172704.

indb 1 23/3/09 19:20:08

 Task-Based Learning
In this approach, learning is structur
Star Players makes every ed around tasks
and their successful completion. It
student the centre of is important that
the tasks are carefully constructed
the learning process. It , meaningful and
purposeful. Learners have to solve
recognizes that children a problem, which
means that they are cognitively and
learn in different ways linguistically
engaged. There are three phases in
and that they have task-based
learning: pre-task, during-task and
different intelligences, learning styles post-task. In the
post-task phase, learners display or
and interests. talk about the
outcome. Star Players provides num
erous tasks that
Star Players is designed to build on and are motivating and that give children
a real sense of
extend students’ knowledge and to help them to learn achievement.
through engaging and motivating activities. Students learn
best when they are cognitively and linguistically challenged
and when activities are meaningful, purposeful and Story-Based Approach
as the starting
enjoyable. A story-based approach uses stories
ls and activ ities. Language
Star Players acknowledges the importance of exposing point for planning materia
do different
students to natural language. Literature is an effective tool is taught through stories and learners
thei r und erst and ing of them. Star
that offers students opportunities to experience language tasks to develop
have been written
in a way that mirrors how they learn their mother tongue. Players uses engaging stories that
.
A story, poem or song can all reach within each student for native speakers of the same age
to bring out a genuine response and help them grow and
respond at a deeper level. Students are the heroes of their The Communicative Approach
own lives and stories help them develop their own sense of The basis of this approach is that lang
self and values, as well as to sympathize and identify with uage is
communication and that in the clas
others. sroom the focus
should be on enabling learners to
communicate
successfully with each other. The com
municative
approach focuses on learners bein
g able to use
the language with both fluency and
accuracy. Star
Players offers many communicative
activities, such as
games and role plays.

Multiple Intelligences
. Research
We do not all learn in the same way
at leas t seve n diffe rent
shows that there are
sthe tic, mat hem atica l/log ical,
Star Players is based on the latest research on how children intelligences: kine
l, inte rper sona l, visu al/sp atia l, verbal
learn languages. intrapersona
and tasks are
and musical. In Star Players, activities
s of learning.
Topic and Content-Based Approa varied to cater to these different way
ches
Language has not got any value with
out a context
which is meaningful to learners. The Zone of Proximal Development
contexts or topics
which are best suited for young child Learning takes place within the zon
ren are those e of proximal
which come from their own world development or ZPD. The ZPD is the
and experience, difference
such as family, friends and pets. As between what children can do alon
children get older, e and what
they can work with topics that take they can do when they are working
them into the in a supported
wider world, for example, space, histo environment with other children or
ry or the Internet. with their
In a topic or content-based approac teacher. The collaborative nature of
h, language is tasks is a very
taught through themes which are important aspect of learning. Whe
interesting and n children work
involving and are often linked with together, they learn to share ideas,
other school listen to others
subjects. In this way, Star Players help and work as a team. They also lear
s learners n to be tolerant
reinforce what they have already lear of others and understand that each
ned in other person can
subjects and exposes them to new contribute and has value.
content as well.

ii

172704.indb 2 23/3/09 19:20:09

 Introduction

Course Features
iv & v
Tips and Tricks
vi & vii
Scope and Sequence
viii & ix
Word Lists
x, xi & xii
Diagnostic Test
xiii & xiv

Unit 1 School Fun T3

1
Unit 2 Family Time T15B
2
Unit 3 My Pet T27B
3
Unit 4 Insects! T39B
4
Unit 5 Let’s Eat! T51B
5
Unit 6 My Toys T63B
6
Unit 7 Fun at the Fair T75B
7
Unit 8 Where I Live T87B
8

Extras

Review Pages
T15A, T27A, T39A, T51A, T63A, T75
A, T87A & T99A
Star Players Certificate
T99B
Project Pages
T100
Worksheets
T108
Assessment Pages
T116
Practice Book Answer Key
T132
CD Track Section
T141

iii

172704.indb 3 23/3/09 19:20:11

 u r se
Co res
e a tu
F
School Fun
1 Listen and circ
le the correct
pictures.
7
1

Student’s Book contains 2

· topic-based units that develop all four skills in a 3

relevant context 4

· three original stories that expose students to 2 Colour and

des cribe the obj
ects.

natural language
· engaging projects that build teamwork
· fun songs and chants that expose students to
rhythm
· games and hands-on activities
· language boxes that highlight new grammar points
· self-assessment activities that develop students’ My school bag
is green.

awareness of their own learning process and style

Lesson 6
· skills pages (levels 1—3) 9

· process writing pages (levels 4—6) to build students' Practice Book contains
writing skills · activities to reinforce the language and structures
· review sections to reinforce target language taught in the Student’s Book
· two review pages per unit with listening activities

e
Gam
oard
1: A B tures
.
Unit pic
t the
1 Ta
lk abou Class CD
s
· recordings of all
What’ r five?
numb
e
l bag
. songs, chants and
schoo
It’s a olour is
W h a t c
e n ? listening material
er sev
numb

reen.
It’s g

Cutouts and Holidays

· a booklet with holiday pages that include crafts,
.
game
board games and songs
own
lour your
Draw
a nd co
y the
game. · contains interactive student cutouts that promote
nd pla
ake a
spin ner a dynamic exchanges
2 M

ject
1 Pro
iv 00
Unit

172704.indb 4 23/3/09 19:20:14

 Teacher’s Book contains
· a Scope and Sequence with the topic and language
focus of each unit
· a Tips and Tricks section with hints on how to use all
the components
· notes for developing the projects and additional
cross-curricular activities
· grammar teaching tips and grammar modules for
each unit
· word lists for each unit
· a photocopiable Diagnostic Test
· photocopiable Assessment pages for each unit with
listening activities
· photocopiable Worksheets for each unit to reinforce
the grammar
· a CD Track Section
· full answer keys for the Practice Book, Student’s
Book, Assessment pages and Worksheets
· a Star Players Certificate

Each unit contains

· a variety of games
· Multiple Intelligences activities
· one Values Activity
· one Teaching Tip
e:
Nam

t1 2
shee
4)
esson
Work nd write the answ’t.
er. (L
Each lesson contains a isn
1

ok No, it
1 Lo is.
· full teacher’s notes Yes, it
glue
stick?
3
it a
· an Opening Box with the vocabulary and grammar 1. Is
2. Is
it a n
otebo
bber?
ok?
My ru
ler is
yellow
.

it a ru 6) d.
cil is re
taught in each lesson and the materials and 3. Is
ad an
d colo
ur. (L
esson
lue.
My p
en

2 Re b a g is b
preparation needed My sc
hoo l
en.
is gre
bber
· Warm-ups, Wrap-ups, Extensions and ideas for extra My ru

activities
s
l bag
schoo
Posters atch.
(Lesso
n 8)
chair
s
unt and m
3 Co
· a full-colour interactive poster for each unit five penci
ls

· colourful poster cutouts for use with the posters three desks
· extra poster cutouts for additional class activities four nd Pu
blishi
ng, 20
09 Ph
otoco
piable

ichmo
, S.L./R
ucación
na Ed
ntilla
© Sa
two
n
ol Fu
1 Scho
Unit

172704.indb 5 23/3/09 19:20:16

 Listening Activities

p s & There are many ways in which Star

Players helps your
Ti students to develop listening skills.
One of them is

i ck s through catchy songs and chants.

