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Ministerul Educaiei i Cercetrii tiinifice

Jenny Dooley Virginia Evans

Uniscan Grup Educaional


Acest manual este proprietatea Ministerului Educaiei Naionale.

Manualul colar a fost aprobat prin Ordinul ministrului educaiei naionale nr. 4783 din
13.10.2014, n urma evalurii, i este realizat n conformitate cu programa colar
aprobat prin Ordinul ministrului educaiei naionale nr. 3418 din 19 martie 2013.

Manualul este distribuit elevilor n mod gratuit, att n format tiprit, ct i n format digital,
i este transmisibil timp de patru ani colari, ncepnd cu anul colar 2014-2015.

Inspectoratul colar ..
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ACEST MANUAL A FOST FOLOSIT:

Aspectul manualului*
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Cadrele didactice vor verica dac informaiile nscrise n tabelul de mai sus sunt
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Teachers Book
Jenny Dooley Virginia Evans

Programa colar pentru disciplina LIMBA MODERN Clasele a III-a a IV-a,


aprobat prin Anexa nr. 2 la ordinul ministrului educaiei naionale nr. 5003/02.12.2014

72 pagini

116.111 - numrul de telefon european de asisten pentru copii


Contents Introduction
Programme (Contents & Syllabus)
p. II
p. X

Competences Vocabulary Structures Project


Unit 7 1.1 Identify the global significance of a clearly parts of the the verb Write
(pp. 4-9) articulated oral message in a familiar context. body have got about
1.3 Understand age appropriate oral messages. plurals your
7a Its so cute! 2.2 Participate in everyday conversations about (irregular) favourite
7b Were all wet! familiar topics. cartoon
7c Im so sweet! 2.3 Describe people/characters in a simple way. character
3.2 Understand the global significance of simple texts
Module 4

about familiar topics.

Unit 8 1.1 Identify the global significance of a clearly activities the verb can Write
(pp. 10-19) articulated oral message in a familiar context. about
1.3 Understand age appropriate oral messages. what you
8a Talent Show! 2.2 Participate in everyday conversations about can do
8b Abracadabra! familiar topics.
8c Watch me go! 2.3 Describe people/characters in a simple way.
3.2 Understand the global significance of simple texts
Troll Tales 4 about familiar topics.
Go Green! 3.3 Understand simple familiar messages from friends,
peers, teacher.
Our World
Checkpoint 4

Unit 9 1.1 Identify the global significance of a clearly clothes present Write
(pp. 20-25) articulated oral message in a familiar context. weather continuous about
1.3 Understand age appropriate oral messages. your
9a My new 2.2 Participate in everyday conversations about magic
clothes! familiar topics. moments
9b A lovely day! 2.3 Describe people/characters in a simple way.
9c Whos wearing 3.1 Recognise phrases and symbols used in everyday
...? situations.
3.2 Understand the global significance of simple texts
about familiar topics.
3.3 Understand simple familiar messages from friends,
Module 5

peers, teacher.

Unit 10 1.1 Identify the global significance of a clearly animals present Write a
(pp. 26-35) articulated oral message in a familiar context. continuous letter
1.3 Understand age appropriate oral messages.
10a At the animal 2.2 Participate in everyday conversations about
park! familiar topics.
10b Wild things! 2.3 Describe people/characters in a simple way.
10c Two funny 3.1 Recognise phrases and symbols used in everyday
rabbits! situations.
3.2 Understand the global significance of simple texts
Troll Tales 5 about familiar topics.
Go Green! 3.3 Understand simple familiar messages from friends,
peers, teacher.
Our World
Checkpoint 5
Competences Vocabulary Structures Project
Unit 11 1.1 Identify global significance of a clearly articulated oral food present Write
(pp. 36-41) message in familiar contexts. time simple about
1.2 Identify time and quantity (prices, numbers) in some/any your
11a Lunchtime! everyday situations. favourite
11b Fairy cakes! 1.3 Understand age appropriate oral messages. meal
11c Listen to my 2.1 Request and provide information on numbers, prices
tummy! and expressions of time.
2.2 Participate in everyday conversations about familiar topics.
2.3 Describe people/characters in a simple way.
3.2 Understand the global significance of simple texts
about familiar topics.
3.3 Understand simple familiar messages from friends,
peers, teacher.
Module 6

Unit 12 1.1 Identify global significance of a clearly articulated oral daily routine present Write
(pp. 42-51) message in familiar contexts. Environment simple about
1.3 Understand age appropriate oral messages. Day prepositions your
12a Alvins Day! 2.1 Request and provide information on numbers, prices days of the of time favourite
12b Environment and expressions of time. week day
Day! 2.2 Participate in everyday conversations about familiar
12c Another topics.
lovely day! 2.3 Describe people/characters in a simple way.
3.1 Recognise phrases and symbols used in everyday
Troll Tales 6 situations.
Go Green! 3.2 Understand the global significance of simple texts
about familiar topics.
Our World 3.3 Understand simple familiar messages from friends,
Checkpoint 6 peers, teacher.

Our School 2.2 Participate in everyday conversations about familiar


(pp. 52-54) topics.
2.3 Describe people/characters in a simple way.
3.1 Recognise phrases and symbols used in everyday situations.
3.2 Understand the global significance of simple texts
about familiar topics.

Round-up 2.1 Request and provide information on numbers, prices


(p. 55) and expressions of time.

Happy Easter! 2.1 Request and provide information on numbers, prices


(pp. 56-57) and expressions of time.
3.2 Understand the global significance of simple texts
about familiar topics.

Mothers Day! 1.3 Understand age appropriate oral messages.


(pp. 58-59) 3.2 Understand the global significance of simple texts
about familiar topics.
4.1 Write cards for birthdays and celebrations.
4.2 Write a simple message for a classmate.

Fun Time 1.1 Identify global significance of a clearly articulated oral


(pp. 60-71) message in familiar contexts.
1.2 Identify time and quantity (prices, numbers) in
everyday situations.
1.3 Understand age appropriate oral messages.
2.1 Request and provide information on numbers, prices
and expressions of time.
2.2 Participate in everyday conversations about familiar
topics.
3.1 Recognise phrases and symbols used in everyday
situations.
3.2 Understand the global significance of simple texts
about familiar topics.
3.3 Understand simple familiar messages from friends,
peers, teacher.
4.2 Write a simple message for a classmate.

Evaluation
(p. 72)
Fun Time Key & Tapescripts p. 73(T) Activity Book Key & Instructions p. 79(T)
Instruments for Evaluation p. 74(T)
Introduction
Introduction to the Teacher
Fairyland 3B is a course specially designed to module has its individual aims, and at the end
introduce young learners to the English of the module the pupils, with the help of their
language. The syllabus is based on graded teacher, can record their progress in English.
structures and vocabulary enabling pupils to The teacher has the opportunity to recycle
use English effectively and ensuring that they and further consolidate any language items
enjoy themselves while learning. All four skills upon completion of the Checkpoint section. In
(listening, speaking, reading and writing) are addition, through the Pupils Self-Assessment
developed through a variety of communicative Forms (found in the Teachers Book), the pupils
tasks and key language is recycled regularly. can assess their progress and develop their
Fairyland 3B is ideal for young learners as it language awareness and independence.
encourages active, holistic and humanistic (See Instruments for Evaluation, p. IV.)
learning thus developing a keen interest in the
Fairyland 3B contains the following modules and
English language.
their objectives:
Fairyland 3B comprises three modules. Each
Module 4: parts of the body, appearance,
module consists of two units. It is aimed at pupils
abilities;
who come under the category of A1, Basic User.
Module 5: clothes, weather, animals, actions
happening now;
Module 6: food preferences, time, daily routines,
A1 Basic Users seasons and days of the week.

Pupils in this category can understand and use The Pupils Book also incorporates a variety of
some basic vocabulary and expressions related appealing additions: Troll Tales is a series of
to their own personal, concrete world. They can episodes in a cartoon story aimed at providing
communicate in simple exchanges, introduce real language input and reading for pleasure.
themselves and ask and answer questions in a In addition, through the Go Green! section the
simple, repetitive way. Simple interaction is pupils are given the opportunity to learn about
feasible, provided the other person speaks clearly the environment and become more aware of
and slowly and is prepared to assist. various environmental issues in a fun and
creative way. The pupils are also familiarised
with the culture and way of life in other
Components countries through the OUR WORLD section at
the end of each module. Dialogues, texts,
Pupils Book songs, chants and other listening activities are
on the CDs.
The Pupils Book has been designed to appeal to,
as well as involve, the pupils in language learning. The Pupils Book also includes:
New words and structures are presented in a clear
and effective way by means of chants, songs and I Special Days (Happy Easter! Mothers Day)
picture word association. New language is
There are two optional units at the back of
presented in context through lively dialogues. A
the book, containing activities for Easter and
variety of functional exercises, songs and games
Mothers Day, which should be covered as a
help pupils practise the key language in a
lead-up to the respective special days.
memorable and enjoyable way.
Fairyland 3B is modularised; therefore, in each II Our school
module the pupils are thoroughly exposed to
This section presents cross-curricular material.
the new language and achieve competency
The pupils use English to complete tasks related
in the target language at a faster pace. Each

II
Introduction
to other subject areas, e.g. Geography, Maths The important thing is to have the pupils
and Science. This reinforces their language work on their own so that they are able to
learning, and promotes learner independence assess their progress thus far. In this way, the
and peer cooperation. teacher facilitates the pupils autonomy.
The pupils then fill in the Pupils Self-Assessment
Activity Book
Form and file it in their Junior Language
The Fairyland 3 Activity Book is in full-colour Portfolio. (See Instruments for Evaluation.)
and consists of six modules of twelve pages
each. The Activity Book can be used either in III Board Games
class or for homework, upon completion of
There are six board games, one per module.
each corresponding unit in the Pupils Book. It
The aim of the board games is to provide an
aims to consolidate the language that appears
atmosphere of relaxation while consolidating
in the Pupils Book through various exercises
the language learnt. They can be used before
incorporating all four skills.
or after the Checkpoint sections (as further
The Activity Book also includes: revision) or after the corresponding Module
Test (as a reward).
I Stickers
How to play the Board Games
Stickers are an excellent way to involve the
tactile/kinaesthetic learners and it helps pupils Divide the class into two teams, A and B, or
retain the vocabulary in their long-term into pairs. Ask the pupils to use a coin, a
memory, as they are not simply exposed to the pencil sharpener, a rubber, etc as a marker
new words, but they have to do something and place it on the Start sign. Teams or
with them. Young learners love using their pairs take it in turns to select a number by
hands and this trait should be part of the throwing a dice, spinning a spinner, etc,
learning process. There are some exercises and then move along the board according
with stickers in the Activity Book. The type and to the number. The pupils must answer the
aim of these exercises vary to give pupils the question in the square they land on. A
chance to practise the new language in a correct answer allows the pupils to stay
motivating and appealing way. There are also where they are, whereas an incorrect one
some reward stickers to give a sense of means that they must move one square
achievement and satisfaction which can be backwards. If they land on a trap square,
used upon completion of the Modular Revision they must go back to the beginning.
and Assessment section and throughout the
course whenever the teacher feels that the IV My Pictionary
pupils should be praised, which is all the time!
This section presents the main vocabulary of
the Pupils Book in themes. The pupils have the
II Modular Revision and Assessment
chance to revise the key vocabulary of each
Do a quick revision before the pupils complete module through fun activities. My Pictionary
the tasks. While you are going through the consists of six two-page sections (one per
examples in each category, you can elicit unit), each of which can be completed by the
meanings of words, sentences with the target pupils upon completion of the respective
structures, etc. unit/module.
Go through each exercise and explain to
V Plays
the pupils what they have to do. Then, pupils
can: The last section of the Fairyland 3 Activity Book
consists of six plays that aim to consolidate
a do the exercises as written homework.
the language of the modules.
b do some exercises in class and the rest
as written homework.
c do all the exercises in class.
III
Introduction
VI Characters Cutouts Teachers Book
There are seven full-body cutouts of the The Teachers Book provides interleaved step-
characters in the book, for pupils to use while by-step lesson plans, as well as the answers to
acting out the dialogues, playing games or the exercises in both the Pupils Book and the
in any other communicative activity the Activity Book. It also contains extra ideas on
teacher wishes to include in the lesson. how to present new words and language
patterns, additional activities and games, as
My Junior Language Portfolio well as tapescripts for the listening activities.
My Junior Language Portfolio is used to contain Each module begins by setting out the targets
material that the pupils use, along with any extra and objectives of each unit in a clear and
material given by the teacher throughout the concise way. At the beginning of the Teachers
course. My Junior Language Portfolio has been Book the teacher can find the Programme, an
designed to stimulate and support the learning analytical chart of the targets and objectives
of the English Language. Its purpose is to help of the modules.
the pupils reflect on, realise their progress in and The Teachers Book also includes:
improve their language learning.
I Instruments for Evaluation
The Junior Language Portfolio is the pupils
Evaluation is an essential part of the learning
property. It is a tool to accompany the pupils
process. It helps the learners become aware
language learning throughout their school life
of their progress in the target language, how
and is suitable for documenting their learning
much they have achieved and what areas
both inside and outside the classroom.
need further practice. Evaluation also allows
In practice, Language Portfolios may include teachers to reflect on the validity of their
project work or other examples of written work, teaching practices and the types of the
memory sticks (with work or drawings completed material being used.
inside or outside the class), DVDs (with the
In the Instruments for Evaluation, the teacher
pupils favourite story or with performances of
can find:
songs, school plays, etc), certificates, reports
from teachers, or even a collection of objects or Formative Evaluation Chart: The teacher
pictures. It is a collection of material that the uses the chart to evaluate the pupils on
learners want to keep as evidence of their an activity at any time during the course
learning. The main emphasis is on the process of and writes the marks obtained with the
learning. As a result, while compiling their Junior help of a code.
Language Portfolios, pupils learn how to work
Pupils Self-Assessment Forms: The pupils
independently.
give their personal opinion about their
How to make a Junior Language Portfolio own results upon completion of each
Checkpoint. They file these forms in their
During the first lesson, explain to the pupils that
Junior Language Portfolio.
they should bring in a dossier, which they will
have with them at all times and in which they Progress Report Cards: The teacher
will keep their Junior Language Portfolio. For the completes them, one per pupil, upon
next lesson, bring in self-adhesive labels, write completion of each module, taking into
My Junior Language Portfolio on them and help consideration the pupils performance
your learners stick them onto their dossiers. and progress throughout the module as
Demonstrate how to store their material in their well as the mark received in the
Junior Language Portfolio and make sure they corresponding Module Test. The pupils
update it regularly. file their Progress Report Cards in their
Junior Language Portfolio.

IV
Introduction
Fairyland A Teachers Resource Pack Posters
The Teachers Resource Pack provides the There are double-sided posters accompanying
teacher with additional material which may be Fairyland 3, which include the vocabulary of
used in the classroom for further exploitation of the modules in thematic areas. In the Teachers
the language learnt. Book there are helpful guidelines as to when
Fairyland A Teachers Resource Pack is divided and how the posters can be used to present
into the following sections: and/or consolidate the new language.

I Reinforcement and Extension Activities Class CDs


These activities are in the form of projects The Class CDs include all the recordings for the
which pupils can do on their own or in listening activities in the Pupils Book, Activity
groups. The pupils can then file their projects Book and the Module Tests. The teacher can
in their Junior Language Portfolios. also find the recordings for the Fairyland
Alphabet Book should he decide to use it.
II Holiday Activities
These activities are designed for Christmas, Digital Book
Easter and Carnival holidays and the The Digital Book is the electronic version of the
teachers can use some or all of them before Pupils Book.
the corresponding celebrations.

III Templates for the craftwork activities in the Characters


Pupils Book.
Fairyland follows the adventures of a group of
IV Picture Word Cards for the practice of the loveable and exciting characters. The pupils have
English alphabet. the opportunity to find themselves in a magical
new world called Fairyland, where they meet a
V Progress Tests group of friends: Harry, Mona, Emma and Lee,
whose characters have been carefully selected to
There is one test for each unit.
correspond to the multi-ethnic communities within
our societies. These four friends, along with their
VI Module Tests
magical friends, Erlina (the fairy), Willow (a wise
There are six tests in two versions, one for tree) and Alvin (the leprechaun), explore the
each module, as well as an end-of-year Exit world around them, and the pupils follow them in
Test. The Exit Test can also be used as a their exciting adventures. Erlina possesses magical
placement test for the next level. powers. She opens the door to the characters as
well as the pupils imagination, while Alvin adds
Picture Flashcards the humorous element to the story by being
The Picture Flashcards illustrate the new mischievous and clumsy. The pupils imagination
vocabulary items and can be used for is also catered for by the cartoon characters Pog,
presentation, revision, additional practice and Trog and Popsie, two trolls (Pog and Trog) up
memory games. Flashcards enable the pupils against one tricky pixie (Popsie)!
to make the connection between the visual
prompt and the spoken word and help
teachers avoid the use of translation or lengthy Typical layout of a module
explanations.
Each module consists of two units and a revision
section (Checkpoint), in sixteen pages altogether.

V
Introduction
designed to make reading an enjoyable and
Key features of a unit
rewarding experience.
I Presentation of the new language
The new language is presented by first VI Gradual progression in writing
listening to the new vocabulary. In each Every unit includes short texts which can be
lesson plan the teacher will find detailed used as a model for the pupils own writing.
guidance on how to vary the presentation
of new vocabulary, as well as further VII Pronunciation
reinforcement and extension activities.
These are exercises to help the pupils
II Dialogues distinguish between different sounds in
spoken English. They are accompanied by
All the dialogues cover areas of interest within humorous illustrations, adding fun to the
the pupils knowledge. They are always activity and lowering the pupils inhibitions.
followed by a reading comprehension task,
which the pupils have to complete after VIII Troll Tales!
reading and listening to the dialogue. In this
way, the pupils not only familiarise themselves After every module there is an episode of
with the dialogue, but also practise reading Troll Tales!, promoting reading for pleasure.
strategies (reading for a specific purpose) and
thus enhancing their reading comprehension IX Go Green!
skills. After every module there is also a Go Green!
section, which promotes an affinity with
III Grammar and Vocabulary Activities nature and makes the pupils more aware of
There is a great variety of activities catering the environment we live in.
for all types of learners and learning styles:
pair and group work, matching, games, etc. X OUR WORLD
In this way, the pupils use the new language At the end of every module, the pupils have
in a meaningful context. the opportunity to read short texts about
aspects of life in other countries.
IV Games, Chants & Songs
Pupils at this level need a lot of opportunities to XI OUR SCHOOL
play and explore their surroundings. Playing In the OUR SCHOOL section, which can be
games and singing songs/chants provides a found at the back of the Pupils Book, the
necessary outlet and ensures that the pupils pupils explore other fields of study (e.g. Art,
are learning while having fun. It is also a way of Maths, Science, etc) through English. In this
ensuring that the lesson always ends on a high way, the pupils learn how to use English as a
note. In every unit there are songs, chants and vehicle to approach other subject matters.
games that add a creative and enjoyable
element to the language classroom. XII Checkpoint

V Development of reading skills This section includes exercises consolidating


the module as well as preparing the pupils
The pupils are introduced to short texts and for the test, which can be found in the
dialogues aimed at gradually improving their Teachers Resource Pack.
reading skills through enjoyable activities. In
this way, the pupils gain an appreciation of Upon completion of the Checkpoint section,
reading and are not intimidated by the the pupils read the Now I can table, thus
written word. Reading for pleasure is fostered keeping a mental record of their progress.
through the Troll Tales! episodes, which are

VI
Introduction
4 empathise with aspects of life in other
Basic Principles of Fairyland countries; and
5 record and assess their progress through
The modularised approach of the Fairyland the Checkpoint and Pupils Self-Assessment
series caters for the holistic development of the Forms, thus developing autonomy.
pupils. It enables the pupils to work on a theme
from different angles and employ different Social Skills
learning styles. The pupils are asked to engage Upon completion of each module, the pupils will:
in a variety of activities, including listening, role- 1 be motivated to read English, encouraged by
play, TPR, matching, selecting, giving personal the enjoyable adventures of Pog, Trog and
information and opinions, etc. In this way, the Popsie;
language learning process involves the pupils 2 experience being part of a group and obeying
body, mind, emotions and spirit. rules through the games;
The activities are also aimed at meeting the needs 3 become more responsible by keeping and
of all types of learners (visual, auditory, tactile/ updating their Junior Language Portfolio;
kinaesthetic) and aim at developing the pupils 4 have a good understanding of the culture
linguistic, learning-to-learn and social skills. and traditions of other countries; and
5 have some understanding of the way of life
Linguistic Skills in other countries.

The pupils can do the following upon completion


of each module: Classroom Management
1 associate pictures with new vocabulary with
the aid of illustrations in their books as well as Creating a pleasant environment in the
through the use of the picture flashcards or classroom should be one of the teachers very
posters; first goals. It is a good idea for the teacher to
2 produce the sounds, pronunciation and arrive a few minutes early to welcome the
intonation of the target language; pupils and have something interesting for the
3 communicate with their peers in English, early comers to do. They can listen to the song
exchanging basic information about everyday from the previous lesson, watch the video
matters such as introducing themselves, again or play with the picture flashcards,
describing a house, talking about animals, identifying the books characters as well as the
etc; vocabulary items already presented.
4 comprehend dialogues, short exchanges, etc
on tape and use the set patterns in multi- The teacher should establish his/her policies
sensory tasks; and from the start. Remind pupils to:
5 achieve oral competency through the come to class on time,
reproduction of short exchanges, songs and bring their Pupils Book, etc,
chants. raise their hands when they want to ask a
question, and
Learning-to-learn skills wait for their classmates to answer the
teachers questions before they raise their
Upon completion of each module, the pupils hand to give their answer.
will be able to:
1 concentrate better and longer, as they are The teacher should empower his/her learners by:
trained to listen to dialogues in order to teaching classroom language, i.e. the
perform a task; Teachers instructions, such as open your
2 skim and scan texts and dialogues to locate books, close your books, work in pairs, etc,
the necessary information; the Pupils instructions, i.e. the rubrics, and the
3 develop their writing skills; pupils questions and answers to the teacher.

VII
Introduction
Classroom language is the language of b Using props: Bring visuals, realia or word
communication between teacher and pupils cards to class. Hand out these props to
in the classroom and needs to be taught from your pupils and ask them to hold up the
day one. prop as soon as they hear the equivalent
giving brief and clear oral or written word in the song.
instructions. The teacher should give or
c Song dramatisations: Having interesting
read the instructions. S/He reads them at a
plots and characters, songs frequently offer
slower pace, providing examples and
themselves for further exploitation through
eliciting examples from the pupils so s/he
drama. The teacher can dramatise the
can be sure that they know what to do.
songs into short sketches, thus motivating
assigning homework ten minutes before the
his/her pupils. Assign roles and have the
end of the lesson, so s/he can:
pupils sing their lines. Simple costumes and
a read the instructions,
props can be prepared and used to make
b give adequate examples,
the performance more realistic.
c elicit examples from the pupils, and
d ask them if they have any questions. These are just a few suggestions on how to use the
songs in the language classroom. Be as inventive
By following this procedure we can ensure that
as you can, since pupils love performing.
the pupils know how to do their homework.
Explain to the parents how important it is for
the pupils to do their homework alone as this
will eventually reinforce self-confidence and
Checking Pupils Progress
self-assessment.
a Homework: At the end of each unit or lesson,
the pupils should be given some homework.
The Teachers Book provides some suggestions
Songs in the Language on what to assign for homework and how to
Classroom check it in the next lesson.
b Progress Report Cards: After completing each
Songs are of great value in language learning.
module and taking the corresponding test,
They are vivid examples of how the language
photocopy the respective Progress Report
taught is used in a real context and highlight both
Card from the Teachers Book and fill it in, one
pronunciation and intonation. Furthermore, their
per pupil. The pupils are to keep these cards in
rhythm enables the pupils to remember the newly
their Junior Language Portfolio for future
acquired language and stimulates learning.
reference.
There are numerous ways to use songs in the
c Pupils Self-Assessment Forms: After the pupils
language classroom. You can play the CD and
have completed the Checkpoint section of
invite the pupils to move and clap to the rhythm
each module, as well as the Modular Revision
or hum to the melody. If there are lyrics frequently
and Assessment in the Activity Book, they are
repeated, children will soon start joining in.
to fill out the Self-Assessment Form by
Here are some ways to animate the songs: themselves. This learning-to-learn technique
enables the pupils to develop awareness of
a Total Physical Response (TPR) Activities:
their progress. The Self-Assessment Form
Have the pupils stand in a circle and play
should be kept in their Junior Language
the song once. Sing and demonstrate the
Portfolio for future reference. The Pupils Self-
actions, encouraging the pupils to imitate
Assessment Forms can also be found in the
you. Play the song again, this time asking
Teachers Book.
the pupils to listen to the song and repeat
after you while doing the actions. Play the
song a third time and lead the singing while
the pupils join in.

VIII
Introduction

Types of learning styles


Over the years, teachers have noticed that
some of their pupils learn by listening to new
information, some pupils prefer to read about
it, while others need to do something with the
new information. There are many different
learning styles. Consequently, a coursebook
should offer a variety of exercises and material
to stimulate all learning styles and help pupils
learn in the way that suits them best.

What are the types of learning styles?


Visual Learners
These learners need to see the teachers body
language and facial expressions to fully
understand the content of the lesson. They think
in pictures and learn best from visual displays
including: diagrams, illustrations, transparencies,
videos, flashcards and handouts.

Auditory Learners
These learners learn best through verbal
lectures, discussions, talking things through
and listening to what others have to say.
Written information may have little meaning
until it is heard. They often benefit from
reading a text aloud and using a tape
recorder.

Tactile/Kinaesthetic Learners
Tactile/Kinaesthetic people learn best
through a hands-on approach, actively
exploring the physical world around them.
They find it hard to sit still for long periods
and may become distracted by their need
for activity and exploration. These learners
express themselves through movement.
They have a good sense of balance and
eye-hand coordination. By interacting with
the space around them, they are able to
remember and process information. They
have to do things on their own to be able to
learn the new language.

IX
Programme (Contents & Syllabus)
Module 4 (Units 7-8) Go Green! 4 In my garden
I can!
In this module pupils will
Pupils will
read about talk about the five senses

the characters finding a kitten sing a song about the senses

Shrek
the characters entering a talent show Our World
Scott and what he can do
Pog and Trog trying to fly to the rainbow Pupils will
listen to read about sports people (Rachel Atherton,
Ronaldinho)
the characters and how they save a kitten write about their favourite sports person
songs presenting and practising parts of
the body and actions
Our School
the characters and what they can do
an episode of Troll Tales!
Pupils will
learn how to (COMPETENCES) complete a poem

identify parts of the body write their own poem

describe physical appearance


express ability
pronounce the sounds \aU\, \k\ and \s\

practise (DESCRIPTORS)
Lexical Areas
parts of the body
activities
Grammar Focus
the verb have got
plural number (irregular nouns)
the verb can

write
about their favourite hero
what they can do

X
Programme (Contents & Syllabus)
Module 5 (Units 9-10) Go Green! 5 Fun on the farm!
Pupils will
In this module pupils will
talk about farms and related things
read about make their own farm

Monas and Emmas new clothes


the characters having a great time in the Our World
Magic Forest
Lisas magic moments Pupils will
the animal park
talk about Disneyland and Alton Towers
Ben and his great time on the farm
draw or stick a picture of themselves
Pog and Trog trying to catch butterflies
having fun and present it to the class

listen to
Our School
the characters adventure in the Magic
Forest
Pupils will
songs presenting and practising clothes
and farm animals talk about Alaska and Australia
the characters adventure at the animal pack their suitcase with appropriate items
park of clothing
an episode of Troll Tales!

learn how to (COMPETENCES)


identify clothes
talk about the weather
talk about animals
describe actions happening now
pronounce the sounds \S\, \r\

practise (DESCRIPTORS)
Lexical Areas
clothes
weather
animals
Grammar Focus
present continuous

write
about their magic moments
a letter

XI
Programme (Contents & Syllabus)
Module 6 (Units 11-12) Go Green! 6 Veggie Power!
Pupils will
In this module pupils will
talk about fruits and vegetables
read about make their own salad

Harrys big sandwich


Mona and Emma making fairy cakes Our World
favourite meals
Alvins day Pupils will
World Environment Day
talk about cartoon characters
fairies
draw or stick a picture of their favourite
favourite days
cartoon character and present it to the
Popsie playing a trick on Pog and Trog
class

listen to
Our School
the characters having lunch
Mona and Emma making fairy cakes
Pupils will
songs presenting and practising food and
everyday activities talk about the life cycle of bees
what Alvin does every day make a bee mobile
Willow talking to the characters about nature
an episode of Troll Tales!

learn how to (COMPETENCES)


identify food items
talk about food preferences
tell the time
talk about daily routine
talk about seasons and related activities
pronounce the sounds \i\, \S\, \s\

practise (DESCRIPTORS)
Lexical Areas
food
everyday activities
seasons
days of the week
Grammar Focus
present simple
countable uncountable nouns
some any
prepositions of time (at in)

write about
their favourite meal
their favourite day

XII
Programme (Contents & Syllabus)
Happy Easter!
In this unit pupils will
learn some words associated with Easter
make an Easter basket

Mothers Day
In this unit pupils will
sing a song about Mothers Day
write words they associate with their mother
write a Mothers Day message in code
make an award and give it to their mother

XIII
kitten nose

1 Listen and read.


2
1
Listen! Whats that?

Its a lovely
day! Its a kitten!
Lets go
for a walk. Its got a small nose
and small, pink ears.
4
3 Oh, its so
cute!
And its got
blue eyes.

Look, its in
the tree.
Lee, be Oh, no!
careful! 6
5

2 Read, correct and say.


The kitten has got a big nose and small, blue ears.
4
Module 4
Its so cute!
Unit 7a Use L1 if necessary. Read the instructions. Go
through the pictures of the dialogue and set the
Aims: to talk about the body, to describe scene by asking questions.
physical appearance
e.g. Teacher: Whats in the tree?
Vocabulary: kitten, nose, ear, eyes, mouth,
Pupils: A kitten!
face, dark hair, fair hair
Teacher: Are Lee and Harry in the water?
Language focus
Pupils: Yes, they are.
Structures: verb have got (singular)
Teacher: Is the kitten cute?
Language in use: Its got a small nose and
Pupils: Yes, it is. etc
small, pink ears. And its got blue eyes.
Extra materials: flashcards (20-26), photocopies Write on the board:
of the face parts template from the Teachers 1 Whats that? a Oh, its so cute!
Resource Pack 2 Look, its in the tree! b Its a kitten!
Explain to the pupils that they will listen to the dialogue
BEGINNING THE LESSON and match the sentences. Play the recording. The
pupils listen, follow the lines and complete the task.
Greet the pupils as they arrive.
1 b 2 a
Welcome the class by saying Hello! and introducing
yourself. Encourage the pupils to greet you back.
2 Read, correct and say.
Read the instructions and explain the task. Refer
PRESENTATION & PRACTICE the pupils to the dialogue and allow them time to
find the answers. Ask individual pupils to answer.
Listen, point and repeat. Ask the rest of the class for verification.

