupil a toy name: ball, kite, doll, boat, car, train. Hold up a toy flashcard. Pupils with that toy name stand up and change places with each other. Note Ask pupils to bring real toys to class for the next lesson. These should be ones from this unit. 7188 Oe Draw. Then listen.LESSON 2 Lesson aims Identifying numbers 10-15 Listening and identifying toys by their number New target language Numbers 11-15 Recycled target Numbers 1-10 language Toys Colours Its a (Kite). ball, boat, kite, doll, car, train What's number (15)? What's this? How many (balls)? Pupils’ toys or toy flashcards: boat, ball, kite, teddy bear, doll, yo-yo, car, train A box with a hole cut in the side large enough for pupils to put their arms into. Flashcards: 1-15; ball, boat, kite, doll, car, train Written words Receptive language Materials Warm-up © Greet pupils in English. * Putall the toys into the box. Ask (L1) a pupil to put their hand through the hole to feel and identify a toy. ‘Ask: What is it? Pupils tell you what they have found. ‘Put all the toys on the table at the front of the class Ask: How many (balls)? Pick up the balls one at a time and encourage pupils to count out loud with you Presentation * Count and clap with the pupils up to ten: One (clap), two (clap), three (clap), etc. Continue counting and clapping from 11-15: Eleven (clap), twelve (clap), etc. Encourage pupils to repeat the new numbers after you. * Call out a number from 1-15 and ask pupils to clap the correct number of times. Repeat with all the numbers. Then clap a number of times and ask pupils to call out the correct numbers. @?. PB page 19 @ Draw. Then listen * Introduce the hopscotch game. Hold up your index finger and say: This is a finger hopscotch. ‘Hop’ and count from 10-15. Encourage pupils to ‘hop’ and count along with you. '* Ask: What's number 12? Pupils look at the hopscotch and tell you the toy on number 12: It’s a kite, Repeat for each toy. * Point to 11, 13 and 15 and ask: What's this? for each square. Say: Draw the toys. Pupils trace over the lines and draw the toys. « Tell (1) pupils they are going to listen to some questions and that they must look at the hopscotch and answer in English « Play the recording, pausing after each question. Give pupils time to look and say the answer. RECORDING 17 What's number 15? It’s a train. What's number 12? It’s a kite. What's number 10? It’s a ball. What's number 13? It’s a car. What's number 11? It’s a boat. What's number 14? It’s a doll. Wordcards * Use toys pupils have brought to class or the toy flashcards. Hold up each one in turn and as pupils call out the word, hold up the matching wordcard and read it with the class ‘Tell pupils to look at the words on page 19 in the Pupil’s Book. Read the words under the pictures together. PB page 19 Play finger hopscotch ‘+ Demonstrate the game with a pupil. Ask a pupil to say a number from 10-15, e.g. Twelve. Hop your index finger on each square from 10 to 12, saying the numbers and toys as you move: Ten: It’s a ball. Eleven: It’s a boat. Twelve: It's a kite. « Tell them the winner is the first person to reach 15, without making any mistakes. Ending the lesson * Play the Goodbye song (Recording 3). Dismiss the class. [PRIA LNCUVAISE Activity Book page 11 Pupils compare the sets of toys and circle the extra object in the right-hand picture each time. Colour guessing game Pupils’ colour the toys they drew in the hopscotch grid on page 19 in the Pupil's Book, In pairs, they choose one of the toys and describe it by its colour it’s pink and yellow. ‘Their partner guesses the toy. They change roles. T19Ty LC 4(3 My tous | LESSON 3 Lesson aims Identifying shapes Listening and colouring shapes Finding shapes in a picture New target language circle, rectangle, square, triangle Recycled target Toys language Colours it’s a (kite). tt's (purple). It's big/small What's number (11)? What's this? How many (circles)? Flashcards: ball, boat, kite, doll, car, train; circle, rectangle, square, triangle: blue, brown, green, orange, pink, purple, red, yellow Piece of A4 paper for each pupil (Optional activity) Coloured pencils: green, Receptive language Materials Warm-up * Greet pupils in English. Sing the Hello song (Recording 2). * ‘Stick the toy flashcards on the board, face down. Write a random number between 1 and 15 underneath each ‘ard. Make sure you know what the cards are. * Say: What's number (11)? Encourage pupils to ask A car? A boat? When a pupil guesses correctly, turn the toy card the right way round and hold it up. Presentation * Introduce shapes circle, square, triangle and rectangle. Draw a train made out of shapes on the board. if you need guidance, look at the train Lilo is making on page 20 of the Pupil's Book. ‘Ask: What's this? (A train.) Point to the different parts of the train in turn and trace the shape with your finger. Say the name of each shape. Encourage pupils ‘o repeat the shape words after you. ‘* Ask: How many (circles) can you see? Pupils look at the train and count the (circles) out loud. PB page 20 @ Listen and colour * Say: Open your books at page 20. Hold up your own book open at page 20, * Tell pupils to look at the shapes at the top of the page. ‘Ask: What's this? Pupils reply: It’s a (rectangle) 120 * Tell pupils to listen and colour the shapes in the correct, colour. Make sure pupils have green, orange, pink and purple pencils * Play the recording pausing each time to give pupils time to colour. RECORDING 18 1, It’s a rectangle. It’s a green rectangle. 2. It a circle. Its a pink circle. 3. Ita triangle. It’s an orange triangle. 4, It’s a square. It’s a yellow square. * Play the recording again. Check by asking: What colour is the (square)? PB pages 20 and 21 @ Find and say ‘Ask (L1) pupils to look at the big picture. Ask them to find and point to the different characters. Say them in English or L1, Ask what is happening in the picture * Draw a circle, a square, a rectangle and a triangle on the board. Ask: How many circles can you see? Ask a pupil to write 15 next to the picture of the circle Repeat with the squares, rectangles and triangles. * Ask: How many green circles? Write: green on the board under the circle and ask a pupil to write 6 next to it. Repeat with the other shapes and colours. KEY 15 circles - 6 green, 9 pink 10 triangles - 4 blue, 6 yellow 8 rectangles ~ 6 red, 2 orange 9 squares — 3 brown, 6 purple * Ask: Are the green circles big or small? Pupils look and answer: Big. Repeat with the other shapes and colours. KEY small pink circles, big blue triangles, small yellow triangles, hig orange rectangles, small red rectangles, big brown squares, small purple squares, Ending the lesson * Play the Goodbye song (Recording 3). Dismiss the class. formemal Making shapes Give each pupil a piece of Ad paper and scissors. Ask them to identify the paper shape A rectangle. Ask them to make a square from the rectangle. Demonstrate. Fold the paper diagonally to get two triangles and a rectangle. Cut the rectangle away. Open the square. Ask pupils to fold the square to get two triangles, and to cut them out. Ask pupils to fold the big triangles to get four small triangles.LESSON 4 Lesson aims Singing a song Using stickers to match words and pictures Recycled target Toys language Colours biglsmall It's a (dol). Numbers 1-15 How many (circles) can you see? Can you see a (dol)? Do you like cars? Receptive language Materials, Flashcards: ball, boat, car, doll, kite, train; circle, rectangle, square, triangle Warm-up * Greet pupils in English, PB pages 20 and21. @ Sing * Tell (L1) pupils to look at the picture on pages 20 and 21. Ask questions about the shapes, including their colour and size. Ask: How many green circles can you see? Are the orange rectangles big or small? What colour are the big squares? * Tell pupils they are going to listen to a song about the picture. Tell pupils to listen and point to the different shapes on the page. Play the song. RECORDING 19 Take a shape and make a picture! ‘Make a picture.Take a shape. Take a shape and make a picture! Make a picture.Take a shape. A square, a big brown square. A square, big and brown (Chorus) Circles, small pink circles. Circles, small and pink. (Chorus) A rectangle, an orange rectangle. A rectangle, orange and big. (Chorus) Atriangle, a yellow triangle. Atriangle, yellow and small (Chorus) Rectangles, squares, circles, triangles What is i It’s a traint (3m tovs + Ask pupils what Lilo is making with shapes (a train). ‘Ask them what Stitch is making (a spaceship). «Play the song again. Encourage pupils to join in with the words. Repeat until pupils are singing confidently. * Divide the class into four groups: circles, squares, rectangles and triangles. Tell each group to sing the verse for their shape. Play the song again. PB pages 20 and 21 Find the toys * Explain there are other toys in the big picture. Ask: Can you see a doll? Repeat with boat, teddy bear yo-yo, car. * Pupils play the game in pairs, one naming a toy It's a (doll) and the other finding and pointing to it. B page 21 @ Read and stick * Stick the toy flashcards on the board. Hold up each wordcard and read it aloud with the class. Ask-pupils to stick the wordcards under the corresponding flashcards. * Tell pupils to turn to the stickers page. Say: Take out the stickers, Point to the car. Ask: What's this? Pupils stick the car in the correct space. Pupils continue on their own, Ending the lesson ‘Ask: What's your favourite toy? Pupils reply. Conduct a simple class survey to find out the class's favourite toys. Ask: Do you like (cars)? Repeat the same question for the other toys in the lesson. * Play the Goodbye song (Recording 3). Dismiss the class. Activity Book page 12 Pupils match the word and picture dominoes. The maze game Arrange the toy and shape flashcards in a maze on the floor. Stand outside the ‘maze’. Name a toy or shape and walk to the flashcard. Name one close by and walk to it. Continue until you reach the opposite side of the maze. Invite a pupil to follow your instructions through the maze. T21LESSON 5 Lesson aims Following a story in English New target language spaceship 15 ita (car)? Recycled target Toys language Colours Shapes bigismall Receptive language — What's this? Is it (big or small)? What's this? Materials ‘A toy in a wrapped box A piece of A4 paper for each student Warm-up * Greet pupils in English. Sing the Hello song (Recording 2) ‘Use the wrapped up present. Say: Look at my present! ‘Ask: Is it big or small? Is it a square or a circle? What is it? Guess. Pass the present round the class for pupils to eel and guess. Choose a pupil to open the present. Say: It's a (train)! PB page 22 Story preparation « Settle pupils down and say: It’s story time! Say: Open ‘your books at page 22. Hold up your own book open at page 22 ‘* Tell pupils to look at the story. Point to each character in turn and ask: Who's this? (Lilo, Stitch, Nani, Jumba). * Point to the Christmas tree in picture 1. Say: It's Christmas. Look at picture 1. What's this? Pupils reply: A Christmas tree. * Then say: Look at the presents. Can you see a blue present? Look at picture 3. 15 Lilo's present big or ‘small? (Small,) Look at picture 4. What colour is Lilo’s present? (Blue.) + Ask pupils what happens in the story (L1). PB page 22 @ Listen * Say: Listen to the story. Play the recording. Hold up. your book and point to the story frames as they hear ‘them. RECORDING 20 (Picture 1) JUMEA Open my present! (Picture 2) tuo What colour is it? 1uMeA It's blue. (Picture 3) ULO. Is this it? Is it small? jumea No. It's big and square. (Picture 4) NANI Here it is! (Picture 5) uLO Is it a toy car? (Picture 6) lto No It's a spaceship! * Ask: What colour is Lilo's present? (blue,) Is it big or small? (big) Is it a toy train? (no,) Is it a toy car? (no) Is ita spaceship? (yes) Play a guessing game ‘* Use the box from the warm-up. Put a toy or toy flashcard into the box. Ask: What's this? Encourage pupils to guess what's inside by asking questions, e.g. Is it (big)? Is it (green)? Is it a (dol)? ‘= Pupils play in pairs. One chooses a toy from the picture on page 18. The other asks questions. Ending the lesson * Play Toy Bingo. Draw a present outline on the board with the space inside divided into four squares. Tell pupils to copy it onto a piece of paper and to draw or write the names of four toys inside. * Call out the names of toys. Pupils tick their toys as they hear them. The first to tick all four toys is the winner. « Play the Goodbye song (Recording 3). Dismiss the class, Activity Book page 37 Pupils cut out the story pictures and put them in ‘the correct order. They can do this as they listen to the story, or after the story. Act out the story Divide the class into three groups: Nani, Lilo and Jumba, Play the story again and encourage pupils to repeat the lines of their character. Pupils. practise the lines in their groups Divide the class into new groups of three, each with one Nani, one Lilo and one Jumba. Pupils practise the story in their groups, adding actions and mime as appropriate. Play the recording again to help them. Pupils can act out the story for the rest of the class. T22LESSON 6 Lesson aims Listening to British children Personalising language pupils have learned in the unit Learning to evaluate their ‘own progress Recycled target Toys language Shapes Colours Numbers 1-15 It's a (boat) What's this? What is it? Flashcards: ball, boat, doll, kite, train Coloured paper, scissors and glue Donald Duck puppet Receptive language Materials Warm-up * Greet pupils in English. Stick the toy flashcards on the board. Point to one card and name the toy correctly or incorrectly. Tell students to repeat it if it is correct, otherwise to say Lilo. Presentation * Draw a car made out of squares, triangles, rectangles and circles on the board. Do not tell pupils what you are drawing. Ask pupils about the shapes. Ask: What's this? (a square.) Is it big or small? (big.) ‘* When the picture is finished ask: What's this? @¥o PB page 23. @ Listen * Say: Open your books at page 23. Hold up your own