You will find that
Tr students love them and learn them
There are also listening activities thro
quite quickly.
ughout the
Student’s Book, Practice Book revie
w pages and, very
importantly, in the Assessment pag
es.
You can find all of the Student’s Boo
k tracks in a
separate section called the CD Trac
k Section (pages
T141—T148). The tracks for the Prac
Literature Pages tice Book review
pages and Assessment pages are also
The main objective of the stories in included in the
Star Players is to Teacher’s Book (pages T15A, T27A,
increase students’ exposure to natu T39A, T51A, T63A,
ral language, thus T75A, T87A and T99A). )
providing students with a valuable
opportunity to
learn common fixed expressions and
vocabulary used by native speakers
high frequency Word Lists
tocopiable word lists
read the literature in Star Players,
. Before students On pages x—xii, you will find pho
ent’s Book unit.
explain that they do not have to und
it is important to of the target vocabulary for each Stud
and distr ibuted each
word; instead, they should aim to
erstand every These lists can be photocopied
grasp the overall month to be used in various way s:
meaning and enjoy the reading proc
To check students’ understanding
ess. · to create a picture dictionary
e new words
Comprehension Check section is prov
of the stories, a · to write sentences to contextualiz
ided in the · to write a story
Teacher’s Book with a series of que notebooks
To further develop students' critical-t
stions. · to illustrate new vocabulary in
hinking skills, bula ry into sem anti c groups
challenging activities such as pred · to classify voca
icting, summarizing,
analysing and evaluating the story
and its characters
have also been included. Process Writing
write, because it
Students need to be taught how to
. In levels 1—3, the
is not a skill which comes naturally
this skill . In levels 4—6,
Posters skills pages focus on developing
of Proc ess Writ ing.
Each poster, together with its cuto
uts, can be used to writing is taught by means
ry and grammar ess writ ing are:
present, practise and revie w voca bula The key steps for teaching proc
promote student writ ing
points. Posters are an exce llent tool to · setting a context or situation for
participation and cooperation. · showing students a model
s
Star Players posters are made of a
material you can · brainstorming and exploring idea
ased marker pens. for writ ing and an audience
write on using whi tebo ard or wat er-b · giving a clear purpose
You can also attach the cutouts to
their corresponding The sequence for process writing is:
adhesive · writing a first draft
poster by using tape, Blu-tack or any teacher or both
substance. This gives you the freedom
to move cutouts · checking work (either peers, the
around and reuse them without dam agin g them. can do this) and giving feedback
r corr esponding · writing a final version
Cutouts can either be used with thei
ers, som e poster
poster or as flashcards. In Star Play
to be used with out the
cutouts have been designed Project Work and Hands-on Act
ivities
poster. In every unit, there is a hands-on proj
cutouts should be ect as well as
To make the most of the posters, additional cross-curricular activities
n and then store in large . Project work is a
prepared before the lesso time when students can be creative
the unit num ber. and learn to share
envelopes marked with ideas and work in teams. It is importa
nt to emphasize
that there is not only one way of doin
g things and to
encourage students to respect each
other's work.
Before starting a project, make sure
that all students
have got the necessary materials to
hand. You should
also demonstrate each step so that
all students
understand what they have to do
and how to do it.
At the end of each project, exhibit
and praise students’
work equally, without making com
parisons.
vi

172704.indb 6 23/3/09 19:20:19

 Review and Evaluation Class Materials
Evaluating your students is an ongoing process that At the beginning of the school year
, put all the
helps you clearly see how much your students have materials that you will need for prac
tical activities into a
learned and assess their strengths and weaknesses. box and keep them in the classroo
m. Your box should
Diagnostic Test contain coloured pencils, scissors,
glue sticks, pencils
To help you in this process, Star Players provides and rubbers. Each student is expe
cted to bring the
you with a photocopiable Diagnostic Test. The same materials from home.
Diagnostic Test should be administered in the first Read the Materials and Preparation
sections that appear
week of classes. It has been designed to help you in the opening boxes in the Teacher’
s Book before
evaluate students’ general level and determine in each lesson. These two sections will
remind you of the
which areas they need reinforcement. materials you need to make the mos
t of each lesson.
Before the first practical activity, clari
Assessment Pages fy the procedure
for using materials. Always make
Star Players also provides you with photocopiable sure that students
clean up at the end of each activity
Assessment pages. These pages are designed to test and return all
materials to the box.
students’ progress upon completion of each unit.
Self-assessment Pages Cutouts
’ cutouts at the
Since it is also important for students to gain It is a good idea to collect students
awareness of their own strengths and weaknesses, and distr ibut e cutout pages only
beginning of the year
a lesson. Make sure
there are self-assessment activities at the end of when you are going to use them in
tly what they have to
each Student’s Book unit (levels 1—3) and in the you demonstrate to students exac
Teacher’s Book (levels 4—6). do before they start cutting them.
uts are used for
Review Pages There are some cases in which cuto
the case, there are
Before evaluating your students, it is crucial to review several different activities. If this is
k to ensure that
the language you have taught. Both the Student’s reminder notes in the Teacher’s Boo
lope s for future
Book and Practice Book provide review pages. students keep their cutouts in enve
Worksheets activities.
In addition, there are photocopiable Worksheets Pair and Group Work
in the Teacher’s Book that can be used to provide Young children may not be used to
additional grammar practice for each unit. working in pairs
and groups. The first few times they
do pair activities,
Grammar Modules and Teaching Tips keep the activities short and make
sure that you give
There are very useful pages that expand on the them clear instructions. As they get
used to doing
main grammar points taught in each unit and also pair and group activities, you can
begin to hand over
provide teaching tips. Using these pages can help responsibility to students. For exam
ple, for each pair,
you in the review process. you can assign one student to be
the task monitor (he/
she makes sure that they do what
they are meant to)
Answer Key to Diagnostic Test and the other student to be the lang
1 Read the following text
uage monitor (he/
boys. she makes sure that they speak Eng
out loud: lish).
Number 5: Circle two It is more fun and more interesting
Number 1: Apple. teachers. for students if they
do not always work within the sam
Number 2: Book. e pairs. Decide
3 Read the following text before the lesson how you are goin
Number 3: Cat. g to organize the
Number 4: Shoes. out loud: pairs.
· Read the following text Number 1: It’s a boy.
out loud: Number 2: It’s a girl.
The apple is red. Number 3: It’s an Teaching Values
hing a language.
The book is green. elephant. Being a teacher goes far beyond teac
lves teac hing a student
The cat is yellow. Number 4: It’s a flower. Being a teacher also invo
how to ada pt to diffe rent
The shoes are blue. 4 Read the following text universal values and
Play ers, we inclu de valu es activities to
out loud: situations. In Star
2 Read the following text play in a student’s
Number 1: Draw a bus. remind teachers of the key role they
out loud: are desi gne d to be
Number 1: Circle four Number 2: Draw a table. life. At lower levels, these activities
ents ' nati ve tongue
apples. 5 Lead students in initiated and carried out in the stud
te. Eng lish may be
Number 2: Circle six dogs. completing the speech so that they can fully participa
ities at higher levels
Number 3: Circle eight bubbles by asking them gradually integrated into these activ
pencil cases. the questions that the of the series.
Number 4: Circle three teacher asks.
vii