(An activity to present and activate the vocabulary The kitten has got a small nose and small, pink ears.
of the unit.)
Extension
FLASHCARDS (20-26) Play the recording again with pauses for the pupils
to listen and repeat chorally. Check the pupils
Pupils books closed. Put the flashcards on the board, pronunciation and intonation. Then the pupils take
one at a time, and say the corresponding word. The roles and read out the dialogue.
pupils repeat, chorally and individually. Point to the
flashcards in random order. Individual pupils say the Read out the sentences spoken by a character in
words. Ask the rest of the class for verification. the dialogue. Ask individual pupils to tell you who it
was.
Pupils books open. Write a big 4 on the board and
ask the pupils to open their books at page four. Read e.g. Teacher: Its a lovely day!
the title of the unit and have the pupils repeat after Class: Mona! etc
you. Play the recording. The pupils listen and repeat, Note: If you wish, have the pupils close their books
chorally and individually. Check their pronunciation during this activity.
and intonation.

LISTENING & READING


(Activities to develop the pupils listening and reading
skills.)

1 Listen and read.


Explain/Elicit the meaning of the phrase Its so cute!

4(T)
Its so cute!
(Activities to present and practise the verb have got.) A: What colour eyes has Sammy got?
B: Hes got big green eyes. Look. This is a picture
3 Funny Faces! Complete and match of him.
in your notebook. A: Oh, hes lovely!
Pupils books closed. Show the pupils the kitten
flashcard. Say, then write: I have got a kitten. 5 Talk with your friend.
Underline the words in bold and explain the (An activity to practise describing appearance.)
meaning. Write under the sentence Ive got a kitten.
Read the instructions and explain the task. Refer the
Underline the short form and explain how this is
pupils to the picture of Lee and read the example.
formed. Give the flashcard to a pupil and say, then
The pupils, in pairs, ask and answer questions about
write: You have got a kitten. Underline the words in
the rest of the characters.
bold. Write this sentence underneath: Youve got a
kitten. Underline the short form and explain how this 1 A: Whats Emma like?
is formed. Do the same with other pupils so as to B: Shes got fair hair and blue eyes.
present all persons of the verb have got. 2 A: Whats Mona like?
Drill your pupils. B: Shes got dark hair and brown eyes.
e.g. Teacher: He/pencil. 3 A: Whats Harry like?
Pupil 1: Hes got a pencil. B: Hes got red hair and blue eyes.
Teacher: You
Pupil 2: Youve got a pencil. etc My Magic Files!
Pupils books open. Ask pupils to read the sentences Before going into class
in the grammar box.
Photocopy the template of the parts of
Read the instructions and explain the task. Refer
the face from the Teachers Resource
the pupils to the picture and ask them if they know
Pack, one per pupil.
the cartoon characters presented. Ask them which
one they like best. Read the example and allow the Hand out the photocopies. Explain to the pupils
pupils time to complete the rest of the sentences in that they are going to create their own magic
their notebooks. Ask individual pupils to match the character! They can choose any combination of
sentences to the characters. face parts to make up a character. They can give
1 A 3 ve B 5 s D him/her a name, too. Upon completion, ask the
2 s E 4 s C pupils to present their character to the class.

4 Listen and choose. ENDING THE LESSON


Read the instructions and explain the task. Ask the (An activity to consolidate the vocabulary of the unit.)
pupils to describe the cats in the three pictures. Ask the pupils to describe someone from the class.
e.g. Pupil 1: Cat A is white. Its got green eyes. etc e.g. Pupil 1: Hes got dark hair and brown eyes.
Explain to the pupils that they will hear a description The rest of the class tries to guess who he/she is.
and that they will have to tick the right cat. Play the Whoever guesses correctly thinks of another pupil
recording twice if necessary. Check their answer. and describes him/her.
The pupils listen and complete the task.
Note: For the next lesson, the pupils should know the
Sammy is picture C. new words, as well as an exchange of their/your
choice from the dialogue (Ex. 1). Ask them to learn
TAPESCRIPT
the pattern in Ex. 5.
Which one is Sammy?
A: Have you got a cat, Peter? Activity Book (Optional)
B: Yes. Ive got a cat called Sammy.
Assign some of the activities from Unit 7a of the
A: What colour is Sammy?
Activity Book as written H/W. If this is the case, make
B: Hes black and white.
sure you do them first orally in class.
5(T)
dark hair
ear eyes mouth face fair hair

4 Listen and choose.


I/You/We/Theyve got blue eyes.
He/She/Its got small ears. Which one is Sammy?

Ive = I have Hes = He has

A B C
3 Funny Faces! Complete and
match in your notebook. 5 Talk with your friend.

A: Whats Lee like?


B: Hes got dark hair
and brown eyes.

3
D 2
C
B

1 Hes got long ears.


2 He got a big nose.
3 They got fair hair.
4 She got big eyes.
5 It got a big mouth.
5
Module 4
body leg

1 Listen and read. But its got


a long tail.
2
1

Look, it hasnt
got a big body!
Weve got wet legs and feet.
4
3

Yes, but we
havent.
Ugh! Ive got
wet hair.
6
5

Now were
all wet!

Time for
some fun!

2 Read and choose.


1 Ive got wet hair. 2 Weve got wet legs and feet.
a Lee b Emma a Emma & Mona b Lee & Harry
6
Module 4
Were all wet!
Unit 7b chorally and individually. Check their pronunciation
and intonation.
Aims: to talk about parts of the body
Vocabulary: body, leg, feet, hand, arm, head, LISTENING & READING
long tail, wet
(Activities to develop the pupils listening and reading
Language focus
skills.)
Structures: have got (interrogative/short
answers/negative), irregular plurals
1 Listen and read.
Language in use: It hasnt got a big body. Its
got a long tail. Weve got wet legs and feet. Explain/Elicit the meaning of the phrase Were all
Yes, but we havent. wet! Use L1 if necessary. Read the instructions. Go
Extra materials: My face!/My body! poster, through the pictures of the dialogue and set the
flashcards (27-33), pictures of cartoon scene by asking questions.
characters (Ending the Lesson)
e.g. Teacher: Whos wet?
Pupils: Harry and Lee.
Teacher: Whos got the kitten?
BEGINNING THE LESSON Pupils: The girls. etc
Greet the pupils as they arrive.
Write on the board:
(Activities to revise the language of Unit 7a.)
Its got a .... tail!
Ask the pupils to describe their partner (hair, eyes). a short b long

e.g. A: Tinas got red hair and brown eyes. Ask the pupils to listen to the dialogue and complete
B: Toms got black hair and brown eyes. the sentence. Play the recording. The pupils listen,
follow the lines and complete the task.
Put up the My face!/My body! poster. Point to the
parts of the face, one at a time, and elicit their b long
names from individual pupils.
Ask the pupils, in pairs, to act out the exchanges
2 Read and choose.
from Exs 1 and 5. Read the instructions and the sentences and draw
the pupils attention to the underlined pronouns.
If you have assigned any written homework, correct
Explain the task and allow the pupils time to choose
it before beginning the lesson.
the correct name. Check answers and write them
on the board. The pupils have to indicate the
appropriate frame in order to justify their answer.
PRESENTATION & PRACTICE
1 a (picture 3) 2 b (picture 4)
Listen, point and repeat.
Extension
(An activity to present and activate the vocabulary
of the unit.) Play the recording again with pauses for the pupils
to listen and repeat chorally. Check the pupils
FLASHCARDS (27-33) pronunciation and intonation. Then the pupils take
roles and read out the dialogue.
Pupils books closed. Put the flashcards on the board,
Hold up your book to the class. Read out the dialogue
one at a time, and say the corresponding word(s). The
and point to the pictures in turn. Repeat, this time
pupils listen and repeat, chorally and individually. Point
inviting the pupils to complete your sentences.
to the pictures in random order. Individual pupils say
the words. Ask the rest of the class for verification. e.g. Teacher: Time for some ...!
Class: fun etc
Pupils books open. Write a big 6 on the board and
ask the pupils to open their books at page six. Read Note: If you wish, have the pupils close their books
the title of the unit and have the pupils repeat after during this activity.
you. Play the recording. The pupils listen and repeat, 6(T)
Were all wet!
(Activities to present and practise the verb have got.) Extension
Divide the pupils into two teams. Choose a pupil from
3 Look, read and answer. Team A and say a singular noun. The pupil answers
Pupils books closed. Point to your hair. Say, then write: by giving the plural form of that noun.
Have I got dark hair? Underline the words in bold and e.g. Teacher: child
explain the meaning. Write under the sentence: Yes, I Team A Pupil 1: children etc
have. Explain how the interrogative form (inversion)
and positive short answer is formed. Point to a male Each correct answer gets a point.
pupil and say, then write: Has he got dark hair?
Underline the words in bold and explain the meaning. 5 Lets play!
Write under this sentence: No, he hasnt. Explain how
the negative short answer is formed. Say and write: He Before going into class
hasnt got (has not got) a big mouth. Underline the
Find and cut out pictures of famous cartoon
words in bold and explain how the negative form
characters.
(full/short) is formed. Do the same with other pupils to
present all types of interrogative and negative forms as Show the pupils the pictures you have brought. Elicit
well as the short answers. what the cartoon characters look like. Explain the
game. Ask a pupil to come to the front of the class.
Pupils books open. Ask the pupils to read the
Ask him to close his eyes and attach one of the
sentences in the grammar box. Then read the
pictures on his back. The pupil has to find out who
instructions for Ex. 3 and explain the task. Refer the
the character is by asking questions. Demonstrate
pupils to the picture and read the example. Have
this yourself first. Alternatively, you can use slips of
individual pupils read the rest of the sentences and
paper with the names of the cartoon characters.
explain any unknown words. Allow the pupils time
to complete the task in their notebooks. Check their
answers.
ENDING THE LESSON
(An activity to consolidate the vocabulary of the unit.)
2 Yes, he has. 4 Yes, they have.
3 No, they havent. Ask the pupils to draw and describe a kitten.
e.g. Pupil 1: My kitten is cute. Hes brown. Hes got
4 Read and match in your notebook. green eyes and a long tail.
Then listen and check.
Note: For the next lesson, the pupils should know the
(An activity to present and practise irregular plurals.) new words, as well as an exchange of their/your
Refer the pupils to the pictures and the words choice from the dialogue (Ex. 1). Ask them to learn
underneath. Make sure there are no unknown the pattern in Ex. 5.
words. Explain that these are irregular plurals and
allow them time to do the matching in their Activity Book (Optional)
notebooks. When the pupils have finished, play the Assign some of the activities from Unit 7b of the
recording in order for pupils to check their answers. Activity Book as written H/W. If this is the case, make
1 b 2 d 3 e 4 a 5 c sure you do them first orally in class.

TAPESCRIPT
man men child children foot feet
woman women tooth teeth

7(T)
hand arm head long tail wet

4 Read and match in


Have I/you/we/they got wet hair? your notebook. Then
Yes, I/you/we/they have. listen and check.
No, I/you/we/they havent.
1 a
Has he/she/it got big ears?
Yes, he/she/it has.
man teeth
No, he/she/it hasnt.
2 b
I havent got blue eyes.
She hasnt got big ears. woman men
3 c
3 Look, read and answer.
child feet

1 3 4 d

tooth women
5 e
2
foot children

4 5
Have I got a Yes, you
big nose? have.
1 Has Henry got a small head?
No, he hasnt.
2 Has Charlie got long arms?
3 Have Gill and Gemma got short legs?
4 Have Kenny and Kim got long tails?
7
Module 4
1 Listen and read.

n my ears.
Ive got hair o
g o t h a ir o n my head.
Iv e
n my tail.
Ive got hair o
v e g o t h a ir o n my legs!
I

Ive got hair everywhere,


From my head to my feet!
Ive got hair everywhere,
Im a kitten and Im sweet!

Ive got hair on my tummy.


Ive got hair on my feet;
And when I lick my body,
Ive got hair on my teeth!

2 Lets make a mask.

Now sing and do!

8
Module 4
Im so sweet!
Unit 7c
2 Lets make a mask.
Aims: to talk about parts of the body, to develop
Before going into class
the pupils listening and writing skills
Vocabulary: sweet, tummy, parts of the body Photocopy the template of the kitten from
Language focus the Teachers Resource Pack, one per pupil.
Structures: consolidation
Language in use: consolidation Hand out the photocopies. Explain to the pupils
Pronunciation: \aU\ that they are going to make their own kitten mask!
Extra materials: My face!/My body! poster, They can decorate the mask any way they want.
photocopies of the kitten template from the They can give their kitten a name, too. Upon
Teachers Resource Pack (Ex. 2) completion, ask the pupils to present their kitten
mask to the class.

BEGINNING THE LESSON Now sing and do!


Greet the pupils as they arrive. Demonstrate the following miming actions and
encourage the pupils to copy you and do the same
(Activities to revise the language of Unit 7b.)
while singing. Play the recording while the pupils are
Ask the pupils to describe a cartoon character for singing. Tell the pupils to wear their masks.
the rest of the class to guess.
Extension
e.g. Pupil 1: Hes got big eyes, a small nose, a big
mouth, a short tail and hes orange. Ive got hair on my ears. (pointing to the ears)
Class: Nemo! Ive got hair on my head. (pointing to the head)
Ive got hair on my tail. (pointing to the lower
Ask the pupils, in pairs, to act out exchanges from
back)
Exs 1 and 5.
Ive got hair on my legs! (pointing to the legs)
If you have assigned any written homework, correct
Ive got hair everywhere, (pointing to the whole
it before beginning the lesson.
body)
From my head to my feet! (pointing to the head
PRESENTATION & PRACTICE
and feet)
(Activities to present and activate the vocabulary of Ive got hair everywhere, (pointing to the whole
the unit.) body)
Im a kitten and Im sweet! (pointing to themselves
1 Listen and read. and smiling)
Pupils books closed. Put the My face!/My body! Ive got hair on my tummy. (pointing to the
poster on the board. Point to the parts of the tummy)
face/body, one at a time, and have individual Ive got hair on my feet; (pointing to the feet)
pupils say the corresponding word(s). Ask the rest And when I lick my body, (pretending to be
of the class for verification. licking an arm)
Ive got hair on my teeth! (pointing to the teeth)
Pupils books open. Write a big 8 on the board and ask
the pupils to open their books at page eight. Read the
title of the unit and have the pupils repeat after you.
Refer the pupils to the pictures and ask them to tell you
what they think the song is about (a kitten). Play the
recording. The pupils listen and repeat, chorally and
individually. Check their pronunciation and intonation.

8(T)
Im so sweet!
READING & WRITING ENDING THE LESSON
(Activities to develop the pupils reading and writing (An activity to consolidate the vocabulary of the unit.)
skills.)
Ask the pupils to copy one verse from the song and
write about another animal. Ask the pupils to
3 Read and choose. Then listen and include drawings of their animals.
read.
Note: For the next lesson, the pupils should be able
Refer the pupils to the picture and ask them to tell you to describe people, animals, etc.
what they know about Shrek. Read the instructions
and explain the task. Allow the pupils time to read the Activity Book (Optional)
text and choose the correct option. Pupils write the
answers in their notebooks. Play the recording for the Assign some of the activities from Unit 7c of the
pupils to listen and check their answers. Ask individual Activity Book as written H/W. If this is the case, make
pupils to read out from the text. sure you do them first orally in class.

1 big 2 brown 3 big Note: For the next lesson, the pupils can do Ex. 4
(Portfolio) at home as part of their homework.
4 Portfolio: Draw and write in your
notebook.
Read the instructions and explain the task. Ask the
pupils to look at the picture and read the text. Ask
them if they know who Scrat is and elicit answers.
Ask the pupils who their favourite cartoon hero/
character is and ask them to describe him/her to
the class. Tell them to use the texts in Exs 3 and 4 as
models and write about their favourite cartoon
character.
Allow the pupils time to write a short text about their
favourite hero/character. Tell them to include a
drawing. Alternatively, assign it for homework.
(Suggested answer)
My favourite cartoon hero/character is Tweety. Hes
small and yellow. He has got a big head and big eyes.
Hes great.
Note: Once you have corrected their writing activities
guide your pupils on how to file them in their Junior
Language Portfolios.

5 Listen and say. Then read.


(An activity to familiarise the pupils with the
pronunciation of the English language.)
Read the instructions and explain the task. Play the
recording for the pupils to listen and repeat.
Draw the pupils attention to the \aU\ sound. Ask
individual pupils to read out the sentence and
correct their pronunciation.

9(T)
3 Read and choose. Then listen and read.

by Dylan

ny. Hes got a


My hero is Shrek. He is very fun
) wn/blue eyes.
1) big/small head and 2 bro
long! Shrek has
Look at his ears! Theyre very
feet, too. Hes
got 3) big/small hands and
fantastic!

4 Draw and write in 5 Listen and say. Then read.


your notebook.

My her i Scrat. He got


big eye and a big nose.
Monty the mouse has got a big
He got a long tail, to! mouth!
He fantastic!
9
Module 4
play the piano

Yes, I can! Can you


1 Listen and read. Mona, can play the piano?
you sing?
Look! Its the
school Talent
Show!

2
1
Come on! Well, I can play the
Lets go! guitar! Girls, wait!
Yes, I can!

4
3
I can help you, Harry!
Ive got an idea!
I cant sing or
play the piano.

5 6

2 Read and match in your notebook.


1 Mona can a play the piano.
2 Emma can b play the guitar.
3 Lee can c sing.
10
Module 4
Talent Show!
Unit 8a LISTENING & READING
(Activities to develop the pupils listening and
Aims: to talk about actions, to express ability
reading skills.)
Vocabulary: play the piano, dance, jump,
fly, ride a horse, swim, draw
Language focus 1 Listen and read.
Structures: verb can (singular) Explain/Elicit the meaning of the phrase Talent
Language in use: Mona, can you sing? Yes, I Show. Ask the pupils if they have been to a talent
can! Can you play the piano? I can play the show and elicit their answers. Read the instructions.
guitar! I cant sing or play the piano. I can help Go through the pictures of the dialogue and set the
you, Harry! scene by asking questions.
Extra materials: Time for action! poster
e.g. Teacher: Is it a talent show?
Pupils: Yes, it is.
BEGINNING THE LESSON Teacher: Is Harry happy?
Pupils: No, he isnt.
Greet the pupils as they arrive. Teacher: Can Erlina help Harry?
(Activities to revise the language of Unit 7c.) Pupils: Yes. etc

Ask the pupils to describe their favourite actor. Give Write on the board: I cant sing or play the piano.
an example (e.g. Nicole Kidmans got red hair and Ask the pupils to listen to the dialogue and say
blue eyes.) which picture this sentence was taken from. Play
Play the song from Unit 7c, encouraging the pupils the recording. The pupils listen, follow along and
to sing along. complete the task.
Answer: picture 5

PRESENTATION & PRACTICE 2 Read and match in your notebook.


Listen, point and repeat. Read the instructions and explain the task. Refer
the pupils to the dialogue and allow them time to
(An activity to present and activate the vocabulary complete the task in their notebooks. Check their
of the unit.) answers.

POSTER 1 c 2 a 3 b

Pupils books closed. Put the Time for action! poster Extension
on the board. Point to the actions (play the piano, Play the recording again with pauses for the pupils
dance, jump, fly, ride a horse, swim, draw), one at a to listen and repeat chorally. Check the pupils
time, and say the corresponding word. The pupils pronunciation and intonation. Then the pupils take
listen and repeat, chorally and individually. Point to roles and read out the dialogue.
the actions in random order. Individual pupils say
the actions. Ask the rest of the class for verification. Read out sentences spoken by a character in the
dialogue. Ask individual pupils to tell you who it was.
Pupils books open. Write a big 10 on the board and
ask the pupils to open their books at page ten. Read e.g. Teacher: Mona, can you sing?
the title of the unit and have the pupils repeat after Class: Emma! etc
you. Play the recording. The pupils listen and repeat, Note: If you wish, ask the pupils to close their books
chorally and individually. Check their pronunciation during this activity.
and intonation.

10(T)
Talent Show!
(Activities to present and practise the verb can.)
5 Lets play!
3 Look and write in your notebook. Ask the pupils to sit in a circle. Explain the activity.
Pupils books closed. Say and write on the board: I can One pupil starts by clapping his/her hands and
swim. A frog can jump. Underline the words in bold. saying what he/she can do. Then the next pupil
Elicit from the pupils that can is the same in all persons claps his/her hands and says what he/she can do
(I, you, he, she, it). Say and write on the board. Can I and so on.
swim? Yes, I can. Can a spider swim? No, it cant.
Underline the words in bold. Elicit/Explain the way the ENDING THE LESSON
interrogative is formed as well as the way the short (An activity to consolidate the vocabulary of the unit.)
answers are constructed. Finally, say and write on the
board: He cant dance. Underline the word in bold. Ask a pupil to mime an action. The rest of the class tries
Under this sentence write: He cannot dance. Elicit/ to guess what it is. Whoever guesses correctly comes
Explain how the negative is formed and explain that to the front of the class and the game continues.
cannot should always be written as one word. Note: For the next lesson, the pupils should know
Pupils book open. Read through the grammar box. the new words as well as an exchange of their/your
Read the instructions and the example and explain choice from the dialogue (Ex. 1). Ask the pupils to
the task. Ask the pupils to look at the pictures and learn the pattern in Ex. 4.
explain that they have to complete the sentences
with can or cant according to what the pictures Activity Book (Optional)
show. Allow the pupils time to complete the task in Assign some of the activities from Unit 8a of the
their notebooks. Check their answers. Activity Book as written H/W. If this is the case, make
2 can 4 can 6 can sure you do them first orally in class.
3 cant 5 cant

4 Copy in your notebook. Then find


someone who can ...
Read the instructions and explain the task. Tell the
pupils to copy the sentences in their notebooks and
then go around the classroom and find pupils who
can do the actions. Demonstrate this yourself first.
e.g. Teacher: Peter, can you play the piano?
Peter: No, I cant.
Teacher: Can you dance?
Peter: Yes, I can. (you write Peter in the
second box) Can you play the piano?
Teacher: Yes, I can. (Peter writes your name
in the first box) etc

Now tell the class.


The pupils report back to the class.
e.g. Bill can play the piano, Kim can dance,
Pat can ride a horse, etc

11(T)
dance jump fly ride a horse swim draw

I/You can swim. I/you cant draw. Can you draw?


He/She/It can sing. He/She/It cant fly. Yes, I can./No, I cant.

I cant = I cannot

3 Look and write in your 4 Copy in your notebook.


notebook. Then find someone who
can

1 play the piano.


1 2 dance.
2 3 ride a horse.
4 swim.
5 draw.
She cant play It sing. 6 ride a bike.
the piano.
A: Julie, can you play the piano?
3 4 B: Yes, I can.

Now tell the class.


Julie can play the piano ...

He ride a bike. He dance.


5
5 6 I can dance. I can sing.

She swim. It jump.


11
Module 4
Thank you! And
1 Listen and read. now, here is the Who can
Amazing Harry! help me?
2
I can!

Can you see


3 Here you are.
the glasses? 4

Thank you!
Please put your Yes, we can!
glasses in my hat.
Now, what
can you see? This is 6
5
for you!
Oh, thank you,
Harry. Youre a very
good magician!

A white
rabbit! Wow!

2 Which picture? Read and say.


1 Who can help me? Picture 2 3 A white rabbit!
2 This is for you! 4 Here is the Amazing Harry!
12
Module 4
Abracadabra!
Unit 8b
1 Listen and read.
Aims: to talk about ability Explain/Elicit the meaning of the phrase Abracadabra.
Vocabulary: glasses, rabbit, magician, see, Ask the pupils if they know in what situation this word is
hop used and elicit answers (during a magic show). Use L1 if
Language focus necessary and mime moving your magic wand. Read
Structures: verb can (plural) the instructions and set the scene by asking questions.
Language in use: Can you see the glasses?
e.g. Teacher: Is Harry a magician?
Yes, we can. Now, what can you see?
Pupils: Yes, he is.
Extra materials: flashcards (34-37), Time for
Teacher: Where are the boys glasses?
action! poster
Pupils: In the hat.
Teacher: What else is in the hat?
BEGINNING THE LESSON Pupils: A rabbit! etc
Greet the pupils as they arrive. Write on the board:
Thank you, Harry. Youre a very good ............... !
(Activities to revise the language of Unit 8a.)
Ask the pupils to listen to the dialogue and complete
Ask the pupils to remember what their classmates
the sentence. Play the recording. The pupils listen.
can do and report to the class.
Follow along and explain the task.
e.g. Pupil 1: Sam can ride a bike.
Answer: magician
Pupil 2: Ben can play the guitar. etc
Ask the pupils, in pairs, to act out exchanges from 2 Which picture? Read and say.
Exs 1 and 4.
Read the instructions and explain the task. Refer the
If you have assigned any written homework, correct pupils to the dialogue and allow them time to find the
it before beginning the lesson. corresponding picture for each phrase 1-4. Allow the
pupils to compare answers with their partners if they
PRESENTATION & PRACTICE wish. Walk around the classroom and provide help
when necessary. Check the pupils answers.
Listen, point and repeat. 1 2 2 6 3 5 4 1
(An activity to present and activate the vocabulary of
the unit.) Extension
Play the recording again with pauses for the pupils
FLASHCARDS (34-37) to listen and repeat chorally. Check the pupils
pronunciation and intonation. Then, the pupils take
Pupils books closed. Put the flashcards on the board, roles and read out the dialogue.
one at a time. Point to each flashcard and say the
Hold up your book to the class. Read out the dialogue
corresponding word. The pupils listen and repeat,
and point to the pictures in turn. Repeat, this time
chorally and individually. Point to the flashcards in
inviting the pupils to complete your sentences.
random order. Individual pupils say the words. Ask the
rest of the class for verification. e.g. Teacher: Please put your in my hat.
Class: glasses etc
Pupils books open. Write a big 12 on the board
and ask the pupils to open their books at page Note: If you wish, have the pupils close their books
twelve. Read the title of the unit and have the pupils during this activity.
repeat after you. Play the recording. The pupils listen
(Activities to present and practise the verb can.)
and repeat, chorally and individually. Check their
pronunciation and intonation. 3 Look, read and match in your
notebook.
LISTENING & READING Pupils books closed. Say and write on the board: We
(Activities to develop the pupils listening and reading can sing. They can sing. Underline the words in bold.
skills)
12(T)
Abracadabra!
Elicit from the pupils that can is the same in all persons e.g. Teacher: (pointing to the top of the picture)
(We, you, they). Say and write on the board: Can you Can he fly?
sing? Yes, we can. Can they sing? No, they cant. Assistant: No, he cant.
Underline the words in bold. Elicit/Explain the way the Teacher: (pointing to the top of the picture)
interrogative is formed (inversion) as well as the way Can he play the piano?
the short answers are constructed. Point out, again, Assistant: No, he cant.
that can is used in all persons. Teacher: (pointing to the bottom of the
Pupils books open. Ask individual pupils to read the picture)
sentences in the grammar box. Read the instructions Can he dance?
and explain the task. Allow the pupils time to complete Assistant: Yes, he can.
the task in their notebooks. Check their answers. Repeat as many times as you think is necessary. If
1 b 2 d 3 a 4 c you wish, you can explain the trick to your class
and for the next lesson the pupils have to think, in
4 Look and answer. Write in your pairs, of a different trick, e.g. crossing their fingers.
notebook. The pupils, in pairs, do the trick and the rest of the
class tries to figure out how the trick is done.
Read the instructions and explain the task. Ask the
pupils to look at the pictures and to read the first part Note: You can use simple sketches or pictures of
of each exchange. Read the example. Explain that people doing various activities instead of the poster
the other part of the exchange can be Yes, we can if you wish.
or No, we cant. Allow the pupils time to complete
the task in their notebooks. Check their answers. Ask ENDING THE LESSON
individual pairs to read out the exchanges. (An activity to consolidate the vocabulary of the unit.)
1 Yes, we can. 2 Yes, we can. Demonstrate the following miming actions and
No, we cant. No, we cant. encourage the pupils to copy you, in pairs.
Were Zappy and Zip. (pointing to each other)
5 Lets sing! We can do magic tricks! (moving their fingers)
Refer the pupils to the picture and ask them questions. What can we do? What can we do?
e.g. Teacher: Are they magicians? (asking by moving their hands)
Class: Yes, they are. Were Zappy and Zip. (see above)
Teacher: What can they do? We can do magic tricks! (see above)
Class: They can fly. etc We can fly, we can fly! Zipperoo!
(pretending to fly spread arms)
Refer the pupils to the song and play the recording.
The pupils listen and follow the lines. Play the Ask the pupils to put something in a box and act
recording again. The pupils listen and sing along. out similar exchanges to the ones in Ex. 4.
e.g Pupil 1: (putting his pencil case in the box)
My Magic Files! Can you see the pencil case?
You need an assistant. Before the lesson begins, talk Class: Yes, we can.
with a pupil and explain the magic trick to him/her. Pupil 1: (showing the empty box to the pupils)
Tell him/her that the answer will be yes only if you Can you see the pencil case now?
point to the bottom of the picture. Class: No, we cant. etc

Read the title of the magic file and explain the word Note: For the next lesson, the pupils should know the
trick. Ask your assistant to leave the room. Put up the new words, as well as an exchange of their/your
Time for Action! poster. Ask a pupil to choose one of choice from the dialogue (Ex. 1). Ask them to learn
the actions, e.g. dance. Ask your assistant to come the pattern in Ex. 4.
into the room. Tell your assistant that the pupil can do
Activity Book (Optional)
one of the actions on the poster. With your magic
wand, point to the actions and ask your assistant: Assign some of the activities from Unit 8b of the
Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
13(T)
hop
glasses rabbit magician see

3 Look, read and match in your notebook.

a fly.
1 They can
We/you/they can sing.

2 They can b hop.


Can we/you/they swim?
Yes, we/you/they can.
3 They can c jump. No, we/you/they cant.

We/you/they cant fly.


4 They can d run.

4 Look and answer. Write in your notebook.


Yes, we can. No, we cant. Can you see
Can you see the rabbit?
the glasses?
Can you Can you
see the see the
2 rabbit
1 glasses
now? now?

Yes, we can.

5 Lets sing!
Were Zappy and Zip.
We can do magic tricks!
What can we do?
What can we do?
Were Zappy and Zip.
We can do magic tricks!
We can fly, we can fly!
Zipperoo!
13
Module 4
1 Listen and match in your notebook.

1 2 3

a bike b plane c car

Beep! Beep! Beep!


I can drive my car
Seat belt on, watch me go!
Beep! Beep! Beep!
I can drive my car
Sometimes fast and sometimes slow!

Yeeow! Yeeow! Yeeow!


I can fly my plane
Seat belt on, watch me go!
Yeeow! Yeeow! Yeeow!
I can fly my plane
Sometimes fast and sometimes slow!

Ring! Ring! Ring!


I can ride my bike
Helmet on, watch me go!
Ring! Ring! Ring!
I can ride my bike
Sometimes fast and sometimes slow!

Now sing and do!