book open at page 23. * Tell pupils to look at the photo of the children. Explain that they are playing the same game. Ask: What's this? Pupils reply: I's @ boat. Pupils identify each shape in the boat. + Tell pupils to listen and point to the shapes they hear them mentioned. Play the recording. RECORDING 21 seNwy Hello, Adam. ADAM Hello, Jenny. JENNY Look. A big red rectangle, three black circles and two small yellow triangle. A green rectangle. A blue triangle, a purple triangle and a pink triangle. ADAM What is it? JENNY It’s a boat. Read the speech bubbles: What is it? Its a boat with the class. Pupils point to the picture of the boat PB page 23. @ Draw and write ‘* Pupils create their own shapes picture or make a shapes collage. * If pupils are making a collage, they draw small shapes (circles, triangles, rectangles and squares) on paper and cut them out. Pupils use these shapes to make toys, animals and other objects they know in English. They choose one and stick it in the space. + Pupils complete the sentence at the bottom of the page. * Pupils show a partner their picture. Encourage them to talk about the shapes they have used Its a car Look. A square, four circles. A big rectangle. PB page 15 Evaluation sticker ‘* Use the Donald Duck puppet to say: Well done! Explain (L1) that pupils have finished Unit 3. Ask pupils (L1) if they've enjoyed the lessons. * To check what they have learned you can play some of the games from the unit. Describe and guess (Lesson 1) Finger hopscotch (Lesson 2) The maze game (Lesson 4) Guessing game (Lesson 5) * Tell pupils to take a sticker and stick one into the space. Ending the lesson * Take a class vote on the favourite game or song from the unit and play this again. * Dismiss the class, Revi Activity Book page 13 Pupils complete the picture and tick the word. KEY boat Word bank Remind (L1) pupils about the word bank on pages 79 and 80 of the Pupil’s Book. Hold up your own book open at the pages. Pupils play a find and point game in pairs. One pupil says a toy word, the other points to it in the word bank. 7234 Food | LESSON 1 Lesson aims Identifying food Saying a chant New target language spaghetti, sandwich, pizza, water Colours bread, cheese, chicken Do you like (chicken)? Yes./No. ike (spaghetti). What's this? Is (helshe) happy? Flashcards: colours; bread, cheese, chicken, pizZa, sandwich, spaghetti, water Piece of Ad paper for each pupil Recycled target language Receptive language Materials Warm-up * Greet pupils in English. Sing the Hello song (Recording 2) Put the colour flashcards in a pile at the front of the class, Pupils come to the front, choose a card and ask the class: Do you like (purple)? The first pupil to answer: Yes comes to the front to hold up another one, Presentation * Use the Donald Duck puppet to ask: What's the magic word? Pupils look through the unit to find the jigsaw piece with the magic word illustrated on it ** Revise chicken. Hold up the chicken flashcard and ask: What's this? Encourage pupils to guess what the theme of the unit is (food). * Use the food flashcards to revise bread, cheese and chicken. Hold up each one asking: What's this? * Introduce spaghetti, pizza, sandwich and water. Hold up each flashcard and say: Spaghetti. Mmm. | ike (Spaghetti). Repeat the activity and ask pupils to say the words with you. Repeat until pupils are confident. » PBpage24 @ Chant ** Use the Donald Duck puppet to say: Qpen your books at page 24. Hold up your book at page 24. * Teli (L1) pupils to look at the Disney characters from Scamp's Adventure. Ask (L1) if pupils know them, IF you wish, introduce them in English Scamp and Angel. Discuss what they know about them (L1). * Say: Point to the (bread), Continue with the other food ‘* Ask about the characters: Is (Scamp) happy? Is he big or small? What colour is he? ‘ Explain (L1) that pupils are going to listen to a chant about the food in the picture. Encourage pupils to clap or beat out the rhythm as they listen. RECORDING 22 Do you like chicken? Do you like cheese? Yes! Yummy! Yummy! Yes! Oh yum! Yes! Yummy! Yummy! Yes! Oh yum! Do you like spaghetti? Do you like pizza? Yes! Yummy! Yummy! Yes! Oh yum! (Chorus) Do you like water? Do you like bread? Yes! Yummy! Yummy! Yes! Oh yum! (Chores) * Play the chant again. Pupils point to the food as they hear it mentioned. Pupils join in with the words. * Give seven pupils one food flashcard each (bread, cheese, chicken, pizza, sandwich, spaghetti, water) Ask (L1) them to stand in the order of the toys in the chant, Play the chant again for pupils to check. Ending the lesson ‘© Ask pupils to draw pictures of four food items on a piece of paper. Put them into pairs. + One pupil asks: Do you like ... ? questions, using the food pictures on their paper. The other pupil answers: Yes or No. If Yes, the pupil ticks the food picture, If No, he/she draws a cross. * Play the Goodbye song (Recording 3). Dismiss the class, iw “Activity Book page 14 Pupils number the pictures in the correct sequence. Donald says Use the Donald Duck puppet. Say: Donald says point to (bread). Pupils point to the bread flashcard. If you give an instruction without Donald says pupils do nothing. T24Q Go Listen and colour. 1 2 ee 45))) DD Rioneag se cheese © @ spaghetti @ Ce 3 4 bread &) Gy 5 6 chicken i Ce 25LESSON 2 Lesson aims Reviewing food Listening and colouring Recognising written form of food words Recycled target 1 like (pizza don’t lke language pizza). Written words bread, cheese, chicken, pizza, spaghetti, water Receptive language Do they like (cheese)? What's this? Materials Flashcards: bread, cheese, chicken, pizza, sandwich, spaghetti, water Warm-up * Greet pupils in English. + Repeat the food chant from Lesson 1 (Recording 22). Encourage the pupils to join in with the words. Presentation * Put the food flashcards in a pile at the front. * Draw a line down the middle of the board, to form two columns. Draw a happy smile at the top of one column, and a sad frown at the top of the other. © Take @ food flashcard from the pile. Show it to the class, smile and say: ike (cheese). Pupils repeat. Stick the flashcard in the column with the happy smile at the top. Take another flashcard, frown and say: ! don’t like (Spaghetti). Pupils repeat. Stick this card in the column with the frown at the top. * Say; | like bread. Ask a pupil to find the bread flashcard and stick it in the correct column. Repeat with the ‘other food items. ‘© Leave the flashcards and the columns on the board. Wordcards ‘* Hold up a food wordcard and read it with the class. ‘Ask a pupil to stick the wordcard underneath the correct picture on the board. Repeat with the other wordcards, Point to each wordcard in turn in a random order, reading each one aloud with the class. «Take all the wordcards off the board. Hold up one at a time. Pupils read the words aloud. If itis a word in the happy column, pupils stand up and smile. If itis a picture in the sad column, they stay sitting down, frowning, * Leave the columns on the board but remove the flashcards and wordcards. Ge, PB page 25 @ Listen and colour '* Say: Open your books at page 25. Hold up your own. book open at page 25. ‘Ask pupils what food they can see. Ask: What's this? * Read the food words aloud with the class. * Tell pupils they are going to listen to children talking about what they like and don’t like. Point out that the happy face is like and the sad face is don’t like. + Play the recording. Tell pupils to listen and point to the correct expression. RECORDING 23 1. Do you like cheese? Yes, | like cheese. 2. Do you like spaghetti? Yes, | like spaghetti 3. Do you like pizza? No, | don't like pizza. 4, Do you like bread? Yes, | like bread 5. Do you like water? Yes, | like water. G. Do you like chicken? No, | don't like chicken. * Play the recording again. Tell pupils to colour the happy face if the children like the food, and the sad face if ‘they don't like it. * Check by asking individual students to stick the food flashcards on the board in the correct column according to the recording Ending the lesson * Hold up each food wordcard. Tell pupils to stand up if they like the food and stay sitting down if they don’t like it. * Play the Goodbye song (Recording 3). Dismiss the class. [e nuns Activity Book page 15 Pupils match the food to the happy or sad faces, depending on whether they like or dislike the food. Find the words Write a word chain on the board: sandwichcheesespaghettipizzabreadwaterchicken Pupils find the words and rewrite them. 72526Ss ' cheese chicken pizza spaghetti bread yy)4 Food | LESSON 3 Lesson aims Reviewing food Finding the correct stickers to complete a picture New target language meat Recycled target Food language It’s (chicken). 1 ikel! don't lke (pizza). Receptive language — My favourite food is (pizza). What's this? Do you like (apples)? Materials Flashcards: apple, banana, bread, cake, cheese, chicken, egg, meat, orange, pear, pizza, sandwich, spaghetti, water a bag (warm-up) Warm-up * Greet pupils in English. Sing the Hello song (Recording 2). + Put the food flashcards into the bag. Ask individual pupils to take a flashcard out of the bag and show it to the class. Ask: What's this? Ask: Do you like (chicken)? Include the new food flashcard meat in the bag. When 2 pupil takes it from the bag, hold it up and say: Mmm. I ike meat. Ask the pupil: Do you like meat? Ask the class to repeat meat. Presentation ‘© Choose a food flashcard and show it to the class. Say: ‘Mmm. My favourite food is pizza. Ask pupils: What's your favourite food? Pupils choose a card and show it, to the class, saying: My favourite food is (oizza). 2s PBpage26 © Listen and circle +» Say: Open your books at page 26. Hold up your own book open at page 26 + Tell pupils to look at the food pictures at the top of page 26. Point to each one and ask: What's this? + Tell pupils they are going to listen to a boy talking about foods he likes and doesn’t like. Tell them to circle his favourite food. Play the recording RECORDING 24 woman What's your favourite food? soy _I like sandwiches. And I like meat. | don’t like pizza. Chicken is my favourite food. * Check by asking the class: What's his favourite food? 126 PB pages 26 and 27. @ Listen and stick © Ask (L1) pupils to look at the big picture. Ask them to find and point to the different characters. Say them in English or Lt, as you prefer. Say: Point to Scamp’s mum (Lady). Point to Scamp's dad (Tramp). Point to Scamp’s sisters. Introduce the human characters. Point to each ‘one saying: This is the Darling family. Look, the mum, the dad, the baby. Ask (L1) pupils if they know what is happening in the picture. «= Talk about the picture. Say: Can you see Scamp? (He is hiding behind a bush.) Can you find a cake? Can you find apples? How many apples can you see? Can you find bread? «Tell (L1) pupils to turn to the sticker page. Say: Take out the stickers. Say: Hold up the spaghetti. Hold up the sandwiches. Hold up the meat. Hold up the chicken. « Tell pupils to listen and place the correct food onto the correct space in the picture. Tell them not to stick, just place gently * Play the recording, pausing after each food to give pupils time to place their stickers. RECORDING 25 Put the spaghetti in number 1. Put the sandwiches in number 2. Put the chicken in number 3. Put the meat in number 4. ‘© Check by asking: What's number (one)? Pupils then stick the stickers into their book. Food survey « Stick the food flashcards on the board in a line, Point to each flashcard and ask: Do you like (apples)? Pupils put their hands up if they like apples. Ask a pupil to help you count the hands. Write the number next to the apple flashcard. Say: (Eleven) like (apples). Continue with the other food types. At the end ask: What's our favourite food? Ending the lesson + Play the Goodbye song (Recording 3). Dismiss the class ON AIAN Food Bingo Play a game of Food Bingo. Pupils draw four foods from the lesson on a piece of paper. Call out the food words at a steady pace. Pupils listen and tick the foods they have drawn as they are called out. The first pupil to tick off all four of their foods, calls out: Bingo!LESSON 4 Lesson aims Reviewing food Singing a song Reading and selecting the correct words Recycled target Food language | ikl! don’t like (bread). My favourite food is (pizza). Numbers 1-15, What's this? What are these? Receptive language Food flashcards Number flashcards: 1-15 Materials Warm-up © Greet pupils in English. * Stick six food flashcards (banana, chicken, cake, milk, cheese, pear) on the board. Shake your head and say don’t like chicken, cheese and pears. I don’t like milk and cake. What do I like? The class guesses the food you like (banana) by eliminating the ones you don’t like. PB pages 26 and 27. @ Sing * Tell pupils to look at the picture on pages 26 and 27 again, Say: Can you see (meat)? + Tell pupils to listen and point to the different food on the page. Play the song, RECORDING 26 I like apples, | like pears, But | don’t like bread, No, | don’t like bread. No, no, no, no, no. Like milk, | like cake, But | don’t like eggs, No, | don’t like eggs. No, no, no, no, no. | like spaghetti, | like meat, But | don’t like sandwiches, No, | don't like sandwiches. No, no, no, no, no. But chicken is my favourite treat, Yes, chicken is my favourite treat. * Play the song again and ask pupils to find out what Scamp’s favourite food is (chicken). * Draw two columns on the board. Draw a smiley face at the top of one column, and a sad face at the top of the other column. Use the flashcards for apples, pears, bread, milk, cake, eggs, spaghetti, meat, sandwiches and chicken. Hold up each card and ask if pupils can remember if Scamp likes the food or not. Stick the cards in the correct column on the board, KEY like ~ apples, pears, milk, cake, spaghetti, meat, chicken don't like ~ bread, eggs, sandwiches * Play the song again. Pupils check their answers, At the end of the song, pupils move any flashcards that are in the wrong column Play Pass the cards * Use the flashcards and wordcards for: cheese, pizza, bread, spaghetti, chicken, bread, water and pizza. Give sixteen pupils one card each. * Play the song and ask pupils to pass the cards round the class. Stop the music and ask pupils with the wordcards to stand up. Ask one of these pupils to read their card, The pupil with the matching flashcard stands up. PB page27 @ Read and circle + Tell pupils to look at the food at the bottom of the page. Point to each item and ask: What's this? KEY cheese, spaghetti, bread, water + Pupils read the words underneath each picture and Circle the correct one. Let them work on their own or with a partner. Check by holding up the two wordcards for each picture and asking pupils to point to the correct word. Ending the lesson * In pairs, pupils repeat the food game from the warm-up, using the picture on Pupil’s Book pages 26 and 27 instead of flashcards. # Dismiss the class. [GrmONAL ACHE 1 Activity Book page 16 Pupils read the menu and draw the foods. Odd One Out Write three words from one topic and one word from a different topic on the board, e.g. chicken, cheese, nose, bread. Make sure you use words pupils have looked at in the written form. ‘Ask a pupil to circle the odd word out. Pupils can then play in pairs, writing their own. 127©&£o Listen. an. ln.