172704.indb 7 23/3/09 19:20:20

 p e &
Sco ence
u
Seq
Grammar
1
Verb to be: What’s this?
It’s a (crayon).
Is it a (notebook)?
Yes, it is./No, it isn’t.
What colour is (your) (ruler)?
It’s (red).
(My) (school bag) is (green).
What is it? It’s a (pen).
2
Possessive Adjectives:
This is (my) (mother).
What’s (her) name?
(Her) name’s (Sandra).
3
Verb to be: Is it (brown)?
Yes, it is./No, it isn’t.
What colour is it?
It’s (orange).
Possessive Adjectives:
What colour is your/his/her
(dog)? My/his/her dog is
(grey).
4
Articles: It’s an (umbrella).
It’s a (butterfly).
Plural Nouns: They are
(ladybirds).
Verb to be: They are
(snails). It is a (butterfly).
It is an (ant).
There is/are: There is a
(spider). There are (eleven)
(bees). How many (flowers)
viii
172704.indb 8
Imperatives: close the
door, come here, listen,
look, sit down, stand up,
stop, turn around
Conjunction and: It’s (big)
and (black).
Prepositions of Place:
Where’s the hamster?
It’s on/in/under/behind (the
fish tank).
Imperatives: Run! Jump!
Catch!
are there? Are there any
(dolphins)? Yes, there are./
No, there aren’t.
Demonstrative Pronouns:
This is a (beetle). That is
a (snake). What’s this?
What’s that?
Possessive Adjectives:
Our (spider) is (big).
Their (snails) are (brown).
Vocabulary
School Supplies: crayon, Classroom Objects: chair,
glue stick, notebook, pen, desk, door
pencil, pencil case, rubber,
Animals: hamster, mouse
ruler, school bag
Greetings: bye, good
Colours: blue, green,
morning, goodbye,
red, yellow
goodnight, hello, hi
People: boy, girl, teacher
Other: name
Numbers: 1–10
Family: brother, father, The Alphabet
grandfather, grandmother,
Other: balloon, bird, cake,
mother, sister
candles, dog, friend, happy
Verbs: close the door, birthday, house, puppet,
come here, listen, look, sit sofa, train
down, stand up, stop, turn
around
Pets: bird, cat, fish, rabbit, Verbs: catch, jump, run
snake, spider, turtle
Other: apple, cage, fish
Colours: black, brown, tank, idea, table
grey, orange, pink, purple,
white
Adjectives: big, small
Animals: dolphin, frog, Other: bean, beanstalk,
monkey, parrot camera, castle, flower,
forest, garden, house,
Insects and small
island, leaf/leaves,
animals: ant, bee, beetle,
mountain, ring, tree,
butterfly, caterpillar
umbrella
ladybird, snail
Numbers: 11–15
Food: egg, orange
23/3/09 19:20:22
 Grammar
5
Present Simple: I like
(biscuits). I don’t like
(crisps). Do you like
(lemonade)? Yes, I do./No,
I don’t. What have you got
in your lunchbox? I have
got (orange juice). I eat
(burgers).
6
Verb to be: How old is
(he)? (He)’s (seven).
We’re (twins).
Present Continuous:
I’m (riding) (my bicycle).
What are you doing?
What’s he/she/it doing?
7
Verb to have: I have got
a (red) (nose). John has got
(big) (feet).
Present Continuous: I’m
wearing a (blue) (T-shirt).
What’s he wearing?
He’s wearing (blue)
(trousers).
8
Demonstrative Pronouns:
This is my (coat).
These are my (boots).
That’s my (scarf).
Those are my (skis).
Present Simple:
Where do you live?
I live in a house/flat.
Prepositions:
The (TV) is next to the
(armchair).
172704.indb 9
There is/are: There is
(one) (tomato). There are
(two) (pizzas). Are there
any (biscuits)? How many
(sandwiches) are there?
Present Simple:
like vs. likes: I like (milk)
and (she) likes (juice).
want vs. wants: She wants
a (scooter). What do you
want? have got vs. has got:
I haven’t got a (teddy bear).
Have you got a (ball)?
Verb can: I can (ride).
I can’t (swim). Can you
(dance)? Yes, I can./No, I
can’t. What can it do?
Present Continuous:
What’s she doing?
They’re swimming in the
sea.
We’re wearing (boots).
There is/are:
There aren’t any (cars).
Vocabulary
Food: banana, biscuit,
bread, burger, cake,
cheese, chicken, chocolate,
crisps, fish, ice cream,
lemon, peach, pear,
pineapple, pizza, sandwich,
strawberry, tomato
Drinks: cola, juice,
lemonade, milk, water
Days of the Week
Toys: ball, bicycle, boat,
car, computer game, doll,
guitar, kite, plane, puppet,
robot, scooter, teddy bear,
train, yoyo
Verbs: climb a wall, drive
a car, fly a kite, hide, jump,
Parts of the Body: arms,
feet, hands, head, legs, tail
Facial Features: ears, eyes,
hair, mouth, nose
Verbs: catch, climb, count,
dance, find, jump up and
down, swim, visit
Clothes: dress, hat, jacket,
jumper, shirt, shoes, skirt,
trousers, T-shirt
Home: bathroom,
bedroom, kitchen, living
room
Furniture: armchair, bed,
cooker, fridge, lamp,
shower, sink, sofa, table,
TV, wardrobe
Verbs: do exercise, drink,
look for, ski, watch TV
Clothes: boots, cap, coat,
gloves, scarf, shorts, socks,
swimsuit
Numbers: 16–20
Adjectives: delicious,
enormous, greedy, happy,
hungry, salty, scared, sweet
Other: drink, food, fridge,
giant, lunchbox, monster,
picnic basket, shopping list,
shopping trolley
look for, play with a ball,
play the guitar, read, ride a
bicycle, run, sing, sleep
Other: golden egg, golden
hen, please, present, sad,
thank you, twins, wall
Animals: kangaroo,
penguin, tiger
Adjectives: dark, long,
short, tall
Other: all day, all night,
apple tree, box, carrot,
clown, clue, fair, grandad,
treasure hunt, welcome,
windmill
Transport: boat, bus,
plane, taxi, train
City: flat, house, park,
shop, street, town
Adjectives: cold, hot
Other: box, cyclist,
ground, idea, medal,
postcard, sea, skis, wrapper
ix
23/3/09 19:20:24
 la r y
c abu
Vo

1
School Stationery Colours Classroom Objects Greetings
crayon blue chair bye
glue stick green desk good morning
notebook red door goodbye
pen yellow goodnight
pencil Numbers hello
pencil case People 1 – 10 hi
rubber boy
ruler girl Animals Other
school bag teacher hamster name
mouse

2
Family Verbs The Alphabet happy birthday
brother close the door house
father come here Other puppet
grandfather listen balloon sofa
grandmother look bird train
mother sit down cake
sister stand up candles
stop dog
turn around friend

3
Pets Colours Adjectives Other
bird black big apple
cat brown small cage
fish grey fish tank
rabbit orange Verbs idea
snake pink catch table
spider purple jump
turtle white run

172704.indb 10 23/3/09 19:20:26

 4
Animals butterfly Other mountain
dolphin caterpillar bean ring
frog ladybird beanstalk tree
monkey snail camera umbrella
parrot castle
Numbers flower
Insects and Small 11 – 15 forest
Animals garden
ant Food house
bee egg island
beetle orange leaf/leaves

5
Food pear Days of the Week Others
banana pineapple drink
biscuit pizza Numbers food
bread sandwich 16 – 20 fridge
burger strawberry giant
cake tomato Adjectives lunchbox
cheese delicious monster
chicken Drinks enormous picnic basket
chocolate cola greedy shopping list
crisps juice happy shopping trolley
fish lemonade hungry
ice cream milk salty
lemon water scared
peach sweet

6
Toys puppet fly a kite Other
ball robot hide golden egg
bicycle scooter play with a ball golden hen
boat teddy bear play the guitar please
car train read present
computer game yoyo ride a bicycle sad
doll run thank you
guitar Verbs sing twins
kite climb a wall sleep wall
plane drive a car

xi

172704.indb 11 23/3/09 19:20:28

 7
Parts of the Body Verbs Clothes Other
arms catch dress all day
feet climb hat all night
hands count jacket apple tree
head dance jumper box
legs find shirt carrot
tail jump up and down shoes clown
swim skirt clue
Facial Features visit trousers fair
ears T-shirt grandad
eyes Animals treasure hunt
hair kangaroo Adjectives welcome
mouth penguin dark windmill
nose tiger long
short
tall

8
Home Verbs Transport Other
bathroom do exercise boat box
bedroom drink bus cyclist
kitchen look for plane ground
living room ski taxi idea
watch TV train medal
Furniture postcard
armchair Clothes City sea
bed boots flat skis
cooker cap house wrapper
fridge coat park
lamp gloves shop
shower scarf street
sink shorts town
sofa socks
table swimsuit Adjectives
TV cold
wardrobe hot

xii

172704.indb 12 23/3/09 19:20:30

 Diagnostic Test Name:
1 Listen and circle.
1 2

3 4

Listen and colour.

2 Listen and circle.

© Santillana Educación, S.L./Richmond Publishing, 2009 Photocopiable xiii

172704.indb 13 23/3/09 19:20:32

 3 Listen and number.

4 Listen and draw.

1 2

5 Listen and complete.

What’s
What’s your
your name?
name? My name’s
.

How old are you?

I’m .
Me
Draw yourself.
xiv © Santillana Educación, S.L./Richmond Publishing, 2009 Photocopiable

172704.indb 14 23/3/09 19:20:33

 School Fun 2
1
Family Time

Grammar:

Verb to be School Stationery Numbers

What’s this? It’s a (crayon). crayon, glue stick, 1–10
Is it a (notebook)? Yes, it is./No, it isn’t. notebook, pen, pencil, Animals

Vo ca bula r y
What colour is (your) (ruler)? It’s (red). pencil case, rubber, ruler,
G ra mm a r

hamster, mouse
(My) (school bag) is (green). school bag
What is it? It’s a (pen). Greetings
Colours bye, good morning,
blue, green, red, yellow goodbye, goodnight, hello,
People hi
boy, girl, teacher Other
Classroom Objects name
chair, desk, door
Fun c tion s

- Introducing yourself - Describing and asking about the colour of classroom

- Exchanging greetings objects and stationery
- Identifying school stationery
- Identifying classroom objects
- Counting classroom objects and stationery

Value s Syllabus Star Proje c t Multiple Intelligence s

Looking After Pets (page T13) Make a Board Game (page 100) Kinesthetic Intelligence (page T6)
Visual Spatial Intelligence (page T11)

Extension
E
Ex tension

Lesson 1 T3

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 School Fun
1 Listen and repeat. 1

Hello! What’s your name?