14
Module 4
Watch me go!
Unit 8c
1 Listen and match in your notebook.
Aims: to talk about means of transport, to Read the instructions and explain the task. Go
develop the pupils listening and writing skills through the sounds 1-3 and ask the pupils to guess
Vocabulary: seat belt, helmet, fast, slow, do which of the means of transport a-c is likely to make
karate this sound. Play the song on the recording. The
Language focus pupils listen and match. Check their answers.
Structures: recycling can structures
Language in use: I can drive my car, I can fly 1 c 2 b 3 a
my plane, I can ride my bike.
Pronunciation: \s\ and \k\ Now sing and do!
Extra materials: flashcards (38-42) Play the recording. The pupils listen and follow the
lines. Play the recording again. The pupils listen
and sing along.
BEGINNING THE LESSON
Greet the pupils as they arrive. Extension

(Activities to revise the language of Unit 8b.) Play the song again. The pupils listen and sing
along. Demonstrate the following miming actions
Ask the pupils to talk about something they cant do. and encourage the pupils to copy you.
e.g. Pupil 1: I cant fly. Beep! Beep! Beep! (pretending to beep a horn)
Pupil 2: I cant swim. etc I can drive my car (pretending to drive a car)
Ask the pupils, in pairs, to act out exchanges from Seat belt on, watch me go! (pretend to put the seat
Exs 1 and 4. belt on)
Beep! Beep! Beep!
If you have assigned any written homework, correct I can drive my car
it before beginning the lesson. Sometimes fast and sometimes slow!

PRESENTATION & PRACTICE Yeeow! Yeeow! Yeeow!


I can fly my plane (pretending to fly a plane)
(Activities to present and activate the vocabulary of Seat belt on, watch me go!
the unit.) Yeeow! Yeeow! Yeeow!
I can fly my plane
Listen, point and repeat. Sometimes fast and sometimes slow!
Ring! Ring! Ring! [pretending to ring a bell (for bikes)]
FLASHCARDS (38-42) I can ride my bike (pretending to ride a bike)
Helmet on, watch me go! (pretending to put on a
Pupils books closed. Put the flashcards on the board, helmet)
one at a time. Point to each flashcard and say the Ring! Ring! Ring!
corresponding word. The pupils listen and repeat, I can ride my bike
chorally and individually. Point to the flashcards in Sometimes fast and sometimes slow!
random order. Individually pupils say the words. Ask
the rest of the class for verification.
Pupils books open. Write a big 14 on the board
and ask the pupils to open their books at page
fourteen. Read the title of the unit and have the
pupils repeat after you. Play the recording. The
pupils listen and repeat, chorally and individually.
Check their pronunciation and intonation.

14(T)
Watch me go!
READING & WRITING 4 Listen and say. Then read.
(Activities to develop the pupils reading and writing
(An activity to familiarise the pupils with the
skills.)
pronunciation of the English language.)

2 Read and say yes or no. Then listen Read the instructions and explain the task. Play the
and read. recording for the pupils to listen and repeat.

Tell the pupils to look at Ex. 2. Refer them to the Draw the pupils attention to the \s\ and \k\ sounds.
pictures and ask them to tell you what he can do. Ask individual pupils to read out the sentence and
correct their pronunciation.
Allow the pupils time to read the text and complete
the task. Ask individual pupils to answer. Play the
ENDING THE LESSON
recording for the pupils to check their answers.
Individual pupils read out from the text. (An activity to consolidate the vocabulary of the unit.)

1 no 2 yes Ask the pupils to make the sounds that a plane,


bike and car make.
3 Portfolio: Draw and write in your e.g. Pupil 1: Beep! Beep!/Vroom! Vroom!
notebook. Pupil 2: Weeow! Weeow!
Read the instructions and explain the task. Ask the Pupil 3: Ring! Ring!
pupils to look at the picture. Tell them that the girls
name is Emily. Ask the pupils to tell you what Emily Extension
can do. Ask the pupils to choose one of the verses of the
e.g. Teacher: What can Emily do? song and draw pictures showing the actions. Have
Pupil 1: She can sing. them present their pictures to the class.
Teacher: What else?
Pupil 2: She can dance. Activity Book (Optional)

Refer the pupils to the text and have them read it. Assign some of the activities from Unit 8c of the
Ask the pupils to write about what they can do. Tell Activity Book as written H/W. If this is the case, make
them to use the texts in Exs 2 and 3 as models. sure you do them first orally in class.

Allow the pupils time to write a short text about their Note: For the next lesson, the pupils can do Ex. 3
abilities (what they can do). Tell them to include a (Portfolio) at home.
drawing(s). Alternatively, assign it for homework.
(Suggested answer)
I can swim and I can play the guitar, too.
Note: Once you have corrected their writing activities
guide your pupils on how to file them in their Junior
Language Portfolio.

15(T)
seat belt helmet fast slow do karate

2 Read and say yes or no. Then listen and read.


1 Scott is nine years old. 2 He can do karate.

My names Scott and


Im eight years old. I can do
a lot of things. I can swim and
I can do karate, too. Look at me in
my car! I can drive really well.
Watch me go!

3 Draw and write in 4 Listen and say. Then


your notebook. read.

My name Emily. Im nine


year old. I can sing and I
can dance, to. The circus clown can colour the
circles. 15
Module 4
4 : Listen and read.
Can we
Wheres the 1
walk to the
gold, Pog? 2
rainbow?

There, under the


rainbow, Trog.
No, we
cant.

Can we fly to 4
the rainbow? 3

... weve
got Popsie!
Yes!! Now we
Well, we havent can fly there!
got a plane, but ...
5

No more
pixie dust!

Now take roles and read.


16
Module 4
Troll Tales!
Episode 4 ENDING THE LESSON
Aims: to read for pleasure Before going into class
Vocabulary: gold, rainbow, dust
Photocopy the episode, cut out the frames
Extra materials: photocopies of the episode
(Ending the Lesson) and tippex out the names (picture 1 Pog,
Trog, picture 4 Popsie). Photocopy one set
per group of pupils.
BEGINNING THE LESSON Hand out one set of frames per group. Ask the
Ask the pupils to tell you what the previous episode pupils to work together and put the names in the
was about (Popsie eating Pog and Trogs dinner.) correct frame. You can help them by playing the
Ask them if they remember any of the phrases from episode again while theyre completing the task.
that episode and ask them to say them out loud (e.g.
Im hungry! Wheres my food? Thats our dinner!).

PRESENTATION & PRACTICE


Episode 4: Listen and read.
(Activities to promote reading for pleasure.)
Write a big 16 on the board and ask the pupils to
open their books at page sixteen. Refer the pupils to
the episode. Ask them to look at the pictures and
guess what it is going to be about (e.g. Trog and Pog
are looking for some gold).
Play the recording. The pupils listen and follow along.
Play the recording again with pauses for the pupils to
listen and repeat chorally.

Now take roles and read.


The pupils take roles and read the episode.

16(T)
Go Green! 4: In my garden I can!
Extension
Aims: to talk about the five senses, to use the Demonstrate the following miming actions and
five senses to appreciate nature encourage the pupils to copy you.
Vocabulary: hear, taste, smell, feel, bird, touch,
wonder I can taste the apples. (pretending to bite on an
Extra materials: none apple)
I can smell the flowers. (pretending to smell
flowers)
BEGINNING THE LESSON I can see the funny spider! (pointing to an
imaginary spider and laugh)
Write the word garden on the board. Ask the pupils I can hear the birds. (putting hand around ear
to tell you, in L1 if necessary, about what they can and pretending to listen to something)
see/hear/smell/feel/taste in a garden. I can touch the trees. (pretending to touch
something)
My gardens full of wonder! (stretching arms)
PRESENTATION & PRACTICE
Play the song. The pupils listen and do the actions.
1 Find, point and say.
ENDING THE LESSON
Write a big 17 on the board and ask the pupils to
open their books at page seventeen. Draw the The pupils draw their own garden and present their
pupils attention to the pictures. Say the words so drawings to the class. You can display their drawings
that the pupils can repeat, chorally and individually. somewhere in the classroom.
When you say the words mime the actions (e.g. hear e.g. This is my garden. Look! An apple tree, a bird, etc.
put your hand around your ear, etc).
Read the instructions and explain the task. Refer the
pupils to the picture and to the words. Allow the
pupils time to do the matching. Ask individual pupils
to answer. Ask the rest of the class for verification.
feel boy touching the trunk of the tree
hear boy with his hand by his ear
smell girl smelling the flower
see boy looking at the spider
taste girl eating an apple

2 Lets sing!
Play the recording. The pupils listen and follow the
lines. Explain/Elicit the meaning of any unknown
words, using L1 if necessary. Play the recording
again. The pupils listen and sing along.

17(T)
see hear taste smell feel

1 Find, point and say.

2 I can taste the apples.


I can smell the flowers.
I can see the funny spider!
I can hear the birds.
I can touch the trees.
My gardens full of wonder!
17
This is Rachel Atherton.
Shes from the UK. Rachels
got red hair and brown
eyes. She can ride a bike
really well.

This is Ronaldinho. Hes from


Brazil. Ronaldinhos got long
dark hair and brown eyes. He
can play football really well!
Hes great!

1 Read and answer.


1 Whos from Brazil? 3 Who can play football?
2 Whos got red hair? 4 Who can ride a bike?

2 Write about your favourite sports person in your


notebook.
18
Module 4
Our World
ENDING THE LESSON
Aims: to talk about sports people with special
Repeat the text about Ronaldinho with some wrong
skills/poetry
information. Invite the pupils to correct it.
Vocabulary: consolidation
Extra materials: none e.g. Ronaldinho is from Spain. He has short dark
hair and blue eyes. He can play basketball
really well!
BEGINNING THE LESSON Note: It is advised that you do Our School during this
Tell the pupils that you will talk about sports people lesson or the next.
today. Brainstorm for famous sports stars and write
(See p. 52.)
their names on the board.

PRESENTATION & PRACTICE


1 Read and answer.
Write a big 18 on the board and ask the pupils to
open their books at page eighteen. Have the pupils
look at the pictures. Ask them if they recognise the
people presented and elicit answers. Read the
instructions and explain the task. Allow the pupils
time to read the texts and complete the task in their
notebooks.
1 Ronaldinho
2 Rachel Atherton
3 Ronaldinho
4 Rachel Atherton

2 Portfolio: Write about your favourite


sports person in your notebook.
Read the instructions and explain the task. Ask the
pupils to think of a sports person they like from their
country or abroad. Ask them to write about where
this person is from, what he/she looks like and what
he/she can do. Ask the pupils to use the texts in Ex. 1
as models.
Allow the pupils time to write a text about their favourite
sports person. Alternatively, assign it for homework.
(Suggested answer)
Roger Federer is from Switzerland. Hes got dark hair
and dark eyes. He can play tennis really well. He
can also play golf and he can ski.
Note: Once you have corrected their writing activities
guide your pupils on how to file them in their Junior
Language Portfolios.

18(T)
Checkpoint: Units 7 - 8

Aims: to consolidate Module 4, to obtain 4 Read and answer in your


feedback on individual pupils, to monitor the notebook.
pupils progress The pupils read the questions and answer according
to what is true about themselves. The pupils write their
answers in their notebooks.
Do a quick revision of what the pupils have learnt in
the module. 1 Yes, I can./No, I cant.
2 Yes, I do./No, I dont.
e.g. Teacher: Have you got blue eyes? 3 Yes, I can./No, I cant.
Pupil 1: No, I havent. 4 Yes, I do./No, I dont.
Teacher: Can spiders fly? 5 Yes, I can./No, I cant.
Pupil 2: No, they cant. etc 6 Yes, I can./No, I cant.
Note: It is important that the pupils do not feel they
are being tested. The rationale of this quick revision Now I can
is to make the pupils aware of their progress in the Once all the exercises have been corrected ask the
English language. Always praise the pupils efforts pupils to tell you how they feel about the two units.
and encourage everyone to participate. Ask if they can tell you what they have learnt and
After this quick revision, the pupils work on their own which exercises, stories or characters they liked the
and do the exercises. best. Then refer the pupils to the Now I can box and
read through it with them.
1 Look and choose. Note: The pupils can now do Modular Revision and
The pupils look at the pictures, read the sentences Assessment 4 in their Activity Books.
and choose the appropriate word. The pupils write Note: If you wish, you can do some or all of the
the answers in their notebooks. Reinforcement & Extension activities from the Teachers
1 tail 3 ears 5 hands Resource Pack.
2 feet 4 mouth

2 Make sentences in your notebook.


The pupils look at the pictures and read the phrases.
The pupils use can/cant and make sentences in
their notebooks.
1 The frog can jump.
2 Frank cant ride a bike.
3 Lisa can ride a horse.
4 Rita cant swim.
5 Sue cant play the piano.

3 Write the plurals in your notebook.


The pupils read the singular form of the irregular
nouns and write the plural form in their notebooks.
Check their answers.
1 men 3 children 5 women
2 teeth 4 feet

19(T)
1 Look and choose.

2 3
4
1 5

Its got a short Theyve got hair Its got big Hes got a big Its got three
tail/hair. on their feet/arms. ears/eyes. nose/mouth. hands/heads.

2 Make sentences in your 3 Write the plurals in your


notebook. notebook.

1 man 3 child 5 woman


2 tooth 4 foot

4 Read and answer in your


notebook.

1 Can you sing?


2 Can you ride a horse?
3 Have you got a brother?
4 Can you fly?
5 Have you got blue eyes?
6 Can you play the piano?

1 The frog jump.

2 Frank swim.
can
ride a bike. identify parts of the body
3 Lisa
ride a horse. talk about appearance
cant talk about abilities
4 Rita
play the
5 Sue piano.
19
Module 4
dress

1 Listen and read. Hey! Emma! Mona!


What are you doing?
Hi, Emma! Your
T-shirts nice.
2

Your trousers Were picking flowers.


are nice, too!
No, I cant! Im wearing
my new trousers!

4
Were playing
football!
Come on!

And Im wearing
my new T-shirt!
Thats the problem! 6
5

So? Whats
the problem?
2 Read, choose and say.
1 Monas wearing new ... 2 Emmas wearing a 3 The boys are playing ...
a trousers. new ... a football.
b shoes. a T-shirt. b dress. b the guitar.
20
Module 5
My new clothes!
Unit 9a Read the title of the unit and have the pupils repeat
after you. Play the recording. The pupils listen and
Aims: to talk about clothes, to describe actions repeat, chorally and individually. Check their
happening now pronunciation and intonation.
Vocabulary: dress, trousers, shirt, skirt, T-shirt,
shoes, pick flowers LISTENING & READING
Language focus
(Activities to develop the pupils listening and reading
Structures: present continuous (affirmative)
skills.)
Language in use: Your T-shirts nice. What are
you doing? Were picking flowers, Were playing
1 Listen and read.
football, Im wearing my new trousers, Whats
the problem? Explain/Elicit the meaning of the phrase My new
Extra materials: completed Progress Report clothes! Read the instructions. Go through the pictures
Cards, My clothes! poster of the dialogue and set the scene by asking questions.
e.g. Teacher: Are Emma and Mona picking
flowers? (pointing to picture 2)
BEGINNING THE LESSON Pupils: Yes, they are.
Greet the pupils as they arrive. Teacher: Are the boys playing football?
(pointing to picture 3)
(Activities to revise the language of Unit 8c.)
Pupils: Yes, they are.
Ask the pupils to tell you two things they can do and Teacher: Are the boys dirty? (pointing at
two they cannot do. picture 6)
Pupils: Yes, they are. etc
e.g. Pupil 1: I can play the piano and I can do
karate. Write on the board:
I cant sing and I cant swim. etc What are Emma and Mona doing? Theyre ....... .
Play the song from Unit 8c, encouraging the pupils Ask the pupils to listen to the dialogue and answer
to sing along. the question. Play the recording.
Hand out the completed Progress Report Cards for Answer: picking flowers
the previous module and ask the pupils to file them
in their Junior Language Portfolios. 2 Read, choose and say.
Read the instructions and explain the task. Refer
the pupils to the dialogue and allow them time to
PRESENTATION & PRACTICE
read it and find the answers. Ask individual pupils to
answer. Ask the rest of the class for verification.
Listen, point and repeat.
1 a 2 a 3 a
(An activity to present and activate the vocabulary of
the unit.)
Extension
POSTER Play the recording again with pauses for the pupils
to listen and repeat chorally. Check the pupils
Pupils books closed. Put the My clothes! poster on pronunciation and intonation. Then, the pupils take
the board. Point to the clothing items (dress, trousers, roles and read out the dialogue.
shirt, skirt, T-shirt, shoes), one at a time, and say the
Hold up your book to the class. Read out the dialogue
corresponding word(s). The pupils listen and repeat,
and point to the pictures in turn. Repeat this time
chorally and individually. Point to the clothing items,
inviting the pupils to answer your questions.
etc in random order. Individual pupils say the clothing
items. Ask the rest of the class for verification. e.g. Teacher: Hey! Emma! Mona! What are you
doing?
Pupils books open. Write a big 20 on the board and
Class: Were picking flowers.
ask the pupils to open their books at page twenty.
20(T)
My new clothes!
Note: If you wish, have the pupils close their books complete the task in their notebooks. Check their
during this activity. answers.
1 C 2 B 3 A 4 D
(Activities to present and practise the present
continuous.) TAPESCRIPT
Its Prize Day today. Look at Bill. Bill is wearing his new
3 What are they doing? Look and
blue trousers and white shirt. Bill looks nice today.
complete in your notebook.
Can you see Nick? Nick is wearing his new red T-shirt
Pupils books closed. Mime, say then write: I am and black trousers.
singing. Underline the phrase and explain that this
tense is the present continuous. Then, say how it is And look at Kim. Kim is wearing her new pink skirt and
formed (subject personal pronoun + be + verb + -ing). purple T-shirt. Kim looks lovely!
Point out that this tense is used to talk about actions Can you see May? May is wearing her new green
happening now, at the moment of speaking. Write dress!
under the sentence: Im singing. Underline the phrase
and explain that this is the short form of the tense. Drill What are they wearing? Look
your pupils. again and say.
e.g. Teacher: Im writing. The pupils say what the children are wearing while
Pupil 1: Im listening. using their names.
Pupil 2: Im sitting. etc
e.g. Pupil 1: May is wearing a green dress. etc
Follow the same procedure to present all the other
persons of the affirmative. 5 Lets play!
Drill your pupils. Point to the picture and read the title, Alvins new
e.g. Teacher: I/read clothes! Explain the activity. The pupils work in pairs.
Pupil 1: Im reading. One pupil thinks of and describes what Alvin is
Teacher: George/sing wearing. The other writes down the colours of the
Pupil 1: George is singing. etc corresponding items of clothing. Then they swap
roles and resume the activity.
Suggested verbs to be used: colour, jump, play, read,
walk, write, sing, drive, run, dance. e.g. Pupil 1: Alvin is wearing a red hat. Hes
wearing a blue shirt. Hes wearing
Pupils books open. Ask the pupils to read the green trousers and black shoes.
sentences in the grammar box. Read the instructions
and explain the task. Allow the pupils some time to ENDING THE LESSON
complete the task in their notebooks. Refer the pupils
to the picture and ask the pupils to tell you what the (An activity to consolidate the vocabulary of the unit.)
people in the picture are doing. Check their answers. Ask the pupils to say and mime an activity.
2 Hes 3 Its 4 Theyre 5 Shes e.g. Pupil 1: (pretending to dance) Im dancing!
Pupil 2: (pretending to write) Im writing. etc
4 Listen and match in your notebook. Note: For the next lesson, the pupils should know
Read the instructions and explain the task. Refer the new words as well as an exchange of their/your
the pupils to the pictures and ask them to describe choice from the dialogue (Ex.1) Ask them to learn
what each child is wearing. the pattern in Ex. 4.
Explain to the pupils that they have to match the
Activity Book (Optional)
names (1-4) to the children (A-D) according to the
clothes description they are going to hear. Play the Assign some of the activities from Unit 9a of the
recording twice if necessary. The pupils listen and Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.

21(T)
trousers shirt skirt T-shirt shoes

Im wearing my new shirt. Im = I am


He/She/Its playing in the sun. Hes = He is
We/You/Theyre picking flowers. Were = We are

3 What are they doing? Look and complete


in your notebook.

1 Shes playing the guitar.


2 reading a book.
3 singing.
4 playing football.
5 picking flowers.

4 Listen and match


in your notebook. 5

What are they wearing?


Look again and say.
21
Module 5
dark cloud

1 Listen and read.


Dont worry.
Its just a small,
Oh, no! Its raining!
2 dark cloud.

Were
getting wet!

3 4 Hooray! Its
sunny again!
The sun is
Erlina!
shining.

6
5
Were having
a great time!
Lets all play
together!
Good idea!

2 Which picture? Read and say.


1 Good idea! Picture 5 3 Its raining!
2 Hooray! 4 Erlina!
22
Module 5
A lovely day!
Unit 9b
1 Listen and read.
Aims: to talk about the weather, to describe Explain/Elicit the meaning of the phrase A lovely
actions happening now day! Use L1 if necessary. Read the instructions. Go
Vocabulary: dark cloud, Its raining, Its snowing, through the pictures of the dialogue and set the
Its sunny, Its windy, Its cold, Its hot scene by asking questions.
Language focus
e.g. Teacher: (pointing to pictures 1 and 2) Is it a
Structures: present continuous
Language in use: Its raining! Its just a small lovely day?
dark cloud. Were getting wet! The sun is shining! Pupils: No, it isnt.
Were having a great time. Teacher: (pointing to pictures 4-6) Is it a lovely
day now?
Extra materials: flashcards (43-49),
Pupils: Yes, it is. etc
photocopies of the magic weather template
from the Teachers Resource Pack Play the recording. The pupils listen, follow along and
complete the task.

BEGINNING THE LESSON Write on the board:

Ask the pupils, in pairs, to act out the patterns from 1 The sun is ............................... .
Exs 1 and 4. 2 Were having a great .........................!

If you have assigned any written homework, correct Ask the pupils to listen to the dialogue and complete
it before beginning the lesson. the sentences.
Answers:
1 shining 2 time
PRESENTATION & PRACTICE
2 Which picture? Read and say.
Listen, point and repeat.
Read the instructions and explain the task. Refer
(An activity to present and activate the vocabulary the pupils to the dialogue and allow them time to
of the unit.) read and find the answers. Ask individual pupils to
say the number of the picture each sentence is
FLASHCARDS (43-49) taken from. Ask the rest of the class for verification.

Pupils books closed. Put the flashcards on the board, 1 picture 5 3 picture 1
one at a time, and say the corresponding word. The 2 picture 4 4 picture 3
pupils repeat, chorally and individually. Point to the
flashcards in random order. Ask individual pupils to Extension
say the corresponding word. Ask the rest of the class Play the recording again with pauses for the pupils
for verification. to listen and repeat chorally. Check the pupils
Pupils books open. Write a big 22 on the board pronunciation and intonation. Then the pupils take
and ask the pupils to open their books at page roles and read out the dialogue.
twenty-two. Read the title of the unit and have the Hold up your book to the class. Read out the dialogue
pupils repeat after you. Play the recording while the and point to the pictures in turn. Repeat, this time
pupils listen and repeat, chorally or individually. inviting the pupils to complete your sentences.
Check their pronunciation and intonation.
e.g. Teacher: Were getting ...
Class: wet! etc
LISTENING & READING
Note: If you wish, you have the pupils close their books
(Activities to develop the pupils listening and reading
during this activity.
skills.)

22(T)
A lovely day!
(Activities to present and practise the present
continuous.) My Magic Files!

3 Look and complete in your Before going into class


notebook. Photocopy the magic weather template
Pupils books closed: Say, then write: Theyre flying. from the Teachers Resource Pack, one per
Write: fly flying. Follow the same procedure to present pupil.
jump jumping. Then write on the board: dance
Tell the pupils they are going to learn and act out a
dancing, run running. Explain the spelling rules.
magic spell that changes the weather! Show them
Drill your pupils. Write verbs on the board and invite your model and hand out the photocopies. Guide
the pupils to write the continuous form on the board. the pupils through the cutting of the strip and the
vertical slits on the sides of the window. Help them
Suggested verbs to be used: colour, draw, jump,
put the strip through the slits.
listen, look, match, play, read, say, stand, write, point,
talk, answer, stop, drive, see, use, ask, hide, make 1 2
Pupils books open. Ask the pupils to read the
sentences in the grammar box. Then read the
instructions and explain the task. Refer the pupils to
the picture and ask them what everybody is doing.
e.g. Teacher: What is Mona doing?
Pupil 1: Shes hopping.
Teacher: What is Harry doing? Then the pupils slide the strip sideways while reciting
Pupil 2: Hes playing the guitar. etc the following chant:
(we can see the picture of rain) Rain, rain, go away
Allow the pupils time to complete the task in their
let the sun come out again! Shazam! (the pupils slide
notebooks and check their answers.
the strip and the sunny picture appears) Its sunny
1 hopping 3 dancing 5 playing today!
2 singing 4 riding
Demonstrate this yourself first. As an extension, they
can repeat the chant with other types of weather
4 Look and match in your notebook.
(e.g. wind, snow).
Read the instructions and explain the task. Refer the
pupils to sentences 1-3 and make sure there are no ENDING THE LESSON
unknown words. Refer the pupils to the pictures and
(An activity to consolidate the vocabulary of the
allow them time to complete the task in their
lesson.)
notebooks. Check their answers.
Ask the pupils, in groups, to make a weather chart
1 c 2 a 3 b
for their country. Have them copy a map, add the
major cities and draw weather symbols next to each
5 Whats the weather like today? city. They present their weather charts to the class.
Look and say.
Note: For the next lesson, the pupils should know the
Read the instructions and explain the task. Refer new words, as well as an exchange of their/your
the pupils to the pictures and ask them what the choice from the dialogue (Ex. 1).
weather is like in each picture. Ask individual pupils
to provide an answer. Activity Book (Optional)
1 Its raining. 3 Its snowing. Assign some of the activities from Unit 9b of the
2 Its hot (and sunny). Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.

23(T)
Its raining. Its snowing. Its sunny. Its windy. Its cold. Its hot.

Its raining. Were getting wet. rain raining get getting


BUT
The sun is shining. play playing shine shining

3 Look and complete in your


notebook.
Its a lovely day in the Magic Forest. Look!
1 Mona is .
2 Erlina is .
3 Alvin and Willow are .
4 Lee and Emma are a bike.
5 Harry is the guitar.

4 Look and match in your notebook.

1 Oh, no! Were getting wet!


c
2 Look, its having a bath! a
3 The sun is shining! Lets go to the b
park!

5 Whats the weather like


today? Look and say.

2
1 3

23
Module 5
1 Listen and point.

Whos wearing glasses?


Glasses! Glasses!
Whos wearing glasses?
I know! Its Ben!

Whos wearing red socks?


Red socks! Red socks!
Whos wearing red socks?
I know! Its Pam!

Now sing along!

2 In groups, sing about Jack and Katie.

Whos wearing blue shorts? Whos wearing brown boots?

24
Module 5
Whos wearing ?
Unit 9c
1 Listen and point.
Aims: to talk about clothes, to present items Ask the pupils to look at the picture and tell you what
of clothing, to develop the pupils listening the children are wearing (boy with glasses: trainers,
and writing skills trousers, T-shirt/girl with dark hair: socks, trousers,
Vocabulary: socks, boots, shorts, trainers, jacket/boy without glasses: trainers, shorts, T-shirt/girl
jacket with fair hair: boots, trousers, T-shirt). Read the
Language focus instructions and explain the task. Play the recording.
Structures: Whos wearing The pupils listen and point to the children (Ben, Pam).
Language in use: Whos wearing glasses?
Its snowing. Its very hot and sunny. Now sing along!
Pronunciation: \S\
Play the recording again. The pupils listen and sing
Extra materials: My clothes! poster
along.

BEGINNING THE LESSON 2 In groups, sing about Jack and


Katie.
Greet the pupils as they arrive.
Read the instructions and explain the activity. Divide
(Activities to revise the language of Unit 9b.)
the class into two groups. Group 1 sings about Jack
Ask the pupils to tell you what the weather is like. and group 2 about Katie. Assign some time for the
groups to rehearse and then invite them to come to
e.g. Pupil 1: Its cold.
the front and perform their song.
Pupil 2: And its raining. etc
Whos wearing blue shorts?
Ask the pupils, in pairs, to act out exchanges from
Blue shorts! Blue shorts!
Ex. 1.
Whos wearing blue shorts?
If you have assigned any written homework, correct I know! Its Jack!
it before beginning the lesson.
Whos wearing brown boots?
Brown boots! Brown boots!
PRESENTATION & PRACTICE Whos wearing brown boots?
(Activities to present and activate the theme of the I know! Its Katie!
unit.)

Listen, point and repeat.

POSTER

Pupils books closed. Put the My clothes! poster on the


board. Point to the clothing items (socks, boots, shorts,
trainers, jacket), one at a time, and have individual
pupils say the corresponding word. Point to the
clothing items in random order. Individual pupils say
the items. Ask the rest of the class for verification.
Pupils books open. Write a big 24 on the board and
ask the pupils to open their books at page twenty-
four. Read the title of the unit and have the pupils
repeat after you. Play the recording. The pupils listen
and repeat, chorally and individually.

24(T)
Whos wearing ?
READING & WRITING ENDING THE LESSON
(Activities to develop the pupils reading and writing (An activity to consolidate the vocabulary of the unit.)
skills.)
Ask the pupils to look at the song on p. 24 and write
a similar verse about their friend. They can change
3 Read and match in your notebook. the items to match those that their friend is wearing.
Then listen and read. Have individual pupils sing their verses to the class.
Tell the pupils to look at the pictures and to describe Note: For the next lesson, the pupils should be able
what they see in each (e.g. in picture a a girl has got to talk about what they/others are wearing.
a camera, in picture b its the girls birthday and in
picture c its snowing). Read the instructions and Activity Book (Optional)
explain the task. Allow the pupils some time to read
and complete the task in their notebooks. Check their Assign some of the activities from Unit 9c of the
answers. Then individual pupils read out from the text. Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
1 c 2 a 3 b
Note: For the next lesson, the pupils can do Ex. 4
4 Portfolio: Draw and write in your (Portfolio) at home.
notebook.
Read the instructions and explain the task. Ask the
pupils to look at the picture and to describe what the
boy is wearing. (He is wearing a funny hat, shorts
and a T-shirt.)
Ask individual pupils to choose a classmate and
write about what he/she is wearing. Tell them to
use the texts in Exs 3 and 4 as models.
Allow the pupils time to write the text and do the
drawing in their notebooks. Alternatively, assign it for
homework.
(Suggested answer)
This is my friend Dan. Dans wearing a funny T-shirt.
Note: Once you have corrected their writing activities,
guide your pupils on how to file them in their Junior
Language Portfolios.

5 Listen and say. Then read.


(An activity to familiarise the pupils with the
pronunciation of the English language.)
Read the instructions and explain the task. Play the
recording for the pupils to listen and repeat.
Draw the pupils attention to the \S\ sound. Ask
individual pupils to read out the sentence and
correct their pronunciation.

25(T)
socks boots shorts trainers jacket

3 Read and match in your notebook. Then listen and read.

the
a n d Sid
T h i s is m
e
s s n o wing.
1 an. It
cket
snowm ring my ja
ea
Sids w s hat!
ad
and D i n . Its ve
ry
a
s is m e in Sp ok at me.
2 Th i ny. Lo
d s u n unny
hot an ing a very f
ar
Im we
!
T-shirt birthd
ay
t m y w
ea my ne
T h is is m a ri n g
3 Im we
party. by Lis
a
k t r a iners!
pin

4 Draw and write in 5 Listen and say. Then read.


your notebook.