& Food| LESSON 5 Lesson aims Following a story in English Recycled target Food language Iikeit don't like (water). Does (he) like (water)? Who's this? Do you like (meat)? Receptive language Materials Flashcards: apple, bread, cake, chicken, egg, meat, milk, pear, pizza, sandwich, spaghetti, water A piece of Ad paper for each pupil A picnic blanket (optional) Warm-up * Greet pupils in English. * Sing the song from Lesson 4 (Recording 26). PB page 28 Story preparation * Settle pupils down and say: It’s story time! Say: Open ‘your books at page 28. Hold up your own book = Tell pupils to look at the story. Point to each character and ask: Who's this? (Scamp, Sheepdog, Angel, Buster). * Say: Look at picture 1. Does Scamp like chicken? (Yes,) Look at picture 2. Does Buster like water? (No.) Look at picture 3. Does Buster like chicken? (Yes) “1: PB page 28 @ Listen to the story * Say: Listen to the story. Play the recording. Hold up your book and point to the frames as they hear them RECORDING 27 (Picture 1) ANGEL Look! Food! scawe Chicken is my favourite! Yummy!- (Picture 2) ANGe. Do you like water, Buster? austen No, | don't like water. (Picture 3) BusTER But | like chicken! Give it to me! (Picture 4) scawp Hey! That's my chicken! (Picture 5) SPLASH! (Picture 6) suster Aah! I don’t like water! '* Ask: Does Scamp like chicken? (Yes,) Does Buster like chicken? (Yes.) Does Buster like water? (No.) Act out the story * Divide the class into three groups: Scamp, Angel and Buster. Play the story. Pupils repeat the lines of their character. Pupils practise in their groups. * Divide the class into new groups of three, each with one Scamp, one Angel and one Buster. Pupils practise the story in their groups, adding actions and mime as appropriate. Play the recording again to help ther. Pupils can act out the story for the rest of the class. A class picnic * Tell the class they are going to have a pretend class picnic. Give each pupil a piece of Ad paper and ask them to draw a food they would like to bring «If you have a picnic blanket, spread this out at the front of the class. Invite pupils to show what they have brought to the rest of the class and pretend to offer it found | like meat. Do you like meat? Here you are. The pupils place the drawing on the blanket, * If you don’t have a blanket, pupils attach their pictures to the board, and describe them in the same way. Ending the lesson * Ask pupils to do different things if they like or don't like food types. Say: Put your hands up if you like meat. Stamp your feet if you don’t like sandwiches. Touch your nose if you like cheese. * Play the Goodbye song (Recording 3). Dismiss the class. Activity Book page 39 Pupils cut out the story pictures and put them in the correct order. They can do this as they listen to the story, or after the story. Food Bingo Pupils draw or write four foods from the lesson on a piece of paper. Call out the food words. Pupils tick the foods they have drawn/written as they are called out. The first pupil to tick off all four of their foods, calls out: Bingo! 728| don’t like cheese.LESSON 6 Lesson aims Listening to British children Personalising language pupils have learned in the unit Learning to evaluate their ‘own progress Recycled target Food language 1 kel! don't like (milk) My favourite food is (pizza) Js (she) happy? What's this? Does (hefshe) like (milk)? Flashcards: apple, bread, cake, chicken, egg, meat, milk, pear, pizza, sandwich, spaghetti, water A sheet of paper the same size as the flashcards with a round hole cut out of it Receptive language Materials Warm-up * Greet pupils in English * Play a guessing game. Use the sheet of paper with the hole in it. Choose a food flashcard, without showing the class, and place the paper over it. Hold up the paper and card together and ask: What's this? Pupils will only be able to see a round section of the picture. They guess the food and reply: /t’s a pizza! PB page 29 @ Listen * Say: Open your books at page 29. Hold up your own book open at page 29. * Explain that the children have made hats of food they like or dislike, Point to the different hats and ask pupils: What food can you see? KEY chicken, pizza, apples, spaghetti, cheese, pears, eggs, bread * Point to the photo of the girl. Ask: Is she happy? Pupil’s reply: Yes. Point to the boy. Ask: Is he happy? (No,) Read the speech bubbles: / like chicken (girl) and ! don't like bread (boy). + Tell (L1) pupils they are going to listen to the children, talking about the foods they like and don’t like. Tell pupils to listen and point to the foods as they hear them mentioned. Play the recording, RECORDING 28 ik. | like chicken and pizza. | like apples and spaghetti. Chicken is my favourite food. soy | don't like cheese. | don't like pears. | don’t like eggs and | don't like bread. Food * Ask: Does she like pizza? (Yes.) Does she like apples? (Yes.) What's her favourite food? (chicken.) Does he like cheese? (No,) Does he like bread? (No.) Play the recording again if necessary. PB page 29. @ Draw and say Ask pupils about food they like and dislike What do, you like? What don’t you like? Do you like (pizza)? * Pupils draw the foods they like on the happy chef's hat and the foods they don’t like on the other. Pupils explain their hats to a partner, saying: / ike (cheese) and meat. | don't like (eggs). * Pupils complete the sentences at the bottom of the page. Stick the wordcards on the board if necessary * Collect pupils’ books in. Hold up one book and talk about the foods / like pizza and meat. | don’t like sandwiches. | don’t like cheese. Pupils listen. if they think you are describing their hats, they put their hands up. PB page 29 @ Evaluation sticker * Use the Donald Duck puppet to say: Well done! Explain (L1) that pupils have finished Unit 4. Ask pupils (L1) if they've enjoyed the lessons, © To check what they have learned you can play some of the games from the unit. Donald says (Lesson 1) Stand up/Sit down (Lesson 3) Food bingo (Lesson 3) Pass the cards (Lesson 4) + Tell pupils to take a sticker and stick it into the space. Ending the lesson * Take a class vote on the favourite game or song from the unit and play this again. * Dismiss the class. (GORA Aerimint Activity Book page 17 Pupils colour the sections in the correct colour according to the key to reveal the hidden fruit. Draw a restaurant menu Divide pupils into groups. Give each group a large sheet of card. Ask them to draw and colour some food they like. Ask them to choose a name for their restaurant. Groups introduce their menus by showing them and saying This is (The Happy Restaurant). We like (cheese, meat, bread, milk, pears and pizza). Ask individual pupils from other groups to order something by saying: / like (meat). T29“(O00 AUOUReview units 3&4 | LESSON 1 Lesson aims Reviewing language from Unit 3 Counting and colouring shapes Recycled target Shapes language Colours Numbers 1-15 How many (circles)? What's this? The (rectangles) are (green). Receptive language Materials Building blocks in different colours and shapes (Optional activity) Warm-up * Greet pupils in English. Sing the Hello song (Recording 2). © Revise shapes and numbers. Draw a shape or number in the air. Ask: What's this? Pupils answer: It’s @ (Gircle)/Number 3. Pupils can also piay this in pairs. PB page 30 @ Count and colour + Say: Open your books at page 30. Hold up your own book open at page 30. * Tell pupils to look at the shape pictures on the page Point to each one in turn and ask: What's this? Pupils reply: It’ a carltrain * Say: Look at the car. What shapes can you see? Encourage them to say Big (squares)/Small (squares). Then ask: How many triangles? Pupils count and reply. Two. Point to the number in the triangle and say: Two triangles. Repeat with the other shapes in the car. Pupils write the numbers in the space next to each shape * Pupils repeat the activity for the train. Check by asking: How many (circles)? KEY Car: 2 triangles, 3 rectangles, 2 circles, 2 squares Train: 3 triangles, 4 rectangles, 4 circles, 2 squares * Say: Colour the car. The triangles are green. Give pupils time to colour the triangles. Say: The rectangles are blue. The circles are yellow. The squares are green. Give them time to colour after each shape. * Pupils do this activity in pairs. Tell one to be the car and the other the train, Tell pupils to colour their toy. They then give colour instructions to each other The (circles) are (red). Their partner colours the shapes in the toy on their page in the colours instructed Play a team game * Divide the class into four teams. Revise colours, shapes and numbers up to 15 by asking teams to find things, e.g. Find something red. Find ten blue things, Find a circle shape. Find three square things. ** Teams put their hands up when they've found the correct things. The first team to find the things correctly each time gets a point. page 67 Cut out 2 ‘ Show the class your present. Show pupils how to move the strip from side to side to change the picture, For each picture, ask: What is it? ‘+ Help pupils to cut round the shapes and along the slots n the big rectangle. Show them how to fit the long strip into the present through the slots. * Pupils then play with the presents in pairs. Tell (L1) one pupil to move the strip and choose a toy without showing his/her partner. Tell him/her to say the toy word. Their partner finds the same picture and slides it into place in the present. They then compare presents. Ending the lesson * Use one of the present cut outs to play a guessing game. Slide a toy picture into the present. Ask: Is it a doll? The first pupil to guess correctly has a turn using his/her own cut out. * Dismiss the class. You will need a set of children’s building blocks in different shapes. Pupils take turns to make shapes pictures in small groups. You can do the same activity with shapes of coloured paper. T30LESSON 2 Lesson aims Reviewing language from Units 1, 2, 3 and 4 Playing a board game Recycled target Toys language Animals Food ‘ike 1 1 don't like (pizza) Ita (giraffe). It’s very big. It's grey. Receptive language sit (a pear)? What is it? What's this? Flashcards from Units 1, 2, 3 and 4 Small pieces of paper and Sticky tape (or sticky labels) for the number game Materials Warm-up * Greet pupils in English. Play animal riddles. Say: it’s very big. It's grey. What is it? Pupils reply: t's an elephant. Then say: It’s black and white. What is it? (It's a zebra.) It's yellow and brown. What is it? (It’s a giraffe.) * Continue with rhino, lion, elephant, hippo. Play Find a friend ** Use the flashcards for: parts of the face, animals, toys, food, colours, shapes, numbers 1-15, * Give each pupil one card. Tell pupils to walk around the room and to compare their cards to find the pupils with the cards which belong in the same vocabulary {group as theirs. When they find a match, tell them to stay with that person until they have a complete group. * Give each complete group the wordcards which match their flashcards. Tell pupils to find the wordcard which matches their flashcard. Check by asking each group to show and name their flashcards and wordcards. PB page 31 @ Play * Say: Let's play a game. Say: Open your books at page 31, Hold up your own book open at page 31 * Tell pupils to look at the board game. Revise vocabulary, by pointing to the different squares and asking: What's this? or by reading the words, Review units 3 & * Tell pupils they can move one square at a time in any direction (up, down, left, right and diagonally). if you land on a toy or an animal, they make a sentence It's a ball It’s a lion. If they land on a food word or picture, read the word or look at the picture and make a sentence with / like or | don’t like: | like chicken. For each square their partner decides whether the sentence is correct or not. If they make a correct sentence, they colour in the star. The winner is the first player to colour in all the stars, Point out that pupils can move in any direction, but aren't allowed to land on the same square twice. They will need to consider their route around the game before they start. * Demonstrate with a confident pupil. Use a small rubber or pencil-sharpener as a counter. Start at the arrow at the top left-hand corner of the game, Move your counter onto a square, e.g. the ball. Use the picture to make a sentence It’s a bal. Then colour the star in the square. The pupil then has a turn * Divide pupils into pairs to play the game. Guess the number game * You need small pieces of paper and sticky tape (or sticky labels). Tell pupils to choose a number from 1-15 and to write it on a piece of paper (or label). * Collect all the pieces of paper, and fix a piece to each puoil’s back with sticky tape, without letting them see the number. Pupils walk around the class showing their classmates the number and trying to find out what it is, by asking: (sit (eleven)? until they guess correctly NB This game can be played with other vocabulary areas. Ask pupils to draw a picture or write the name of an animal, toy, colour, food on the piece of paper. Ending the lesson * Start to draw a picture on the board of an animal, toy, food or shape from the course so far. Keep it simple. Stop half way through and encourage pupils to guess what itis. Encourage them to ask is it an (apple)? Is it a (rhino)? * Continue adding a little bit more each time until you have completed it or until a pupil guesses it + Pupils can take turns drawing on the board. * Play the Goodbye song (Recording 3). Dismiss the class. ACTIV) Divide the class into two teams. Ask one pupil from each team to come to the board. Ask them to draw an animal (or toy or other vocabulary item). The rest of the class count to 15 as the two pupils draw the animal. At 15, the class call out: Stop! The pupils stop drawing. Award a point to the team who has drawn the most complete picture in the time available. 