Hi! My name’s John.

My name’s Ruby.

2 Say a name chant. 2

Hi! Hello!
What’s your name?
My name’s John.
Let’s ask again!

Hi! Hello!
What’s your name?
My name’s Ruby.
Let’s ask again!

4 Lesson 1

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2 Say a name chant.
Functional Language: What’s your name?
My name’s (Lily).
Vocabulary: hi, hello, name, teacher
Materials: A ball. Name Cards materials:
Lightweight cardboard. Self-Portrait Sheets
materials: White paper (1 1/2 sheets per student).
Coloured felt-tip pens.
Preparation: Name Cards: Write each student’s
name on a strip of lightweight cardboard to make a
name card. Make one for yourself, too.
Self-Portrait Sheets: At the bottom of a sheet of
paper, write Hi! My name’s _____. Make a copy
for each student. Cut out a small paper square
(10 cm x 6 cm) for each student.
Warm-up
Name Cards
Hold up your Name Card and say Hello, my name’s
(Susan).
Hold up students’ Name Cards one by one and say
each student’s name. Students come up and collect
their cards.
Students decorate their name cards with coloured
felt-tip pens. Then they go to the front, one by one,
and introduce themselves to the class by showing their
Name Cards and saying Hello, my name’s (Maria).
1 Listen and repeat. 1
Students look at the picture. Explain that it is the first
day of school and the teacher is greeting the students
outside the school.
Play Track 1. Students listen and point to the characters as
they speak.
Play the track again. Pause after each sentence for
students to repeat.
Present the word teacher. Say Point to Ruby. Point to
John. Point to the teacher.
Ask individual students: Hello! What’s your name?
Lead them in answering My name’s (María).
Introduce yourself.
Students stand up with their Name Cards. Display your
Name Card and say Hello, my name’s (Yola). Go up to
a student and say Hello, my name’s (Yola). Lead the
student in showing his/her Name Card and saying Hi,
my name’s (Ricardo).
Students move around the class with their Name Cards,
showing them to other students and saying Hello, my
name’s (Luis).
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School Fun
1
2
Students look at the picture in activity 2.
Play Track 2. Students listen and point to the characters
when they say their names.
Ask students to form a circle. Chant Hi! Hello! What’s
your name? and throw the ball (see Materials) to a
student. He/she chants My name’s (Juan). The rest of
the class chants Let’s ask again!
The student throws the ball to another student. The
class chants the first two lines. This student answers and
the class then chants the last line.
Continue the chant in this way, with the student who
answers the question throwing the ball to another
student and so on, until all students have answered.
Wrap-up
Name Race
Collect students’ Name Cards. Hold one up
and ask the student whose card it is to say
My name’s (Enrique).
Divide the class into two teams and divide the Name
Cards into two piles, making sure that each of the
piles corresponds to one team. Teams stand at the
back of the classroom.
Hold up one Name Card from each team and say
the names. The corresponding students race to take
their card from you and say My name’s (Alicia).
The first student to do this wins a point for his/
her team. Continue the activity in this way until all
names have been called.
Extension
Draw, write and guess who it is.
Distribute the Self-Portrait Sheets to students (see
Preparation). Students draw a picture of themselves
on it and complete the sentence with their name: Hi!
My name’s (Lucy).
Show students how to glue the paper square over
their name to make a flap.
Students display their pictures around the classroom.
Invite students to go up, choose a picture and read
the sentence out loud, guessing who the person is.
Students lift the flap to see if they were right.
Lesson 1 T4
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 School Fun
1
move around the class, singing along. Encourage them
Functional Language: See you soon. I’m to greet someone and shake hands as they sing Hello.
(Antonio). How are you? I’m fine, thank you. Hello! How are you? and wave goodbye as they sing
Vocabulary: hi, hello, goodbye, bye the last two lines.
Materials: Star Name Badge materials: Wool, Students continue to circulate, singing the song and
ribbon or plastic thread (one piece per student, 80 greeting different classmates.
cm), a hole punch, gold and silver glitter, coloured
felt-tip pens and lightweight cardboard.
Say who’s missing.
Ask six students to leave the room and wait outside.
White paper (1 sheet per student).
1 As they walk out, lead the class in saying Goodbye! See
C : Speech Bubble cutouts.
you soon.
Ask five of the students to come back in. As they come
in, lead the class in saying Hi! How are you? Lead the
group of students in responding I’m fine, thank you.
Warm-up Ask the class who’s missing. Students identify which
What’s your name? student hasn’t come back in.
Invite four students to the front of the class to stand Play the game several times with different students
in a row. leaving the classroom.
Ask the class to chant What’s your name? from
Student’s Book page 4 with you and encourage
each of the four students to answer with Wrap-up
My name’s (Mariana).
Draw and greet a friend.
Repeat the activity with different students.
Draw a face on your hand.
Invite a volunteer to the front of the class.
Act out the following dialogue,
1 Make a star name badge.
making your hand talk.
Students look at the picture in activity 1.
Lead the student in responding:
Distribute lightweight cardboard. Students draw a star
T: Hello! How are you?
and a circle on the cardboard. They cut out the circle
S: I’m fine, thank you.
and the star and glue the star onto the circle.
T: Goodbye!
Tell students to write their name in the space on the
S: Goodbye.
badge using a brightly coloured felt-tip pen.
See you soon.
Students glue around the text inside the star and sprinkle
Students draw a face on one of their hands.
gold glitter onto it. Then they glue in the remaining parts
Divide the class into pairs. Students move their
of the circle and sprinkle silver glitter onto it.
hands to make their “faces” talk and act out
Use a hole punch to help students to make a hole at
the dialogue.
the top of their badge. Show them how to thread their
piece of wool or ribbon through the hole and tie it.
Students hang their badges around their necks.
Extension
Meet your classmates. 1
Make a comic strip. C
Students look at the picture in activity 1.
Give each student a sheet of paper and ask them to
Read the text in the speech bubbles with the class.
fold it in half. In the top half, they draw two people
Students follow along in their books.
greeting each other. In the bottom half, they draw
Students move around the class showing their badges
two people saying goodbye.
and acting out the dialogue with their names.
Ask students to cut out the Speech Bubble cutouts.
2 Song: Hello! Goodbye! 3 Help students to glue the speech bubbles onto their
Students look at the pictures in activity 2. Read the text pictures in the correct places.
in the speech bubbles with the class.
Play Track 3. Students listen and point to the
corresponding speech bubbles.
Play the track again. Pause after each line for students
to repeat.
Divide the class into two groups. Play the track a third
time. Students sing the song as a dialogue between the
two groups, alternating each line.
Ask students to stand up. Play the song again. Students

T5 Lesson 2

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 School Fun

1 Make a star name badge.

What’s your name?

My name’s Nina.

Hi, I’m Scott.

2 Song: Hello! Goodbye! 3

Hello! Hello!
How are you?

Hi! Hello! Bye! Goodbye!

I’m fine, thank you. See you soon.

Lesson 2 5

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 School Fun

1 Trace and match the cutouts. 1

A

pencil crayon

rubber pen

Listen and point. 4

2 Look and name the objects.

What’s this? It’s a pencil case.