Thi i me at
Disneyland.
It a very
hot day. Im His shirt is too short
wearing a and his shorts are
Mickey too long!
Mouse hat.
25
Module 5
giraffe

1 Listen and read.


Lets go on the train!
Great! Lets go and
look at all the animals! 2

Wow! Look at Theyre not hippos!


the zebras! Theyre rhinos!
Theyre running 4
really fast! What are the
hippos eating?

Because theres
6 a zebra crossing!
5

Why is the train


stopping?
2 Which picture? Read and say.
1 Lets go on the train! Picture 2 3 Theyre not hippos!
2 Why is the train stopping? 4 Look at the zebras!
26
Module 5
At the animal park!
Unit 10a LISTENING & READING
(Activities to develop the pupils listening and reading
Aims: to talk about animals, to describe actions
skills.)
happening now
Vocabulary: giraffe, lion, hippo, rhino, eat,
1 Listen and read.
drink, sleep, cross
Language focus Read the title of the unit and have the pupils repeat
Structures: present continuous chorally. Explain/Elicit what an animal park is (a place
(interrogative, negative, short answers) where you can see animals in a natural environment).
Language in use: Look at the zebras. Theyre Go through the pictures of the dialogue by asking
running really fast. What are the hippos eating? questions.
Why is the train stopping? Because theres a
zebra crossing. e.g. Teacher: Where are the children?
Pupils: At an animal park.
Extra materials: Animals! poster
Teacher: (pointing at picture 3) Are there any
zebras?
BEGINNING THE LESSON Pupils: Yes, there are.
Teacher: Are there any hippos?
Greet the pupils as they arrive. Pupils: No, there arent. etc
Play the song from Unit 9c, encouraging the pupils Write on the board: giraffe, lion, hippo, rhino. Explain
to sing along. to the pupils that they are going to listen to the
dialogue and find out which of the animals on the
PRESENTATION & PRACTICE board are mentioned in the story.
(An activity to present and activate the vocabulary Play the recording. The pupils listen, follow along
of the unit.) and complete the task.

Listen, point and repeat. Answers: zebra, hippo, rhino

2 Which picture? Read and say.


POSTER
Read the instructions and explain the task. Allow
the pupils time to read the dialogue and find the
Pupils books closed. Put the Animals! poster on the
answers. Ask individual pupils to say the number of
board. Point to the animals (giraffe, lion, hippo, rhino),
the picture each sentence is taken from. Ask the
one at a time, read and say the corresponding
rest of the class for verification.
word(s). The pupils listen and repeat, chorally and
individually. Point to the animals in random order. 1 Picture 2 3 Picture 4
Individual pupils say the animals. Mime and say: eat. 2 Picture 5 4 Picture 3
The pupils repeat after you. Follow the same
procedure and present the verbs drink, sleep and Extension
cross. Say a verb. Invite individual pupils to mime it.
Play the recording again with pauses for the pupils
Pupils books open. Write a big 26 on the board and to listen and repeat chorally. Check the pupils
ask the pupils to open their books at page twenty-six. pronunciation and intonation. Then, the pupils take
Play the recording. The pupils listen and repeat, roles and read out the dialogue.
chorally or individually. Check their pronunciation
Allow the pupils some time to memorise the dialogue
and intonation.
and ask them to take roles and act it out. The books
can be open so that the pupils can refer to them for
help.

26(T)
At the animal park!
(Activities to present and practise the present check their answers. The pupils listen and complete
continuous.) the task in their notebooks.

3 Look and complete in your 1 C 2 B 3 A


notebook.
TAPESCRIPT
Pupils books closed. Say, then write: Am I writing?
One
Explain that this is the present continuous interrogative
Look at Missy. She is sitting next to the table. Shes
form and elicit how it is formed. Say, then write: Yes, I
looking at the cake.
am. Explain that this is the short answer to the
question and elicit how it is formed. Write, then say: Two
Are we playing? Elicit the answer and write it on the Now Missy is standing on the table. Shes eating the
board: No, we arent. Follow the same procedure to cake.
present all persons in the interrogative form as well as Three
both negative and positive short answers. Ssh, everyone! Missy is sleeping!
Drill your pupils.
Now act out the story.
e.g. Teacher: you/drive?
Pupil 1: Are you driving? Read the instructions and explain the task. The pupils
Teacher: they/draw? look at the pictures and tell the story about Missy.
Pupil 2: Are they drawing? etc
5 Lets play!
Suggested verbs: colour, draw, jump, play, read,
say, stand, wave, write, spell, talk, drive, hide, walk, Refer the pupils to the picture. Read the example. Ask
sing, run, dance, eat, drink, sleep. a pupil to come to the front and mime an action. The
rest of the class guesses what it is. Whoever guesses
Pupils books open. Ask the pupils to read the
correctly comes to the front of the classroom and
sentences in the grammar box. Read the instructions
mimes the next action.
and explain the task.
e.g. Pupil 1: (pretending to eat)
Refer the pupils to the example and to the picture. Ask
Pupil 2: Are you running?
them to complete the sentences in their notebooks.
Pupil 1: No, Im not.
Allow the pupils time to do the task and check their
Pupil 3: Are you eating?
answers. The pupils, in pairs, ask and answer while
Pupil 1: Yes, I am.
you check the answers. Write answers on the board.
2 Is the giraffe eating? ENDING THE LESSON
Yes, it is.
(An activity to consolidate the vocabulary of the unit.)
3 Are the hippos running?
Tell the pupils to imagine visiting an animal park. Ask
No, they arent.
them to brainstorm for ideas about what they can do
4 Are the zebras swimming? there, what animals they can see, etc. Write their ideas
No, they arent. on the board. The pupils draw a picture of an animal
5 Is the rhino drinking water? park and what they can do or see there. Display their
Yes, it is. work.
Note: For the next lesson, the pupils should know the
4 Listen and number in your new words, as well as an exchange of your/their
notebook. choice from the dialogue (Ex. 1). Ask the pupils to learn
Read the instructions and explain the task. Refer the pattern in Ex. 3.
the pupils to the pictures and ask them what Missy
Activity Book (Optional)
is doing in each picture.
Assign some of the activities from Unit 10a of the
Explain to the pupils that they will have to number
Activity Book as written H/W. If this is the case, make
the pictures according to the order in which they are
sure you do them first orally in class.
presented. Play the recording twice if necessary and

27(T)
lion hippo rhino eat drink sleep cross

{ } { }
he we
Am I eating? Is she eating? Are you eating?
Yes, you are./No, you arent. it they
Are you eating? Yes, he/she/it is. Yes, we/you/they are.
Yes, I am./No, Im not. No, he/she/it isnt. No, we/you/they arent.

3 Look and complete in your notebook.


1 Are the lions sleeping?
No, they arent.
2 the giraffe eating?
Yes, .
3 the hippos running?
No, .
4 the zebras swimming?
No, .
5 the rhino drinking water?
Yes, .

4 Listen and number in your 5


notebook.
Are you
Yes, I am.
sleeping?
A
C

Now act out the story.


27
Module 5
1 Listen and read.
Look! The Look at
safari boat! the seals!

Lets get on it!

1
Theyre
2 looking at us!

What are Theyre sitting on a hippo!


they doing?
Theyre not A hippo? Cool!
moving.
3
4 Are you ready
Time to to go home now,
go home! wild things?
Yes!

Were not going


home yet. Look! 6

2 Read and say the animals you see.


1 monkey 2 seals 3 hippo 4 elephant
28
Module 5
Wild things!
Unit 10b LISTENING & READING
(Activities to develop the pupils listening and reading
Aims: to talk about wild animals, to describe
skills.)
actions happening now
Vocabulary: monkey, climb, crocodile,
1 Listen and read.
elephant, seal, boat
Language focus Read the instructions and explain the task. Go through
Structures: present continuous the pictures and set the scene by asking questions.
Language in use: Look at the seals. Theyre
e.g. Teacher: (pointing to picture 2)
looking at us. Theyre not moving. Theyre
What are the seals doing?
sitting on a hippo. Were not going home yet.
Pupils: Theyre looking at the children.
Extra materials: Animals! poster, torch
Teacher: Are there any hippos?
Pupils: Yes, there are.
Teacher: (pointing to picture 6)
BEGINNING THE LESSON Have the children got painted
Greet the pupils as they arrive. faces?
(Activities to revise the language of Unit 10a.) Pupils: Yes, they have. etc

Ask the pupils to mime doing various actions while Write on the board: Theyre not ... . Were not going ...
their partners have to guess what it is theyre doing. yet.

e.g. Pupil 1: (pretending to eat) What am I doing? Ask the pupils to copy the incomplete sentences
Pupil 2: Youre eating. etc into their notebooks. Explain to them that they have
to listen to the dialogue and find the missing words.
Ask the pupils, in pairs, to act out exchanges from
Play the recording. The pupils listen, follow along,
Exs 1 and 5.
and complete the task.
If you have assigned any written homework, correct
Answers: Theyre not moving.
it before beginning the lesson.
Were not going home yet.

PRESENTATION & PRACTICE 2 Read and say the animals you see.
(An activity to present and activate the vocabulary Read the instructions and explain the task. Ask the
of the unit.) pupils to look at the pictures and see which of the
animals (1-4) are mentioned/shown.
Listen, point and repeat.
Allow the pupils time to read and find the answers. Ask
individual pupils to answer.
POSTER Animals to be ticked: seals, hippo

Pupils books closed. Put the Animals! poster on the Extension


board. Point to the pictures (monkey, crocodile,
Play the recording again with pauses for the pupils
elephant, seal, boat), one at a time, and say the
to listen and repeat chorally. Check the pupils
corresponding word(s). The pupils listen and repeat,
pronunciation and intonation. Then, the pupils take
chorally and individually. Mime climbing. Then say
roles and read out the dialogue.
and write on the board: climb. The pupils repeat,
chorally and individually. Hold up your book to the class. Read out the dialogue
and point to the pictures in turn. Repeat, this time
Pupils books open. Play the recording. The pupils listen
inviting the pupils to complete your sentences.
and repeat, chorally or individually.

28(T)
Wild things!
(Activities to present and practise the present Put the pupils into pairs so that they can continue
continuous.) the game. The pupils describe an animal and their
partner has to guess what it is. Finally, ask the pupils
3 Spot the differences! to describe their animal to the class.
Pupils books closed. Say and write on the board: The rest of the class have to guess the animal.
Am I running? Underneath this sentence write: No, e.g. Pupil 1: Im grey. Ive got a big body, big ears
Im not running. Im speaking. Elicit/Explain how the and short legs. I can swim. What am I?
negative form of the present continuous is formed. Class: An elephant!
Drill your pupils.
e.g. Teacher: he/sing My Magic Files!
Pupil 1: He isnt singing.
Teacher: we/eat Before going into class
Pupil 2: We arent eating. etc
Practise making shadow animals with a
Pupils books open. Read the instructions and explain torch. Point your torch at the wall. Put
the task. Refer the pupils to the two pictures and to the your hand between the light and the wall
example. Tell them that they have to spot and point so that your hand makes a shadow.
out the differences in the two pictures, as in the Move the torch around until you get the
example. The pupils, in pairs, do the task. Go around clearest shadow possible.
the classroom monitoring and offering help when
necessary. Demonstrate how you can make shadow animals
(e.g. rabbit, butterfly). Ask the pupils to make their
e.g. Pupil 1: In picture A, Harry is reading a book. own shadow animals on the wall. The rest of the
Pupil 2: In picture B, Harry isnt reading a book. class tries to guess which animals they are.
Hes sleeping.
Pupil 1: In picture A, Missy is running. ENDING THE LESSON
Pupil 2: In picture B, Missy isnt running. (An activity to consolidate the vocabulary of the unit.)
Shes drinking water. etc
Focus the pupils attention on the pictures in Ex. 3.
Have them look at the pictures and try to memorise
4 Talk with your friend. as much as possible. Explain that they are going to
Read the instructions and explain the task. Refer play a memory game. Divide the class into two
the pupils to the picture and to the example and teams, A and B. Ask them to close their books. Ask
ask a pair to read it aloud. The pupils, in pairs, ask individual pupils from both teams questions about
and answer as in the example. the pictures. Each correct answer gets one point.
e.g. Pupil 1: Look at the monkeys. What are they The team with the most points wins.
doing? e.g. Teacher: What is Lee doing in picture B?
Pupil 2: Theyre dancing. Pupil 1 Team A: Hes riding a bike. etc
Pupil 1: Dancing? Cool!
Note: For the next lesson, the pupils should know
Pupil 1: Look at the crocodiles. What are they the new words as well as an exchange of your/their
doing? choice from the dialogue (Ex. 1). Ask them to learn
Pupil 2: Theyre singing. the pattern in Ex. 4.
Pupil 1: Singing? Cool! etc
Activity Book (Optional)
5 What am I? Guess! Assign some of the activities from Unit 10b of the
Refer the pupils to the text and ask one of them to Activity Book as written H/W. If this is the case, make
read it aloud. Explain that they have to guess which sure you do them first orally in class.
animal the boy is talking about. Check their answers.
A crocodile.

29(T)
climb
monkey crocodile elephant seal boat

Is the monkey climbing? No, it isnt climbing. Its running.

3 Spot the differences!

A B

A: In picture A, Lee is flying a kite.


B: In picture B, Lee isnt flying a kite. Hes riding a bike.

4 Talk with your friend. 5 What am I? Guess!

Im green. Ive got a


long tail and a big
mouth. I can swim.
What am I?

A: Look at the hippos. What are they


doing?
B: Theyre eating.
A: Eating? Cool!
29
Module 5
1 Listen and read.

Two funny rabbits


Are hopping away,
Hopping away, hopping away.
Two funny rabbits
Are hopping away,
Hopping away today!

Two funny ducks


Are flying away,
Flying away, . . . . . . . !

Two funny sheep


Are running away,
Running away, . . . . . . . !

Now sing and do!

2 Look at the picture again and say yes or no.


1 There are nine animals on the 3 The chicken has got five eggs.
farm. 4 The goat is drinking water.
2 The cow is sleeping. 5 The sheep are flying.
30
Module 5
Two funny rabbits!
Unit 10c listen and repeat, chorally and individually. Check
their pronunciation and intonation.
Aims: to talk about farm animals, to develop
the pupils listening and writing skills 1 Listen and read.
Vocabulary: farm, duck, sheep, cow, chicken,
Point at the illustrations and have a picture discussion.
goat
Ask the pupils to tell you what the animals are doing
Language focus
(e.g. The rabbits are hopping). Read the instructions
Structures: consolidation
and explain the task. Play the recording. The pupils
Language in use: consolidation
listen to the song and follow the lines in their books.
Pronunciation: \r\
Extra materials: flashcards (50-55)
Now sing and do!
Play the recording again, this time demonstrating
BEGINNING THE LESSON the actions mentioned in the song (hopping, flying,
running) while singing, and encouraging the pupils
Greet the pupils as they arrive.
to imitate you.
(Activities to revise the language of Unit 10b.)
Alternative activity
Chinese Whispers
Before you listen to the recording assign roles to the
Tell the pupils they are going to play a game. Explain pupils, in pairs. Two of them can be rabbits, two of
the rules. Approach the pupil at the front desk and them can be ducks and two of them can be sheep.
whisper an animal in his/her ear. Ask him/her to While singing the first verse, the pair of pupils who
whisper the same word to his/her partner, who then are the rabbits imitate the action mentioned in the
whispers it to the next pupil, etc. Ask the last pupil to song and they start hopping. While singing the
call out the animal. Check if the animal said is the second verse, the pair of pupils who are the ducks
correct one. Repeat the procedure as many times spread their arms and pretend to be flying, and
as you think necessary. while singing the third verse, the pair of pupils who
Ask the pupils, in pairs, to act out exchanges from are the sheep imitate the running action. You can
Exs 1 and 4. repeat the same activity with as many different pairs
of pupils as you want.
If you have assigned any written homework, correct
it before beginning the lesson. 2 Look at the picture again and say
yes or no.
PRESENTATION & PRACTICE
Read the instructions and explain the task. Refer
(Activities to present the theme of the unit.) the pupils to the sentences (1-5) and make sure
there are no unknown words. Then refer the pupils
Listen, point and repeat. to the picture and ask individual pupils to say yes if
the sentence is true, or no if it is false. Ask the rest of
the class for verification.
FLASHCARDS (50-55)
1 yes 3 yes 5 no
Pupils books closed. Put the flashcards on the 2 no 4 yes
board, one at a time. Point to each flashcard and
say the corresponding words. The pupils listen and
repeat, chorally and individually.
Pupils books open. Write a big 30 on the board
and ask the pupils to open their books at page
thirty. Read the title of the unit and elicit what it is
going to be about. Play the recording. The pupils

30(T)
Two funny rabbits!
READING & WRITING 5 Listen and say. Then read.
(Activities to develop the pupils reading and writing
(An activity to familiarise the pupils with the
skills.)
pronunciation of the English language.)

3 Whats wrong with the picture? Read the instructions and explain the task. Play the
Read and correct in your recording for the pupils to listen and repeat.
notebook. Then listen and read. Draw the pupils attention to the \r\ sound. Ask
Ask the pupils to look at the picture. Have a picture individual pupils to read out the sentence and
discussion as to what they can see. Then read the correct their pronunciation.
instructions and explain the task, asking the pupils to
pay special attention to the underlined words while ENDING THE LESSON
reading. Allow the pupils some time to complete the (An activity to consolidate the vocabulary of the unit.)
task in their notebooks. Play the recording. The pupils
listen and follow along in their books and check their FLASHCARDS (50-55)
answers. Then the pupils read out from the text.
e.g. Teacher: Whats wrong with the picture? Kims game
Pupil 1: Ben isnt wearing blue shorts. Put the flashcards on the board. Ask a pupil to close
Hes wearing red shorts. etc his/her eyes and remove a flashcard. Ask the class
blue red to tell you which flashcard is missing.
grandpa grandma
cows sheep Activity Book (Optional)
Assign some of the activities from Unit 10c of the
4 Portfolio: Draw and write in your Activity Book as written H/W. If this is the case, make
notebook. sure you do them first orally in class.
Ask the pupils to look at the picture. Tell them that Note: For the next lesson, the pupils can do Ex. 4
the girls name is Laura. Ask them where Laura is (Portfolio) at home.
and which farm animals they can see.
Ask the pupils to read the text. Explain the task. Ask
the pupils to write about their day on a farm. Tell
them to use the texts in Exs 3 and 4 as models.
Allow the pupils time to write a short text about their
day on a farm in their notebooks. Tell them to include
a drawing. Alternatively, assign it for homework.
(Suggested answer)
Dear Mum and Dad,
Im having a great day on the farm. Its sunny
and hot. Im helping grandpa with the chickens.
See you soon,
Mary
Note: Once you have corrected their writing activities
guide your pupils on how to file them in their Junior
Language Portfolios.

31(T)
farm duck sheep cow chicken goat

3 Whats wrong with the picture? Read and correct in


your notebook. Then listen and read.

4 Draw and write in 5 Listen and say. Then read.


your notebook.

Dear Mum and Dad,


Im having a great time
on the farm. I love it here! Are you wearing trainers on the
See you soon, farm?
Laura 31
Module 5
5 : Listen and read.
What are you
1 doing here? 2
Its a sunny day!

Yippee! Were catching


butterflies.

3 That isnt very


nice! Stop it!
4

Oh, theyre
flying away!
Oh, dear! Whats
happening? Its raining,
Trog!

6
5

Im c...c...cold!

Come on! Lets


And now its go home!
snowing!

Now take roles and read.


32
Module 5
Troll Tales!
Episode 5 ENDING THE LESSON
Aims: to read for pleasure Before going into class
Vocabulary: catch, happen
Photocopy the episode and tippex out the
Extra materials: photocopies of the episode
speech bubbles. Put the speech bubbles
(Ending the Lesson)
in random order on a separate piece of
paper. Photocopy the episode and the
speech bubbles sheet, one per pair.
BEGINNING THE LESSON
Ask the pupils to tell you what the previous episode The pupils work in pairs. Hand out the episode and
was about (Pog and Trog flying with Popsie to find the the speech bubbles to each pair. The pupils read
gold under the rainbow). Ask them if they remember and match the bubbles to the correct picture
any of the phrases from that episode and ask them frames. As extra help, you can have them listen to
to say them out loud, e.g. Wheres the gold? Can we the episode again before they do the activity.
walk to the rainbow? etc.

PRESENTATION & PRACTICE


Episode 5: Listen and read.
(Activities to promote reading for pleasure.)
Write a big 32 on the board and ask the pupils to open
their books at page thirty-two. Refer the pupils to the
episode. Ask them to look at the pictures and guess
what it is going to be about (e.g. Popsie is angry
because Pog and Trog are catching butterflies.).
Play the recording. The pupils listen and follow along.
Play the recording again and with pauses for the
pupils to listen and repeat chorally.

Now take roles and read.


The pupils take roles and read out the episode.

32(T)
Go Green! 5: Fun on the farm!

Aims: to raise the pupils environmental 3 Portfolio: In groups, make your


awareness, to identify farm animals and own farm. Present it to the class.
things found on a farm
Read the instructions and explain the task.
Vocabulary: tractor, turkey, carrots, tomatoes
Depending on your class size, divide the pupils into
Extra materials: pictures of animals and items
two or three groups. Give each group a blank
you can find on a farm from magazines, etc
(Exs 1, 3), slips of paper with animal words sheet of paper and several pictures of animals and
written on them, blank sheets of paper, glue other farm items (tractor, trees, vegetables, etc).
(Ending the Lesson) Ask them to make their own farm by sticking
pictures and/or by drawing as many farm animals
and objects as they like on the piece of paper.
BEGINNING THE LESSON Allow them time to make their farm. When the
pupils finish, ask each group to come to the board
Present the new vocabulary (tractor, turkey, carrots, and present their farm to the class.
tomatoes) by using pictures/photos. Pin the pictures
onto the board, point to each one and say the word. (Suggested answer)
The class repeats chorally and individually. Point to This is our farm. There are three horses, five goats
each picture and write the word underneath. Point to and two chickens. On our farm there are carrots
each word and let the pupils read it out. Use L1 to and tomatoes. We have got a yellow tractor, too.
explain to the pupils that many people live on farms,
grow their own vegetables and keep various animals. You can also ask the pupils to make their own farm
at home as part of their homework and add it to
their Junior Language Portfolios.
PRESENTATION & PRACTICE
ENDING THE LESSON
1 Which animals are Farm Animals?
Before going into class
Look and say.
Write a large 33 on the board and ask the pupils to Prepare slips of paper with the words: lion,
open their books at page thirty-three. Read the title hippo, giraffe, monkey, cat, dog, mouse,
and have the pupils look at the picture. crocodile, elephant, seal, duck, sheep,
cow, chicken, goat, horse.
Read the instructions and explain the task. The pupils
point and say which animals are farm animals. Ask
the rest of the class for verification. Write the following table on the board:
Farm animals: cow, sheep, chicken, horse
pets farm animals wild animals

2 Whats on a farm? Look and


choose. Hand out the slips of paper you have prepared. The
Ask the pupils to look at the six pictures in Ex. 2 and the pupils come to the board and stick their slip of
words underneath each one. Read the instructions paper in the correct column.
and explain the task. Ask individual pupils to point and
say the items that can be found on a farm. Ask the rest
of the class for verification.
Answers: tractor, turkey, carrots, tomatoes

33(T)
1 Which animals are Farm Animals? Look and say.

2 Whats on a farm? Look and choose.

tractor seal turkey carrots tomatoes bus

3 In groups, make your own farm. Present it to the class.

33
A
1 Read and match.
B

This is me at
Disneyland, Paris.
1) My mum is
taking the picture.

This is me at Alton
Towers with my
friends. 2) Can
you see me? Im
wearing glasses.

2 Draw or stick a picture of yourself having fun.


Present it to the class.
34
Module 5
Our World
(Suggested answer)
Aims: to talk about people having fun at two This is me at Sea World in Florida, USA. Im swimming
famous theme parks with the dolphins. Look! My brother is feeding them.
Vocabulary: have breakfast, take a picture
Extra materials: none You can also ask the pupils to prepare their
presentation at home and talk about it in the next
lesson. Then they can add it to their Junior Language
Portfolios.
BEGINNING THE LESSON
Write Disneyland and Alton Towers on the board. ENDING THE LESSON
Point to them and explain/elicit what theme park Ask the pupils, in pairs or groups, to draw a picture
means. Ask the pupils if they know/have heard of a famous theme park in their city/country. You
of/have been to either of these two places. Tell the can display their work somewhere in the classroom.
pupils that Disneyland, Paris is in France and Alton
Towers is in England. Note: It is advised you do Our School during this
lesson or the next.
(See p. 53.)
PRESENTATION & PRACTICE
1 Read and match.
Write a big 34 on the board and ask the pupils to
open their books at page thirty-four. Ask the pupils
to look at the pictures and say where they think
these people are, what they are doing and who
they are with [the girl is in Disneyland posing for a
picture with Tigger (a character from the Winnie the
Pooh cartoon series); the four friends are at Alton
Towers riding on the Log Ride]. Refer the pupils to
the two sentences (Were riding on the Log Ride. Im
having breakfast with Tigger.). Elicit/Explain what
these sentences mean by imitating the actions.
Read the instructions and explain the task. The pupils
match the texts with to the appropriate sentence.
Allow the pupils time to read the texts and complete
the task in their notebooks. Check their answers.
1 B Im having breakfast with Tigger.
2 A Were riding on the Log Ride.

Ask two pupils to read the completed texts out loud.

2 Portfolio: Draw or stick a picture


of yourself having fun. Present it
to the class.
Read the instructions and explain the task. Ask the
pupils to draw a picture or stick a photo (if they
have one available) and talk about it. Tell the
pupils that they can use the texts in Ex. 1 to help
them. Allow the pupils some time to prepare what
they will say and ask them to present it to the class.

34(T)
Checkpoint: Units 9 - 10
3 Choose.
Aims: to consolidate Module 5, to obtain
feedback on individual pupils, to monitor the The pupils read the sentences and choose the most
pupils progress appropriate response.
1 b 2 b 3 b 4 a
Do a quick revision of what the pupils have learnt in
the module. Now I can

e.g. Teacher: Whats the weather like today? Once all the exercises have been completed ask
Pupil 1: Its hot and sunny. the pupils to tell you how they feel about the two
Teacher: What are you wearing? units. Ask if they can tell you what they have learnt
Pupil 2: Im wearing blue trousers and a red and which exercises, stories or characters they
T-shirt. liked the best. Then refer the pupils to the Now I can
Teacher: Whats your favourite animal? box and read through it with them.
Pupil 3: The lion. Note: The pupils can now do Modular Revision and
Note: It is important that the pupils do not feel they Assessment 5 in their Activity Books.
are being tested. The rationale of this quick revision Note: If you wish, you can do some or all of the
is to make the pupils aware of their progress in the Reinforcement & Extension activities from the Teachers
English language. Always praise the pupils efforts Resource Pack.
and encourage everyone to participate.
After this quick revision, the pupils work on their own
and do the exercises.

1 Look, read and match in your


notebook.
The pupils read the sentences (a-d) and match them
to the pictures (1-4) in their notebooks.
a 4 b 2 c 1 d 3

2 Look and say yes or no.


The pupils look at the picture and read sentences 1-4.
Ask individual pupils to answer. As an alternative the
pupils can answer in their notebooks.
1 yes 2 no 3 no 4 yes

35(T)
1 Look, read and match in
your notebook.

a Its snowing. Im wearing my 1


jacket and my boots.
b Its sunny. Im wearing my T-shirt 3
and my skirt.
c Its hot. Im wearing my T-shirt
and my shorts.
d Its cold. Im wearing my jacket 4
and my trousers. 2

2 Look and say yes or no. 3 Choose.


1 A: Are you wearing glasses?
B: a) Yes, he is.
b) Yes, I am.
2 A: Is the seal sleeping?
B: a) No, it is.
b) No, it isnt.
3 A: Are the girls picking flowers?
B: a) Yes, they arent.
b) Yes, they are.
4 A: Are we wearing socks?
B: a) No, you arent.
b) Yes, you arent.

talk about clothes


1 The monkey is climbing a tree. say what the weather is like
2 The elephants are sleeping. talk about animals
read and write about actions
3 The lion is running.
happening now
4 The giraffes are eating.
35
Module 5
Its one oclock. breakfast

1 Listen and read.

2
1
Its lunchtime!

I do!
Oh, no! Carrots!
I dont like carrots.
Hooray! Its
one oclock! Eggs! Yuk! Here
Ugh! 4 you are, Harry.
Tomatoes!
3
Do you like
tomatoes,
Harry? Yes, I do.
Thanks, Mona.

5 Oh, dear!
Now Ive got a 6 What a mess!
big sandwich!

Harry, be
careful! Whoops!

2 Read and match in your notebook.


1 Its one oclock! a Thanks, Mona.
2 Do you like tomatoes? b Its lunchtime!
3 Here you are, Harry. c Yes, I do.
36
Module 6
Lunchtime!
Unit 11a Pupils books open. Write a big 36 on the board
and ask the pupils to open their books at page
Aims: to talk about the time, meals and food, thirty-six. Read the title of the unit and have the
to tell the time pupils repeat chorally. Play the recording. The pupils
Vocabulary: Its one oclock, breakfast, lunch, listen and repeat, chorally and individually. Check
dinner, tea, sausage, hot dog, sandwich, their pronunciation and intonation.
burger, lunchtime
Language focus LISTENING & READING
Structures: I like , I dont like , Do you like ?,
Yes, I do./No, I dont. (Activities to develop the pupils listening and reading
Language in use: I like carrots. Yummy! I dont skills.)
like tomatoes. Yuk! Hooray! Its one oclock. Its
1 Listen and read.
lunchtime! What time is it? Its eight oclock.
Extra materials: completed Progress Report Go through the pictures of the dialogue and set the
Cards, Food! poster scene by asking questions.
e.g. Teacher: (pointing to picture 3) Whats in Lees
BEGINNING THE LESSON lunchbox?
Pupils: Three tomatoes.
Greet the pupils as they arrive. Teacher: (pointing to picture 5) What is Harry
Play the song from Unit 10c, encouraging the pupils eating?
to sing along. Pupils: A big sandwich.
Hand out the completed Progress Report Cards for Write on the board:
the previous module and ask the pupils to file them 1 Harry doesnt like tomatoes.
in their Junior Language Portfolios. 2 Mona likes eggs.
Explain to the pupils that they will listen to the dialogue
PRESENTATION & PRACTICE and decide whether the sentences are True or False.
Listen, point and repeat. Play the recording. The pupils listen, follow along
and complete the task.
(Activities to present and activate the vocabulary of
the unit.) 1 F 2 F

POSTER 2 Read and match in your notebook.