134My body / LESSON 1 Lesson aims Identifying parts of the body Saying a chant New target language arms, legs, tummy Recycled target language Receptive language bigismall bod), feet, hands, head Touch your (head). Move ‘your (body). Clap your hands. ‘Stamp your feet. I've got a (tummy). Materials Donald Duck puppet Flashcards: arms, feet, hands, head, legs, tummy Warm-up * Greet pupils in English. Sing the Hello song (Recording 2). « Revise parts of the body by playing an action game. Put your hands on your head and say: Touch your head. Clap and say: Clap your hands. Move your body and say: Move your body. Stamp your feet and say’ Stamp your feet. * Call out these instructions in random order, varying the pace. Pupils listen and do the actions. Presentation ‘* Use the Donald Duck puppet to ask: What's the magic word? Pupils look through the unit to find the jigsaw niece with the magic word illustrated on it « Revise hands. Say: Hands. Encourage pupils to repeat after you. Hold up the hands flashcard and ask individual pupils: What's this? ‘* Encourage pupils to guess (L1) what the theme of the unit is (My body). * Introduce tummy, arms, legs by playing the action game again. Include the new actions Touch your tummy. Move your arms. Move your legs. Pupils do the actions and say the parts of the bady « If pupils are confident, add big and smail into the actions. Say: Make big arms. (You and pupils stretch your arms out as wide as they can.) Make big hands. (You and pupils put your hands out with all fingers outstretched.) Make small hands. (You and pupils scrunch your hands up small into a fist.) PB page 32. @ Chant * Use the Donald Duck puppet to say: Open your books at page 32. Hold up your own book «Tell (L1) pupils to look at the Disney characters from Aladdin. Ask (L1) if pupils know them. If you wish, introduce them in English Aladdin, Abu, Genie. Ask if anyone has seen the film and discuss what they already know about it (L1) '* Say: What colour is the Genie? Point to the Genie’s arms. Are they big or small? Is he happy or sad? * Play the chant. Encourage pupils to clap or beat out the rhythm as they listen, RECORDING 29 I've got a head, a big blue head. I've got two arms and two hands. I've got two legs and two feet. And I've got a tummy, a big blue tummy. ‘Arms, legs, head and tummy. ‘Arms, legs, head and tummy. * Play the chant again. This time pupils point to the part of the body as they hear it mentioned. Encourage pupils to join in with the words if they can. * Give six pupils one body flashcard each (arms, hands, head, feet, legs, tummy). Ask them to stand up when they hear their part of the body in the chant. Play Aladdin says * Play a game of Aladdin says. Say: Aladdin says touch ‘your head. Pupils touch their head. if you give an instruction without Aladdin says Touch your arm, pupils do nothing. * If you wish, revise parts of the face by including them in the game (eyes, ears, mouth, nose). Ending the lesson * Play the Goodbye song. Dismiss the class. Activity Book page 18 Pupils find the missing jigsaw pieces and write the number of the missing piece in the space. key 1~hands 4-arms 2-Ieg 5-head 3-foot Photographs Pupils bring photographs of themselves to display on a My body poster. 32D Go Listen and number. 33LESSON 2 Lesson aims Reviewing parts of the body Listening and numbering the correct pictures Recognising written form of parts of the body words Recycled target Parts of the face and body language Colours Written words arms, feet, hands, head, legs Receptive language I've got (red arms) Who's got (yellow legs)? Who am 1? What colour is the (head)? Warm-up * Greet pupils in English, Tell (L1) pupils they are going to draw a robot on the board, Ask individual pupils to come to the front. Say: Draw his body. Draw two legs. Draw two feet. Draw two arms. Draw two hands. Draw a head. Draw the nose. Draw the mouth, Draw the ears. * Leave the completed robot on the board Wordcards * Hold up a body wordcard and read it with the class. ‘Ask a pupil to come to the front and stick the wordcard next to the correct part of the robot on the board. Repeat with the other body wordcards. * Paint to each wordcard in turn in a random order, reading each one aloud with the class. 2s PB page 33 © Listen and number * Say: Open your books at page 33. Hold up your own book open at page 33. + Tell pupils to look at the robots. Point to the parts of the robots and ask: What colour is the (head)? «Tell (L1) pupils they are going to hear a decription of each robot and to write the number of the robot * Play the first description and pause the recording. Hold up your book and point to the first robot. Point to each part of the body as you describe it 've got a yellow head and pink feet. Point to the number 1 in the box and say: I'm number 1 * Continue with the rest of the recording My body RECORDING 30 1. I've got a yellow head and pink feet. Who am I? 2. I've got an orange body and brown feet. Who am I? 3. I've got red arms and purple hands. Who am I? 4. I've got a red head and a purple body. Who am I? * Check by pointing to each robot in turn and asking Who am 1? * Read the body words out loud. Tell to pupils to listen and point to the correct word on the page. Pairwork game © Demonstrate the game. Tell pupils you are going to pretend to be one of the robots on page 33. Pupils listen to you describing yourself and guess who you are, Say, e.g. I've got a yellow head and a brown body. I've got pink hands and feet. I've got green arms and legs. Who am 1? Pupils reply: Number 1 «Repeat the sentences again encouraging pupils to repeat as a class and individually + Pupils then play the game in pairs. Ending the lesson '* Say: Who's got blue eyes? Who's got brown hair? Who's got three legs? Pupils put up their hands if they have these characteristics. Make it fun by asking silly questions too. # Dismiss the class ORT i Activity Book page 19 Pupils count the monster's body parts and write ‘the correct number in the box. Key head-3 9 arm-7 hand-14 — foot-4 leg-4 Pupil wordcards Stick the parts of the body and parts of the face wordcards on the board. Pupils copy the words from the board onto small pieces of paper then play a sequencing game. Call out the names of the parts of the face and body, Pupils put the wordcards in the correct order on the table. Pupils can play this in pairs. 733(E¥ 5 Listen and circle. 1 i. 's(5 My beay | LESSON 3 Lesson aims Reviewing parts of the body Reviewing animals Listening and identifying the correct picture Finding the correct stickers to complete a picture New target language fingers, toes Recycled target Parts of the face and body language Animals "ve got (four fingers). Receptive language Have you got a nose? Thaven’t got (a mouth). How many (arms) have you got? Materials Flashcards: arms, feet, fingers, hands, head, legs, toes, tummy; ears, eyes, hal mouth, nose Warm-up * Greet pupils in English. Sing the Hello song (Recording 2). * Use the face and body flashcards and wordcards. Give twenty pupils one card each. Ask the pupils with the wordcards to stand up. Tell them to read their wordcard and say an instruction: Body. Move your body. The pupil with the matching flashcard performs the instruction Presentation ‘Introduce fingers and toes. Wiggle your fingers and say: Fingers. Touch your toes and say: Toes. Encourage pupils to copy you and to say the words. Hold up the fingers and toes flashcards. * Ask pupils: How many fingers have you got? Count them together in English. Pupil’s reply: Ten. Repeat with all the parts of the body and face. Ge PB page 34 © Listen and circle * Say: Open your books at page 34. Hold up your own book open at page 34. * Tell pupils to look at the pictures of the genie and his hands and feet at the top of the page. Say: This is the genie, Point to the three different hands in turn and ask: How many fingers? Then point to the different, feet and ask: How many toes? Play the recording, Tell pupils to listen and circle the correct number of fingers and toes. 134 RECORDING 31 1. How many fingers has he got? Four fingers. 2. How many toes has he got? Four toes. PB pages 34 and 35. @ Stick * Ask pupils to look at the big picture. Ask them to find and point to the different characters. Say them in English or L1, as you prefer. introduce the new character, in English or L1: Jasmine. Ask what is happening in the picture. * Ask: /s Aladdin happy? What can he see? (animals.) Revise animals. Say: Can you find (an elephant)? ‘Tell pupils that they are going to use stickers to complete the picture. * Tell pupils to turn to the sticker page. Say: Hold up Aladdin's legs and feet. Hold up Jasmine’s arms. Hold up Abu’s head, Hold up Genie’s tummy. ‘Tell (L1) pupils to place the stickers in the correct place ‘to complete the characters’ bodies. Ending the lesson « Play a game of guess the card. Choose four parts of the body flashcards, e.g. tummy, legs, arms and feet. Hold them up and ask pupils to memorise them. Give them thirty seconds. * Choose the arms flashcard and place the other three face down on the table. Shake your head and say: I haven't got the tummy. { haven't got the feet. I haven't got the legs. What have I got? (The arms.) * Dismiss the class. TA Board game Draw two arms, two legs, two hands, two lots of five fingers, two lots of five toes and two heads on the board. ‘Ask two pupils to come to the front. They stand with their backs to the board. Call out a part of the body and count to three. After three, the ‘two pupils turn around and circle the correct picture on the board. The first pupil to do so. correctly gets a point.LESSON 4 Lesson aims Reviewing parts of the body Singing a song Matching body words and pictures Recycled target Animals language Parts of the face and body Receptive language — Clap, move, stamp, touch Open, listen, draw, colour, point to, find, sing Flashcards: elephant, giraffe, hippo, lion, rhino, zebra; arms, feet, fingers, hands, head, legs, toes, tummy; ears, eyes, hat, mouth, nose; bird, elephant, giraffe, hippo, lion, rhino, zebra A piece of A4 paper, coloured pencils, shapes and colour flashcards (Optional activity) Materials Warm-up * Greet pupils in English. * Stick the animal flashcards on the board, Describe one of the animals, using body and face vocabulary. Say: It's grey, It’s got big ears. It’s got a big tummy. What is it? The correct pupil comes to the board and takes the flasheard PB pages 34 and 35 @ Sing * Say: Open your books at page 34. Hold up your own book open at page 34. Say: Look. A magic carpet. ‘Tell pupils they are going to listen to a song about the animals. Play the song. Pupils point to the animals. RECORDING 32 Magic carpet, magic carpet, High up in the sky, Magic carpet, magic carpet, High up in the sky. Can you see the animals? Elephants and lions, Can you see the animals? We're flying so high! (Chorus) Can you see the animals? Rhinos and giraffes. Can you see the animals? We're flying so high! (Chorus) (5 Mu body | (F Mu bed Can you see the animals? Hippos and zebras, too. Can you see the animals? We're flying so high! (Chorus) * Explain (L1) the expression High up in the sky * Play the song again. Encourage pupils to mime the animals and join in with the words. * Divide the class into three groups: elephants and lions, rhinos and giraffes, hippos and zebras. Tell each group, to sing the verse about their animals. Play a drawing game * Put the parts of the body and the parts of the face flashcards together in a pile, Put this pile and the animal flashcards in two piles next to the board. * Ask pupils to take one animal flashcard and one face/ body card, e.g. a giraffe and legs. Without showing the cards to the class, tell the pupil to draw a giraffe's legs (on the board. The class has to guess the body or face part, and which animal it comes from PB page 35 @ Read and match * Tell pupils to look at the picture of Aladdin at the bottom of the page. Read the body words aloud with the pupils. They match the words to the body parts by drawing a line. *# Check by sticking the body flashcards and wordeards on the board in a random order. Ask pupils to draw a line from card one to the other on the board. Ending the lesson '* Play the Goodbye song (Recording 3). Dismiss the class. xii nem a Activity Book page 20 Pupils find and circle the body and face words in the letter trail. They then match the body and face words to Jasmine’s face and body. My magic carpet Pupils design their own magic carpets. Encourage them to use a variety of colours and shapes on their carpet. Pupils describe their designs to the class it's green and purple. It’s got green circles. ™35,LESSON 5 Lesson aims Following a story in English Recycled target Parts of the body language Numbers 1=15. I've got (six arms). biglsmall Receptive language How many (fingers) Materials Handmade cards with numbers, sizes, and body or face parts written on them, e.g, three eyes, one big nose nose, six arms. Warm-up ° Greet pupils in English. @ Revise numbers by counting round the class up to 15. e Ask pupils to count different things. Include body and face vocabulary. Say: How many eyes? How many toes? How many books? How many pencils? PB page 36 Story preparation « Settle pupils down and say: It’s story time! Say: Open your books at page 36. Hold up your own book open, at page 36. © Tell (L1) pupils to look at the story, Point to each character in turn and ask: Who’s this? (Genie, Jasmine, Aladdin, Abu). © Say: Look at picture 2. How many arms has the genie got? (six.) Look at picture 3. What food has the Genie got? (a sandwich.) Is it big or small? (big.) Look at picture 4. How many fingers has the Genie got? (fourteen). Look at picture 6. Is the Genie's tummy big or small? (big.) © Ask pupils (L1) what happens in the story. 