6 Lesson 3

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Grammar: Imperatives: Point to the (pencil).
2 Look and name the objects.
Verb to be: What’s this? It’s a (pencil).
Vocabulary: pencil, crayon, pencil case, pen, rubber
Materials: 1 Poster and poster cutouts.
1
A School Stationery cutouts.
White paper (1 sheet per student).
Warm-up
Guess who’s speaking.
Ask students to put their heads down on their
desks and close their eyes.
Tap one student on the shoulder and invite him/
her to the front of the class. Say Hello. How are
you? Lead the student in answering Fine, thanks.
The class guesses who is speaking, without
looking up.
Play the game several times.
Identify the school stationery. 1 Game: Run and Touch
Display the poster. Talk about it with students.
Attach the crayon, pencil, pen, rubber and pencil case
poster cutouts to the board. Point to each in turn, say
the word and ask students to repeat after you.
Drill the words with funny voices: a monster voice,
a quiet voice, a deep voice, etc.
Distribute the cutouts to five students. Name an item of
school stationery. The student with the corresponding
cutout attaches it to the poster.
Tell students to take out a pencil case, rubber, pen,
pencil and crayon and place them on their desks.
Say Hold up the (crayon) and demonstrate. Repeat
with other objects. Students hold up the corresponding
school stationery on their own.
1 Trace and match the cutouts.
1
A
Students cut out the rubber, pen, pencil and
crayon cutouts.
Point to the outline of the pencil case in activity 1. Say
Point to the word (pen) and check that students follow
the instruction.
Students trace over the word and glue the corresponding
cutout in the box. Repeat with the other objects in the
pencil case.
• Listen and point. 4
Hold up a pencil. Ask What’s this? Lead students in
responding It’s a pencil.
Play Track 4. Students listen and point to the
corresponding items of school stationery in the pencil
case.
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School Fun
1
Students look at the pictures in activity 2. Point to
the first one and ask What’s this? Lead students in
responding It’s a pen.
Divide the class into pairs. Students take turns asking
and answering about the other pictures.
Point to each picture and ask What’s this?
The class answers.
Look and identify the object.
Show students how to make a small hole in a sheet of
paper with the point of a pencil. Invite a student to the
front of the class.
The student holds the paper in front of his/her face,
closes one eye and looks through the hole.
Place an item of school stationery in front of the hole
and ask What’s this? The student responds It’s a (pencil).
Divide the class into pairs and distribute paper. Students
make a hole in their paper and play the game.
Wrap-up
1
Attach the poster cutouts (pencil, rubber, crayon,
pencil case and pen) to the classroom walls. Divide
the class into two teams.
A student from each team goes to the front.
Name an item of school stationery: Rubber. The
team members race to the corresponding cutout.
The first student to touch the cutout wins a point
for his/her team.
Extension
Kinesthetic Intelligence
Invite a volunteer to the front of the class. The
student closes his/her eyes and stretches out his/her
hand with the palm up.
Place an item of school stationery on his/her palm
and ask What’s this? The student guesses what the
object is:
It’s a (crayon).
Repeat the activity with different students.
Lesson 3 T6
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 School Fun
1
Grammar: Verb to be: Is it a (ruler)? Yes, it is./No,
3 Game: Draw and guess.
it isn’t.
Vocabulary: glue stick, notebook, ruler
Materials: Construction paper (1 per student).
White paper (2 sheets per student).
1 Poster and poster cutouts.
A school bag and the following school stationery:
2 glue sticks, 1 notebook, 1 ruler, 1 pencil, 2 rubbers,
1 crayon, 1 pencil case and 1 pen.
Warm-up
Guess the item of school stationery.
Divide the class into two teams.
Put school stationery into a school bag (see Materials).
As you put them in, name them with the students.
Explain that you have ten points and that they must
try to earn them by guessing the items correctly.
Slowly take an object out of the school bag so that
just a little bit of it is visible at first. Ask What’s this?
Each team gives their answer, saying It’s a (pencil).
Each right answer earns points. Students’ aim is to
win as many points as possible.
1 Listen and match the objects. 5 1
Display the glue stick, ruler and notebook poster
cutouts. Point to each object in turn and say the word
for students to repeat.
Students look at the pictures in activity 1 and name the
objects on the right-hand side.
Explain that the objects on the left-hand side are Ruby’s
school stationery and that John is asking about them.
Play Track 5. Students listen and draw a line to match
each item of school stationery on the left with the
corresponding one on the right.
Point to each item of school stationery on the left and
ask Is it a (pencil)? Lead students in answering Yes, it is
or No, it isn’t.
Show and guess what it is.
Invite students who have got unusual-looking school
stationery to bring them to the front of the class.
Encourage the class to ask about the school stationery:
Is it a (pencil case)? Lead the student in responding
Yes, it is or No, it isn’t.
2 Read and circle the correct word.
Point to each picture and ask students What’s this?
Read the sentences with the class as students follow
them in their books.
Students circle the correct word for each picture.
T7 Lesson 4
172704.indb 22
Ask students to make Paper Squares by drawing a
horizontal and vertical line on a sheet of paper, creating
four sections. Students draw a different item of school
stationery on each section of the sheet of paper and
number the drawings.
Students look at the picture in activity 3. Explain that
the children are playing a guessing game.
Invite a volunteer to the front of the class. Show one
of the students’ drawings to the class but not to the
volunteer. Ask the volunteer to guess what is on the
sheet of paper: Is it a (ruler)? The class responds by
chanting Yes, it is or No, it isn’t.
If the student guesses correctly within three questions,
draw a smiling face on the drawing. If not, draw a
sad face.
Divide the class into pairs. Ask students to play the
guessing game. The student with the most smiling
faces wins.
Wrap-up
Glue and label.
Write the following school stationery words on the
board: pencil, rubber, crayon, pencil case, glue stick,
notebook, ruler.
Point to pencil, say pencil and ask a volunteer to the
board to draw a pencil under the word.
Repeat with the other words.
Ask students to cut the Paper Squares they used in
activity 3 and glue them onto the construction paper.
Students label the Paper Squares by copying the
words from the board.
Extension
Draw and guess.
Tell students to place different items of school
stationery on a sheet of paper and draw round
them to get an outline.
Divide the class into pairs. Students point to their
outline pictures and ask What’s this? for their
partners to guess.
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 School Fun

1 Listen and match the objects. 5

1

2 Read and circle the correct word.

1 It’s a crayon / glue stick.

2 It’s a ruler / pencil.

3
It’s a notebook / pencil case.

3 Game: Draw and guess.

Is it a notebook? No, it isn’t!

Is it a ruler? Yes, it is.

Lesson 4 7

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 School Fun

1 Listen and colour the school stationery. 6

What colour
is your ruler?

It’s red.

2 Read and colour the pictures.

blue

red green

yellow

Game: Ask and guess the picture.