Read the instructions and explain the task. Refer the
Pupils books closed. Put the Food! poster on the pupils to the dialogue and allow them some time to
board. Point to the food items (tea, sausage, hot dog, complete the task in their notebooks. Check the pupils
etc), one at a time, and say the word(s). The pupils answers.
listen and repeat, chorally and individually. Point to
1 b 2 c 3 a
the food items in random order. Individual pupils say
the food items. Point to the words in random order. Extension
Ask individual pupils to read the words. Play the recording again with pauses for the pupils
Draw simple sketches of the different meals on the to listen and repeat. Check the pupils pronunciation
board and elicit the meaning. You may use L1 to and intonation. Then the pupils take roles and read
explain what each word means. The pupils listen and out the dialogue.
repeat. Read out phrases from the dialogue. Ask individual
Draw a clock on the board and draw the time (1 pupils to tell the class who said them.
oclock) Ask: What time is it? Answer: Its one oclock. e.g. Teacher: Oh dear! What a mess!
The pupils repeat after you, chorally and individually. Pupil 1: Emma!
Draw 5 oclock on a clock template and ask a pupil
Note: If you wish, have the pupils close their books
to come to the board. Ask the pupil: What time is it?
during this activity.
and elicit the answer: Its five oclock. Ask the rest of
the class for verification. 36(T)
Lunchtime!
(Activities to present and practise the present simple.) Three Its four oclock. Its teatime.
Four Its seven oclock. Its dinnertime.
3 Look, choose and say.
Pupils books closed. Put the Food! poster on the Now ask and answer.
board. Point to the carrot on the poster, say and then The pupils, in pairs, ask and answer questions about
write: I like carrots. Yummy! rubbing your tummy at the the mealtimes discussed in the previous task. Go
same time. The pupils repeat, chorally and individually, around the classroom monitoring the activity and
miming your action. Underline I like and explain its making sure that the pupils take turns. Offer help when
meaning. Then point to the tomato on the poster, say necessary.
and then write: I dont like tomatoes. Yuk! making the
e.g. A: What time is it?
appropriate facial expression. The pupils repeat,
B: Its one oclock.
chorally and individually copying your expression.
A: One oclock?
Underline I dont like and explain its meaning.
B: Yes, its lunchtime! etc
Write on the board:
Yes, I do. 5 Lets play!
Do you like sausages?
(An activity to consolidate time.)
No, I dont.
Invite the pupils to look at the picture and read the
Read the question and the short answers and the
example. Explain the game. Appoint a pupil to be Mr
pupils repeat, chorally and individually.
Wolf, and ask him/her to stand with his/her face to
Pupils books open. Read the instructions and explain the wall. The rest of the class stand in a row along the
the task. Refer the pupils to the pictures of food (1-8) opposite wall, facing Mr Wolf. They must ask the time
and explain any unknown words. Allow the pupils by taking one step forward and saying: Whats the
some time to look at the pictures and think of their time, Mr Wolf? Mr Wolf turns and gives a time. If Mr
preferences. Then invite individual pupils to tell you Wolf says: Its twelve oclock. Its dinner time!, everyone
what they like/dont like using the expressions must run back to the wall before getting caught by Mr
presented at the beginning of the exercise. Wolf. Whoever is caught becomes Mr Wolf and the
e.g. Pupil 1: I like carrots. Yummy! game continues.
Pupil 2: I dont like eggs! Yuk!
ENDING THE LESSON
Now talk with your friend. (An activity to consolidate the vocabulary of the unit.)
Read the instructions and explain the task. The pupils, Put the Food! poster on the board. Ask the pupils to
in pairs, ask and answer questions about what food come to the board, choose a food item they like
items they like/dont like using the exchange as a and a food item they dont like and write their
model. Go around the classroom monitoring the names and these food items on the board. Then,
activity and making sure that the pupils take turns they report back to the class.
asking and answering. Offer help when necessary.
e.g. Pupil 1: I like burgers. Yummy! I dont like eggs.
(Pupils own answers) Yuk!
As an extension, the pupils vote on their favourite
4 Listen and choose. and least favourite food.
Explain to the pupils that they will choose a time for Note: For the next lesson, the pupils should know the
each picture based on what they hear. Play the new words, as well as an exchange of your/their
recording twice for the pupils to complete the task in choice from the dialogue (Ex. 1). Ask them to learn
their notebooks. Check the pupils answers. the patterns in Exs 3 and 4.
1 a 2 b 3 b 4 b
Activity Book (Optional)
TAPESCRIPT Assign some of the activities from Unit 11a of the
One Its eight oclock. Its breakfast time. Activity Book as written H/W. If this is the case, make
Two Its one oclock. Its lunchtime. sure you do them first orally in class.
37(T)
lunch dinner tea sausage sandwich hot dog burger

4 Listen and choose.


I like carrots.
I dont like apples. 1 2
Do you like tomatoes?
Yes, I do./No, I dont. a b a b

3 Look, choose and say.

3 4
I like ... . Yummy!
a b a b
I dont like ... . Yuk!

1 2
Now ask and answer.
1 A: What time is it?
B: Its eight oclock.
3 4 A: Eight oclock?
B: Yes. Its breakfast time!

5
5 6 Its eleven
Whats the oclock.
time, Mr Wolf?

7 8

Now talk with your friend.


1 A: Do you like carrots?
B: Yes, I do. Yummy! or
No, I dont. Yuk!
37
Module 6
fairy cakes sugar

1 Listen and read.


Im making
2
1 some cakes.
Can we help?
Hi, Mum! What Of course!
are you doing?

Are there any Good! Is there any


4 sugar in the cupboard?
3 eggs in the fridge?

Yes, theres
something very
sweet in the
Yes, there are.
Here we are! cupboard.
5 Fairy cakes! Fairy cakes?
6 Look, Erlina!
Fairy cakes!

Dont worry! There arent


any fairies in them!
2 Which picture? Read and say.
1 Can we help? Picture 2 3 Here we are!
2 Is there any sugar in the cupboard? 4 There arent any fairies in them!
38
Module 6
Fairy cakes!
Unit 11b time, and say the corresponding word(s). The
pupils listen and repeat, chorally and individually.
Aims: to talk about food and drink items Point to the food items in random order. Individual
Vocabulary: fairy cakes, sugar, ice cream, pupils say the food items presented.
juice, milk, rice, meat, bread
Pupils books open. Write a big 38 on the board and
Language focus
ask the pupils to open their books at page thirty-
Structures: some, any
eight. Read the title of the unit and have the pupils
Language in use: There is some milk. There isnt
repeat after you. Play the recording. The pupils listen
any cheese. Are there any tomatoes? Yes, there
and repeat, chorally and individually. Check their
are. Is there any ice cream?
pronunciation and intonation.
Extra materials: Food! poster
LISTENING & READING
BEGINNING THE LESSON (Activities to develop the pupils listening and reading
skills.)
Greet the pupils as they arrive.
(Activities to revise the language of Unit 11a.) 1 Listen and read.
Put the Food! poster on the board. Point to a food Read the instructions and explain the task. Go through
item, hiding the word with your hand. Ask a pupil to the pictures of the dialogue and set the scene by
come to the board and write the word near the asking questions.
corresponding picture. Reveal the word so that the
e.g. Teacher: (pointing to picture 1) Who is the
pupil can check the spelling. Repeat the procedure
woman?
with as many pupils as you think is necessary.
Pupils: Monas mum.
Assign roles. The pupils read out the dialogue in Ex. 1. Teacher: What is she doing?
Ask the pupils, in pairs, to act out the exchanges from Pupils: Shes making cakes.
Ex. 2. Teacher: (pointing to picture 4) Whos in the
kitchen cupboard?
Draw a clock on the board and the time (e.g. 4
Pupils: Erlina.
oclock) and ask the pupils, in pairs, to come to the
board. The pupils ask and answer questions about Write on the board: Is there ............................. sugar
the time. in the cupboard? There ................... fairies in them!

e.g. Pupil 1: What time is it? Explain to the pupils that they have to listen to the
Pupil 2: Its (four) oclock. dialogue and fill in the gaps. Play the recording. The
pupils listen, follow the lines and complete the task.
Ask the pupils, in pairs, to act out the exchanges
from Exs 1, 3 and 4. Answers: any, arent any

If you have assigned any written homework, correct Extension


it before beginning the lesson.
Hold up your book to the class. Read the dialogue
and point to the pictures in turn. Repeat, this time
PRESENTATION & PRACTICE inviting the pupils to complete your sentences.
e.g. Teacher: Im making
Listen, point and repeat.
Class: some cakes.
(Activities to present and activate the vocabulary of
Note: If you wish, have the pupils close their books
the unit.)
during this activity.
POSTER
2 Which picture? Read and say.
Pupils books closed. Put the Food! poster on the Read the instructions and explain the task. Ask the
board. Point to the food items (fairy cakes, sugar, pupils to read sentences 1-4 and say which picture
ice cream, juice, milk, rice, meat, bread), one at a
38(T)
Fairy cakes!
they are taken from. Ask the rest of the class for
verification. 5 Whats in the fridge? Memory
game.
2 Picture 4 3 Picture 5 4 Picture 6
Read the instructions and the example and explain
(Activities to present and practise talking about the game. Tell the pupils to look at the picture in Ex.
quantities.) 4 and then close their books. The pupils, in pairs,
ask and answer questions about what is in the
3 Write a, an or some in your fridge. Go around the classroom monitoring the
notebook. activity and making sure that the pupils take turns
asking and answering. Offer help when necessary.
Pupils books closed. Point to the meat on the Food!
poster, say and write: Ive got some meat. Point to the e.g. Pupil 1: Is there any water?
potatoes, say and write: I havent got any potatoes. Pupil 2: No, there isnt.
The pupils repeat, chorally and individually. Explain Pupil 1: Correct! etc
that we use some in the affirmative, whereas we use
any in the negative. Ask the pupils: Have you got any My Magic Files!
biscuits? Write the sentence on the board. Explain Read the title and explain the task. Tell the pupils to
that any is used in the interrogative, too. The pupils draw their own fairy cake. Encourage the pupils to be
make sentences with some and any in the affirmative, as imaginative and creative as they want. When the
negative and interrogative, using the food items on pupils finish their drawings, you can decorate the
the poster as prompts. classroom walls and make an art exhibition. Then the
Pupils books open. Ask the pupils to read the pupils can file them in their Junior Language Portfolios.
sentences in the grammar box. Use L1 if necessary
to explain the rules about when we use some (with ENDING THE LESSON
plural and uncountable nouns). Then, read the (An activity to consolidate the vocabulary and the
instructions and explain the task. Refer the pupils to language taught in this unit.)
the pictures of the food items in the supermarket
trolley and elicit the names. Allow the pupils some The pupils work in pairs. Tell the pupils to draw a
time to do the task in their notebooks, based on fridge with any food items they want in it. When the
what there is in the trolley. Check their answers. drawing is finished, the pupils present their drawings
to the class.
2 some 6 a
3 an 7 some Go around the classroom monitoring the activity
4 some 8 an and providing help when necessary.
5 some Note: For the next lesson, the pupils should know
the new words as well as an exchange of your/their
4 Look and complete in your choice from the dialogue (Ex. 1). Ask them to learn
notebook. the pattern in Ex. 5.
Read the instructions and explain the task. Allow
Activity Book (Optional)
the pupils some time to complete the task in their
notebooks based on what there is or isnt in the Assign some of the activities from Unit 11b of the
fridge. Check their answers and write them on the Activity Book as written H/W. If this is the case, make
board. sure you do them first orally in class.
2 isnt any 5 is some
3 are some 6 isnt any
4 arent any

39(T)
ice cream juice milk rice meat bread

3 Write a, an or some in
your notebook.
a carrot some rice
1 a hot dog 5 bread an egg some eggs
2 eggs 6 tomato
There is some cheese.
3 apple 7 meat
There are some eggs.
4 milk 8 orange
There isnt any milk.
There arent any apples.

Is there any ice cream?


Are there any tomatoes?

4 Look and complete in 5 Whats in the fridge?


your notebook. Memory game.

Are there any


tomatoes? Yes, there are.

1 There is some milk.


2 There cheese.
3 There tomatoes.
4 There potatoes.
5 There orange juice.
6 There water.
39
Module 6
toast

1 Listen and read.

Are there any burgers?


Are there any peas?
Is there any chicken?
Is there any cheese?

Listen to my tummy,
Glipper, glapper, glupper!
Listen to my tummy,
Im ready for my supper!
Are there any apples?
Are there any eggs?
Is there any chocolate?
Is there any bread?

Now sing and do!

2 In my fridge
there are some
pineapples and
In my fridge some cheese.
there are some
pineapples.

40
Module 6
Listen to my tummy!
Unit 11c Ask the pupils, in pairs, to act out the exchange from
Ex. 5.
Aims: to talk about food and meals, to sing a
If you have assigned any written homework, correct
song about food items, to develop the pupils
it before beginning the lesson.
listening and writing skills
Vocabulary: toast, honey, butter, cereal,
PRESENTATION & PRACTICE
pineapple, peas, banana, chocolate,
tummy, supper (Activities to present and activate the vocabulary
Language focus of the unit.)
Structures: consolidation
Language in use: consolidation Listen, point and repeat.
Pronunciation: \i\
Extra materials: Food! poster, pictures of
POSTER
food items and slips of paper with food
words (Beginning the Lesson)
Pupils books closed. Put the Food! poster on the
board. Point to the food items (toast, honey, butter,
BEGINNING THE LESSON cereal, pineapple, peas, banana, chocolate), one at
a time, and say the corresponding word(s). The pupils
Greet the pupils as they arrive.
listen and repeat, chorally and individually. Point to
(Activities to revise the language of Unit 11b.) the food items in random order. Individual pupils say
Chinese Whispers the food items presented. Point to the written words in
random order. Ask individual pupils to read the words.
Tell the pupils they are going to play a game. Ask the rest of the class for verification.
Explain the rules. Approach the pupil at the front
desk and whisper a food word. Ask him/her to Pupils books open. Write a big 40 on the board
whisper the same word to his/her partner, who and ask the pupils to open their books at page
then whispers it to the next pupil, etc. Ask the last forty. Read the title of the unit and have the pupils
pupil to call out the word. Check if the word said is repeat after you. Play the recording. The pupils
the correct one. Repeat the procedure as many listen, point and repeat, chorally and individually.
times as you think is necessary. Check their pronunciation and intonation.

Assign roles. The pupils read out the dialogue in Ex. 1.


1 Listen and read.
Before going into class Pupils books open. Read the instructions and
explain the task. Refer the pupils to the picture,
Have the food pictures and the pieces of
asking them to tell you what they think the song is
paper ready to use.
about (a hungry boy). Elicit/Explain what the words
Draw a fridge on the board and stick some food tummy and supper mean. Play the recording. The
pictures on it. Also, put the pieces of paper (with pupils listen and follow along.
the food words on) in a box. Make sure some of the
words on the pieces of paper are not in the pictures Now sing and do!
on the board. Invite the pupils in pairs to come to Play the recording again. The pupils listen and sing
the board. Pupil 1 picks a piece of paper from the along while miming the actions mentioned in the
box and asks Pupil 2 if this food item is in the fridge. song. You can demonstrate this yourself first (rub
Then they switch roles. The game continues with as your tummy, etc).
many pupils as you think necessary.
e.g. Pupil 1: (picks a piece of paper) Is there any 2 Lets play!
milk in the fridge?
Invite the pupils to look at the picture and read the
Pupil 2: Yes, there is some milk. (picks a piece
example. Explain the game. Have the pupils sit in a
of paper) Are there any fairy cakes?
circle and choose a pupil to start the game. The
Pupil 1: No, there arent any fairy cakes. etc
40(T)
Listen to my tummy!
aim of the game is for each pupil to remember Note: Once you have corrected their writing activities
what the previous pupil has said and add one guide your pupils on how to file them in their Junior
extra food item, so that a chain is formed. The Language Portfolios.
pupil who breaks the chain either by forgetting
one of the food items mentioned or by failing to 5 Listen and say. Then read.
add one item of his/her own, is out of the chain or
(An activity to familiarise the pupils with the
pays a forfeit. Then the game starts again.
pronunciation of the English language.)
e.g. Pupil 1: In my fridge there is some milk.
Read the instructions and explain the task. Play the
Pupil 2: In my fridge there is some milk and
recording for the pupils to listen and repeat.
some juice.
Pupil 3: In my fridge there is some milk, some Draw the pupils attention to the \i\ sound. Ask
juice and some chocolate. etc individual pupils to read out the sentence and
correct their pronunciation.
(Activities to develop the pupils reading and writing
skills.) ENDING THE LESSON
(An activity to consolidate the vocabulary of the unit.)
READING & WRITING
Draw different food items on the board. Ask the
3 Who is who? Read and find out. pupils to come to the board, one at a time, identify
Then listen and read. the food items and write the words on the board.
Ask the pupils if they like these food items.
Ask the pupils to look at the pictures. Have a
picture discussion as to what they can see. Then, e.g. Teacher: (draws a banana on the board)
read the instructions and explain the task. Ask the Pupil 1: Banana! (writes the word banana
pupils to read each text and find out the childs on the board)
name. Play the recording. The pupils listen, follow Teacher: Do you like bananas?
along and check their own answers. Pupil 1: Yes, I do. etc

A Emily B Ben C Katie Activity Book (Optional)

4 Portfolio: Draw and write in your Assign some of the activities from Unit 11c of the
notebook. Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
Ask the pupils to look at the picture and tell you
what they can see. Note: For the next lesson the pupils can do Ex. 4
e.g. Teacher: What can you see in the picture? (Portfolio) at home.
Pupil 1: I can see some butter, some honey
and some toast.

Ask the pupils to read the text. Explain to the pupils


that they have to write about their favourite meal.
Tell them to use the texts in Exs 3 and 4 as models.
Allow the pupils time to write a short text about their
favourite meal. Tell them to include a drawing(s).
Alternatively, assign it for homework.
(Suggested answer)
My favourite meal is supper. I like chicken with rice
and peas, and chocolate ice cream. Yummy!

41(T)
honey butter cereal pineapple peas banana chocolate

3 Who is who? Read and find out. Then listen and read.

by Class 3A
My favourite
My favourite
meal is breakfast. My favourite
meal is lunch. Lunch
Breakfast is at eight meal is supper.
is at twelve oclock. I
oclock. I like toast, Supper is at seven
like sandwiches, apple
butter and honey oclock. I like chicken,
juice and chocolate
for breakfast. peas and orange juice
for lunch. Yummy!
Yummy! for supper. Yummy!
Katie, 10
Ben, 11 Emily, 11

4 Draw and write in 5 Listen and say. Then read.


your notebook.

My favourite meal i
breakfast. I like cereal with Dean is eating chocolate ice
milk and toast with butter cream.
and honey. Yummy! 41
Module 6
get up go to work

1 Listen and read.

1 Alvin gets up at seven 2 He goes to work at


oclock every day. eight oclock.

In the afternoon
3 He has lunch at 4 he goes jogging!
one oclock.
5 Every
evening
he has a
shower.

6 At night he 7 And at ten oclock


listens to music. he goes to bed.

42
Module 6
Alvins day!
Unit 12a Extension
Call individual pupils to come to the board. Say an
Aims: to talk about daily routines and parts of activity and the pupil has to mime it.
the day
Pupils books open. Play the recording. The pupils
Vocabulary: get up, go to work, watch TV, go
listen and repeat, chorally and individually. Check
jogging, have a shower, listen to music, go to
bed, do homework, every day, in the morning, their pronunciation and intonation.
in the evening, in the afternoon, at night
Language focus LISTENING AND READING
Structures: present simple (singular, all forms) (Activities to develop the pupils listening and
Language in use: Alvin gets up at seven oclock reading skills.)
every day. He has lunch at one oclock. Emma
gets home at four oclock. Does Emma get up 1 Listen and read.
at six oclock? Go through the pictures of the dialogue and set the
Extra materials: Food! poster, Everyday activities scene by asking questions.
poster
e.g Teacher: (pointing to picture 3)
What is Alvin eating for lunch?
BEGINNING THE LESSON Pupil: Strawberries.
(Activities to revise the language of Unit 11.) Teacher: (pointing to picture 6)
What are the birds doing?
POSTER Pupils: They are singing. etc
Write on the board:
In Alphabetical order 1 Alvin gets up at six oclock.
Put the Food! poster on the board. Point to two or three 2 He goes to bed at ten oclock.
food/drink items at a time, in random order. Ask Explain to the pupils that they will listen to the
individual pupils to call them out in alphabetical order. dialogue and say if the sentences are true or false.
e.g Teacher: (points to the honey, chocolate and Play the recording. The pupils listen, follow along and
peas) complete the task (1 False, 2 True). Play the recording
Pupil: Chocolate, honey and peas. etc again with pauses for the pupils to listen and repeat
Play the song Listen to my tummy! from Unit 11c. Invite chorally. Check the pupils pronunciation and
the pupils to sing along. intonation.
If you have assigned any written homework, correct Extension
it before beginning the lesson.
The pupils take roles and read out the dialogue.

PRESENTATION & PRACTICE Hold up your book to the class. Say the dialogue
and point to the pictures in turn. Repeat, this time
(Activities to present and activate the vocabulary of
inviting the pupils to complete your sentences.
the unit.)
e.g. Teacher: In the afternoon he goes ...
Listen, point and repeat. Class: Jogging! etc
Note: If you wish, have the pupils close their books
during this activity.
POSTER
(Activities to present and practise the present simple.)
Pupils books closed. Put the Everyday activities poster
on the board. Point to the activities, one at a time, 2 What does Emma do every day?
read and say the corresponding phrase. The pupils Read and complete in your
listen and repeat, chorally and individually. Point to the notebook.
phrases in random order and ask individual pupils to
read them. Pupils books closed. Write: in the morning, in the

42(T)
Alvins day!
evening, in the afternoon, at night on the board and e.g. A: Does Emma have breakfast at nine oclock?
explain/elicit their meaning. Say, then write: I listen to B: No, she doesnt. She has breakfast at
music in the afternoon. The pupils repeat, chorally seven oclock. etc
and individually. Elicit the use of the present simple for
things we do every day (routines). Underline the word 4 What about you? Tell the class.
in bold and follow the same procedure to present the
Read the instructions and the example and explain
other persons of the affirmative (singular form ONLY)
the task. Ask the pupils to talk about their daily
focusing the pupils attention on the -s ending in the
routines. Tell them that they can get some ideas
third person singular. Point out that there are
from Ex. 2. Allow them some time to prepare what
exceptions to the rule and explain that some verbs
they will say and then invite them to talk individually,
take -es in the third person (give examples, e.g. watch
or in pairs.
watches, go goes, do does) while some other
verbs are irregular (e.g. have has). Focus the pupils e.g. In the morning I have my breakfast and then I go
attention on the pronunciation of the suffixes (e.g. to school. In the afternoon I do my homework
gets \s\, goes \z\, has \z\, watches \Iz\ ). and play computer games. In the evening I
watch TV and at 9 oclock at night I go to bed.
Drill your pupils using various verbs:
e.g. Teacher: I listen to music. Emma 5 Lets play!
Pupil 1: Emma listens to music. etc
Look at the picture, read the example and explain the
Present the interrogative and negative in the same game. Divide the pupils into pairs. Explain that a pupil
way as the affirmative (singular form ONLY). Point (pupil 1) from each pair thinks of an activity without
out that we need do to form the first and second letting the other one (pupil 2) know what activity it is.
person singular and does to form the third person Instead, he/she uses the words pip pop to talk
singular. Draw special attention to the fact that the about it. Pupil 2 asks questions and tries to guess the
verb in the third person singular, in the interrogative activity. Demonstrate this yourself with a pupil first.
and negative form, does NOT take -s/-es.
e.g. Teacher: I pip pop in the afternoon.
Explain how the short answers are formed. The pupils Pupil 1: What time do you pip pop?
ask and answer questions about everyday activities. Teacher: At five oclock.
e.g. Pupil 1: Do you go jogging in the morning? Pupil 1: Do you watch TV?
Pupil 2: Yes, I do./No, I dont. etc Teacher: Yes! etc

Pupils books open. Read the instructions and explain


the task. Allow the pupils some time to do the task in
ENDING THE LESSON
their notebooks. Check their answers. (An activity to consolidate the vocabulary and the
language taught in the unit.)
1 gets up 3 goes 5 watches
2 has 4 does Write scrambled sentences on the board and invite
individual pupils to unscramble them and then
Now look and say. read them out loud.

The pupils say what Emma does in the evening and e.g. Teacher: (writes on the board) afternoon, TV,
at night, based on what they see in the pictures. Lisa, the, watches, in
Pupil 1: Lisa watches TV in the afternoon.
(Suggested answers)
Note: For the next lesson, the pupils should know the
In the evening Emma listens to music and plays
new words, as well as an exchange of their/your
computer games.
choice from the dialogue (Ex. 1).
At night Emma drinks milk and goes to bed.
Activity Book (Optional)
3 Ask and answer. Assign some of the activities from Unit 12a of the
The pupils, in pairs, ask and answer questions about Activity Book as written H/W. If this is the case, make
what Emma does based on the text in Ex. 2. Ask sure you do them first orally in class.
some pairs to report back to class.

43(T)
watch TV go jogging have a shower listen to music go to bed do homework

I/You go to work at nine oclock. Do I/you listen to music in the evening?


He/She/It gets up at seven oclock. Yes, I do./No, I dont.
I/You dont go to bed late. Does he/she/it have a shower at night?
He/She/It doesnt watch TV in the Yes, he/she/it does.
afternoon. No, he/she/it doesnt.
get gets have has go goes

2 What does Emma do every Now look and say.


day? Read and complete
in your notebook. In the evening At night
In the morning
Emma 1) ... (get up) at seven oclock
and 2) ... (have) breakfast. She 3) ... (go)
to school at nine oclock.
In the afternoon
Emma gets home at four oclock. Then
she 4) ... (do) her homework and 5) ...
(watch) TV.

3 Ask and answer. 5


A: Does Emma get up at six oclock? I pip pop in What time do
B: No, she doesnt. She gets up at the morning. you pip pop?
seven.

4 What about you? Tell the


class. At seven Do you
oclock. get up?
In the morning I have my breakfast ...
Yes! 43
Module 6
grow

1 Listen and read. In summer, the flowers


give food to the bees!

I love the forest


in summer!

2
Yes! Summer is magic!
1

The bees help the


What do the
flowers grow!
bees do?

3
What do the
birds do?
4
They make
nests for their
babies!

Todays a very Happy Environment


special day. Day! Today and
every day!

Lets celebrate!
5

44
Module 6
Environment Day!
Unit 12b pupils listen and repeat, chorally and individually.
Check their pronunciation and intonation.
Aims: to talk about seasons and actions, to
talk about Environment Day LISTENING & READING
Vocabulary: grow, summer, autumn, winter,
(Activities to develop the pupils listening and reading
spring, baby, bird, give, environment, nest,
skills.)
celebrate
Language focus
1 Listen and read.
Structures: present simple (plural, all forms)
Language in use: Whats your favourite Read the instructions. Explain/Elicit the meaning of
season? What do you do in (spring)? Environment Day (a day celebrated all over the
Extra materials: flashcards (56-63) world once a year, which involves parades,
concerts, essay and poster competitions in schools,
tree planting, recycling efforts and much more).
BEGINNING THE LESSON Use L1 if necessary. Go through the pictures of the
dialogue and set the scene by asking questions.
Greet the pupils as they arrive.
e.g. Teacher: Where are the children?
(Activities to revise the language of Unit 12a.)
Pupil 1: In the Magic Forest.
Write prompts on the board (e.g. go to school/night). Teacher: (pointing to picture 2) What are
Ask two pupils to come to the board, use the prompt these?
and act out an exchange. Repeat as many times as Pupil 2: They are bees.
you think necessary with different pairs of pupils.
Write on the board:
e.g Pupil 1: Do you go to school at night?
1 The flowers a help the flowers grow.
Pupil 2: No, I dont. etc
2 The bees b give food to the bees.
Ask the pupils, in pairs, to act out an exchange from
Explain to the pupils that they will listen to the story
Ex. 1.
and match the sentences.
If you have assigned any written homework, correct
Play the recording. The pupils listen, follow along and
it before beginning the lesson.
complete the task. Check their answers (1 b, 2 a).

PRESENTATION & PRACTICE Extension


(Activities to present and activate the vocabulary
Play the recording again with pauses for the pupils
of the unit.)
to listen and repeat chorally. Check the pupils
pronunciation and intonation. Then, the pupils take
Listen, point and repeat. turns and read out the story.
Write the following incomplete sentences on the
FLASHCARDS (56-63) board. Ask the pupils to read the story again and
complete the sentences.
Pupils books closed. Put the flashcards on the
board, one at a time. Point to each flashcard, write 1 The flowers ........ food to the ........ ! (give, bees)
the word underneath and say the corresponding 2 They ........ nests for their ......... ! (make, babies)
word. The pupils listen and repeat, chorally and 3 The bees ......... the ........... grow! (help, flowers)
individually. Point to the words in random order and Note: If you wish, have the pupils close their books
ask individual pupils to say the words. during this activity.
Pupils books open. Write a big 44 on the board
and ask the pupils to open their books at page
forty-four. Read the title of the unit and have the
pupils repeat after you. Play the recording. The

44(T)
Environment Day!
(Activities to present and practise the present simple.) our world is magic. There are so many things we
should be grateful for. Give some examples (e.g. the
2 Fairies in the forest! Read and sun, water, flowers, trees, etc). Ask the pupils to work
match in your notebook. in groups/pairs to produce a
poster with pictures or a
Pupils books closed. Say, then write: She flies a
collage of photos showing all
kite in spring. The pupils repeat, chorally and
the things our planet gives us
individually. Underline the words in bold. Revise the
that we should be thanking
present simple in all the forms and persons taught
nature for. You can decorate
in the previous unit. Then, ask the pupils: When
the classroom walls and make
does she fly a kite? The pupils answer: In spring.
an art exhibition.
Write the plural forms of the present simple on the
Note: You can talk to your pupils about Environment
board (e.g. you fly, we fly, they fly). Point out that
Day (a day celebrated all over the world once a year,
plural forms are formed in the same way as the first
which involves parades, concerts, essays, poster
and second person singular forms.
competitions in schools, tree planting, recycling
Present the interrogative and negative in the same efforts and much more). Tell them that they can enter
way as affirmative (plural forms ONLY). Point out that a United Nations Environment Childrens painting
we need do to form questions in the plural form. competition.
Write on the board: Visit www.unep.org/tunza/tunzachildren for further
Yes, they do. information.
Do bears sleep in winter?
No, they dont. ENDING THE LESSON
Explain how the short answers are formed. The pupils (An activity to consolidate the vocabulary and the
ask and answer questions about actions and seasons. language of the unit.)
e.g. Pupil 1: Do flowers grow in spring? Write question sentences on blank pieces of paper.
Pupil 2: Yes, they do./No, they dont. etc Cut out the words of the sentence and assign
pupils in teams to come to the board. Give each
Pupils books open. Ask the pupils to read the
pupil a piece of paper with a word on it, and tell
sentences in the grammar box. Read the
them to arrange themselves so that the sentence
instructions and explain the task. Refer the pupils to
parts are in the right order. When the sentence is
the sentences (1-4) and to the pictures (A-D). Allow
finished, the team reads it out loud and chooses a
the pupils some time to complete the task in their
pupil who is sitting to answer it.
notebooks. Check their answers.
e.g. Teacher: (give pieces of paper with the
1 D 2 A 3 B 4 C
following words)
Now talk with your friend. in Do winter? swim fairies

Read the example and explain the task. The pupils, in Pupils team: Do fairies swim in winter?
pairs, ask and answer questions about their favourite Do fairies swim in winter?
season and what they do during this season. Tell the Pupil 1: No, they dont.
pupils they may get some ideas from Ex. 2. Go around
Note: For the next lesson, the pupils should know the
the classroom providing any necessary help. Ask
new words, as well as an exchange of their/your
some pairs to report back to the class.
choice from the dialogue (Ex.1).
e.g. A: Whats your favourite season?
B: Winter. Activity Book (Optional)
A: What do you do in winter?
Assign some of the activities from Unit 12b of the
B: I ski. etc
Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
My Magic Files!
Explain the task. Tell the pupils, in L1 if necessary, that

45(T)
summer autumn winter spring baby bird give

We/You/They pick fruit in summer. Do we/you/they pick fruit in winter?