2+. PBpage36 @ Listen ° ‘Say: Listen to the story. Play the recording. Hold up your book and point to the story frames as they hear them RECORDING 33 (Picture 1) ALADDIN. Wow! How many arms have you got? (Picture 2) Gee I've got six arms. (Picture 3) Genie | Tike BIG sandwiches! (Picture 4) sasié And how many fingers have you got? Gene ‘I've got fourteen fingers! (Picture 5) ALADDIN, (Picture 6) ALADDIN And you've got one tummy. And it’s a big tummy! # Ask: Does the Genie like sandwiches? (yes) Has he got a big tummy? (yes) Act out the story * Divide the class into three groups: Aladdin, Genie and Jasmine. Play the story. Pupils repeat the lines of their character. Pupils practise in their groups. * Divide the class into new groups of three, each with one Aladdin, one Genie and one Jasmine. Pupils practise the story in their groups, adding actions and mime. Play the recording again to help them. Pupils can act out the story for the rest of the class. Make a genie © Tell pupils they are going to make a Genie. Draw a simple body outline on the board. Ask individual pupils to come to the front and pick a handmade card. « Tell them to read it aloud and draw the correct number and size of the body part onto the outline. Put the card to one side and ask another pupil to the front. Continue until the Genie is complete. * Count all of the parts of the genie’s body. * Ask questions about the Genie. Ask: What's his name? How many hands has he got? Does he like sandwiches? Is he happy or sad? Ending the lesson * Dismiss the class. iORVAL, AGTMRRES. Pupils cut out the story pictures and put them in the correct order. They can do this as they listen to the story, or after the story. Guess the word game Pupils draw a picture of an animal, toy, colour, food, part of the face/body on a piece of paper. Fix them to each pupil’s back. Pupils walk around showing their classmates the word and trying to find out what it is by asking /s it (food)? Is it (bread)? T36Oto ummLESSON 6 Lesson aims Listening to British children Personalising language pupils have learned in the unit Learning to evaluate their own progress Parts of the face and body I've got (two legs) Is he big or small? How many fingers has he got? Has he got big feet or small feet? Recycled target language Receptive language Materials Flashcards: arms, feet, fingers, hands, head, legs, toes, ‘tummy; ears, eyes, hair, mouth, nose Donald Duck puppet Warm-up * Greet pupils in English * Stick the body and face wordcards on the board and number them from 1-12. Put the body and face flashcards face up on the table at the front in random order. * Divide pupils into two teams. Point to the board and say: Team A say a number. e.g. Ten. Tell a pupil from team B to take the wordcard which matches number 10 on the board and stick it underneath. B page 37 @ Listen * Say: Open your books at page 37. Hold up your own book open at page 37 * Tell pupils to look at the pictures the children have drawn. Say: Look at the (orange) Genie. Is he big or small? Can you see his (head)? How many (fingers) has he got? Has he got big feet or small feet. * Tell pupils to listen and answer the questions the children ask about the Genies. Play the recording Pause after each question to give pupils time to count and answer RECORDING 34 soy I'ma pink Genie. I've got a big head, a small body and two arms. How many fingers have | got? Yes, I've got eight fingers. And how many toes have I got? Yes, I've got twelve toes. Gik._ I'm an orange Genie. I've got a big tummy, a small head and four hands. How many fingers have | got? Yes, I've got twelve fingers. 1, 2, 3, 4,5, 6 ... 12. And how many toes have | got? Yes, I've got eight toes. * Check comprehension by saying: Look at the (pink) Genie. How many (fingers) has it got? ‘* Read the speech bubble aloud: I’ve got 4 hands. Count the hands aloud with the class, PB page 37 @ Draw and say * Pupils create their own Genie, Walk around the room helping where necessary and asking questions about their work What's this? What colour is it? Is it big or small? How many (fingers) has he got? * Pupils choose one face or body part and complete the sentence below their picture. * Put pupils into pairs. They pretend to be the genie in their picture. They can use full sentences I've got a big head, etc. or they can point ta the different hady parts and name them A small head, a big tummy, etc. PB page 37 Evaluation sticker * Use the Donald Duck puppet to say: Well done! Explain (L1) that pupils have finished Unit 5. Ask pupils (L1) if they've enjoyed the lessons. * To check what they have learned you can play some of the games from the unit. Lesson 1 (action game, Aladdin says) Lesson 2 (Pairwork game) Lesson 3 (Board game) Lesson 4 (Guess the animal) Lesson 5 (Make a Genie) * Tell pupils to take a sticker and stick it into the space. Ending the lesson * Take a class vote on the favourite game or song from the unit and play this again '* Dismiss the class. (Caiman Activity Book page 21 Pupils read the captions and colour the body Parts. Word bank Remind (L1) pupils about the word bank on pages 79 and 80 of the Pupil’s Book. Hold up your own book open at the pages. They can then play a find and point game in pairs. One pupil says a body word, the other points to it in the word bank. 1376 Mu house LESSON 1 Lesson aims Identifying parts of the house and furniture Saying a chant house, door, window, garden, table, chair New target language Recycled target big/small language Colours Materials Donald Duck puppet Ten pieces of card (Optional activity) Warm-up * Greet pupils in English. Sing the Hello song (Recording 2). * Draw a house made out of shapes on the board. A square for the house, a triangle for the roof, rectangles for the doors and circles for the windows. * As you draw each shape stop and ask pupils to identify it: What's this? Pupil’ reply: A (rectangle). + When the picture is finished point to it and ask: What's this? Teach the word house. Leave the house on the board, Presentation ‘Use the Donald Duck puppet to ask: What's the magic word? Pupils look through the unit to find the jigsaw piece with the magic word illustrated on it. '* Teach window. Say: Window. Repeal and encourage pupils to repeat after you. Hold up the window flashcard and ask individual pupils: What's this? * Encourage pupils to guess (L1) what the theme of the unit is (My house). * Point to the house on the board. Say: This is my house. Point to the door and say: This is the door. Repeat with the window. '* Draw some flowers next to the house to suggest a garden. Say: This is my garden, Draw a sitnple table and chair outline in the garden. Say: Look, I've got a table and chair * Point to each item again and encourage pupils to say them with you. Repeat until pupils are confident. @f. PBpage38 @ Chant *# Use the Donald Duck puppet to say: Open your books at page 38, Hold up your own book open at page 38 ‘Tell (L1) pupils to look at the Disney characters from Beauty and the Beast. Ask (Li) if the pupils know them. If you wish, introduce them in English Bello, ‘Maurice (her father). Ask if anyone has seen the film and discuss what they already know about it (L1). ** Say: Look at Belle's house. Ask: How many windows has it got? Can you see a square window? Has Belle got a table in her garden? What food can you see? (A meat sandwich and water) * Explain (L1) that pupils are going to listen to a chant about the things in the picture. Encourage pupils to clap or beat out the rhythm as they listen RECORDING 35, I love my house. It’s got a big door, And big windows, looking outside) And a big garden, (Mime walking about in garden. ‘Move your arms in a big circle to demonstrate space.) With a table and a chair. (Sit down on your chair) (Draw a house shape in the air) (Mime opening a door) (Mime opening a window and * Play the chant again, this time demonstrating the actions listed above. Encourage pupils to copy you and join in with the words if they can. Play a mime game * Mime some of the actions from the song. Ask: What is it? Pupils reply: It’s a (window). Continue until pupils understand the game. * Ask a volunteer to mime an action from the song. The rest af the class guesses. Ending the lesson * Play the Goodbye song (Recording 3). Dismiss the class Activity Book page 22 Pupils find and colour the parts of the house. Build a house Draw the main shell and root of a house on the board. Ask a pupil to come to the front. Say: Draw a window. A circle. As the the pupil draws, encourage the class to say what is being drawn It's a window. It’s a circle. Continue until the house is finished. 1383) eo Listen and match. 39ESSON 2 Lesson aims Identifying rooms in the house Listening and matching objects to the correct room Recagnising the written form of rooms in the house words New target language bathroom, bedroom, kitchen, living room Recycled target chair, door, house, table, language window apple, boat, pencil, teddy bear Where's the table? Open, listen, draw, colour count What's this? Flashcards: teddy bear; bathroom, bedroom, kitchen, living room Beans and a bag (optional game) Receptive language Materials Narm-up Greet pupils in English, resentation Draw a simple house outline on the board without doors or windows. Ask: What's this? Pupils reply A house. Say; Let’s look inside the house. Draw lines to separate the house into four rooms. Make sure they are big enough to stick the house flashcards into. Point to one of the top rooms and ask: What's this? Encourage pupils to guess the room. If most pupils guess a bedroom, show the bedroom flashcard, and say: Yes, this is the bedroom. Stick the bedroom flashcard into the space on the board. Pupils repeat the word as a class and individually. Repeat with the other rooms in the house. » Point to the rooms in a random order and ask pupils to say the words. Repeat, speeding up the pace until pupils are chanting the words, » Leave the picture and the flashcards on the board. Wordcards + Hold up each wordcard in turn and read each one aloud with the class. + Hold them up again and ask pupils to come to the front and stick the wordcards to the correct rooms on ‘the board. * Point to the wordcards at random, and read them, aloud with the class. (GMy house | * Ask pupils to close their eyes. Change the position of two of the wordcards (e.g. bathroom and bedroom). ‘Ask pupils to open their eyes. Say: What's wrong? ‘Ask a pupil to name the wrong words Bedroom and bathroom, and to come to the front to swap the words back again, ‘= Leave the house and cards on the board, PB page 39 @ Listen and match * Say: Open your books at page 39. Hold up your own book open at page 39. * Point to each room and ask: What's this? Pupils reply: It’s the (kitchen). * Read the rooms words out loud. Tell to pupils to listen and point to the correct word on the page. * Point to each picture at the bottom of the page and ask: What's this? ‘ell pupils to listen and match the objects to the correct room by drawing a line, « Play the first one on the recording. Pause and say Where's the teddy bear? Pupils reply: In the living room. Trace your finger from the teddy bear to the living room and say: Yes, in the living room. + Continue with the rest of the recording, Pause after each one to give pupils time to match: RECORDING 36 Where's the teddy bear? It’s in the living room. Where's the boat? It’s in the bathroom. Where's the pencil? It’s in the kitchen. Where's the apple? It’s in the bedroom. * Check by asking: Where's the (boat)? Ending the lesson + Play the Goodbye song (Recording 3). Dismiss the class. [GEinoMAL AC Activity Book page 23 Pupils match the details in the keyholes with the rooms in the house. They number the keyholes 1-4. Pupil wordcards Stick the room wordcards on the board. Pupils copy the words onto small pieces of paper and use them to play a sequencing game. Call out the rooms in a random order. Pupils put the wordcards in the correct order on the table in front of them. Pupils can play this in pairs. 139oc. Listen and stick. 