8 Lesson 5

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Grammar: Verb to be: What colour is it? It’s (red).
Is it (red)? Yes, it is./No, it isn’t. What colour is your
(ruler)? It’s (blue).
Vocabulary: red, yellow, blue, green, school bag
Materials: 1E : Colour Object cutouts. Coloured
crayons (red, yellow, green, blue). White paper
(1 sheet per student).
Warm-up
Mime and guess.
Students take turns going to the front of the class,
miming how to use an item of school stationery.
The first person to guess correctly is the next to
mime how to use an item of school stationery.
What colour is it?
Display the coloured crayons in turn (see Materials).
Identify the colour: It’s (red). Students repeat after you.
Cover the crayons with a sheet of paper.
Take one crayon and hide it behind your back. Say What
colour is it?
Students guess the colour: (Yellow).
Divide the class into two teams: A and B. A student
from team A goes up and hides a crayon. Team A
chants What colour is it? Team B has got two chances
to guess the colour and win a point.
Repeat the activity, alternating teams.
1 Listen and colour the school stationery. 6 Display the Colour Object cutouts one at a time.
Explain that John and Ruby have bumped into each
other and dropped their school stationery. Point to their
school bags and present the word school bag.
Students look at the picture in activity 1 and identify the
school stationery.
Play Track 6. Students listen and colour John’s school
stationery. Play the track again. Pause after each line for
students to repeat. Students point to the corresponding
picture as John answers.
Act out the dialogue.
Students choose one of the items of school stationery
from the picture and put a small tick next to it.
Divide the class into pairs. Assign the roles of John and
Ruby. Students act out the dialogue about the school
stationery they ticked: What colour is your (notebook)?
It’s (blue).
Students reverse roles and repeat the activity.
12/3/09 21:18:31 172704.indb 25
School Fun
1
2 Read and colour the pictures.
Students look at the grid in activity 2. Point to some of
the pictures. Students identify the objects.
Read each colour word on the grid with the class.
Students colour the objects with the corresponding
colour.
• Game: Ask and guess the picture.
Tell students that you are thinking of one of the pictures
and they must guess which one it is: Ss: Is it red? T: No,
it isn’t. Ss: Is it blue? T: Yes, it is. Ss: Is it a ruler? T: No, it
isn’t. Ss: Is it a school bag? T: Yes, it is.
Divide the class into small groups. Students take turns
choosing a picture. The rest of the group guesses which
one it is. The first student to guess correctly and point
to the corresponding picture wins a point.
Wrap-up
Play a memory game.
Display a range of school stationery of different
colours — for example, a blue pencil, a green rubber,
a red notebook, a yellow pen and so on.
Give students two minutes to memorize the objects.
Ask students to close their eyes. Take an object away.
Students have to remember the missing item and its
colour: It’s a pencil. It’s blue.
Extension
1
What colour? E
Students say what colour the things usually are:
(Banana). It’s (yellow). There may be more than
one answer for some of the objects: for example, an
apple can be either red, green or yellow.
Students cut out the pictures. They colour them an
appropriate colour and glue them onto a sheet of
paper. They draw other objects of the same colour
next to each cutout.
Lesson 5 T8
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 School Fun
1
Ask and find a partner.
Grammar: Verb to be and possessive adjectives: Students stand up with their books open.
What colour is (your) (chair)? (My) (chair) is (red). Name one of the objects that students coloured
Vocabulary: desk, chair, door in activity 2.
Students race to find a partner who has coloured
Materials: Objects of the following colours: red,
the object the same colour by asking What colour is
yellow, green, blue.
your (desk)?
Colour Poster materials: Construction paper (1 sheet
Students who do not find a partner are out of the game.
per 4 students), old magazines.
Repeat with the remaining objects.
School Stationery materials: 8 index cards.
1 Poster and poster cutouts.
Preparation: Colour Poster: Write one of the Wrap-up
following colours in black pencil at the top of each Look and match.
sheet of construction paper: red, yellow, green, blue. Hold the School Stationery index cards (see
School Stationery: Index cards with the following Preparation) up one by one, say the word and ask
words on them: pencil, rubber, crayon, pencil case, students to repeat and point to the object in
pen, chair, door, desk. the classroom.
Attach one of the poster cutouts to the board with
two of the words next to it (the correct one and
another one).
Ask a volunteer to point to the correct word.
Warm-up
Guess the colour.
Invite a volunteer to the front of the class. The
student sits with his/her back to you. Extension
Stand behind the student facing the class and hold Colour Posters
up a coloured object. Divide the class into groups. Assign each group a
The student has got two chances to guess the colour: red, green, yellow or blue.
colour, asking the class Is it (red)?Is it (yellow)? Distribute one Colour Poster per group.
The class answers Yes, it is or No, it isn’t. Students trace over the colour word at the top of the
poster with the corresponding colour.
Groups draw and/or cut out magazine pictures of
1 Listen and circle the correct pictures. 7 1
things that are the corresponding colour to make a
Display the chair, school bag, pencil case and desk colour collage.
poster cutouts.
Say each word in turn for students to repeat. Invite
volunteers to attach the cutouts (chair, school bag,
pencil case and desk) to the poster.
Tell students that John and Ruby are talking about
their school objects.
Play Track 7. Students listen and circle the
corresponding pictures.

2 Colour and describe the objects.

Students look at the picture in activity 2.
Tell them to colour each white object a different colour:
red, yellow, green or blue.
Divide the class into pairs. Students take turns
describing these objects to their partners, without
showing their pictures: My (school bag) is (blue).
As they listen, students tick (✓) the objects in their
picture that are the same colour as their partner’s and
cross out the ones that are different.

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 School Fun

1 Listen and circle the correct pictures. 7

2 Colour and describe the objects.

My school bag is green.

Lesson 6 9

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 School Fun

1
1 Glue, count and trace. B

one two three four

five six seven

eight nine ten

2 Song: Ten Crayons in a Box 8

Ten crayons in a box.

One got lost!
One, two, three, four, five, six, seven, eight, nine.

10 Lesson 7

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Functional Language: Counting to 10.
Vocabulary: numbers 1–10; colours; school
stationery
1 Play the track again. When their number gets ‘lost’
Materials: B : Crayon cutouts.
A box of 10 crayons. A set of small objects that each
student can be given ten of — for example, pencils,
beans, counters. White paper (1 sheet per student).
Number Cards materials: White paper (10 sheets).
1 Poster and poster cutouts.
Preparation: Number Cards: Write numbers 1–10
on separate sheets of paper, one number per page.
Warm-up
Colour Race
Tell three volunteers to choose a space in the
classroom to stand in.
Call out a colour: red, yellow, green or blue.
Students race to touch an object in the classroom
of that colour.
The last student to touch an object is eliminated and
takes a turn saying a colour for three other students.
Count from 1 to 10. 1 Say the missing number.
Display the poster. Point to the numbers on the board
and say each one for students to repeat.
Point to the numbers and lead students in counting from
1 to 10. Repeat, counting backward from 10 to 1.
Point to different numbers. Students say the number.
Give each student ten units of a common object (beans,
counters or pencils).
Say a number and ask students to hold or show the
corresponding number of the object. For example, say
seven and each student holds up seven pencils.
1 Glue, count and trace.
1
B
Students look at the numbers sequence in activity 1.
Tell students to cut out the Crayon cutouts.
Students count the crayons on each cutout and write
the corresponding number in the space.
Students glue the cutouts into the correct spaces
in the number sequence in their books.
Students count the number of crayons in each square
and trace over the words.
School Fun
1
Invite 10 volunteers to go to the front to represent the
crayons. Give each a Number Card (see Preparation).
Students arrange themselves in order and hold up their
Number Cards.
in the song, students jump out of the way and the
remaining students jump forward for the class to count
as they sing along.
Bingo
Show students how to draw a grid with four squares in
their notebooks. Each student draws one.
Students choose four numbers between 1 and 10 to
write in each square. Ask students to write in pencil so
they can rub out the numbers and play the game again.
Attach the Number Cards (see Preparation) to the board
with the number hidden and mix them up.
Turn over one card at a time and say the number.
If students have got that number in one of their
squares, they cross it out.
The first student to cross out all their numbers shouts
Bingo! and wins the game.
Play the game again with student volunteers calling
out numbers.
Wrap-up
Write the numbers 1–10 on the board in
random order.
Students close their eyes.
Rub out one of the numbers.
Students open their eyes and tell you which
number is missing.
Extension
Number Run
Ask students to clear a large, open space in the
classroom. Students stand there.
Call out a number between 1 and 10.
Students race to form groups of that number of
students. Repeat several times.

2 Song: Ten Crayons in a Box 8

Play Track 8. Hold up a box of 10 crayons.
Take away a crayon each time you hear One got lost
and count the remaining crayons along with the track.
Play the track again. Students hold up ten fingers.
Students sing along and hide one finger each time they
hear One got lost.