We/You/They dont go to school in Yes, we/you/they do.
summer. No, we/you/they dont.

2 Fairies in the forest! Read and match in your notebook.


1 The spring fairies fly kites and pick 3 The winter fairies dance in the
flowers. snow and ski down the branches
2 The autumn fairies make of the trees.
umbrellas and collect fruit and 4 The summer fairies swim all day
nuts. and sing with the birds.

A C

D
B

Now talk with your friend.


A: Whats your favourite season?
B: Spring.
A: What do you do in spring?
B: I fly my kite.
45
Module 6
1 Listen and point.

Tick Tock, its eight oclock,


Another lovely day!
I have a shower, I go to school,
Im happy its today!

Tick Tock, its one oclock,


Another lovely day!
I eat my lunch, I play outside,
Im happy its today!

Tick Tock, its six oclock,


Another lovely day!
I watch TV, I ride my bike,
Im happy its today!

Tick Tock, its ten oclock,


Another lovely day!
I read a book, I go to sleep,
Im happy its today!

Now sing and do! 1


2 3
4
2 Look and say.
1 Harrys favourite
day is Friday.

Sunday Wednesday Friday Saturday


46
Module 6
Another lovely day!
Unit 12c Extension
Say a day. Ask a pupil to tell you the day before and
Aims: to talk about days of the week, to
after. Repeat the procedure with as many pupils as
consolidate everyday actions, to develop the
you wish.
pupils listening and writing skills
Vocabulary: days of the week (Monday, Pupils books open. Write a big 46 on the board and
Tuesday, Wednesday, Thursday, Friday, ask the pupils to open their books at page forty-six.
Saturday, Sunday) Read the title of the unit and have the pupils repeat
Language focus after you. Elicit/Explain what the title means. Play the
Structures: consolidation recording. The pupils listen and repeat, chorally and
Language in use: consolidation individually. Check their pronunciation and intonation.
Pronunciation: \S\ and \s\
Extra materials: flashcards (56-63) 1 Listen and point.
Read the title of the unit and refer the pupils to the
pictures. Ask them to tell you what they think the song
BEGINNING THE LESSON is about (a squirrels day). Read the instructions and
Greet the pupils as they arrive. explain the task. Play the recording. The pupils listen
to the song and point to the corresponding pictures.
(Activities to revise the language of Unit 12b.)

FLASHCARDS (56-63) Now sing and do!


Play the recording again. Demonstrate the following
Put the flashcards on the board. Ask a pupil to miming actions and encourage the pupils to imitate
come to the board. Say a word. The pupil listens you as they sing along.
and points to the flashcard. Ask the rest of the class
Tick Tock, its eight oclock, (point to your wrist as if
for verification. Repeat the procedure with as many
youre wearing a watch and show eight fingers)
pupils as you think is necessary.
Another lovely day! (make a circle with your arms
Ask the pupils, in pairs, to act out the exchange open, as if admiring the day)
from Ex.1. I have a shower, I go to school, (imitate having a
If you have assigned any written homework, correct shower and carrying a rucksack to school)
it before beginning the lesson. Im happy its today! (smile widely) etc

PRESENTATION & PRACTICE 2 Look and say.


(Activities to present and activate the vocabulary Ask the pupils to look at the pictures and identify
of the unit.) the four characters (Harry, Mona, Lee, Emma).
Then, read the instructions and the example and
Listen, point and repeat. explain the task. The pupils follow the lines with their
finger and find each characters favourite day.
Pupils books closed. Ask the pupils: What day is it
today? Answer: (Monday). Write the day on the 2 Monas favourite day is Sunday.
board. Point to it and say the day again. The pupils 3 Lees favourite day is Saturday.
repeat after you. Then, say: The day after (Monday) 4 Emmas favourite day is Wednesday.
is (Tuesday). Write the day on the board. Point to it
and say the day again. The pupils repeat after you.
Follow the same procedure to present the rest of
the days. Say the days of the week from Monday to
Sunday. The pupils repeat after you.

46(T)
Another lovely day!
Extension
5 Listen and say. Then read.
Ask the pupils to tell you what their favourite day is.
(An activity to familiarise the pupils with the
e.g. Teacher: Whats your favourite day? pronunciation of the English language.)
Pupil 1: My favourite day is Saturday. etc
Read the instructions and explain the task. Play the
READING & WRITING recording for the pupils to listen and repeat.

(Activities to develop the pupils reading and writing Draw the pupils attention to the difference between
skills.) the \S\ and the \s\ sound. Ask individual pupils to read
out the sentence and correct their pronunciation.
3 Read and choose the best title.
Then listen and read. ENDING THE LESSON
Ask the pupils to look at the pictures and identify the (An activity to consolidate the vocabulary of the unit.)
actions shown (have breakfast, play football, etc). Tell the pupils that they have to guess what you do
Elicit/Explain the phrase go to the cinema. Draw on any given day. Brainstorm for ideas and write
pupils attention to the three titles. Read the them on the board (e.g. go to the cinema, play
instructions and explain the task. Allow the pupils football, etc). Divide the class into two teams, A
some time to read the text and choose the best title. and B. Each team take it in turns to choose a day
Ask individual pupils to answer. Play the recording. and guess what you do on that day (they have
The pupils listen and follow along. Individual pupils only three guesses). If the team does not guess
read out from the text. correctly, the other team is given the chance to
Title: My favourite day guess. Each correct guess wins a point. The team
with the most points wins.
4 Portfolio: Draw and write in your e.g. Teacher: Which day do you want?
notebook. Team A Pupil 1: Friday.
Teacher: What do I do on Fridays?
Ask the pupils to look at the drawing and read the
Team A Pupil 2: Do you play football?
text. Ask them what they can see (children playing
Teacher: No, I dont.
in the park).
Team A Pupil 3: Do you go jogging?
Ask the pupils to write about their favourite day. Tell Teacher: Yes, I do. 1 point for Team A.
them to use the texts in Exs 3 and 4 as models. etc
Allow the pupils time to write a short text about their Note: For the next lesson, the pupils should be able
favourite day. Tell them to include a drawing. to talk about their favourite day.
Alternatively, assign it for homework.
Activity Book (Optional)
(Suggested answer)
Assign some of the activities from Unit 12c of the
My favourite day is Saturday. On Saturdays I have a
Activity Book as written H/W. If this is the case, make
big breakfast! Then I play outside with my friends. In
sure you do them first orally in class.
the afternoon, I watch TV with my brother. I love
Saturdays!
Note: Once you have corrected their writing activities,
guide your pupils on how to file them in their Junior
Language Portfolios.

47(T)
3 Read and choose the best title. Then listen and read.

My favourite day At the cinema Days of the week

My favourite day is Sunday.


On Sundays I get up late
and I have a big breakfast!
Then I play football with
my friends in the park. In
the afternoon, I go to the
cinema with
my father. I love
Sundays!

4 Draw and write in 5 Listen and say. Then read.


your notebook.

My favourite day i
Saturday. I g t the park
with my friend. I love Sharon sells shoes on Saturdays.
Saturday! 47
Module 6
6 : Listen and read.

2
Hooray! Its
1 Saturday! Look! There are some
cakes over there.

Lets go to
the fair!
Boo, hoo! Great!
No one likes
my cakes. Oh, hi, Trog! Do
you like cakes?
4

Yes, I do. They


look tasty.
Ha, ha... you
look like a big
strawberry now!

Mmm... yummy! 6

Now take roles and read.


48
Module 6
Troll Tales!
Episode 6 ENDING THE LESSON
Aims: to read for pleasure Before going into class
Vocabulary: fair, tasty, strawberry
Extra materials: photocopies of the episode Photocopy the episode and tippex out the
(Ending the Lesson) speech bubbles. Put the speech bubbles
in random order on a separate piece of
paper. Photocopy the episode and the
speech bubbles sheet, one per pair.
BEGINNING THE LESSON
Ask the pupils to tell you what the previous episode The pupils work in pairs. Hand out the episode and
was about (Pog and Trog catching butterflies and the speech bubbles to each pair. The pupils, in pairs,
Popsie getting angry). Ask them if they remember read and match the bubbles to the correct picture
any of the phrases they acted out from that frames. As extra help, you can have them listen to
episode. Ask them to say them out loud (e.g. Its a the episode again before they do the activity.
sunny day! Were catching butterflies. etc).

PRESENTATION & PRACTICE


Episode 6: Listen and read.
(Activities to promote reading for pleasure.)
Pupils books closed. Write the following words on
the board, one at a time: fair, tasty, strawberry and
elicit/explain (using L1 if necessary) what they mean.
Pupils books open. Write a big 48 on the board
and ask the pupils to open their books at page
forty-eight. Refer the pupils to the episode and ask
them to look at the pictures and guess what it is
going to be about (e.g. Pog and Trog are at the fair
and Popsie makes Trog look like a strawberry.).
Play the recording. The pupils listen and follow
along. Play the recording again with pauses for the
pupils to repeat chorally and individually.

Now take roles and read.


Divide the pupils into groups of three and assign
roles for them to act out the episode. Invite the
groups to perform the dialogue for the rest of the
class. Make sure they use the correct pronunciation
and intonation.

48(T)
Go Green! 6: Veggie Power!
As an alternative, ask the pupils to draw the vegetable
Aims: to raise the pupils environmental chart in their notebooks and tick the correct box for
awareness, to identify vegetables and the each vegetable.
parts which we eat
Vocabulary: garlic, lettuce, corn, bulb, root, 2 Make your own Veggie Power
leaves, fruit, seeds salad!
Extra materials: pictures of vegetables (from
Read the instructions and explain the task. Depending
magazines, etc), realia (garlic, lettuce, corn,
on your class size, divide the pupils into two or three
tomatoes, etc) (Ex. 1), blank sheets of paper
groups. Tell the pupils to draw a salad with as many
(Ex. 2)
vegetables of their choice as they want. Allow them
time to draw their salad. When the pupils finish, ask
each group to come to the board and present their
BEGINNING THE LESSON Veggie Power salad to the class.
Before going into class You can also ask the pupils to make their own Veggie
Bring in pictures from magazines or realia Power salad at home as part of their homework.
(garlic, lettuce, corn, carrot, tomatoes, etc).
ENDING THE LESSON
Write the word VEGETABLES on the board and
Ask the pupils, in pairs or groups, to draw a picture of
explain/elicit what it means. Tell the pupils that they
a vegetable. You can display their work somewhere
are going to learn about different fruit and vegetables
in the classroom.
and about what part of them we eat. Present the new
vocabulary (garlic, lettuce, corn, bulb, root, leaves,
fruit, seeds) by using pictures from magazines, realia
or simple sketches on the board. Put the pictures on
the board, point to each one and say the word. The
class repeats chorally and individually.

PRESENTATION & PRACTICE


1 Look and say which part we eat!
Write a big 49 on the board and ask the pupils to open
their books at page forty-nine. Read through the title.
Use L1, if necessary to explain that fruit/vegetables
grow in nature and that they are very good to eat
(either in salads or on their own), as they make us
healthy and strong. Explain to the pupils that we eat
different parts of each fruit/vegetable.
Read the instructions and explain the task. Individual
pupils say which part of the vegetables we eat. Ask
the rest of the class for verification.
garlic bulb
carrot root
lettuce leaves
tomato fruit
corn seeds

49(T)
1 Look and say which part we eat!

Bulb Root Leaves Fruit Seeds

Garlic

Carrot

Lettuce

Tomato

Corn

2 Make your Veggie Power salad!

49
1 Read and match in B
your notebook.

1 Hello, Im Winnie the Pooh. Im from


the UK. My favourite food is honey.

A 2 Hi, Im Bugs Bunny. Im from the


USA. I like carrots. Yummy!
C
3 Hello. Im Pucca. Im from Japan.
My favourite food is sushi!

2 Draw or stick a picture of your favourite cartoon


character. Present it to the class.

50
Module 6
Our World
ENDING THE LESSON
Aims: to talk about cartoon characters from
Ask the pupils to vote for the most popular cartoon
different countries
character in class and then, in groups, to draw this
Vocabulary: sushi
cartoon character. You can display their work
Extra materials: none
somewhere in the classroom.
Note: It is advised you do Our School during this
BEGINNING THE LESSON lesson or the next.
Write: Winnie the Pooh, Bugs Bunny and Pucca on (See p. 54.)
the board. Ask the pupils if they know/have heard
of these cartoon characters and ask them to
describe them to you.

PRESENTATION & PRACTICE


1 Read and match in your notebook.
Write a big 50 on the board and ask the pupils to
open their books at page fifty. Ask the pupils to look
at the pictures and say what each cartoon
character is eating (Winnie the Pooh is eating
honey; Bugs Bunny is eating carrots and Pucca is
eating sushi). Explain/Elicit what sushi is (a kind of
Japanese food consisting of cold cooked rice and
raw fish wrapped in seaweed).
Read the instructions and explain the task. Allow the
pupils some time to read the texts and complete the
task in their notebooks. Check their answers. Individual
pupils read the texts out loud.
1 B 2 C 3 A

2 Portfolio: Draw or stick a picture of


your favourite cartoon character.
Present it to the class.
Read the instructions and explain the task. Ask the
pupils to draw a picture or stick a photo of their
favourite cartoon character and talk about it. Tell
the pupils that they can use the texts in Ex. 1 to help
them. Allow the pupils some time to prepare what
they will say and ask them to present it to class.
(Suggested answer)
Hello, Im Popeye. Im from the USA. My favourite food
is spinach.
You can also ask the pupils to prepare their
presentation at home and talk about it in the next
lesson. Then, they can add it to their Junior Language
Portfolios.
50(T)
Checkpoint: Units 11 - 12
3 Read and answer.
Aims: to consolidate Module 6, to obtain
feedback on individual pupils, to monitor the The pupils read the questions and write answers
pupils progress about themselves in their notebooks.
(Suggested answers)

Do a quick revision of what the pupils have learnt in A: Whats your favourite season?
the module. B: Winter.
A: What do you do in winter?
e.g. Teacher: Whats your favourite meal? B: I read books, play in the snow and watch TV.
Pupil 1: Breakfast.
Teacher: What do you eat for breakfast? Now I can
Pupil 2: Cereal and juice.
Teacher: What time do you have breakfast? Once all the exercises have been completed, ask
Pupil 3: At eight oclock in the morning. the pupils to tell you how they feel about the two
Teacher: Whats your favourite day? units. Ask if they can tell you what they have learnt
Pupil 4: Sunday! and which exercises, stories or characters they
liked the best. Then, refer the pupils to the Now I
Note: It is important that the pupils do not feel they can box and read through it with them.
are being tested. The rationale for this quick revision
Note: The pupils can now do Modular Revision and
is to make the pupils aware of their progress in the
Assessment 6 in their Activity Books.
English language. Always praise the pupils efforts
and encourage everyone to participate. Note: If you wish, you can do some or all of the
reinforcement and extension activities from the
After this quick revision, the pupils work on their own
Teachers Resource Pack.
and do the exercises.

1 Read and match in your notebook.


The pupils read the sentences (1-6) and match them
to the appropriate food items (A-F).
1 A 3 D 5 E
2 B 4 F 6 C

2 Read and complete in your


notebook.
The pupils read the sentences 1-6 and complete in
their notebooks using the appropriate words.
1 do, go, At
2 does, watch, In
3 do, eat, At
4 does, have, In
5 do, listen, At
6 does, go, At

51(T)
1 Read and match in
your notebook.

1 I like burgers. Yummy!


C
2 I dont like meat. Yuk!
A B
3 I like chocolate. Yummy!
4 I dont like carrots. Yuk!
5 I dont like milk. Yuk!
6 I like pineapples. Yummy! D
E
F

2 Read and complete in your notebook.

1 A: When you to school? 5 A: When Alvin and Erlina to


B: eight oclock. music?
2 A: When Emma TV? B: night.
B: the afternoon. 6 A: When Mona to bed?
3 A: When you lunch? B: nine oclock.
B: one oclock.
4 A: When Lee a shower?
B: the evening.
talk about food
talk about likes and dislikes
3 Read and answer. tell the time
read and write about daily routines
1 Whats your favourite season?
talk about seasons
2 What do you do in ? say the days of the week

51
Module 6
1 Look and match.

A
2
B

3 C
4

2 Complete the poem in your notebook.

I can dance, I can dance,


Cha cha cha!
I can swim, I can swim,

I can play the piano,

I can jump, I can jump,

3 Make your own poem.

52
Module 4 Cross-Curricular Section
Our School
Literature
3 Portfolio: Make your own poem.
Aims: to write a poem Brainstorm for activities and related sounds and write
Vocabulary: consolidation them on the board. The pupils choose or think of their
Language focus own activities and sounds and make their poems.
Language in use: consolidation Make sure you display their poems somewhere in the
Extra materials: none class.
(Suggested answer)
BEGINNING THE LESSON I can sing, I can sing,
Mime riding a bike as you say: Ring! Ring! Ring! Mime La la la!
driving a car and invite the pupils to make the I can ride a horse, I can ride a horse,
corresponding sound. Use the same procedure to Giddyup giddyup giddyup!
present other actions and associated sounds. I can play the guitar, I can play the guitar,
Twang twang twang! etc
PRESENTATION & PRACTICE
ENDING THE LESSON
(Activities to familiarise the pupils with poems.)
The pupils, in pairs, think of other sounds associated
with actions in the poem. They present the new
1 Look and match.
version of the poem to the class.
Write a big 52 on the board and ask the pupils to
open their books at page fifty-two. Read the sounds
and invite guesses as to which activities they are
associated with. Read the instructions and explain
the task. Allow the pupils some time to complete
the task in their notebooks. Check their answers.
1 D 2 B 3 C 4 A

2 Complete the poem in your


notebook.
Read the instructions and explain the task. Allow
the pupils some time to complete the task in their
notebooks. Have individual pupils read the poem
aloud. Check the pupils answers.
I can dance, I can dance,
Cha-cha-cha!
I can swim, I can swim,
Splash-splash-splash!
I can play the piano,
Plink-plink-plink!
I can jump, I can jump,
Boing-boing-boing!

52(T)
Our School
Geography ENDING THE LESSON
Ask the pupils, in pairs or groups, to draw a picture of
Aims: to talk about hot and cold climates
a place where its cold/hot and draw a picture of
Vocabulary: Alaska, pack, suitcase
themselves wearing relevant items of clothing. You
Language focus
can display their work somewhere in the classroom.
Language in use: consolidation
Extra materials: none

BEGINNING THE LESSON


Ask about the weather today. Say: Whats the weather
like today? Elicit appropriate responses. Look around
the classroom at the kind of clothes everyone is
wearing, i.e. heavy clothes if it is cold, light clothes if it is
hot. Elicit the fact that people wear certain clothes
depending on the climate.

PRESENTATION & PRACTICE


(Activities to familiarise the pupils with hot and cold
climates.)

1 Pack your suitcase! Look and


match in your notebook.
Write a big 53 on the board and ask the pupils to
open their books at page fifty-three. Refer the pupils to
the pictures of Alaska and Australia. Before reading,
ask the pupils what they think the weather is like in
each country. Read the short texts and ask if their
guesses were correct. Look at the items of clothing
and elicit the words. Explain the task: the pupils
imagine they are packing a suitcase for each country
and match the items of clothing to the appropriate
suitcase. Allow the pupils some time to complete the
task in their notebooks. Check their answers.
Alaska: ski jacket, ski trousers, woolly hat, ski
boots, socks, raincoat
Australia: sandals, sun hat, shorts, T-shirt

2 Portfolio: Choose a country.


Pack your suitcase. Present your
picture to the class.
Read the instructions and explain the task. The pupils
think of a country they would like to visit. They draw a
picture of a suitcase, labelled with the country of
choice, with the chosen items of clothing around it.
Allow the pupils some time to complete the task. Ask
the pupils to present their picture to the class.

53(T)
In Alaska, it is very cold and In Australia, it is very
there is a lot of snow. hot and sunny.

1 Pack your suitcase! Look and match in your notebook.

2 Choose a country. Pack your suitcase. Present your


picture to the class.

53
Module 5 Cross-Curricular Section
1 Read and complete in your notebook.

Bees fly

1) Bees from flower to

move to a new 2) .

home. They make a lot

of honey.

Bees eat
Bees get their
their 3)
4)
.

Its cold. ready for winter.

2 Make a honey bee mobile.

54
Module 6 Cross-Curricular Section
Our School
Science ENDING THE LESSON
Ask the pupils some comprehension questions:
Aims: to talk about a bees life cycle
1 When do bees move to a new home? (In spring)
Vocabulary: move, home, mobile
2 When do bees eat their honey? (In winter)
Language focus
3 When do bees get their homes ready for winter?
Language in use: consolidation
(In autumn)
Extra materials: photocopies of the bees
4 When do bees make honey? (In summer)
template from the Teachers Resource Pack,
paper plates, a ball of string or a reel of cotton
(Ex. 2)

BEGINNING THE LESSON


Write the word bee on the board. Ask the pupils to tell
you, in L1 if necessary, what they know about bees
(e.g. where they live, what they produce, etc).

PRESENTATION & PRACTICE


(Activities to familiarise the pupils with a bees life
cycle.)

1 Read and complete in your


notebook.
Write a big 54 on the board and ask the pupils to
open their books at page fifty-four. Read the
instructions and explain the task. Allow the pupils
some time to complete the task in their notebooks.
Check the pupils answers.
2 flower 3 honey 4 home/house

2 Portfolio: Make a honey bee


mobile.
Before going into class

Photocopy the bees template from the


Teachers Resource Pack, one per pupil.
Bring paper plates, one per pupil and a
ball of string or a reel of cotton.

Tell the pupils they are going to make a honey bee


mobile. Show them your model and hand out the
photocopies. Guide the pupils through the colouring
and cutting of the bees. Then ask the pupils to
decorate their plate as though it were a beehive and
cut it in a spiral starting from the outside in. Then they
attach the bees with pieces of cotton/string. They
can use the mobile as a decoration for their rooms.

54(T)
Round-up
Extension
Objectives: to consolidate the key vocabulary As an extension, play I SPY with the pupils. Ask the
of the course pupils to look at the pictures. Divide the class into
Vocabulary: kitten, jump, seal, rice, magician, two teams, A and B. Explain the game. You say a
trainers, pineapple, watch TV, Its snowing, ice letter and the pupils, in teams, take turns finding an
cream, duck, hot dog, lion, sandwich, sheep, item that begins with that letter. The team with the
bird, jacket, give, draw, Its windy, go to bed, most points wins.
leg, boots, goat, baby, dress, toast, meat,
cereal, T-shirt, boat, cow, rhino, helmet, peas, e.g. Teacher: I spy with my little eye,
socks something beginning with a d.
Pupil 1 Team A: Duck!
Teacher: Correct! 1 point for Team A.
Note: Round-up aims to consolidate the key etc
vocabulary of the course.

PROCEDURE
Have a class discussion. Hold up your book, point to an
item, e.g. T-shirt and ask: What colour is it? Elicit: Blue.
Then ask: What is it? Elicit: A T-shirt. Continue with as
many items as you feel necessary. If you wish, you can
ask the pupils to write the words in their notebooks.

Talk with your friend.


Read the instructions and explain the task. Read out
the example. In pairs, the pupils play the game.
As an alternative, ask the pupils to look at the pictures
and coordinates and memorise them. Then, in pairs or
in teams, they play the memory game. One pupil/
team says an item and the other pupil/team says the
coordinates. The pupil/team with the most points wins.
e.g. Pupil/Team A: sheep
Pupil/Team B: 3C
Teacher: Correct! (Pupil/Team B gets
one point.)

55(T)
Talk with your friend.

1 2 3 4 5 6

Rhino!
3F!

55
1 Read and complete in your notebook. Use: hat, flowers,
chocolate, tree, eggs, basket.

Its Easter morning. Ellie and Ned wake up early. They have 1)

and toast for breakfast. Mum gives them an Easter 2) for the Easter

egg hunt! They go into the garden to look for the 3) eggs. Where

are they?

There are two under the 4) . There are four on the chair. There are six

in the 5) . There are four in Dads 6) , too! They collect

the eggs and put them in their baskets. Then, they count them. Ellie and

Ned have got the same number of eggs!

2 Now answer!
1 How many eggs are there all
together?
2 How many eggs have Ellie and
Ned got each?

56
Happy Easter
Optional Unit
2 Now answer!
Aims: talking about Easter Explain the task. The pupils read the text again and
Vocabulary: chocolate eggs, Easter basket answer the questions. Ask individual pupils to answer.
Language focus
1 16 2 8
Language in use: Happy Easter!
Extra materials: photocopies of the Easter
basket template from the Teachers Resource
Pack, glue and scissors for Ex. 3 (Craftwork)

This unit is optional. It is designed to be taught just


before Easter.

BEGINNING THE LESSON


Greet the pupils as they are arriving with Happy Easter!

PRESENTATION & PRACTICE


(Activities to get the pupils talking about Easter.)
Pupils books closed. Write on the board the date
Easter is on and say: Its Easter! Happy Easter, everyone!
Have the pupils wish one another a Happy Easter. Have
a discussion, in L1 if necessary, as to what Easter means
to them and what they usually do at Easter. Pre-teach
the notion of Easter bunny (a rabbit character who
brings gifts and sweets to children on the Easter
holiday) and Easter basket (a basket with Easter eggs).
Ask the pupils if they have similar characters/traditions
in their country.

1 Read and complete in your


notebook. Use: hat, flowers,
chocolate, tree, eggs, basket.
Pupils books open. Ask the pupils to open their books
at page fifty-six. Point to the pictures and ask the pupils
what they can see (eggs, basket, chocolate, etc).
Explain/Elicit any unknown words. Explain the task.
Allow the pupils some time to complete the task in their
notebooks. Ask individual pupils to read from their
completed text. Ask the rest of the class for verification.
1 eggs 4 tree
2 basket 5 flowers
3 chocolate 6 hat

56(T)
Happy Easter
3 Count and match in your ENDING THE LESSON
notebook. (An activity to consolidate the language of the
lesson.)
Read the instructions and explain the task. Refer
the pupils to the Easter baskets (A-C) and the Provide a large piece of paper for pairs/groups of
numbers in them, as well as to the eggs with the pupils and ask them to make an Easter poster by
sums drawn on them. Explain to the pupils that they drawing pictures of what Easter means for them.
have to put the eggs in the correct basket Once the pupils have finished, make sure you
according to the sums. Allow the pupils some time display their work somewhere in the class.
to complete the task and check their answers.
ACTIVITY BOOK (Optional)
A 5+5, 2+8, 6+4, 9+1
B 9+11, 15+5, 14+6, 10+10 Assign the activities from the Happy Easter section
C 18+12, 13+17, 20+10 of the Activity Book as written H/W. If this is the case,
make sure you do them first orally in class.
4 Craftwork: Make an Easter basket.

Before going into class

Photocopy the Easter Basket template from


the Teachers Resource Pack, one per pupil.

CRAFTWORK
Point to the picture and tell the pupils they are going
to make an Easter basket to put Easter eggs in. Hand
out the photocopies of the template, one per pupil.
Provide the pupils with scissors and glue. First, the
pupils colour the templates and decorate them with
pictures or shapes related to Easter. Guide the pupils
through the cutting and gluing of the Easter basket.
Go around the class as the pupils complete the task,
providing any necessary help.

Optional Activity
While the pupils are making their Easter basket, play
the recording again, encouraging them to sing along.

57(T)
3 Count and match in your notebook.

4 : Make an Easter basket.

57
1 Lets sing!

I love you, Mummy,


I really do!
Youre always happy
And funny, too!
When it is sunny,
I think of you!
I love you, Mummy,
You love me, too!

2 My mummy!

58
Mothers Day
Optional Unit
2 My mummy!
Aims: to read and talk about Mothers Day (An activity to practise writing skills and vocabulary.)
Vocabulary: Mother, Mummy, happy, funny,
Refer the pupils to the spidergram and brainstorm
sunny, love
what the word Mummy means to them. Ask them to
Language focus
close their eyes and picture their mummy standing
Language in use: This is for you, Mum. Happy
Mothers Day! in front of them. Encourage them to tell you what
words they think of and write them on the board.
Extra materials: sheets of paper (Ex. 4)
This is a good opportunity to teach some new
words, as you may have to translate from L1.
This unit is optional. It is designed to be taught just Explain the task. The pupils write the words that
before Mothers Day. remind them of their mother in their notebooks.
e.g. kind love
BEGINNING THE LESSON
Greet the pupils as they arrive. Write the date of the
Mothers Day celebration on the board and
kiss Mummy happy
encourage the pupils to guess why that date is
special. Have a general discussion about how they
usually celebrate Mothers Day.
funny smile
PRESENTATION & PRACTICE
(Activities to present the concept of Mothers Day.)

1 Lets sing!
Write a big 58 on the board and ask the pupils to
open their books at page fifty-eight. Go through the
song and explain any unknown words. Play the
recording. The pupils listen and sing along. Play the
recording again, encouraging the pupils to sing
along with the accompanying actions.
I love you, Mummy, (put hand on heart)
I really do!
Youre always happy (mime painting a big smile on
your face)
And funny, too!
When it is sunny, (draw a sun in the air with
both index fingers)
I think of you! (tap side of forehead with
index finger)
I love you, Mummy, (put hand on heart)
You love me, too! (point outward and then
back to self)

58(T)
Mothers Day
3 Whats the secret message? Use ENDING THE LESSON
the code to find out. (An activity to consolidate the language of the
lesson.)
Explain the task. Go through the code with the pupils.
Allow some time for the pupils to complete the task in Invite the pupils to show their awards to the rest of the
their notebooks. Check the pupils answers. class. Practise how to say This is for you, Mum. Happy
Mothers Day! As each pupil is leaving the classroom,
Answer: HAVE A WONDERFUL DAY! have them practise individually, with you in the role of
Mum.
Write a secret Mothers Day
message in your notebook. Ask
your friend to read it.
Ask the pupils to write their own secret message. In
pairs, ask them to try and guess each others
messages.

4 Give your mum an award.


Refer the pupils to the award and read through it
together. Have a discussion, in L1 if necessary, as to
why each pupil thinks their mum is the greatest
mum on Earth. Provide each pupil with a piece of
paper and ask them to design an award for their
mother. They can copy the wording and decorate
their own award however they wish, then sign their
name.

5 Portfolio: What other special


holidays do you know? Make a
calendar. Present it to the class.
Explain the task. Ask pupils to think of another special
holiday and make a calendar showing the date and
decorating it any way they wish.

59(T)
3 Whats the secret message? Use the code to find out.

8 1 22 5 1 23 15 14 4 5 18 6 21 12 4 1 25

Write a secret Mothers Day message in your notebook.


Ask your friend to read it.

4 Give your mum an award.


This is for you,
Mum. Happy
Mothers Day!

5 What other special holidays do you know?


Make a calendar. Present it to the class.
59
Fun Time 7
1 Look and complete in your notebook.