7 meen] 3 i —__ 40| 8 A Read and match. wile living room bedroom bathroom(6 My house / LESSON 3 Lesson aims Reviewing rooms Identifying some furniture Finding and counting objects ina picture Finding the correct stickers to complete a picture Recycled target Rooms language Numbers 1-15 Food ‘School objects In the (bedroom). Receptive language — What's this? Where's the hat? Materials Flashcards: bathroom, bedroom, kitchen, living room Warm-up * Greet pupils in English. Sing the Hello song (Recording 2). * Call out the rooms in the house. Ask pupils to mime an activity for that room, e.g. sleeping. Presentation * Ask pupils to find things in the classroom. Say: Point to a (table). Repeat with chair, window, door. You can also use classroom objects (pencil, book, rubber, pen, bag). ‘Ask pupils to count the things in the classroom. Say: How many (doors) can you see? PB page 40 @ Find and count * Say: Open your books at page 40. Hold up your own book open at page 40. ‘Tell pupils to look at the big picture. Ask: Where's Belle? (In the bedroom.) Where's the Beast? (In the living room.) Ask pupils to find and point to different objects in the picture. Say: Point to the (windows). Find the (door). ‘* Tell (L1) pupils to look at the small pictures at the top of page 40. Point to each one and ask: What's this? Tell pupils to find and count these objects in the big picture. They write the number they find in the boxes. ‘* Pupils work on their own and check their answers with a partner's. Check by asking: How many (tables)? KEY table: 2 chair: 3. door: 2 window: 3 T40 @o PB pages 40 and 41 @ Listen and stick + Tell (L1) pupils to look at the big picture. Ask pupils again: Where’s Belle? Where's the Beast? Introduce the other characters, in L1 or English (Lumiere, Cogsworth, Mrs Potts, Chip). * Say: Look in the bedroom. How many tables can you see? Can you see a chair? Then ask about the living room: Can you see a table? Can you see some chairs? Can you see some water? Can you see some cakes? Ask pupils to guess what else the Beast eats. * Tell pupils to turn to the sticker page. Hold up your sticker page and say: Take out the stickers. Say: Hold Up the pears. Hold up the cheese. Hold up the bread. Hold up the bag. * Explain to pupils that they are going to hear where each item belongs and that they must place the items onto the space. Tell them not to stick, just place gently. * Play the first one then pause the recording. Point to number 1 on the picture and say: The pears are in the bedroom. They're number one. Give pupils time to place the pears into the correct space. * Continue with the récording, pausing after each one to give pupils time to place their stickers onto the page. RECORDING 37 The pears are in the bedroom. They're number 1 The bread is in the living room. It’s number 4. The cheese is in the living room. It’s number 3. The bag is in the bedroom. It's number 2. * Check by asking: What's number (one)? Pupils reply: The pears. Pupils then stick the stickers into their book * Ask about the complete picture: What food has the Beast got? What food has Belle got? Ending the lesson * Play the Goodbye song (Recording 3). Dismiss the class, Or MOAN © Information gap Ask pupils to draw four objects on small pieces of paper. Say, e.g. Draw a car. Draw a pizza. Draw a cat. Draw a bag. Draw the same objects on pieces of paper yourself. Demonstrate the game. Place your four drawings in the different rooms in the house on page 39 in the Pupil's Book. Tell the pupil where each item is: The pizza is in the kitchen. The pupil places his pizza in the kitchen in his house. Repeat until all the items are placed. Then invite the pupil to give you instructions.LESSON 4 Lesson aims Singing a song Matching room words and pictures Recycled target Rooms language Where's my book? It's in the bedroom. Receptive language — What's this? Where’s the hat? Flashcards: bathroom, bedroom, kitchen, living room; apple, banana, bread, cake, cheese, chicken, meat, milk, orange, pear, pizza, sandwich, spaghetti, water; 1-15 Materials Warm-up © Greet pupils in English « Stick the room flashcards or wordcards to different walls in the classroom. ‘* Ask pupils to close their eyes. Walk around the room and whisper to a pupil: Go to the kitchen. The pupil stands next to the kitchen flasheard © Ask the rest of the class to open their eyes. Say: Where's (Anna)? Pupils find her and say: In the kitchen. ‘© Repeat the activity, using other pupils. ‘© PB pages 40and41 @ Sing * Say: Open your books at page 41. Hold up your own book open at page 41 «Tall (L1) pupils to look at the big picture. Ask pupils (L1) to guess winat Belle is looking for (a book). Ask Where's her book? Is it in the living room? (No.) Is it in the bedroom? (Yes.) What colour is it? (Blue.) ‘= Ask: Where's Beast’s book? (In the living room.) What colour is it? (Red.) * Tell pupils they are going to listen to a song about Belle and the Beast looking for their books. Play the recording, RECORDING 38 Where's my book? Where's my book? My big blue book? Is it in the living room? No, no, no. Is it in the bedroom? ‘Yes, yes, yes. It’s in the bedroom. Where's my book? Where's my book? My small red book? Is it in the bedroom? No, no, no. Is it in the living room? Yes, yes, yes. It's in the living room. * Draw two book outlines on the board, a big one and a small one. Ask: What colour is the big book? What colour is the small book? Play the song again if pupils can't remember. Invite two pupils to the front to colour the books in the correct colour. « Divide the class into two groups: Belle and Beast. Tel each group to sing the verse about their book. Play a guessing game ‘Use the house picture on Pupil's Book page 39. Draw a picture of a ball onto a small piece of paper. Without showing the class, place it in the living room on page 39, Ask: Where's the ball? Guess! Ask the first question yourself: Is it in the kitchen? Pupils repeat as a class and individually. Answer: No. Encourage pupils to ask other questions using [sit in the and the room name. ‘* Pupils play in pairs with different objects they have drawn, PB page 41 @ Read and match + Tell pupils to look at the pictures at the bottom of page 41, Read the room words with the class. Pupils then match the pictures and words by drawing a line Ending the lesson «= Play a game of Pass the cards with the room flashcards and wordcards (see page 51 in this Teacher's Book). * Play the Goodbye song (Recording 3). Dismiss the class. (ORIOnAT AG: Activity Book page 24 Pupils read the words and tick the ones they can the picture. Odd one out Write three words from one topic and one word from a different topic on the board, e.g. chicken, cheese, bathroom, bread. Make sure you use words pupils in the written form. Ask a pupil to circle the odd word out. Pupils play in pairs, writing their own lists. T41© Listen.LESSON 5 Lesson aims Following a story in English Rooms chair, door, table, window Where's (my chair)? Is it in the iiving room? Yes/No. Flashcards: bathroom, bedroom, kitchen, living room; chair, door, table, window Recycled target language Materials Warm-up * Greet pupils in English. PB page 42. Story preparation * Settle pupils down and say: It’s story time! Say: Open your books at page 42. Hold up your own book open at page 42 * Tell (L1) pupils to look at the story. Point to each character and ask: Who's this? (beast, belle, umiere, cogsworth). ® Say: Look at picture 1. Where are they? (Beast’s castle.) If you wish, teach: In the dining room. Say: Look at picture 1. What's missing? (Belle's chair.) Look at picture 2. Where are they? (In the living room.) Look at picture 3. Where's the chair? (In the kitchen.) Look at picture 6. Where is the Beast’s chair? (We don’t know.) * Ask pupils what they think happens in the story. 2s PBpage42 @ Listen Activity 7 * Say: Listen to the story: Play the recording. Hold up your book and point to the frames as they hear them. RECORDING 39 (Picture 1) aeUlE Where's my chair? (Picture 2) aeuie Isit in the living room? wine No. (Picture 3) Cocsworr Quick! It’s in the kitchen! (Picture 4) BELLE Hey! Stop! wuMiere Geet it (Picture 5) BELLE I've got it! (Picture 6) east Oh, no! Where’s MY chair? * Ask pupils questions to check comprehension, Ask: Where's Belle’s chair? (It's in the kitchen.) Where's Beast's chair in picture 6? (We don’t know.) Act out the story * Divide the class into three groups: Beast, Belle and Lumiere, Play the story again and encourage pupils to repeat the lines of their character. Pupils practise the lines as necessary in their groups. * Divide the class into new groups of three, each with ‘one Beast, one Belle and one Lumiere. Pupils practise the story in their groups, adding actions and mime as appropriate. Play the recording again to help them Pupils can act out the story for the rest of the class. Play a game of Find the chair * Use the rooms flashcards and the chair flashcard. Hold up each flashcard in turn and ask: What's this? * Stick the chair flashcard to one of the rooms flashcards. Make sure that pupils can see what you're doing but don’t reveal which room you are sticking it to * Ask pupils: Where's the chair? Encourage them to ‘guess by asking questions: is it in the kitchen? The first pupil to guess then has a turn of hiding the chair Repeat the garne with another furniture flashcard. Ending the lesson * Give each pupil the name of a room in the house Mime an activity, e.g. washing your face. Pupils call out the correct room in the house: Bathroom! Pupils given the word bathroom, stand up and change places. * Play the Goodbye song (Recording 3). Dismiss the class. Activity Book page 43 Pupils cut out the story pictures and put them in the correct order. They can do this as they listen to the story, or after the story. Rooms in a castle ‘Ask pupils to tell you which rooms in the Beast’s castle they have seen in the unit (a bedroom, the living room, the kitchen, the dining room). Ask them to imagine they live in a castle. What is. their favourite room? Pupils draw a picture of the room and show it to the class saying: This is my (bedroom). T428 Go Listen. It’s in the canara ‘ ae 43LESSON 6 Lesson Ss Listening to British children Personalising language pupils have learned in the unit Learning to evaluate their own progress Recycled target language Rooms Where's the (teddy)? It’s in the bathroom. \s it in the kitchen? Yes./No. Try again. Flashcards: bathroom, bedroom, kitchen, living room Magazines, scissors, large pieces of paper for the cross-cutricular activity Receptive language Materials Warm-up ‘Greet pupils in English. Sing the Hello song (Recording 2) ‘Play a game of Find the chair from Lesson 3. PB page 43 @ Listen * Say: Open your books at page 43. Hold up your own book open at page 43, ‘* Explain that the children in the photograph have made a house. Point to the different rooms and ask pupils What's this? (A living room, a kitchen.) « Tell pupils the children have hidden something in one of the rooms, Tell them to listen and tell you what the children have hidden. + Play the recording, RECORDING 40 Gia. Where's the teddy bear? soy Isitin the living room? ik No. Try again. soy Is it in the kitchen? cit Yes. Look, can you see it? * Ask: Where's the teddy bear? Read the speech bubble with the class: it’s in the kitchen. Ask pupils to look carefully in the picture to find the teddy bear. KEY ts on top of the fridge PB page 43 @ Draw and say + Tell pupils they are going to play the same game. Ask them to draw a picture of two rooms in the house outline, and to draw something hidden in one of the rooms. Make sure pupils understand that they should choose an object from the course so far + Pupils then play the game in pairs. One pupil tells their partner the name of the hidden object. Their partner hhas to guess where itis I it in the (living room)? ‘= Ask pupils to complete the sentence at the bottom of the page. Stick the rooms wordcards on the board for them to copy if necessary. PB page 43. Evaluation sticker # Use the Donald Duck puppet to say: Well done! Explain ‘that pupils have finished Unit 6. Ask pupils if they've enjoyed the lessons. ‘To check what they have learned you can play some of the games from the unit. Lesson 1 (mime game) Lesson 4 (Guessing game) Lesson 5 (Find the chair) * Tell pupils to take a sticker and stick it into the space. Ending the lesson «Take a class vote on the favourite game or song from the unit and play this again. ‘ Dismiss the class. IOAN ANAT ] Activity Book page 25 Pupils read and sort the words into categories, by drawing lines to the plate (food), body (parts of the body), or house (rooms). My ideal house Pupils draw a house outline on a piece of paper. They cut out pictures of rooms and furniture from magazines and stick these into their house. They then present their pictures to the class This is my house. This is the (kitchen). Word bank Remind pupils about the word bank on pages 79 and 80 of the Pupil’s Book. Hold up your own book open at the pages. Pupils play a find and point game in pairs, T43Review units 5 & 6 / LESSON 1 Lesson aims Reviewing language from Unit 5 Drawing and matching body words and pictures Recycled target language Parts of the face and body big/smal Colours Stamp your feet. He's got (a big tummy). She likes books. A small soft ball (or piece of paper scrunched into a ball) Handmade wordcards: arms, feet, hands, head, legs Appiece of Ad paper for each pupil, coloured pencils (Optional activity) Receptive language Materials Warm-up © Greet pupils in English. Sing the Hello song (Recording 2). © Throw the ball to a pupil. Ask this pupil to say a body or face part, e.g, Feet. Ask the class to do an appropriate gesture Stamp your feet. Ask the pupil with the ball to throw it to a new pupil, and repeat the procedure Play What’s missing * Use the body wordcards. Read each one with the class, ‘Ask them to touch that part of their body. * Stick the cards on the board. Ask pupils to close their eyes. Remove a card. Pupils open their eyes. Ask What's missing? Pupils guess by asking: Feet? PB page 4 @ Draw. Then match * Say: Open your books at page 44. Hold up your own book open at page 44. * Point to each picture and say: Look at picture (1) What's missing? Pupils reply: The head. Tell pupils to draw the missing body part. * Ask individual pupils to read the words on the page. Tell (L1) pupils to match the words to the body part they have drawn on the pictures. KEY Picture 1 - head, Picture 2 - arms, Picture 3 ~ legs, Picture 4 - feet PB page 69 Cut out 3 « Tell pupils to look at the cards. Ask ther to identify which part of the body is coloured in on each card. Give pupils scissors and help them to cut out the cards They can be stuck onto card if you wish to make them stronger * In pairs, pupils use these cards to play matching games Snap Pupils keep their own set of six cards in a pile face down in front of them. They take it in turns to turn over a card and place it on the table face up. If the cards match, they call out: Snap! The first pupil to do so keeps the cards Pelmanism Partners shuffle their cards together so they have one pack of twelve cards. They lay these out on the table face down in front of them. Pupils then take it in turns to turn over two cards. I these cards match, they keep them. If the cards don’t match, they put them back in the same position face down again. Ending the lesson * Play Who am I? Describe the different Disney characters pupils have met so far, using body and face vocabulary, Pupils look through their Pupil’s Books to find the correct character, e.g. He's big. He's got a blue body. He's got a big tummy. (Genie.) * Play the Goodbye song (Recording 3). Dismiss the class. Body Bingo Give each pupil a sheet of Ad paper. Ask them to draw the outline of a complete body and divide it into seven parts: hair, face, tummy, arms, hands, legs, feet. Ask pupils to colour each of the seven parts in a different colour. NB Arms, hands, legs and feet share the same colour in pairs. Call out combinations of colours and parts of the body, e.g. Brown hair. A yellow face. Orange arms. A purple body. Pink hands, etc. Pupils tick the body parts that are in the same colour as their body. The first pupil to tick all seven parts says: Bingo! 