Lesson 7 T10

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 School Fun
1
Grammar: Imperatives: Count the (desks).
Vocabulary: numbers 1–10; colours; school
stationery
Warm-up
Name Race
Write the numbers 1–10 in random order on each
side of the board.
Divide the class into two teams.
Give one person from each team a board marker.
Call out a number. The two team members go up
and circle the corresponding number on their side of
the board.
The first student to circle the correct number wins
a point for his/her team.
1 Listen and count. 9
Tell students they are going to listen to different sounds.
Play Track 9, pausing after each section.
Students listen and count to themselves. Students say
the corresponding number after each sound.
Divide the class into pairs. Students take turns making
different sounds (clapping, tapping the desk, stamping
feet, etc.) while their partner counts and says the
corresponding number.
2 Find and count the objects.
Students look at the picture puzzle. Point to different
objects in the puzzle and ask What’s this? Students
identify the objects.
Say Count the desks. Students find and count all
the desks in the picture and write the corresponding
number next to desks in the key below.
Repeat with the other objects in the picture. Students
compare their answers in pairs.
Students say how many of each object there are:
(Four) (desks).
3 Count and find five differences.
Students look at the pictures in activity 3. Students
identify the objects in the pictures.
Tell students that there are five differences between the
two pictures. Point to the chair in picture 1 and say One
chair. Point to the chairs in picture 2 and say
Two chairs.
Divide the class into A/B pairs. Students A cover picture
2 in their books with a piece of paper. Students B cover
picture 1.
Students take turns giving instructions to their partners.
T11 Lesson 8
172704.indb 30
They count each object in the pictures to find five more
differences: Student A: Pencils. Student B: One, two,
three. Three pencils. Student A: Four pencils.
Students circle the differences they find in the pictures.
Students say what the differences are as you ask:
T: Pencils. Student A: Four pencils. Student B:
Three pencils.
Say different numbers of objects from the two pictures:
two chairs, five pens, etc. Students identify the picture.
Wrap-up
What’s different?
Display different numbers of school stationery, for
example, two pencils, three rubbers, five rulers, six
crayons. Give students one minute to count and
memorize the objects. Students close their eyes.
Change the number of two of the objects.
Students open their eyes and tell you the
differences: Two rubbers. Four rulers.
Extension
Visual Spatial Intelligence
Draw and guess the numbers.
Divide the class into pairs. Students take turns
“drawing” numbers on each other’s backs with
their fingers.
Their partner identifies the number.
Teaching Tip
Pair Work
Pair work is an important element of the English
class because it gives all students a chance to speak.
However, it can be a challenge for young children
who are still learning to socialize and work with
others. Here are some tips for successful pair work:
• Before students begin work in pairs, call a pair to
the front of the class to demonstrate the activity
with your guidance so that all students understand
what is expected.
• Move around the class as much as possible during
the activity and give plenty of praise to students
who are working well.
• Remember that students will often not be able
to sustain many pair work activities for more than
a short time. To allow further practice, ask students
to change partners and repeat the activity, or ask
two pairs to form a larger group.
After an activity, ask a pair that has done it
particularly well to go to the front. Ask the pair to
present their work to the rest of the class.
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 School Fun
Unit title

1 Listen and count. 9

2 Find and count the objects.

4 desks 10 pencils 8 books

6 chairs 5 doors 7 school bags
3 Count and find five differences.
1 2

Lesson 8 11

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 School Fun
Episode 1

1 Good morning, boys

and girls. Look! 2

Is it a mouse?
What is it?

No, it isn’t.
Sam. It’s a
hamster.

3 4
What’s its name?

Harry.

Goodbye, Tom!
Goodbye, Harry!

1 Read and match. 10

1. Harry 2. Tom 3. Sam

12

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Grammar: Verb to be: What is it? It’s a (mouse).
Vocabulary: good morning, boy, girl, hamster,
mouse
1
Materials: Tape. F : Finger Puppet cutouts.
1 Poster and poster cutouts. Boy or girl?
materials: 4 index cards.
Preparation: Boy or girl? cards: Draw 2 boys’
faces and 2 girls’ faces on index cards.
Warm-up
Count the boys and girls. 1
On the board, draw a big sun coming up behind
a hill.
Greet students by saying Good morning, boys and
girls. Lead students in responding Good morning.
Display the poster. Say the following words in turn:
girl, boy, hamster, mouse.
After each word, invite a student to guess its
meaning and point to the corresponding item in
the poster.
Say Count the boys. Students race to count and call
out the correct number of boys. Repeat with girls.
Listen and follow the story. 10
Display Student’s Book page 12.
Students look at the pictures. Ask them to point to
different elements: Point to the teacher. Repeat with
a boy, a girl, a desk, the hamster.
Play Track 10. Students listen and follow the story in
their books.
Comprehension Check
Point to the pictures and ask the following questions:
Picture 1: Count the boys.
Count the girls.
Count the desks.
Picture 2: What’s this? (It’s a hamster.)
Picture 3: What’s its name?
(Write the name Harry on the
board.) Say Count the letters.
Picture 4: Is Tom in school? What colour is
Tom’s school bag?
1 Read and match.
Read the names in activity 1 with the class. Students
follow along in their books.
Play Track 10 again. Students listen, read and match
each name with the picture that corresponds to the
character from the story.
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School Fun
1
1
Make finger puppets. F
Tell students that they are going to make finger
puppets.
Show students how to cut out and roll the hamster
template cutout into a cone shape. Tell students to glue
the flap to secure the puppet.
Students cut along the dotted lines, flip that section up
and place their puppets on their fingers.
Tell students they can give their own hamster a name.
Students also cut out the finger puppets of the teacher,
the mother, Tom, Sam and Suzy. Show students how to
glue the flaps around their fingers.
Ask students to keep the puppets of Tom, Sam, the
teacher, Suzy and the mother for later.
Students place their hamster puppets on an index
finger. Demonstrate the following dialogue with a
student and lead the student in responding: T: What is
it? S: It’s a hamster. T: What’s its name? S: (Fluffy).
Students walk round the class acting out the dialogue
with different people.
Wrap-up
Act out the story.
Divide the class into groups of three. Assign the roles
of Tom, Sam and the teacher.
Students act out their own version of the story,
using one of the hamster finger puppets.
Groups practise the dialogue on their own.
Go around the class and help them.
Groups take turns acting out the story in front of
the class.
Extension
Boy or girl?
Take out the Boy or girl? cards (see Preparation).
Divide the class into two teams and give each team a
Boy and a Girl card.
Write the headings Boy and Girl on the board.
Say the following names one by one: Tom, Tina, Sarah,
Peter, Paula, Claire, Jack, Rose, Rebecca, Scott.
Teams take turns saying whether the name belongs
to a boy or a girl and holding up the boy or
girl picture.
Write the names in two lists on the board.
Lesson 9 T12
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 School Fun
1
Grammar: Verb to be: What is it? It’s a (notebook).
Vocabulary: mouse, goodnight; numbers 1–10
Materials: A1 : School Stationery cutouts. White
1
paper (1 sheet per student). F : Finger
Puppet cutouts.
Warm-up
1
Guess what. A Values Syllabus
Take the School Stationery cutouts and hide them
behind a book. Gradually reveal them.
Ask What’s this?
Students put up their hands and guess:
Is it a pencil? Answer Yes, it is./ No, it isn’t.
11
Listen and follow the story.
Ask students to tell you everything they remember from
the first part of the story.
Students look at the pictures in part 2 of the story.
Say Point to Tom. Point to Harry.
Play Track 11. Students listen and follow the text in their
books.
1 Read and circle the correct picture.
Students look at the pictures in activity 1.
Students follow the text and circle the correct picture
in activity 1.
Check students’ work by holding up your book and
inviting volunteers to go up and point to the correct
picture for each section.
Explain that goodnight is another way of saying
goodbye to someone at night.
Comprehension Check
Point to the pictures in part 2 of the story and ask the
following questions:
Picture 5: Point to Tom. Point to Harry.
Picture 6: Point to Suzy. What’s this? (Point
to Harry.)
Picture 7: Count the numbers on the clock (up to
eight o’clock).
Picture 8: Is it night? Count the stars.
Morning and Night
Give each student a sheet of paper.
Tell them to draw around one hand and cut out
the shape.
Write good morning and goodnight on the board.
Students copy one phrase on each side of the hand
shape and draw pictures to illustrate morning and night.
T13 Lesson 10
172704.indb 34
Students walk around the class waving the
corresponding side of the hand and saying good
morning, then changing to the other side, yawning and
saying goodnight, before walking away.
Act out the story.
1
F
Ask students to get into groups of six and act out Harry
the Hamster, Episode 1, using the finger puppets they
made for lesson 9.
Looking After Pets
Focus on the picture of Harry the hamster in
his cage.
Talk to students about what you need to do when
you have got a pet: feed it every day, make sure that
it has got clean water, clean its cage, make sure that
it gets regular exercise. Point out that Harry has got a
wheel in his cage to exercise.
Ask students if they have got pets. Ask them to tell
the class what they do to look after their pets.
Wrap-up
Chant Harry Goes Round.
Point to the picture of Harry in his wheel.
Make a circular movement by rolling your arms
round and explain that Harry goes round and round
on his wheel.
Begin the chant, circling your arms each time you
say “round and round.”
Students chant along and do the actions for “round
and round.”
[To the tune of “The Wheels on the Bus”]
Harry the hamster goes round and round,
Round and round, round and round,
Harry the hamster goes round and round,
All night long.
Extension
Rhythmic Numbers
Mark a rhythm with your hands, using two taps on
the desk followed by two claps.
Students join in to make the same rhythm.
Students take turns saying the numbers on the claps.
The first student says one, two on the claps. The next
student says three, four, etc. When you get to 10,
start again.
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 School Fun

Hello, Tom. Hi! It’s my Look, Suzy! Is it a mouse?