This is Bozo the clown. Hes


got pink hair, blue eyes
and a red mouth. Look at
his nose. Its orange! Bozo
has got a green hat, too.
Hes very funny!

2 Read and complete in your notebook.

park home picture kitten

Can you co
me
y! to the 4)
Harr . Tom!
a t 1) with me? Te
Im Ive got a xt
me! 2) ! Its me.
Call cute! He so
re is a 3) Sam
Becky .

(See Fun Time Key)


3 Write a message for your friend in your notebook.
(See Fun Time Key)
60
4 Write what they have got and what they havent got
in your notebook.
7

Pam
Jack
John & Tony
Helen & Nancy
Steve

1 Pam has got a ball and roller-skates, but she hasnt got a teddy bear
or a guitar.
(See Fun Time Key)

5 Read the story. Look at the pictures and complete in your


notebook.

I have got two long 1) ears. I have got four 2) legs

and a small 3) tail. I am fast. I like carrots.

What am I?

I am a 4) rabbit.

61
Fun Time 8
1 Choose the correct word.

1 radio/piano 3 seat belt/helmet 5 mask/glasses

2 magician/rabbit 4 circus/clown 6 motorbike/car

2 Look, read and match in your notebook.

a fly b dance c drive d run e jump f do karate g swim h ride a horse

1 3 5 7

a fly g swim b dance f do karate


2 4 6 8

e jump d run h ride a horse c drive


62
3 What can Tina do? What cant she do? Look, read
and write in your notebook.
8
Tina 1) can draw. She 2) can dance, but she

3) cant play the piano.

4 Look, read and write in your notebook.

Theyve got a big 2)

What are 1)
head and a short 3)

pandas like? tail. Theyve got small

4) ears, too!

Can they 5)
No, they 6) cant!

fly?

63
Fun Time 9
1 Look and write in your notebook.

Its hot. Its windy. Its sunny.


Its snowing. Its raining. Its cold.

1 3 5

Its cold. Its windy. Its snowing.

2 4 6

Its sunny. Its hot. Its raining.


2 Read and write in your notebook.

Dear Mum and Dad,

We 1) re having (have) a great time here in


Spain. Its hot today! The sun 2) (shine). Peter
and Mike love the beach! I 3) (sit) under my
umbrella and Peter 4) (play) in the water and
he 5) (get) wet! Anna and Mike 6) (swim).
We like it here.

Love,
Penny
64
(See Fun Time Key)
9
3 Match in your notebook.
e
c
1 printer a

2 keyboard

3 speakers

4 mouse
d
5 screen b

4 Read and match in your notebook.

1 cut 2 copy 3 paste 4 save 5 print

a b c d e

5 Make sentences in your notebook or using a computer.

1 they/not play football 5 the birds/not fly


They arent playing football. 6 the giraffe/eat?
2 the monkey/not climb/the tree 7 the birds/sit/on the hippo?
3 the lions/sleeping? 8 the zebras/run/fast
4 the rhino/drink water (See Fun Time Key)

65
Fun Time 10
1 Look, read and number the sentences in your notebook.

a Its an elephant. 7 e Its a giraffe. 12 i Its a zebra. 11


b Its a hippo. 10 f Its a lion. 2 j Its a goat. 6
c Its a kangaroo. 5 g Its a seal. 9 k Its a rhino. 8
d Its a crocodile. 1 h Its a panda. 3 l Its a monkey. 4

7
1

2
8

4 11
3
10

12
5

66
2 Read and choose. 10
1 Listen! Kevin the piano. 6 Mary ! Shes jumping.
A are playing B is playing A isnt dancing
2 Wheres Tina? on the phone? B arent dancing
A She is talking B Is she talking 7 Be quiet! Dad .
3 The children ! Theyre playing. A are sleeping B is sleeping
A isnt eating B arent eating 8 You to the teacher!
4 What wearing? Is it a hat? A isnt listening
A you are B are you B arent listening

5 Look, Mum! I a snowman!


A m making B making

3 Read and answer.

1 A: Is he reading a 4 A: Are they riding a


book? horse?
B: Yes, he is. B: No, they arent.
Theyre riding a
bicycle.

2 A: Is he singing? 5 A: Is she playing


B: No, he isnt. the piano?
Hes sleeping. B: No, she isnt.
Shes dancing.

3 A: Is he eating? 6 A: Are they


B: Yes, he is. swimming?
B: No, they arent.
Theyre running.

67
Fun Time 11
1 Listen and choose. Talk with your friend.

ten pence/10p twenty pence/20p one pound/1

Can I have some Here you are.


tea, please?

How much
is it?

1 A 1 3 A 16p 5 A 1
B 2 B 20p B 3
2 A 5 4 A 2.20 6 A 3.10
B 2 B 5 B 1.20

(See Fun Time Key)


2 What time is it? Look and say.

1 2 3 4

Its eight oclock. Its one oclock. Its ten oclock. Its twelve oclock.

68
3 Read and complete. Use: like or dont like. 11
1 I dont like milk. 5 You like sandwiches.
2 You like rice. 6 I dont like meat.
3 I dont like pineapples. 7 I like chicken.
4 You like ice cream. 8 I dont like potatoes.

4 Read and complete. Use: some or any.

1 Mum, is there any apple juice? 5 There isnt any rice on the table.
2 Weve got some orange juice, but 6 There arent any sandwiches in my
we havent got any milk. lunch box.
3 Sorry, but there isnt any sugar! 7 There is some ice cream in the
4 Is there any spaghetti in the fridge.
cupboard? 8 Are there any tomatoes in the
garden?

5 Complete. Use: a, an or some.

1 an orange
2 a banana
3 some bread
4 a hot dog
5 some rice
6 an apple
7 some milk
8 some fairy cakes

69
Fun Time 12
1 Look and complete in your notebook.

hower reakfast

ork unch usic

ogging omework ed

70
2 Read and choose. 12
1 I eat/eats fruit. 6 You dont/doesnt go to school
2 We do/does our homework in in summer.
the afternoon. 7 Does/Do your dog sleep in your
3 Do/Does they talk in class? bedroom?

4 Robert walk/walks to work in the 8 They dont/doesnt listen to the


morning. teacher.

5 Does/Do the girls like football?

3 What does Wendy do every day? Read and choose.

Wendy 1) at 7 oclock every day and 2) breakfast. She


3) to school at 8 oclock. She 4) lunch at 1 oclock. She
5) home at 4 oclock. Then she 6) her homework. In the
evening she 7) to music or 8) TV. She 9) to bed at 10
oclock.

1 A gets up B get up 6 A does B do


2 A have B has 7 A listens B listen
3 A goes B go 8 A watches B watching
4 A have B has 9 A goes B go
5 A comes B come

71
Evaluation
1 Look, read and write yes or no in your notebook.
1 3 5
1 This is a helmet. yes
2 This is a skirt. no
3 This is a sausage. no
4 This is a bird. yes 2 4
5 This is a pineapple. no

2 Complete in your 4 Read and choose.


notebook.
1 A: Whats Mike like?
B: a) Hes got dark hair and
blue eyes.
b) He likes bananas.
My monster has got a big 2 A: Can you play the piano?
1) hdea head and a long 2) soen B: a) Yes, I have.
nose. Its got three 3) seye eyes, short
b) Yes, I can.
4) egls legs and big 5) tefe feet. It
hasnt got ears. It is very funny. 3 A: What are you wearing
today?
B: a) Its blue.
3 Read and choose. b) My new trousers.

1 He has / have got small ears. 4 A: Are there any tomatoes?


2 The baby has got 2 small tooth / B: a) Yes, there are.
teeth . b) Yes, they are.
3 Can you help me? I can / cant 5 A: What do you do in the
draw. afternoon?
4 What you are doing / are you B: a) I watch TV.
doing today?
b) Its five oclock.
5 There are some / any fairy cakes
in the fridge.
72
Fun Time Key & Tapescripts
Fun Time 7 Fun Time 11
Ex. 2 p. 60 Ex. 1 p. 68 Tapescript
1 home 3 picture 1 A: Can I have some tea, please?
2 kitten 4 park B: Here you are.
A: How much is it?
Ex. 3 p. 60 B: Its 1.
(Suggested answer) 2 A: Can I have a sandwich, please?
B: Here you are.
Alex!
A: How much is it?
Ive got a new bike!
B: Its 2.
Come and see it!
Jim 3 A: Can I have a banana, please?
B: Here you are.
Ex. 4 p. 61 A: How much is it?
B: Its 16p.
Jack has got a teddy bear and a guitar, but he hasnt
got a ball or roller-skates. 4 A: Can I have a burger, please?
B: Here you are.
John and Tony have got a ball and a guitar, but
A: How much is it?
they havent got a teddy bear or roller-skates.
B: Its 2.20.
Helen and Nancy have got a guitar and roller-skates,
5 A: Can I have some bread, please?
but they havent got a teddy bear or a ball.
B: Here you are.
Steve has got a teddy bear and a guitar, but he hasnt A: How much is it?
got a ball or roller-skates. B: Its 1.
6 A: Can I have some chocolate, please?
B: Here you are.
Fun Time 9 A: How much is it?
B: Its 1.20.
Ex. 2 p. 64
2 is shining 5 is getting
3 am sitting 6 are swimming
4 is playing

Ex. 5 p. 65
2 The monkey isnt climbing the tree.
3 Are the lions sleeping?
4 The rhino is drinking water.
5 The birds arent flying.
6 Is the giraffe eating?
7 Are the birds sitting on the hippo?
8 The zebras are running fast.

73(T)
Instruments for Evaluation
Evaluation is an essential part in the learning Cumulative Evaluation
process. It helps the learners realise their progress in
In order to obtain reliable information, the cumulative
the target language, how much they have achieved
evaluation takes into account the work the pupils
and what areas need further practice. The learners
have done throughout the module as well as their
attitude towards their own learning experience is
participation and attitude. The course is
positively influenced as they participate in the whole
accompanied by two forms of cumulative evaluation:
process. Evaluation also allows teachers to reflect on
the validity of their teaching practices and the types Pupils Self-Assessment Forms
of material being used. The pupils give their personal opinion about
their own results upon completion of each
The process is basically divided into three parts:
Modular Revision and Assessment. They file
initial evaluation at the beginning of the course,
these forms in their Language Portfolio.
formative evaluation, which is done on a daily
basis, and cumulative evaluation upon finishing a Progress Report Cards
Module. The teacher completes them, one per pupil,
after each test and they are given to the pupils
Initial Evaluation to file in their Language Portfolio.

This evaluation centres mainly on the pupils reports


from the previous school year. The teacher can
assess the pupils level, work already covered, work
needed to be covered, strengths, weaknesses, etc.

Formative Evaluation
Any exercise a pupil does can be used for this type
of evaluation. The results are then recorded on the
pupils Formative Evaluation Chart.
Make as many photocopies as you need and
complete the charts as indicated. Write the names of
the activities you are going to evaluate (e.g. the
dialogues, songs, craft activities, and so on) and write
the marks obtained with the help of the following
code (using colours if you wish):
c (competence green): the pupil has a full
understanding of the task and responds
appropriately
w (working on yellow): the pupil has an
understanding of the task but the response is not
fully accurate
n (non-competence red): the pupil does not
understand the task and is unable to respond
appropriately

74(T)
Formative Evaluation Chart

Name of game/activity: .............................................................................................................


Aim of game/activity: .................................................................................................................
Module: ............................................... Unit: ........................................... Course: ...................

Pupils name: Mark and comments


1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Evaluation criteria: c (green) w (yellow) n (red)

Express Publishing PHOTOCOPIABLE 75(T)


Cumulative Evaluation
Pupils Self-Assessment Forms
Pupils Self-Assessment Form
Name: ................................................................................. Module 4
I can ... remember say read and write

very well OK not very well very well OK not very well very well OK not very well
Whats Lee like?
Hes got dark hair and
brown eyes.
Have I got a big nose?
Yes, you have.
Can you play the piano?
Yes, I can.
Can you see the glasses?

Draw how you feel!

Pupils Self-Assessment Form


Name: ................................................................................. Module 5
I can ... remember say read and write

very well OK not very well very well OK not very well very well OK not very well

Im wearing my new shirt.

Its raining.

Look at the hippos.


What are they doing?
Theyre eating.
Eating? Cool!

Draw how you feel!

76(T) Express Publishing PHOTOCOPIABLE


Cumulative Evaluation

Pupils Self-Assessment Form


Name: ................................................................................. Module 6
I can ... remember say read and write

very well OK not very well very well OK not very well very well OK not very well
Do you like carrots?
Yes, I do. Yummy!/No, I
dont. Yuk!
What time is it?
Its eight oclock.
Eight oclock?
Yes. Its breakfast time!

Are there any tomatoes?


Yes, there are.
Does Emma get up at six
oclock?
No, she doesnt. She gets
up at seven.
Whats your favourite
season? Spring.
What do you do in
spring? I fly my kite.

Draw how you feel!

Express Publishing PHOTOCOPIABLE 77(T)


Cumulative Evaluation
Progress Report Cards

Progress Report Card


..................................................... (name) can: Module 4

very well OK not very well

identify parts of the body


talk about appearance
write about his/her favourite cartoon character
talk about abilities
write about what he/she can do

Progress Report Card


..................................................... (name) can: Module 5

very well OK not very well

talk about clothes


talk about the weather
write about his/her magic moments
talk about animals
write a letter

Progress Report Card


..................................................... (name) can: Module 6

very well OK not very well

talk about food


talk about likes and dislikes
tell the time
write about his/her favourite meal
talk about everyday activities
talk about Environment Day
say the days of the week
write about his/her favourite day

78(T) Express Publishing PHOTOCOPIABLE


Activity Book (Key & Instructions)
MODULE 4 Unit 7b Were all wet!
Unit 7a Its so cute! 1 Look and write.
1 Read and colour. Revise singular and plural forms. Point to each
picture in turn and elicit the correct word. Allow
The pupils read the text and colour the picture. the pupils time to complete the crossword then
Ask the pupils to present their completed picture check their answers.
to the class so you can check their work.
Across Down
hair fair eyes green mouth pink
1 FEET 2 TEETH
nose red ears yellow
4 MEN 3 WOMEN
5 CHILDREN
2 Write the letter.
Revise adjectives (big, small) and facial features. 2 Read and correct.
Point to each picture in turn and ask the pupils to
Read through the example sentences and write
describe the potato figures. Read through the
them on the board. Read through the other
descriptions and explain the task. The pupils
sentences and elicit a suitable correction orally.
complete the exercise by writing in the correct
Ask the pupils to write their own correction
letter.
sentences in the spaces provided then check
1 C 2 E 3 A 4 B 5 D their answers.
2 No! Cats havent got one ear. Theyve got
3 Follow the lines and write.
two ears.
Read the example and explain the task. The 3 No! Horses havent got six legs. Theyve got
pupils follow the lines and write sentences using four legs.
the model provided. Check their answers. 4 No! Rabbits havent got long tails. Theyve got
short tails.
2 Ive got a camera.
5 No! Mice havent got five heads. Theyve got
3 Weve got a ring.
one head.
4 Theyve got an aeroplane.
6 No! Kangaroos havent got short tails. Theyve
5 Shes got a computer.
got long tails.
6 Youve got a watch.

4 What are they like? Ask and answer. 3 Read and write the questions. Then
colour.
Read through the example and have the pupils
Read through the example. Then, read the
repeat it chorally. Next, ask individual pupils to
answer sentences and elicit the most appropriate
describe the children in the other pictures.
question. The pupils complete the exercise in
Finally, tell the pupils to complete the exercise
writing then colour the horse. Check their answers.
in writing using the example as a model.
2 A: Whats Martha like? 2 Has it got 4 Has it got
B: Shes got dark hair and brown eyes. 3 Has it got 5 Has it got

3 A: Whats Liam like? 4 Read and find the stickers.


B: Hes got red hair and dark eyes.
Revise animals and their appearance. Read the
4 A: Whats Sam like? instructions and explain the task. Ask the pupils
B: Hes got brown hair and green eyes. to find the corresponding stickers, one at a time,
and show them to you for verification before
sticking them in the appropriate spaces.

79(T)
Activity Book (Key & Instructions)
Unit 7c Im so sweet! and say the word. Then, read through the text
and pause for them to fill in the gaps orally.
1 Make sentences. Explain the task and allow them to complete it
in writing. Check their answers.
Read the instructions and explain the task. The
pupils re-order the words and write correct 2 eyes 4 house 6 milk
sentences. Check their answers. 3 tail 5 fish 7 sofa

2 Have you got fair hair?


3 I havent got a brown cat. Unit 8a Talent show!
4 Has the mouse got a long tail?
5 His kitten has got blue eyes. 1 Find the stickers!
6 He has got big feet. Revise abilities and the verb can (particularly
in the third person). Read the instructions and
2 Listen and circle. explain the task. Ask the pupils to find the
Point to each picture and have some picture corresponding stickers, one at a time, and show
discussion. Elicit the names of the animals and them to you for verification before sticking them
some description of their appearance. Tell the in the appropriate spaces.
pupils to listen carefully to the recording and
circle A or B. Play the recording, twice if 2 What can they do? Write sentences.
necessary. Check their answers. Read the instructions and the example sentences.
1 B 2 A 3 A 4 B The pupils match the character to an activity then
write their own sentences based on the model
TAPESCRIPT provided.

One 2 Emma can draw.


Woman: Has Sue got a pet frog? 3 Harry can swim.
Girl: Yes, she has. 4 Mona can ride a bike.
Woman: Is it a green and yellow frog?
Girl: No, its a green and black frog. 3 Listen and put a tick () or a
cross ().
Two
Woman: Has she got a cat? Ask the pupils to look at the pictures and have
Girl: Shes got two cats. some picture discussion. Tell them that they
Woman: Have they got blue eyes? are going to listen to Alvin talking about what
Girl: Yes, they have! he can do. The pupils put a tick or a cross in
the box. Play the recording, twice if necessary.
Three Check their answers.
Woman: Has she got a mouse?
Girl: Oh, yes. Shes got a white mouse. 1 2 3 4
Woman: A white mouse?
Girl: Yes. TAPESCRIPT

Four Girl: Can you dance, Alvin?


Girl: Sues got a dog too. Alvin: Yes, I can.
Woman: Has it got long ears? Girl: Can you swim?
Girl: No, its got very short ears. Alvin: Swim? Oh, yes.
Girl: Can you play the piano?
3 Choose a word. Write the correct Alvin: No! I cant play the piano.
word next to numbers 1-7. There is Girl: Can you draw?
one example. Alvin: Oh, yes! I can draw very well!

Ask the pupils to point at each prompt picture

80(T)
Activity Book (Key & Instructions)
4 What can Tim do? Ask and answer. 2 Yes, he can. 5 No, it cant.
Then write. 3 No, she cant. 6 Yes, she can.
4 Yes, he can.
Read through the prompts and the example.
Do the exercise orally first, then allow the pupils 4 You are a famous magician! What
to write exchanges based on the prompts and can you do? Draw and write.
the model provided. Check their answers. Have
the pupils practise the exchanges in pairs. Tell the pupils to imagine that they are a famous
magician with magical powers. Brainstorm
2 Can he jump some ideas about the abilities they might have.
No, he cant The pupils then draw a picture to show what
3 Can he dance they can do and write about it.
Yes, he can (Suggested answer)
4 Can he ride a horse Im Verlin the magician! I can do magic card
No, he cant tricks and I can make a rabbit jump out of a
5 Can he play the piano hat.
No, he cant
6 Can he swim Unit 8c Watch me go!
Yes, he can
1 Draw lines to match.
Unit 8b Abracadabra! Read the instructions and explain the task. The
pupils draw lines to match up the words and
1 Look, read and match. form complete sentences. Ask them to read out
their sentences so you can check their answers.
Read the instructions and explain the task. The
pupils match the pictures to the speech bubbles. Draw lines to make sentences as follows:
Check their answers. 1 I can ride a bike.
2 I can play the piano.
1 c 2 a 3 d 4 b
3 I can fly a plane.
4 I can drive a car.
2 Make sentences.
Read through the example sentence. Then, 2 Read and write.
elicit similar sentences about the other animals
Read through the speech bubbles and make
using the prompts provided. Ask the pupils to
sure the pupils understand them. Pause to allow
complete the exercise in writing. Check their
them to fill in the gaps orally. The pupils then
answers.
write in the correct word. Check their answers.
2 Frogs can jump and swim, but they cant
1 fast 2 fly, on 3 drive
draw.
3 Spiders can run and jump, but they cant
3 Rhyme time! Read and circle.
swim.
Read the instructions and explain the task.
3 Look, read and circle. Read through the example then allow the
pupils a short amount of time to complete the
Read the instructions and the example. Point to
exercise. Check their answers.
each picture in turn and ask the question, e.g.
Can he dance? Elicit the correct answer from Yes No
the pupils: Yes, he can. Allow the pupils time to
complete the exercise. Check their answers. 4 Read, choose and fill in.
Read through the text and pause to allow the

81(T)
Activity Book (Key & Instructions)
pupils to fill in the gaps orally. The pupils then TAPESCRIPT
write in the correct word. Check their answers.
Narrator: Listen and look. There is one
2 His 4 a 6 cant example.
3 has 5 can
Woman: Can you see the dogs ears? Colour
the dogs ears brown!
Modular Revision and Assessment 4 Boy: Brown ears? The dogs got brown
ears?
Do a quick revision of what the pupils have learnt in
Woman: Yes!
this module. Praise their efforts during this stage of
Boy: OK!
the lesson and encourage everyone to participate.
Ask the pupils which parts of the module they Narrator: Can you see the dogs brown
enjoyed the most and why. ears? Now you listen and colour.
Do all the exercises on pages 58 and 59 orally in 1 Woman: Now look at the dogs head.
class. Then, allow the pupils to work on their own Boy: What colour is the head?
and complete the exercises in writing. Alternatively, Woman: The head is yellow.
you can assign the exercises as written homework. Boy: A yellow head! Thats funny.
Check the pupils answers and have them add up 2 Woman: Can you see the dogs body?
their total marks. Give them the Pupils Self-Assessment Boy: Yes! What colour is it?
Form for Module 4 and help them to complete it. Now, Woman: Orange! The dogs got an orange
the pupils are ready to take Module Test 4 in the body!
Teachers Resource Pack. Boy: An orange body? OK!
3 Woman: Find the dogs legs.
1 Look and write. Boy: The dogs legs. Right.
1 eye 3 hand 5 arm Woman: Colour the legs red.
2 ear 4 leg 6 mouth Boy: Thats easy! Red legs!
4 Woman: Colour the tail green.
2 Look, read and circle. Boy: Is the tail green?
1 woman 3 child Woman: Yes. The tail is green!
2 man 4 teeth Boy: OK!
5 Woman: Now draw a spider under the dog.
3 Read and underline. Boy: Pardon? Draw what under the dog?
1 feet 2 nose 3 has 4 run Woman: Draw a spider under the dog and
colour it black.
4 About you! Read and answer. Boy: OK, a black spider under the dog.
1 Yes, I can./No, I cant.
2 Yes, I do./No, I dont.
6 Read and fill in.
3 Yes, I can./No, I cant. 1 Fluffy 3 a long 5 jump
4 Yes, I do./No, I dont. 2 a small 4 big
5 Yes, I can./No, I cant.

5 Listen and colour and draw.


Colour the dog:
head yellow legs red
body orange tail green
Draw a spider under the dog and colour it black.

82(T)
Activity Book (Key & Instructions)
MODULE 5 2 Write.
Unit 9a My new clothes! Read the example and explain the task. The
pupils write these verbs in the present continuous
1 Look, read and tick (). tense. Check their answers and spelling.

Revise clothes. Read the instructions and explain 2 reading 5 playing 8 swimming
the task. The pupils read the word and tick the 3 hopping 6 running 9 flying
correct picture. Check their answers. 4 dancing 7 riding 10 driving

2 B 3 B 4 A 3 Draw lines to match.


2 Read and write the letter. Read the instructions and explain the task. The
pupils match the sentences to the pictures.
Have a picture discussion. Point to each picture in Check their answers.
turn and ask the pupils to tell you what the child is
wearing. The pupils then read the sentences and 1 f 3 d 5 a 7 h
match them to the correct picture. 2 c 4 b 6 g 8 e

2 f 3 b 4 a 5 e 6 c 4 Read and write.


3 Write. Read through the text and pause for the pupils
to fill in the gaps orally. Then allow them time to
Revise the present continuous tense. Read the write the correct form of the verb in brackets.
instructions and explain the task. The pupils re- Check their answers.
order the words and write correct sentences.
Check their answers. 2 is shining 5 are sitting
3 am wearing 6 is playing
2 Ken is playing in the park. 4 am walking
3 Mary is picking flowers.
4 We are going to school.
5 They are playing in the garden. Unit 9c Whos wearing...?
6 You are singing my favourite song.
1 Look and write.
4 What are you and your friend Point to each picture in turn and elicit the
wearing today? Draw and colour. correct word. Explain the task. Allow the pupils
Ask individual pupils to tell you what they are time to complete the puzzle before checking
wearing. Then, ask them to describe what their their answers.
friend is wearing. Check for correct use of the Across Down
present continuous, e.g. I am wearing, He/She
2 TRAINERS 1 JACKET
is wearing etc. Tell the pupils to draw clothes
4 BOOTS 3 SHORTS
on the silhouettes and colour them.
5 GLASSES 6 SOCKS

Unit 9b A lovely day! 2 Listen and tick () the box.


Ask the pupils to look at the pictures and have
1 Find the stickers! a picture discussion.
Revise weather conditions. Read the instructions
e.g. Teacher: Whats the boy wearing in the
and explain the task. Ask the pupils to find the
first picture?
corresponding stickers, one at a time, and show
Pupils: A white shirt.
them to you for verification before sticking them
in the appropriate spaces. Tell the pupils to listen carefully to the recording
and tick one box in each row. Play the recording,
twice if necessary. Check their answers.
83(T)
Activity Book (Key & Instructions)
1 1st picture 3 2nd picture Unit 10a At the animal park!
2 3rd picture
1 Read and match.
TAPESCRIPT
Read the instructions and explain the task. The
Narrator: Look at the pictures. Listen and look. pupils match the words to the pictures.
There is one example.
1 e 2 d 3 c 4 b 5 a
Whats Adam wearing?
Woman: Are you wearing a T-shirt, 2 Read and write.
Adam?
Boy: No, Im wearing a shirt. Read through the text and pause for the pupils
Woman: Is it a white shirt? to do the exercise orally. Then allow them time
Boy: No, its a purple shirt. to write the present continuous form of the verb
in brackets. Check their answers.
Narrator: Can you see the tick? Now you listen
and tick the box. 2 is playing 5 Are you having
3 is eating 6 m having
One 4 is drinking
Whats the weather like?
Woman: Whats the weather like 3 Read and circle.
today?
Boy: Its snowing. Look at the pictures and have a picture
Woman: Is it windy, too? discussion. Then, read out the questions and
Boy: No, but its very cold. elicit the correct response. The pupils complete
the exercise by circling the correct answer.
Two
What is Emily wearing? 1 Yes, she is. 4 Yes, we are.
Woman: What is Emily wearing? 2 No, they arent. 5 Yes, he is.
Boy: A dress. 3 No, she isnt.
Woman: Is it a pink dress?
Boy: No, its an orange dress. 4 Read, draw and colour.
Three The pupils read the text, draw a kite and an
What is Peter wearing? umbrella and colour the pictures. Check their
Woman: Are you wearing blue shorts, work.
Peter?
Boy: No, Im wearing blue trousers. Unit 10b Wild things!
Woman: And are you wearing white
trainers? 1 Find the stickers!
Boy: Yes, I am.
Revise animals. Read the instructions and explain
3 Look, read and fill in. the task. Ask the pupils to find the corresponding
stickers, one at a time, and show them to you for
Ask the pupils to look at the pictures and have verification before sticking them in the appropriate
a picture discussion. Then, read through the spaces.
texts, pausing for the pupils to fill in the gaps.
Check their answers. 2 Correct the sentences.
2 hot, riding, purple, green Ask the pupils to look at the picture and then
3 raining, playing, pink, pink read through the example. Read the other
4 snowing, pink, green statements and elicit some corrections from
the class. Allow the pupils time to write correct
sentences. Check their answers.

84(T)
Activity Book (Key & Instructions)
2 No! Debbie isnt dancing! Shes drawing/ they can practise the dialogue. Ask some pairs
painting. to report back to the class.
3 No! Ralph isnt writing. Hes reading.
(Suggested answers)
4 No! Mandy isnt eating. Shes playing the
guitar. A: What are the lions doing?
5 No! Scott isnt playing with his plane. Hes B: Theyre drawing.
playing with his boat. A: Drawing? Cool!
A: What are the elephants doing?
3 Listen and draw a line. B: Theyre jumping.
Point to the children in the picture and ask the A: Jumping? Cool!
pupils to tell you what they are doing. Then
A: What are the crocodiles doing?
explain that they must listen carefully to the
B: Theyre singing.
recording and draw lines to match the names
A: Singing? Cool!
to the children in the picture. Play the recording,
twice if necessary. Check the pupils answers. A: What are the seals doing?
B: Theyre playing the piano.
Lines should be drawn between:
A: Playing the piano? Cool!
Tina girl picking flowers
Mark boy sleeping
Lisa girl riding horse wearing yellow hat Unit 10c Two funny rabbits!
TAPESCRIPT 1 Where are the children? Look and
write.
Narrator: Look at the picture! There is one
example. Point to each animal in turn and elicit the
correct word. Allow the pupils time to complete
Anna: Can you see Jim?
the puzzle then check their answers. Ask them
Girl No, where is he?
if they can tell you where the children are?
Anna: Hes eating an apple.
Girl: Oh yes, hes eating an apple. 1 SEAL 6 CHICKEN
2 ANT 7 SHEEP
Narrator: Can you see the line? Now you listen
3 GIRAFFE 8 GOAT
and draw lines.
4 ZEBRA 9 RHINO
Anna: Can you see Tina? 5 CROCODILE 10 DUCK
Girl: Tina? Is she picking flowers?
The children are at the safari park.
Anna: Yes, she is.
Girl: Where is Mark? 2 Make sentences.
Anna: Hes sleeping, can you see him?
Read the instructions and explain the task. The
Girl: Yes.
pupils re-order the words and write correct
Anna: Look, Lisa is riding a horse, can you see sentences. Check their answers.
her?
2 Is the cow eating
Girl: Is Lisa wearing a yellow hat?
3 The cats arent sleeping in the house
Anna: Yes, shes riding a horse and wearing
4 We are drinking milk
a yellow hat.
5 Stella is swimming next to the boat
6 Are you going home
4 Look and say.
Point to the picture and ask the pupils to tell
you what the animals are doing. Read through
the example. Demonstrate the exchange with
several pupils then put them into pairs so that

85(T)
Activity Book (Key & Instructions)
3 Look at the pictures and read the TAPESCRIPT
questions. Write one-word answers. Narrator: Look at the pictures. Now listen and
Read through the examples and explain the look. There is one example.
task. The pupils read the questions and write Whats Laura wearing?
one-word answers. Woman: Is Laura wearing a skirt?
3 running 5 cake 7 eating Girl: No, shes wearing a dress.
4 table 6 box Woman: Is it a purple dress?
Girl: No, its a red dress.