144LESSON 2 Lesson aims Reviewing language from Unit 6 Playing a board game Recycled target Rooms language chair, door, table, window Where's the (table)? it’s in the (kitchen). Receptive language —_/s it big or small? How many bedrooms has it got? Which room is it in? Here you are. Flashcards from Units 1-6 Die and counters for the boardgame Donald Duck puppet (Optional activity) Materials Warm-up * Greet pupils in English * Give ten pupils one room flashcard or wordcard * Play the song from Unit 6 again and ask pupils to pass the cards round the class. Stop the music and ask pupils with the wordcards to stand up. Ask one of these pupils to read their card. The pupil with the matching flashcard card stands up, too. + The rest of the class then mimes an activity for that room. Design a house ‘Ask pupils to help you design a new house. Say: Let's draw a house. Is it big or small? Draw a big outline if pupils say Big. How many bedrooms has it got? Draw the correct number of bedrooms. Repeat for the other rooms. Ask: Has it got a garden? PB page 45. @ Play * Say: Open your books at page 45. Hold up your own book open at page 45 * Use the boardgame to revise rooms and furniture. Tell pupils to look at the house in the middle. Say: Can you find the (bedroom)? What colour is it? (Blue.) Repeat the same questions for each room, KEY bedroom — blue, living room — orange, bathroom — green, kitchen — yellow * Tell pupils to look at the pictures round the outside of the game. Revise table, chair, window and door. Look at the picture of the door at the top of the game. Ask: What's this? (Its a door) Is it big or small? (Big.) Look at the house again and ask: Which room is it in? Pupils find the room in the centre of the boardgame and reply: It's in the bedroom, | Review units 5&6 ‘+ Demonstrate the game: In pairs, pupils throw a die and move their counter round the outside of the board. When they land on a picture, they name it and find where it is in the house in the centre of the game It’s a table. It’s small. [t's in the living room. They then colour the table in the correct colour for the living room (orange). When they land on a room word, they read the word and tick the square if they are correct. * Pupils continue round the board until all the pictures are coloured and all the squares ticked. Play an instructions game * Give pupils instructions, combining furniture in the classroom, parts of the body, and other vocabulary from the course. Say: Touch a table. Point to a window. Put your head on a table, Put your hands on a chair, Put your feet on a table. Count the windows... 1, 2, 3, Touch your toes with your fingers. Ending the lesson * Use flashcards from units 1-6 to play a game of True or false. Show a flashcard, and say: This is the bathroom Tell pupils to stand up if the sentence is true and stay sitting if itis false, OPTIONAL ACHIMITY Make a puppet story Use the Donald Duck puppet and flashcards from units 1-6 to make a story with the class. Show the puppet and say: This is ... Pupils say: Donald Duck. Hold up the flashcard of a toy, e.g. the boat, and say: Where's his... ? Pupils add the word boat. Explain he has lost his boat and is looking for it. Hold up the kitchen flashcard and encourage pupils to ask with you Is it in the kitchen? Make ‘the puppet shake his head and encourage pupils to say No. Repeat with the bathroom, bedroom, and living room. Finally, hold up the garden flashcard. Pupils ask: Is it in the garden? Make Donald nod. Nod your head and say: Yes. Here you are, Donald. Make the puppet hold the card and bow to the class. T457 My clothes LESSON 1 Lesson aims Identifying clothes Saying a chant hat, shoes, trousers, T-shirt He's a pirate. What colour are your (shoes)? What is he wearing? Put on your (hat). Who's got (blue shoes)? Donald Duck puppet Flashcards: 1-75; brown, lack, green, orange, pink, purple, red, white, yellow; hat, shoes, trousers, T-shirt New target language Receptive language Materials Warm-up * Greet pupils in English. ® Divide pupils into three teams. Tell them you are going to hold up two flashcards and that they must find the correct number of items in the correct colour. ® Hold up one number flashcard and one colour flashcard, e.g. Six, blue. Say: Find six blue things. ‘A pupil from each team has to collect together six blue items and bring them to the front of the class, Presentation © Use the Donald Duck puppet to ask: What's the magic word? Pupils look through the unit to find the jigsaw piece with the magic word on it. © Teach hat, Point to the hat and say: Hat. Repeat and encourage pupils to repeat after you. Hold up the hat flashcard and ask: What's this? Say: Hat. Ask individual pupils the same question. ° Encourage pupils to guess (L1) what the theme of the unit is (My clothes). ® Introduce clothes vocabulary by holding up each flashcard in turn and saying: A (T-shirt). Encourage pupils to repeat after you and to touch the items of clothing if they are wearing any of them, * Ask pupils to find clothes in different colours round the classroom. Say: Find a (blue) T-shirt. Find some (black) trousers. Ask individual pupils about their own clothes, ‘Ask: What colour are your shoes? What colour are your trousers? Have you got a hat? PB page 46 @ Chant * Use the Donald Duck puppet to say: Open your books at page 46. * Tell pupils to look at the Disney characters from Peter Pan. Ask if the pupils know them. if you wish, introduce them in English Hook, Smee, a pirate. Ask if anyone has seen the film and discuss what they already know about it. * Say: Look at Captain Hook, What is he wearing? Point to his T-shirt. Point to his hat. What colour is his hat? (Black.) What colour are his trousers? (Pink.) What colour is Smee’s tshirt? (Blue and white.) ‘* Explain that pupils are going to listen to a chant about the pirate’s clothes. Play the chant. Encourage pupils to. clap or beat out the rhythm as they listen. RECORDING 41 Yo-ho-ho! Join the pirates. Yo-ho-ho! Join the pirates. Put on your hat. Put on your T-shirt Put on your trousers. Put on your shoes. (Chorus) * Play the chant again. Ask pupils to point to the clothes, as they hear them mentioned. Encourage them to join in with the words if they can. Point and say * Hold up your book at page 46. Call out the clothes the pirates are wearing. Pupils point to the clothes. Say A hat. A Tshirt. Trousers. Shoes. Pupils repeat the activity in pairs. ‘+ Pupils can revise sea creatures by including them in the activity. There are shells, fish, a starfish and a crab, Ending the lesson * Play the Goodbye song (Recording 3). Dismiss the class, TAL, ACH Activity Book page 26 * Pupils look at the pictures, work out the correct order, and write numbers 1 to 6 in the boxes. KEY4 1 302 5 6 A mime game Ask a pupil to mime putting on an item of clothing, e.g. Put on your trousers. The pupil mimes the action. Pupils play in pairs. T462 eo Look. Then listen and circle. eelere dress skirt trousers T-shirt shoes hatLESSON 2 Lesson aims Listening and identifying clothes children are wearing Recognising written form of clothes words New target language dress, skirt I'm wearing (a skirt) Clothes Colours Recycled target language Written words dress, hat, shoes, skirt, trousers, T-shirt Receptive language — Who's wearing (black shoes)? What are youlls she wearing? Is this a (skirt)? Are these (shoes)? Flashcards: dress, hat, shoes, skirt, trousers, T-shirt Dressing up clothes: dresses, skirts, trousers, Tshirt, shoes, hat Materials Warm-up © Use the clothes flashcards to revise colours. Hold up each one in turn and ask: What colour is it? * Choose a card without showing it to the class. Describe it, using the colour it’s purple. What is it? Pupils try and remember the purple item of clothing and call it out: The hat! Presentation * Introduce skirt and dress by showing real clothes or using the flashcards. Hold up each one and say the words. Pupils repeat the words. ® Introduce ('m wearing ... Point to your clothes and describe them. Say: I’m wearing a (purple t-shirt). I'm wearing (blue trousers). I'm wearing (black) shoes. Pupils repeat each sentence as a class. ‘© Ask pupils to stand up if they are wearing the clothes you call out. Say: I'm wearing black shoes. PB page 47 @ Look. Then listen and circle ® Say: Open your books at page 47. Hold up your own book open at page 47. «Tell pupils to look at the clothes pictures. Point to each cone and ask: What's this? (A dress.) What colour is it? (it’s purple and yellow) KEY dress — purple and yellow, skirt - green, brown and yellow, trousers — brown and pink, T-shirt — yellow, shoes ~ brown, hat - orange and red (6 Mu novse | * Tell pupils they are going to listen to the people on the page describing what they are wearing, Ask them to Circle the correct item of clothing each time, * Play the recording. RECORDING 42 1. What are you wearing, today? 'm wearing a pink and white t-shirt. 2. What are you wearing today? I'm wearing brown shoes. 3. What are you wearing today? I'm wearing blue trousers. * Play the recording again if necessary. Check by saying: Look at number (1). What is she wearing? Wordcards ‘= Stick the clothes flashcards on the board. Hold up each wordcard in turn and read them aloud. Stick the wordcards to the board under the matching flashcards. Point to the words and read them with the class. * Pupils read the words on page 47. * Stick the colour flashcards and wordcards on the board in random order. Ask a pupil find a matching pair. Say: Find (skirt). The pupil takes the matching cards from, the board and holds them up. ‘* Remove the cards from the board. Hold up each wordcard in turn. Check if pupils can read the wordcards without the flashcards to help them. Ending the lesson * Play the Goodbye song (Recording 3). Dismiss the class, [CRTORAL AenuiiE | Activity Book page 27 Pupils draw lines to match the people to their clothes. Dressing up Use the dressing up clothes you brought to the lesson. Sort out two piles of clothes, making sure there is one of each target item in both piles. Ask pupils to take it in turns to put on the different clothes: Put on a (dress). Pupils find the dress, put it on then describe what they are wearing: I'm wearing a (red dress). 147d séfj Read and stick. T-shirt trousers _"J_My clothes LESSON 3 Lesson aims Listening and colouring clothes Matching characters to their clothes Listening and identifying characters by what they are wearing New target language coat, sweater Recycled target Clothes language happylsad I'm wearing (a skirt). Receptive language Put on your (F-shirt). pirate, fairy What colour are my shoes? Materials Coloured pencils: brown, green, red Flashcards: coat, dress, hat, shoes, skirt, sweater trousers, Fshirt; crab, fish, shell, starfish Warm-up * Greet pupils in English + Play the pirate chant from Lesson 1 (Recording 41). * Introduce coat and sweater. Hold up each flashcard in turn and say: Coat. Sweater. Encourage pupils to repeat after you. PB page 48 @ Listen and colour. Then match * Say: Open your books at page 48. Hold up your own book open at page 48, ‘Tell pupils to look at the characters at the top of the page. Introduce them in English John and Tinkerbell) or L1. Point to the clothes at the top of the page and revise the vocabulary. * Tell pupils to listen and colour the clothes in the colours they hear. * Play the recording, pausing after each item to give pupils time to colour. RECORDING 43 I'm wearing green shoes. I'm wearing a green dress. I'm wearing a red sweater. I'm wearing a brown coat. * Play the recording again if necessary, Check by asking} What colour are (the shoes)? T48 * Tell pupils to listen again and to match each item to th people by drawing a line. Check by asking: What's helshe wearing? Encourage pupils to say the item and colour, e.g. A red sweater and a brown coat. KEY John ~a red sweater and a brown coat Tinker bell - a green dress and green shoes PB pages 48 and 49 @Listen and find * Tell pupils to look at the big picture. Ask them to find and point to the different characters. Introduce the new characters, in English (Peter Pan, Tinkerbell, Wendy, John, Michael) or L1. Ask (L1) pupils who have seen the film if they know what is happening. * Tell pupils they are going hear descriptions of the characters and they have to find them. They can name them if you wish, or just point to them. Play the recording, RECORDING 44 1. I'm wearing a blue and white T-shirt. Who am I? 2. I'm wearing a green hat. Who am I? 3. 'm wearing a blue dress. Who am |? 4. I'm wearing a black hat. Who am 1? 5. 'm wearing a green dress. Who am I? 6. I'm wearing brown trousers. Who am I? KEY 1. Smee 2. Peter Pan 3. Wendy 4. Captain Hook 5. Tinkerbell 6. Big pirate Play a pairwork game * Pupils play the game from the recording in pairs. One pretends to be a character and describes his/her clothes. Their partner points to the character. Pupils can also include facial descriptions if possible /'ve got black hair and a big nose. Ending the lesson * Play the Goodbye song (Recording 3). Dismiss the class. Picture observation Stick the sealife flashcards on the board (or draw simple pictures). ‘Ask: How many crabs can you see in the picture? Pupils look at the picture on pages 48 and 49 of the Pupil’s Book and, on their own, count the crabs (two). Write the number 2 on the board next to the crab flashcard. Repeat with shells (twelve), fish (six) and starfish (eight).LESSON 4 Lesson aims Singing a song Using stickers to match clothes words and pictures Clothes I'm wearing (a skirt) Who's wearing (blue trousers)? What is (Wendy) wearing? Recycled target language Receptive language Materials Flashcards: coat, dress, hat, shoes, skirt, sweater, trousers, Tshirt Paper for pupils’ costume designs (Optional activity) Warm-up ° Greet pupils in English. Sing the Hello song (Recording 2) ° Play a True/false game. A pupil describes what they are wearing using I'm wearing ... The class stands up if each description is true and stays sitting if false.