5 What’s this? class hamster.

No, it isn’t. It’s Harry

the hamster.
7 8

One, two, three, four,

five, six, seven, eight!
Bedtime! Goodnight, Harry.

1 Read and circle the correct picture. 11

1. 2.

3. 4.

13

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 School Fun

1 Read and colour the picture.

one = blue
two = red 6 6
3
three = yellow 3
3 6 6
3
four = green 3 6
6 6

five = yellow 3 3 6 6
six = red
2
4 4
1 2 2 4
4 5
1 2 2 5
1 2 2 4
4
2 5
5

Song: My School Stationery 12

Look at all my school stationery!

What colours can you see?

My pencil case is yellow .

My ruler is green .

My glue stick is yellow .

My crayon is blue .

My notebook is red ,

And my school bag is, too!

Trace and write the colours.

14 Lesson 11

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 School Fun
1

Grammar: Verb to be: My (pencil case) is (blue). Wrap-up

Vocabulary: school stationery; colours Can you remember?
Materials: D1 : Colour Word cutouts. A box and Ask students to close their books.
7 pencils. Say a colour and ask them to remember which
item of school stationery it corresponds to from the
previous activities.
The first person to remember correctly gets to say
Warm-up the next colour.
Guess how many.
Put seven pencils in a box, without students seeing.
Ask students to put their hands up to guess how Extension
1
many pencils there are in the box. Label your school stationery. D

When all students have guessed, take the pencils
out one by one and count them with the class.
Allow a student who guessed correctly to take a
turn at leading the activity by placing items
in the box.
Students cut the Colour Word cutouts, trace over the
words in the corresponding colour and glue them on
one of their items of school stationery of that colour
to remember the word.

1 Read and colour the picture.

Students look at the key in activity 1. Say Point to
number 1. Read the colour with the class. Ask What
colour is number one?
Students look at the picture. Say Find number one.
Students find and point to the corresponding number.
Follow the same procedure with the remaining numbers
and colours in the key.
Students use the key to colour the picture.

• Song: My School Stationery 12

Play Track 12.
Students listen and point to the corresponding items of
school stationery in the picture they coloured in activity 1.
Play the track again. Students sing along, pointing
to the school stationery.

• Trace and write the colours.

Read each school stationery word in the song. Students
follow in their books and trace over the words.
Students find the items of school stationery in the
picture and use the key to write the colour words,
completing the sentences.
Play Track 12 again. Students check their work.

Lesson 11 T14

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 School Fun
1
4 Colour the stars.
Grammar: Review of verb to be. Quickly review Unit 1 with the class, reminding students
Vocabulary: Key vocabulary from the unit. of the work they have done throughout the unit.
Materials: 1 Poster and poster cutouts. Ask students to think about whether they enjoyed the
unit and how well they think they did in it.
Tell students to colour the stars according to how well
they think they worked. For example, they colour three
Warm-up stars if they think that they worked very well, two stars
if they think that they worked well, and one star if they
Play a memory game.
think that their work was OK.
Take out an empty school bag. Hold up different
numbers of different items of school stationery
and put them in, counting with the students: four
Wrap-up
pencils, two rubbers, one pencil case.
Ask students to remember what’s in the bag.
Book Race
Say one of the key vocabulary items from the unit.
With each correct answer, take out the
Ask students to race to find a picture of that item in
corresponding items of school stationery, until the
Unit 1 of their books.
bag is empty.
When they find it, they hold up their book.
The student who holds up his/her book first takes a
1 Look and circle. 1 turn to call out another item.
Hold a poster cutout over your head without looking at
it. Ask Is it a pencil? Is it a rubber? Encourage students
to reply Yes, it is or No, it isn’t. Extension
Students look at activity 1. Read the first question with
the class and lead students in answering. Students circle
Vocabulary Review
Divide the class into two teams: A and B. Draw a
the corresponding symbol: ✓ or ✗.
small part of one of the objects from the unit on the
Read the remaining two questions with the class.
board. Ask team A: What’s this? Continue with the
Students circle the corresponding symbol. Correct the
drawing, line by line, asking the teams alternately,
activity as a class.
until someone answers correctly.
2 Trace, match and colour. 1 Give a point to the first team to guess what the
Display the poster cutouts around the class. picture is.
Describe one of them: It’s a (crayon). It’s (yellow). Continue the game with other objects from the unit.
Students point to the corresponding cutout.
Invite volunteers to describe cutouts for other students
to identify.
Students look at activity 2. Read the first sentence and
encourage students to read along with you.
Students trace over the words, then draw a line to
match each sentence with the corresponding object.
Students colour the object with the indicated colour.
Follow the same procedure with the remaining
two sentences.

3 Read, trace and circle.

Students look at activity 3.
Students trace over the object in the first picture. Read
out the question: What is it? Encourage students to
answer It’s a crayon.
Help students to read the options below the picture and
circle the correct one.
Students trace over the remaining pictures. Help them
to read the options out loud and circle the correct word
under each picture.
Check answers with the class, saying What’s this?
It’s a (desk).

T15 Lesson 12

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 School Fun Unit title

1 Look and circle.

1. Is it a pencil? 2. Is it a chair? 3. Is it a pencil case?

✓ ✗ ✓ ✗ ✓ ✗

2 Trace, match and colour.

1. It’s a glue stick . It’s red .

2. It’s a rubber . It’s green .

3. It’s a notebook . It’s yellow .

3 Read, trace and circle.

1. What is it? 2. What is it? 3. What is it?

It’s a crayon / pencil. It’s a desk / chair. It’s a ruler / pen.

4 Colour the stars.

Lesson 12 15

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 School Fun
1
Assessment 1
Grammar Module: Present Simple of the Track 14
verb to be Listen and circle.
[Narrator]: Number 1
In this unit, we use the present simple form of the
[Boy]: What’s this?
verb to be for facts. [Girl]: It’s a pencil.
subject + verb + complement
It is a pencil. [Narrator]: Number 2
[Boy]: What’s this?
We form a question by inverting the subject and
[Girl]: It’s a rubber.
the verb.
verb + subject + complement [Narrator]: Number 3
Is it a desk? [Boy]: What’s this?
[Girl]: It’s a desk.
We form short answers using the subject and verb
only, in their affirmative or negative form. [Narrator]: Number 4
Yes, it is. / No, it isn’t. [Boy]: What’s this?
[Girl]: It’s a crayon.

Assessment 1
Track 15
Grammar Module: Possessive Adjectives Listen and colour.
In this unit, we use the possessive adjective my [Girl]:
to indicate possession. My desk is blue.
My chair is green.
My name is Maria. My pencil is yellow.
My notebook is yellow. My school bag is yellow, too.
My notebook is red.

Assessment 1
Answer Key
Grammar Teaching Tip
1 From left to right: Bye; Hello
Children of this age are too young to understand
2 1. pencil; 2. rubber; 3. desk; 4. crayon
grammar explanations. Therefore, the best way to
3 1. No, it isn’t. 2. Yes, it is. 3. Yes, it is. 4. No, it isn’t.
practise structures is through games.
For example, to practise the short answers above Worksheet 1
(Yes, it is. No, it isn’t), prepare three flashcards with Answer Key
classroom objects and divide the class into two 1 1. Yes, it is. 2. No, it isn’t. 3. No, it isn’t.
teams. Show all three flashcards to students, then 3 five pencils; three school bags; four chairs; two desks
place them face down on a table and shuffle them.
Display one of the flashcards and ask one of the
teams Is it a pencil?
The team answers Yes, it is or No, it isn’t.
For the sake of motivation, it is important to respond
to the meaning of the answer, not the grammar. If
they get the answer right but the grammar wrong,
congratulate them and repeat the answer in its
correct form.
Remind students that the stress is on the is in both
affirmative and negative answers:
Yes, it is. / No, it isn’t.

Practice Book
Unit 1 Track 13
Listen and circle the correct pictures.
[Narrator]: Number 1
[Girl]: What’s this?
[Boy]: It’s a pen.
[Narrator]: Number 2
[Girl]: This is my ruler.
[Narrator]: Number 3
[Girl]: Look at my new school bag!

T15A Review Page

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