Modular Revision and Assessment 5 Narrator: Can you see the tick? Now you listen
and tick the box.
Do a quick revision of what the pupils have learnt in
this module. Praise their efforts during this stage of One
the lesson and encourage everyone to participate. Whats Nick wearing?
Ask the pupils which parts of the module they Woman: Is Nick wearing shorts?
enjoyed the most and why. Girl: No, hes wearing trousers.
Woman: Orange trousers?
Do all the exercises on pages 72 and 73 orally in Girl: No, Nicks wearing blue trousers.
class. Then, allow the pupils to work on their own
and complete the exercises in writing. Alternatively, Two
you can assign the exercises as written homework. Whats the weather like?
Woman: Whats the weather like today?
Check the pupils answers and have them add up Girl: Its very cold.
their total marks. Give them the Pupils Self-Assessment Woman: Is it snowing too?
Form for Module 5 and help them to complete it. Now, Girl: Yes, it is.
the pupils are ready to take Module Test 5 in the
Teachers Resource Pack. Three
Whats Tom doing?
1 Look and write. Woman: Is Tom in his bedroom?
Girl: No, hes in the kitchen.
1 skirt 3 jacket 5 shoes Woman: Is he drinking milk?
2 trousers 4 shorts Girl: No, he isnt. Hes eating.

2 Look and match. 6 Look and read. Write yes or no.


1 g 3 a 5 b 7 h 1 no 3 yes 5 no
2 d 4 c 6 f 2 no 4 yes

3 Read and write.


1 is picking 3 are you doing MODULE 6
2 is playing 4 am making
Unit 11a Lunchtime!
4 Read and answer.
1 Look and write.
1 snowing 2 sunny 3 raining
Read the instructions and explain the task. The
pupils complete the exercise by writing the
5 Listen and tick () the box.
correct word. Check their answers.
1 3rd picture 3 1st picture
2 hot dogs 4 sausages
2 1st picture
3 sandwiches 5 chips

86(T)
Activity Book (Key & Instructions)
2 Read and match. S A N D W I C H
Ask pairs to read out the exchanges. The A B J U I C E A
pupils match each exchange to the correct
U U R X M E A T
picture. Check their answers.
S R I Y D C L B
1 C 2 D 3 A 4 B
A G C Q B R T R
3 Look, read and write. G E E J Z E X E
Read the examples and explain the task. Do E R C D F A G A
the exercise orally first, then allow the pupils
M I L K F M B D
time to complete the task in writing. Check their
answers.
2 Read and write A or B.
3 Yes, I do. Yummy!
4 Yes, I do. Yummy! Ask the pupils to look at the pictures and identify
5 No, I dont. Yuk! the food items. Have some picture discussion.
6 No, I dont. Yuk! Then, read the instructions and explain the task.
Check their answers.
4 Read and draw the times. 2 A 4 A 6 B 8 B
Draw a clock on the board (without the hands). 3 B 5 A 7 B
Say a time, e.g. twelve oclock, then ask a pupil
to come to the front and draw hands on the 3 Some or any. Read and write.
clock. Revise the different uses of some and any.
Read the instructions and explain the exercise. Read the instructions then go through the text,
Check the pupils answers. pausing for the pupils to complete the exercise
orally. Allow them some time to do the exercise
1 3 in writing. Check their answers.
2 any 4 any 6 some
3 any 5 any

Where are they? Look, read again


2 4 and choose.
Read the instructions and explain the task.
Refer the pupils to the menus and to the
dialogue in Ex. 3. Allow the pupils some time to
read and find the answer.

Unit 11b Fairy cakes! Answer: They are at Burger Hut.

1 Look and circle the words. Unit 11c Listen to my tummy!


Point to each item in turn and elicit the correct
word. Read the instructions and explain the 1 Find the stickers!
task. Allow the pupils some time to complete Revise food. Read the instructions and explain the
the puzzle. Check their answers. task. Ask the pupils to find the corresponding
stickers, one at a time, and show them to you for
verification before sticking them in the appropriate
spaces.

87(T)
Activity Book (Key & Instructions)
2 Read and choose. poem. Check their answers. Ask individual pupils
to report back to the class.
Read each question and elicit the correct
response from the pupils. Allow them to (Suggested answers)
complete the task by circling the correct letter. My favourite meal is breakfast.
Check their answers. I love breakfast, I do!
1 a 3 b 5 b I like eggs and sausages for breakfast.
2 b 4 a 6 a What about you?

3 Whats in the fridge? Listen and put Unit 12a Alvins day!
a tick () or a cross ().
Point to each item and elicit the correct word. 1 Look, read and match.
Tell the pupils to listen carefully to the recording Read the instructions and explain the task. The
and tick only the items that are in the fridge. pupils match the phrases to the pictures. Check
Play the recording, twice if necessary. Check their answers.
their answers.
2 c 4 e 6 h 8 d
fish meat 3 a 5 b 7 g
ice cream eggs
tomatoes cheese 2 Write.
carrots sandwich
Read the example and explain the task. The
TAPESCRIPT pupils write these verbs in the third person
(present simple). Check their answers and
Mum: Lets make some lunch, Tom. Whats in the spelling.
fridge? Is there any fish?
Tom: Well...no... there isnt any fish. But theres 2 walks 5 gets 8 plays
some meat and some eggs. 3 does 6 has 9 eats
Mum: Oh, OK. Is there any cheese? 4 listens 7 watches 10 rides
Tom: Hmmm... No, there isnt any cheese.
Theres only a cheese sandwich. 3 Read and circle.
Mum: I see. And are there any carrots? Read through the example. Then, read the other
Tom: No, there arent any carrots, but there are sentences, pausing for the pupils to select the
some tomatoes. correct form of the verb. The pupils then circle
Mum: I see. What else is there? the correct option. Check their answers.
Tom: There is some ice cream! Yum! Can I have
ice cream for lunch, Mum? Pleeeease! 2 listens 5 Does 8 goes
Mum: No, Tom, you cannot! Come on, lets cook. 3 have 6 do 9 Does
Tom: Oh, Mum! 4 doesnt 7 doesnt

4 Read and fill in: meal, you, do. 4 Look, read and write yes or no.
The pupils read and complete the poem. Ask Read the example and explain the task. The
the pupils to read their poem out loud. pupils complete the exercise orally first, then in
writing. Check their answers.
2 do 3 you
2 yes 4 yes 6 no
5 Whats your favourite meal? Write 3 no 5 no
your poem!
Now ask and answer.
Read the instructions and explain the task. Allow
the pupils some time to read and complete the Ask a pair of pupils to read out the exchange.
Demonstrate some similar exchanges with the

88(T)
Activity Book (Key & Instructions)
pupils. Put them into pairs and have them 2 Does he fly planes
practise exchanges based on Ex. 4 and the 3 Do they like chocolate
model provided. 4 Do they grow in winter
5 Does she go to school
(Suggested answers)
6 Do you go jogging in the evening
A: What does Kelly do in the afternoon?
B: She watches TV.
A: What does Kelly do in the evening?
Unit 12c Another lovely day!
B: She does her homework.
A: What does Alex do in the morning?
1 Read and tick ().
B: He goes jogging in the morning. Revise the affirmative, negative and interrogative
A: What does Alex do in the afternoon? forms of the present simple tense. Read the
B: He plays the piano. example and explain the task. The pupils select
A: What does Alex do in the evening? the correct sentence and tick the box. Check
B: He listens to music. their answers.
2 B 3 B 4 A
Unit 12b Environment Day!
2 Listen and write the days.
1 Look and write. Revise the days of the week. Point to each
Point to each season in turn and ask the pupils picture and elicit the activity. Tell the pupils
to tell you what season they think it is. Explain they are going to listen to a girl talking about
the task. The pupils solve the anagrams and what she does during the week. Tell them they
write the correct word in the space provided. have to listen carefully and write the correct
day under each picture. Play the recording,
spring summer winter autumn
twice if necessary, then check their answers.
2 Read, choose and complete. 1 Tuesday 4 Thursday
2 Friday 5 Monday
Draw the pupils attention to the bullet point
3 Wednesday 6 Saturday
answers below the drawing. Read though the
text and pause to allow the pupils to fill in the
TAPESCRIPT
gaps orally. Allow them some time to complete
the exercise in writing. Check their answers. Woman: What do you do on Mondays Sally?
Sally: On Mondays I go jogging in the
2 In summer, we swim all day
morning.
3 No, we dont
4 They ski down the branches of trees Narrator: Can you see the answer? Now you
listen and write the days.
3 Read and match. Woman: And what do you do on Tuesdays?
Read the instructions and explain the task. The Sally: Well, every Tuesday I have a piano
pupils match the two columns to form complete lesson at home.
sentences. Check their answers. Woman: A piano lesson? What about
Wednesdays?
2 d 3 e 4 b 5 c 6 a
Sally: Mmm... on Wednesdays I go
swimming.
4 Write the questions.
I love swimming!
Read the instructions and explain the task. The Woman: Mm, thats nice! And what about
pupils re-order the words and write the correct Thursdays?
questions. Check their answers, then ask the Sally: Every Thursday I play football with my
pupils to practise these exchanges in pairs. friends. And on Fridays I go to the
cinema with my mum and dad.

89(T)
Activity Book (Key & Instructions)
Woman: So what do you do on Saturdays 5 Listen and draw the times.
then?
Sally: Saturday is my favourite day! I meet Pupils should draw the following times on the
my friends and we play in the park clocks:
all day! 1 eight oclock
2 seven oclock
3 Read and find the stickers! 3 ten oclock

Read through the text and explain the task. Ask TAPESCRIPT
the pupils to find the corresponding stickers, one
at a time, and show them to you for verification Narrator: Listen and look. There is one
before sticking them in the appropriate spaces. example.
Woman: What time do you get up, Anna?
Modular Revision and Assessment 6 Anna: I get up at seven oclock.
Woman: Seven oclock?
Do a quick revision of what the pupils have learnt in Anna: Yes.
this module. Praise their efforts during this stage of
the lesson and encourage everyone to participate. Narrator: Can you see the example? Now you
Ask the pupils which parts of the module they listen and draw the times.
enjoyed the most and why. One
Do all the exercises on pages 86 and 87 orally in Woman: What time do you have breakfast?
class. Then, allow pupils to work on their own and Anna: At eight oclock.
complete the exercises in writing. Alternatively, you Woman: You have breakfast at eight oclock?
can assign the exercises as written homework. Anna: Yes, thats right.

Check the pupils answers and have them add up Two


their total marks. Give them the Pupils Self-Assessment Woman: What time do you have dinner?
Form for Module 6 and help them to complete it. Now, Anna: I have dinner at seven oclock in the
the pupils are ready to take Module Test 6 in the evening.
Teachers Resource Pack. Woman: At seven oclock?
Anna: Yes!
1 Look, read and match. Three
1 g 3 d 5 i 7 j 9 a Woman: So, when do you go to bed, Anna?
2 f 4 b 6 e 8 c Anna: I always go to bed at ten oclock.
Woman: Ten oclock. OK.
2 Read and fill in.
6 Read and look. Write yes or no.
1 has 3 in 5 dinner
2 work 4 TV 6 to 1 no 3 no 5 yes
2 no 4 yes 6 no
3 Read and write some or any.
1 some 3 some 5 any
2 some 4 some

4 Read and answer.


1 No, I dont. Yuk! 2 Yes, I do. Yummy!

90(T)
Activity Book (Key & Instructions)
Board Game 4 Board Game 6
1 suggested answers: jump, sing, run, walk, 1 suggested answers: breakfast, lunch, dinner
dance, read, write 2 time
2 got 3 cereal
3 cat/kitten 4 Pupil sings the song.
4 Pupil sings the song. 5 Pupil goes back to Start.
5 Pupil goes back to Start. 6 ice cream
6 dance 7 do
7 can 8 Pupil goes back to Start.
8 Pupil goes back to Start. 9 Pupils own answers.
9 Pupils own answers. 10 Pupil goes back to Start.
10 Pupil goes back to Start. 11 milk
11 leg 12 in
12 like 13 some
13 cant 14 Monday, Tuesday etc
14 suggested answers: nose, eyes, ear, mouth 15 bread
15 swim 16 Pupil goes back to Start.
16 Pupil goes back to Start. 17 any
17 has 18 suggested answers: carrot, lettuce, corn,
18 Pupil sings the song. peas, potato, mushrooms
19 body 19 orange juice

Board Game 5
1 suggested answers: cow, sheep, chicken,
turkey, horse, duck
2 doing
3 trousers
4 suggested answers: shoes, boots, trainers,
socks
5 Pupil goes back to Start.
6 monkey
7 wearing
8 Pupil goes back to Start.
9 Pupil sings the song.
10 Pupil goes back to Start.
11 shirt
12 arent
13 having
14 Pupils own answers.
15 jacket
16 Pupil goes back to Start.
17 like
18 Pupils own answers.
19 giraffe

91(T)
Plays
Suggestions on how to teach the plays
Each play can be covered in approximately two to In the third lesson split the class in two groups. Make
three lessons including the performance. sure that each group has at least one complete cast
of characters needed to perform the play. Ask them to
In the first lesson present or revise the language to
rehearse their lines within their groups. The pupils who
be used, the songs and the setting of the scene as
are not taking character roles in this final rehearsal
suggested in the Before the play section.
can be the audience. Select a group to perform the
In the second lesson, play the recording of the play. You can perform the play as many times as the
whole play while the pupils follow the lines in their pupils like. Good luck!
books. Ask the pupils questions to see if they
Note: If you wish, you can use the plays for stage
understood the plot of the story. Play the recording
performance with the pupils playing the role of the
again, pausing at the end of each line to allow the
characters.
pupils to repeat. This will help the pupils to practise
intonation and pronunciation. Allocate roles and
ask the pupils to read the play aloud in class.
Repeat this step until every pupil has had an
opportunity to read. At the end of the lesson assign
each pupil a role to learn for homework. Give the
same role to more than one pupil. All pupils must
have roles.

92(T)
Play 4 In the park!
Outline: Useful phrases
Guess! Hurry up!
Katy the Kitten is in the park and introduces herself. Come on! Watch me go!
Emma, Harry, Mona and Lee arrive at the park to have Wait!
some fun.
Vocabulary:
Characters:
Transport
Emma Mona Katy the Kitten car plane bike bus
Harry Lee Audience
Parts of the body
Structures/Functions: ears legs tummy
head hair body
Describing parts of the body tail feet teeth
Ive got hair on my head.
Other words
Talking about ability piano sing climb
I can ride a bike. I cant fly. draw dance tree
Can you sing?

BEFORE THE PLAY 1 Ive got hair on my ears. (rub ears)


Ive got hair on my head. (rub head)
(Activities to familiarise the pupils with the Ive got hair on my tail. (wiggle an imaginary
language of the play.) tail)
Ive got hair on my legs! (rub legs)
Before going into class
Ive got hair everywhere, (stretch up and
Flashcards/pictures of an assortment of From my head to my feet! then bend down
animals, e.g. birds, fish, cats, dogs, etc. and touch toes)
Ive got hair everywhere,
1 Hold up one of the animal pictures and ask Im a kitten and Im sweet! (look sweet and
questions: bat eyelashes)
e.g. Teacher: Im a (cat)! What can I do? Can I Ive got hair on my tummy. (rub tummy)
walk? Ive got hair on my feet; (rub feet)
Pupils: Yes, you can! And when I lick my body, (mime licking body)
Teacher: Can I play the piano? etc Ive got hair on my teeth! (open mouth wide
2 Have the pupils move around the room (play and show teeth)
the Im a kitten song if possible). When the music 2 Beep! Beep! Beep! (mime beeping a horn)
stops, call out, e.g. three noses! The pupils have I can drive my car (mime driving a car)
to get in groups of three with noses touching! Seat belt on, watch me go! (mime putting on
a seat belt)
(Activity to familiarise the pupils with the lyrics Beep! Beep! Beep! (mime beeping a horn)
of the songs.) I can drive my car (mime driving a car)
3 Ask the pupils to listen and repeat the words after Sometimes fast and sometimes slow!
you. Play the songs, encouraging the pupils to Yeeow! Yeeow! Yeeow! (wave hands in air)
join in the actions. I can fly my plane (mime flying a plane-arms
out to the side)

93(T)
Play 4 In the park!
Seat belt on, watch me go! (mime putting on
a seat belt)
Yeeow! Yeeow! Yeeow! (wave hands in air)
I can fly my plane (mime flying a plane-arms
out to the side)
Sometimes fast and sometimes slow!
Ring! Ring! Ring! (mime ringing a bicycle bell)
I can ride my bike (mime riding a bike)
Helmet on, watch me go! (mime putting on a
helmet)
Ring! Ring! Ring! (mime ringing a bicycle bell)
I can ride my bike (mime riding a bike)
Sometimes fast and sometimes slow!

94(T)
Play 4 In the park!
Script & Stage Directions

In the park!
Scene 1

(Katy the Kitten enters stage left and All: Ive got hair on my ears.
addresses the audience.) Ive got hair on my head.
Katy the Kitten: Hello, everybody! Ive got hair on my tail.
Audience: Hello! Ive got hair on my legs!
Katy the Kitten: Im Katy the Kitten! What can I do?
Ive got hair everywhere
Guess! Can I play the piano?
From my head to my feet!
Audience: No!
Ive got hair everywhere
Katy the Kitten: No, I cant play the piano. Can I fly?
Im a kitten and Im sweet!
Audience: No!
Katy the Kitten: No, I cant fly. Can I draw? Ive got hair on my tummy.
Audience: No! Ive got hair on my feet;
Katy the Kitten: No, I cant draw. Can I drive a car? And when I lick my body,
Audience: No! Ive got hair on my teeth!
Katy the Kitten: No, I cant drive a car. But I can sing!
(Mona, Emma, Harry and Lee are
Can you sing?
talking off stage)
Audience: Yes!
Harry: Come on, everyone. Hurry up!
Katy the Kitten: Can you dance?
Mona, Lee &
Audience: Yes!
Emma: OK, Harry. Wait!
Katy the Kitten: Sing and dance with me!
Katy the Kitten: Oh, dear! Time to go. I know I can
climb this tree! (climbs the tree)

Scene 2

(Harry enters stage right.) I can drive my car


Harry: Its a great day for the park! Look! A Sometimes fast and sometimes slow!
red bus, a blue bike, a yellow plane
(Emma enters stage left and stands
and a green car! Wow!
above the plane on the carousel)
(Mona enters stage left and stands
Emma: Look! A plane. I can fly the plane!
above the car on the carousel)
(Harry addresses the audience.)
Mona: Look! A car. I can drive the car!
Harry: Can Emma fly the plane?
(Harry addresses the audience.)
Audience: Yes, she can!
Harry: Can Mona drive the car?
Emma: Yes, I can! Watch me go! Come on
Audience: Yes, she can!
everyone, sing!
Mona: Yes, I can! Watch me go! Come on
(Emma, Harry and the audience
everyone, sing!
sing.)
(Mona, Harry and the audience sing.)
All: Yeeow! Yeeow! Yeeow!
All: Beep! Beep! Beep!
I can fly my plane
I can drive my car
Seat belt on, watch me go!
Seat belt on, watch me go!
Yeeow! Yeeow! Yeeow!
Beep! Beep! Beep!

95(T)
Play 4 In the park!
I can fly my plane Emma, Lee &
Sometimes fast and sometimes slow! Mona: Its fun in the park!
Harry: Come on. Its time to go home!
(Lee enters stage left and stands
(All characters approach the front of
above the bike on the carousel)
the stage addressing the audience)
Lee: Look! A bike. I can ride the bike!
All: Goodbye, everyone!
(Harry addresses the audience.)
Audience: Goodbye!
Harry: Can Lee ride the bike?
Audience: Yes, he can!
Lee: Yes, I can! Watch me go! Come on
everyone, sing!
(Lee, Harry and the audience sing.)
All: Ring! Ring! Ring!
I can ride my bike
Helmet on, watch me go!
Ring! Ring! Ring!
I can ride my bike
Sometimes fast and sometimes slow!

96(T)
Play 5 Farmer Freddys animals!
Outline: Useful phrases
Oh, no! Come with me!
Emma, Mona, Lee, Harry and Alvin are at Freddys Dont be sad! No thanks!
farm. It starts to rain and the children run for shelter.
Vocabulary:
Characters:
Animals
Emma Lee two rabbits Audience duck sheep rabbit
Harry Alvin two ducks
Mona Farmer Freddy two sheep Actions
sit fly hop
Structures/Functions: pick run play football

Describing actions Other words


Im picking flowers. apples sun
flowers funny
Talking about the weather
Its raining.

BEFORE THE PLAY Two funny rabbits (pretend to be a rabbit


hopping)
(Activities to familiarise the pupils with the Are hopping away,
language of the play.) Hopping away, hopping away.
1 Say to the pupils: Its a lovely day today. The Two funny rabbits
sun is shining. What am I doing? Mime sitting in Are hopping away,
the sun, picking flowers, etc. You can make Hopping away today!
this into a game and have the pupil who Two funny ducks (pretend to be a duck flying)
guesses correctly take the next turn whisper Are flying away,
the action you want them to do. Flying away, flying away.
2 Sit the children in a circle. Go around and give Two funny ducks
each one a role: rabbit, duck or sheep. Explain Are flying away,
to them that the rabbits must hop, the sheep Flying away today!
must run and the ducks must fly (arms out to Two funny sheep (pretend to be a sheep
sides). Give them time to practise if you wish! running)
Then call out one of the animals, e.g. duck. All Are running away,
the children who are ducks have to go Running away, running away.
clockwise around the circle (flying) and sit Two funny sheep
back in their seats. The last one to sit down Are running away,
must pay a forfeit (sing a song, name an item Running away today!
of vocabulary, etc).

(Activity to familiarise the pupils with the lyrics


of the song.)
3 Ask the pupils to listen and repeat the words
after you. Play the song, encouraging the
pupils to join in with the actions.

97(T)
Play 5 Farmer Freddys animals!
Script & Stage Directions

Farmer Freddys animals!


Scene 1

(Enter Lee and Harry stage right. (We can hear the sound of thunder
Lee calls to Alvin off stage.) and rain.)
Mona: Oh, no! Its raining!
Lee: (looking off stage) Hey, Alvin!
Lee: Come on, everyone! Run!
Come on!
(Mona, Emma, Harry and Lee run
(Alvin enters stage right.)
stage left and stand in front of the
Harry: Lets play football!
barn. Alvin remains by the rock
Alvin: (Stays stage right) No, thanks!
stage right. Farmer Freddy enters
Harry: Oh, Alvin! The sun is shining! Dont be
stage left)
sad!
Lee: Im picking apples. Come with me! All: Oh, hello, Farmer Freddy!
Alvin: No, thanks! Farmer Freddy: Hello, children! Is it raining?
(Emma and Mona enter stage left) All: Yes!
Emma: Im picking flowers. Come with me! Farmer Freddy: Well, come in, children!
Alvin: No, thanks! (Emma, Mona, Harry and Lee exit
Mona: Im sitting in the sun. Come with stage left)
me!
Alvin: No, thanks!

Scene 2

Alvin: What are you doing, Farmer Freddy? Are hopping away,
Farmer Freddy: Im looking for my animals. Now, Hopping away today!
where are my rabbits? (The rabbits hop away stage left.)
(He looks around, then addresses
Farmer Freddy: Now, where are my ducks? (He
the audience)
looks around, then addresses the
Farmer Freddy: Help me call them! Everyone
audience) Help me call them!
shout: Robbie, Rusty!
Everyone shout: Dolly, Donny!
Audience: Robbie! Rusty!
Audience: Dolly! Donny!
(Two little rabbits appear stage
(Two little ducks appear stage left
right and hop to Farmer Freddy)
and fly to Farmer Freddy)
Farmer Freddy: Oh, good! Here you are!
Farmer Freddy: Oh, good! Here you are!
Alvin: Cool! The rabbits are hopping!
Alvin: Cool! The ducks are flying!
(addresses the audience) Look!
(addresses the audience) Look!
Im hopping, too! (starts to hop)
Im flying, too! (pretends to fly)
Come on, everyone! Sing with me!
Come on, everyone! Sing with me!
Alvin &
Alvin &
Audience: Two funny rabbits
Audience: Two funny ducks
Are hopping away,
Are flying away,
Hopping away, hopping away.
Flying away, flying away.
Two funny rabbits
Two funny ducks

98(T)
Play 5 Farmer Freddys animals!
Are flying away, Alvin &
Flying away today! Audience: Two funny sheep
(The ducks fly away stage right) Are running away,
Running away, running away.
Farmer Freddy: Now, where are my sheep?
Two funny sheep
(He looks around, then addresses
Are running away,
the audience)
Running away today!
Farmer Freddy: Help me call them! Everyone shout:
(The sheep run away stage right)
Shelly! Shaggy!
Audience: Shelly! Shaggy! (The children enter stage left)
(Two little sheep appear stage left Lee: Hooray! The sun is shining again!
and run to Farmer Freddy) Harry: Lets play!
Farmer Freddy: Oh, good! Here you are! All: Bye, Farmer Freddy! (they all exit
Alvin: Cool! The sheep are running! stage right)
(addresses the audience) Look! Farmer Freddy: Bye, children. Bye, Alvin!
Im running, too! (running
backwards and forwards) Come
on, everyone! Sing with me!

99(T)
Play 6 A day at the shops!
Outline: Useful phrases
Oh, dear! Im hungry
Emma, Mona, Lee and Harry decide to meet in the There you are! Listen to my tummy
shopping centre at four oclock.
Vocabulary:
Characters:
Shops
Emma Mona Audience toyshop pet shop clothes shop
Harry Lee
Food
Structures/Functions: burgers eggs
peas chocolate
Telling the time chicken bread
What time is it? Its four oclock. cheese ice cream
Talking about location apples chips
Where are they? In the pet shop? Other words
Asking about food Saturday
Are there any burgers?

BEFORE THE PLAY (Activity to familiarise the pupils with the lyrics
of the songs.)
(Activities to familiarise the pupils with the
language of the play.) 3 Pin the food flashcards on the board. Ask the
pupils to listen and repeat the words after you.
Before going into class Play the song, pointing to the corresponding
food items on the board and encouraging the
Prepare flashcards/pictures of: burgers, pupils to join in the actions.
peas, chicken, cheese, apples, eggs,
Are there any burgers? (point to each
chocolate, bread.
flashcard in turn)
Are there any peas?
1 Pin the food flashcards on the board. Elicit what
Is there any chicken?
each item is. Ask about the food on the board,
Is there any cheese?
e.g. Is there any cheese? Are there any apples?
etc. Play a game: have the pupils close their Listen to my tummy, (rub tummy)
eyes, remove a food item and then ask them to Glipper, glapper, glupper!
open their eyes and guess whats missing. Listen to my tummy,
Im ready for my supper! (lick lips)
2 Draw a large clock on the board and practise
the time with the pupils. Are there any apples? (point to each
flashcard in turn)
e.g. Teacher: (pointing to one oclock) What
Are there any eggs?
time is it?
Is there any chocolate?
Class: One oclock. etc
Is there any bread?

100(T)
Play 6 A day at the shops!
Script & Stage Directions

A day at the shops!


Scene 1

(Emma and Mona enter stage left) Mona: (to audience) Where are Harry and
Lee?
Emma: What time is it, Mona?
Audience: In the clothes shop!
Mona: Its four oclock.
Emma: The clothes shop? Lets look!
Emma: Where are Harry and Lee?
Mona: Are they in the pet shop? Lets look! (Emma and Mona move past the
(they move past the pet shop and clothes shop, and exit stage left.
exit stage right) Harry and Lee enter stage right.)
Harry: Theyre not in the clothes shop.
(Harry and Lee enter stage right)
Where are they?
Lee: What time is it, Harry?
Lee: (to audience) Where are Emma
Harry: Its four oclock.
and Mona?
Lee: Where are Emma and Mona?
Audience: In the clothes shop!
Harry: Are they in the clothes shop? Lets
Lee: Oh, no, theyre not!
look! (they move past the clothes
Audience: Oh, yes, they are!
shop, and exit stage left)
(Emma and Mona enter stage left.
(Emma and Mona enter stage right)
They all meet centre stage)
Emma: Theyre not in the pet shop. Where
All: Oh, there you are! (everyone laughs)
are they?

Scene 2

(The characters are standing centre Lee: Im hungry, too!


stage) Mona: Burgers! Chips! Ice cream! Im
Harry: Lets go to the pet shop! hungry, too!
Lee: Its five oclock! The pet shop closes Harry: (to audience) Are you hungry?
at five on Saturdays! Audience: Yes!
All: (to audience) Come on, everyone!
Harry: OK, lets go to the toyshop!
Lets sing!
Mona: Its five oclock! The toyshop closes
All & audience: Are there any burgers?
at five on Saturdays!
Are there any peas?
Harry: Lets go to the clothes shop then! Is there any chicken?
Emma: Its five oclock! The clothes shop Is there any cheese?
closes at five on Saturdays, too!
Listen to my tummy,
Harry: Oh, dear! Glipper, glapper, glupper!
Lee: Look! Snackys is open! It doesnt Listen to my tummy,
close at five oclock on Saturdays! Im ready for my supper!
Emma & Mona: Oh, yes! Snackys!
Are there any apples?
(they all move Stage left to
Are there any eggs?
Snackys)
Is there any chocolate?
Emma: Im hungry! Is there any bread?
101(T)
Play 6 A day at the shops!
Harry:What time is it Lee?
Lee: Its six oclock.
Emma: Its time to go.
Mona: Yes, its time to say goodbye.
All:(to audience) Goodbye!
Goodbye,
everyone!
Audience: Goodbye!
(they all exit stage left)

102(T)
Notes
Notes
Notes
Notes
Notes
Notes
Published by Express Publishing

Liberty House, Greenham Business Park, Newbury,


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

Jenny Dooley - Virginia Evans, 2015

Colour Illustrations: Express Publishing, 2015

Illustrated by Simon Andrews, Alexandra Lewis, Alan Shephard, Stone, Terry Wilson Express Publishing, 2015

First published 2015

Made in EU

All rights reserved. No part of this publication may be reproduced,


stored in a retrieval system, or transmitted in any form or by any
means, electronic, photocopying or otherwise, without the prior
written permission of the publishers.

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

ISBN 978-1-4715-4289-3

Acknowledgements
We would like to thank all the staff at Express Publishing who have contributed their skills to producing
this book. Thanks for their support and patience are due in particular to: Meryl Philips (Editor in Chief),
Julie Rich (senior editor); Alex Barton (senior production controller) and the Express Publishing design
team; and Emily Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We would
also like to thank those institutions and teachers who piloted the manuscript, and whose comments
and feedback were invaluable in the production of the book. Special thanks to Bridget, Chris,
Georgina, Anna, Dennis, George and Jackie who took part in the recording.

The authors and publishers wish to thank the following who have kindly given permission for the use
of photographic material:
cinetext for the pictures of Daisy Duck, Pinocchio, Bugs Bunny, the Simpsons and Shrek on pp. 5, 9 and
50; everett/www.iml.gr for the pictures of Tasmanian Devil, Winnie the Pooh on pp. 5 and 50.

Every effort has been made to trace all the copyright holders. If any have been inadvertently
overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.
Fairyland 3B is a course for young learners of English.
Pupils follow the adventures of four children and their
friends from the Magic Forest.

Components
Pupils Book
Digital Book
Activity Book
Teachers Book
Picture Flashcards
Posters
Teachers Resource Pack

ISBN 978-1-4715-4289-3