\ A LOOM, SH =LESSON 2 Lesson aims Reviewing vocabulary from Units 1-8 Playing a board game Recycled target language All vocabulary groups: parts of the body, parts of the face, toys, clothes, colours, shapes, animals, food, rooms in a house, numbers. Receptive language Can you (count to ten)? Materials Flashcards: units 1-8 Counters and number cards for the board game Warm-up © Greet pupils in English. * Choose ten flashcards or wordcards, one from each of the different vocabulary groups: body, face, toys, clothes, colours, shapes, animals, food, rooms in a house, numbers. Stick these to the board. Review vocabulary by pointing to each one in turn and asking: What's this? (A lion.) etc. Use the cards to play a game of What's missing? (see Review Units 5 and 6, Lesson 1). Categorising vocabulary * Put the ten flashcards from the warm-up in a line on a table. Choose another flashcard from the remaining set. Hold this up and ask: What's this? Ask a pupil to come to the front and help you place the flashcard on top of the one which comes from the same vocabulary ‘group. Repeat with another card and pupil * Using the rest of the flashcards, give one card to each pupil in the class. Tell pupils to take it in turns to come to the table, and place their card in the correct pile When all the flashcards are in piles, show each one to the class, asking: What's this? checking that no cards are in the wrong pile. PB page 59 @ Play * Demonstrate the game. Place your counter on the arrow at the top of the page. Tell pupils that the aim of the game is to reach the yellow flash in the middle. ‘+ Flip your number card and move one or two spaces, depending on the side the number card lands on If you land on a balloon with a word, read the word and draw a simple picture of the word inside the balloon. If you land on a balloon with a picture, say the name of the picture and write the word in the balloon, ‘ Pupils then play in pairs. Walk around the room checking pupils’ drawings and writing. Play a team spelling game * Divide the class into two teams. Ask a member from each team to come to the board. Hold up a wordcard and ask the two pupils to draw the word on the board. Ask the rest of the class to confirm if the drawing is correct. Teams get a point for each word drawn correctly, Set a time limit for the game. Ending the lesson * Use the Donald Duck puppet to say: Well done! Explain (LA) that pupils have finished the course. Ask pupils if they've enjoyed the course. * To check what they have learned you can play some of the games from the course. * Take a class vote on the favourite game or song from the course and play this again. * Dismiss the class. STN Class award ceremony At the end of the class, remind pupils of all the things they have learned to do in English Can you count to ten? Can you name the colours? Can you name six animals. Praise pupils and hand out their certificates. Pupils write their names at the top. 159HalloweenHall LESSON 1 Lesson aims Identifying things associated with Hallowe'en Singing a Hallowe'en song Making a paper pumpkin lantern New target language pumpkin, witch, ghost, bat Parts of the face happylsad cat Recycled target language It’s Halloween. Happy Halloween! a witch’s hat, a pumpkin, a bat scissors a hollowed out pumpkin (Optional activity) Receptive language Materials Background information Hallowe'en is the last day of October. People prepare a pumpkin called a Jack O'lantern with a face carved on the outside, This is lt by a candle inside. Children dress up as ghosts, witches, skeletons or other spooky things Warm-up ® If possible, come to class wearing a witch's hat or other Hallowe'en items. * Greet pupils in English. Say: Hello (Ana). Happy Hallowe'en, Talk about Hallowe'en in L1. Tell pupils that they are going to learn about Hallowe’en in Great Britain. © Use Hallowe'en items you have brought with you and the picture on Pupil’s Book page 60 to teach Hallowe'en vocabulary. PB page 60 @) Sing © Explain (L1) that the gitl in the picture is at a Hallowe'en party. Ask: What colour is the cat? (Black,) What colour is the ghost? (White.) What colour is the pumpkin? (Orange.) Look at the pumpkin. Can you see ‘two eyes? Can you see a nose? What is on the table? (Sweets.) ‘+ Explain (L1) to pupils that they are going to listen to a song about Hallowe'en. Tell them to listen and point to the things in the picture as they hear them mentioned. RECORDING 54 It’s Hallowe'en! It’s Hallowe'en! (Mime a scared expression) I'm a witch, I'm a cat! I'ma ghost, I'ma bat! (Chorus) I turn around (Turn around) And | see An orange pumpkin (Move your hands in a circle to suggest a pumpkin) (Smile) (Mime a pointy hat) (Mime a cat’ tail with arm behind back) (Mime a ghost) (Mime flying like a bat) Smiling at mel! * Play the song again encouraging pupils to join in with ie words and the actions * Read the word labels with the class. Encourage the pupils to repeat after you, ‘* Write the words on one side of the board in a random order. Draw simple pictures on the other side of the board. Ask individual pupils to come to the board and match a word and picture by drawing @ match line PB page 73 Cut out 5 * Say: Let’s make a pumpkin-lantern. Tell pupils to turn to the cut out on page 73. Point to the parts of the face at the top of the page. Say: Point to (a happy mouth, a sad mouth, a nose, teeth, eyes). * Teli pupils to colour the pumpkin. Give them scissors and help them to cut out the parts of the face they would like to use, Pupils stick them onto their pumpkin to make a lantern. + Pupils describe their lanterns in pairs He's orange. He's happy. This is the mouth. This is the nose, etc. Ending the lesson * Ask pupils to attach their lanterns to their chairs. Ask them to choose a character from the song (witch, ghost, cat or bat) to act out in the first verse. * Tell them in the second verse to turn around and look at their own lanterns on their chairs. * Play the song again (Recording 54) * Dismiss the class. Make a real pumpkin Bring a hollowed-out pumpkin to class and carve it in front of the class. Put a candle inside it and put the lantern on a windowsill in the classroom. T60Qa oD Draw. Then match. ke witch pumpkin 3 (e ctLESSON 2 Lesson aims Drawing and matching Hallowe'en pictures and words Acting out a Trick or Treat roleplay Hallowe'en words Colours Recycled target language Materials Pupils’ Hallowe'en costumes or novelties they have brought to class. if possible, bring some of these yourself in case pupils forget. A.bag of sweets or small treats for the Trick or Treat game Background information ‘A popular Hallowe'en activity is Trick or treating. Children knock on neighbour's doors and say: Trick or treat. People give them sweets and chocolate. if the children don’t get a treat they are supposed to play a trick on ‘the neighbour, although most parents discourage this, Warm-up * Greet pupils in English, Say: Hello (Ana). Happy Hallowe'en. Encourage pupils to reply: Happy Hallowe'en. * Ask pupils to dress up in the costumes or novelties they have brought to class. Pupils then introduce themselves /’m a (witch). Play the Hallowe'en song again (Recording 54) Encourage pupils to join in with the words and actions. Pupils stay in their costumes for the rest of the lesson. Play a mime game * Review the written form of pumpkin, witch, ghost and bat. Write the words on cards or paper. Hold up each word in turn, read it with the class and ask the class to mime the correct action from the song © White the words on different parts of the board. Ask a Pupil to come to the front. Say: Point to the word for (ghost). Repeat with the other words. * Tell pupils to open their books again at page 60 and read the words aloud again PB page 61 € Draw. Then match © Tell pupils to look at the half pictures. For each one ask What's this? * Tell pupils to complete the pictures by drawing the other half of each one. They work on their own and check their work with a partner's © When they have finished the pictures, tell pupils to match the pictures to the words by drawing a line Pupils check their work in pairs A colour dictation + Pupils use the Hallowe'en pictures on Pupil's Book page 61 for a colour dictation. Say: Colour the ghost grey. Colour the pumpkin orange. Colour the witch purple Colour the bat black. Pupils listen and colour. * Check by describing the Hallowe'en items using their colour. Tell pupils to call out who you are describing. Say: It's orange. (A pumpkin!) It’s grey. (A ghost!) etc. Ending the lesson * Play a trick or treat game. You will need a bag of sweets or other small treats * Pupils take turns to say: Happy Hallowe'en! Trick or treat. Give them a small task to perform in English, €.9. spell a word correctly, count to ten, find something ina certain colour, identify a flashcard, etc. f they can perform the task correctly, they choose a sweet from the bag. If they can't perform the task, they have to perform a ‘trick’ instead, e.g. stamp their fect, pull their nose, touch their toes. * Continue until all pupils have had a treat. Ghosts and pumpkins game This game works as a variation of Noughts and Crosses. Pupils play in pairs. They draw the usual noughts and crosses grid. One pupil draws a ghost on a square and says It's a ghost. Their partner then draws a pumpkin ona different square and says: it’s a pumpkin. The winner is the first player to draw three pictures in a line (vertically, horizontally or diagonally). Make a witch's spell Draw a cauldron outline on the board. Tell pupils you are going to make a magic potion. Encourage them to give you funny ingredients to add to the potion a lion’s leg, an elephant's ear, a witch’s nose. Draw these ingredients inside the cauldron. ‘When the potion is finished list all the things in it to make a chant. Encourage pupils to join in the chant with you. 161. » Christmas Sing. treemas Identifying Christmas items Singing a song Christ LESSON 1 Lesson aims New target language Christmas cracker, pudding, turkey, mince pies Recycled target Christmas words language Toys I ike (presents). decorations Written words Christmas tree, stocking, cracker, pudding It's Christmas. Happy Christmas. How many ... can you see? Receptive language Materials Toy flashcards a sack Paper (colourful), string, scissors for making Christmas decorations (Optional activity) Christmas is celebrated from the 24th to 26th December. ‘On 24th December, Christmas Eve, children hang up a stocking over the fireplace or at the end of their beds. During the night, Father Christmas fills the children’s stockings with presents. On December 25th, Christmas Day, the children open their presents. People eat turkey with roast potatoes and vegetables, and Christmas pudding or mince pies as a dessert. Christmas crackers are pulled before or during Christmas lunch. Background information Warm-up * Come to class wearing a Christmas hat. Greet pupils in English. Talk about Christmas in L1 PB page 62 @ Sing * Say: Open your books at page 62. Hold up your own. book open at page 62. Explain (L1) that the children in the picture are at a Christmas party. Point to Christmas tree, Father Christmas, stocking, a present, a bell, a star and ask: What's this? * Introduce the new vocabulary Christmas cracker, turkey, ‘ince pies, Christmas pudding. Say each word. for pupils to repeat after you, * Draw a simple outline of each new word on the board, Point to one and ask pupils to call out its name. * Tell pupils to look at the picture on page 62 again. Say: Look at the Christmas Tree. Is it big or small? Can you see a star? How many children can you see in the picture? Are the children happy? How many stockings can you see? Can you see any presents? Look at the Christmas cracker. What toy is inside? What food can you see? * Tel pupils that they are going to listen to a song about Christmas. Tell them to listen and point to the things in the picture as they hear them mentioned. RECORDING 55 It's Christmas Day! It’s Christmas Day! Happy Christmas! Hooray! Hooray! Hooray! Repeat) [like stockings. I like crackers. | like Christmas pudding, too. (Chorus) | like presents. | like turkey. | like Christmas pudding, too! * Play the song again encouraging pupils to join in with the words. Repeat until pupils are singing confidently. * Read the word labels with the class. Play a Father Christmas game * Show pupils the toys flashcards. For each one ask What's this? Place these into the sack. * Ask a pupil to come to the front of the class. Say: You are Father Christmas, Can | have a present, please, Father Christmas. The pupil pulls a flashcard out of the sack. Without showing it to the class, he/she asks the class: What is it? Pupils guess by saying; It's a (train). Ending the lesson + Sing the song again (Recording 55). Making decorations Pupils draw and colour a decoration for the classroom. They can choose any Christmassy image: Father Christmas, a stocking, a Christmas pudding, a cracker, a star, a bell. Attach a long piece of string across the classroom for pupils to tie their decorations onto. T62