Family and Friends 1e Foundation Teachers Book PDF

Foundation
Teacher’s Book
Scope and sequence 2
Introduction 4
Unit 1 Me 12
Unit 2 My classroom 16
Unit 3 My toys 20
Unit 4 My things 24
Unit 5 My colours 28
Unit 6 My farm 32
Unit 7 My clothes 36
Unit 8 My body 40
Unit 9 My family 44
Unit 10 My food 48
Progress checks (photocopiable) 52
Susan Iannuzzi
1
4814690 FaF Foundation TB.indb 1 25/05/2012 10:03
Foundation: Scope and sequence
Topic Vocabulary Structure Songs and chants
1 Me Adam I’m… Lesson 2:
Baz Hello Hello, how are
you?
Jig Bye
Lesson 3:
Pat How are you? Point to Jig
Tess I’m fine, thank you.
Clap
Stand up
Sit down
Point to
2 My classroom bin What’s this? Lesson 3:
board It’s a… Look at me
chair
door
picture
table
window
3 My toys ball This is my… Lesson 3:
balloon This is your… Doll and robot
boat
car
doll
robot
puzzle
4 My things bag How many? Lesson 2:
book Plurals How old are you?
Lesson 3:
lunch box How old are you?
How many pencils?
pencil
pencil box
rubber
water bottle
5 My colours circle It’s + colour (green). Lesson 3:
rectangle Shapes and colours
square
triangle
blue
green
orange
red
yellow
2 Foundation Level Scope and sequence

© Copyright Oxford University Press

Topic Vocabulary Structure Songs and chants
6 My farm butterfly Is it a…? Lesson 3:
donkey Butterfly, butterfly
Is it (red)?
duck Yes, it is. / No,
field it isn’t.
flower
goat
sun
7 My clothes jumper What colour is it? Lesson 3:

shirt It's… Socks on the bed
shoes What colour are they?

shorts They're…
skirt
socks
trousers
8 My body arms I’ve got… Lesson 3:

ears How many toes?
eyes
feet
fingers
head
legs
9 My family baby He / She is… Lesson 3:

brother They are… Look at my pictures
dad
grandma
grandpa
mum
sister
10 My food banana I like… Lesson 3:

biscuit I don’t like… Happy Birthday
carrot
orange
sandwich
sweet
tomato
Foundation Level Scope and sequence 3


Introduction
Welcome to the course Components

Family and Friends Foundation is an engaging aural-oral
introduction to English which uses a range of activities, Class Book and Workbook
games, and songs that motivate and help young learners to The Class Book section is colourful, lively, and easy to use. It
succeed in English. contains the vocabulary, stories and songs that will enable
The course is based on the principle that all children want children to achieve the course objectives.
to learn and can succeed in learning. Family and Friends Each page of the Class Book corresponds to one lesson.
Foundation provides children with a useful, age-appropriate There is a small box at the top of each page that indicates
vocabulary and basic structures. These are presented the activities for that page. This helps you to see what each
through entertaining and interesting characters who lesson is about. Each instruction in the box corresponds to a
introduce the children to English through songs and stories. section in the teaching notes for that lesson. The information
in this box is not intended for the children.
Objectives The icon $ 20 indicates that there is an audio component
for that activity, and the number following the icon is the CD
The key objectives of Family and Friends Foundation are:
track number.
• To develop language skills that will give children a solid
The Workbook section provides practice of the material
foundation in English for their primary education.
introduced in the Class Book section. Each Workbook page
• To develop a basic understanding of and ability to use follows-up on the material presented in the corresponding
English in meaningful, age-appropriate contexts. Class Book page.
• To foster a positive attitude toward learning English. The Workbook section is the main pencil and paper practice
of the course. The Workbook develops children’s language
Characters skills and fine motor skills through a variety of fun and
motivating activities. It also incorporates oral language
Four lively characters introduce children to the world of
development as many of the activities include a ‘Say’
English. They also model good behaviour.
component. The activities are easy to do, underscoring the
Baz is a four-year-old boy in his first year of kindergarten. He course philosophy that all children want to and can succeed.
is good-natured and kind. He does not always do the right Thus the activities may be set up in class and completed at
thing, but he tries his best. Many of the children will identify home.
with Baz as he tries to learn new things.
At the back of the Workbook section are some extra
Tess is Baz’s sporty and fun older sister. She is seven years resources: cut-outs of the course characters and a page of all
old. She is eager to guide Baz and is forgiving of his mistakes. the song lyrics.
Pat and Jig are the children’s stuffed animals. They represent The cut-out characters can be used where appropriate to
the pretend world of the child. When Pat and Jig are with the act out the dialogues in class. Children can either hold up
characters, they are soft plush toys, but when they are on a cut-out (instead of the flashcard of the character) or you
their own, they have their own adventures in an imaginary could make some character badges (by sticking the cut-outs
toy world. Pat is sometimes a bit naughty, but earnest onto cardboard and sticking safety pins on the back) which
Jig keeps an eye out for him. Through their stories and children could wear during role-plays.
adventures, Pat and Jig help to develop children’s creativity
and look at the world in a new way. Teacher’s Book (TB)
In addition to these four main characters, Tess and Baz’s The Teacher’s Book is clear and easy to use.
two-year-old brother Adam appears throughout the course. You can see at a glance the objectives and materials needed
He is the baby of the family, and both Tess and Baz delight for each lesson. There is always a suggestion for a warm-up
in taking care of him. Baz especially enjoys being the older activity, which is followed by notes for the core activities
brother. Towards the end of the level, Tess’s friend Mira is listed in the Class Book section and corresponding page
introduced. She is quiet and shy. of the Workbook section. Most lessons contain an optional
activity should you want to give your children more practice
or have extra time.
The TB also contains photocopiable progress checks.
There is a one-page progress check for each unit. See pages
52–61. In addition, there is a two-page mid-year and two-
page end-of-year progress check. See pages 62–65.
Class Audio CD
The Class Audio CD contains all the audio material for the
course, including all the new vocabulary, dialogues, songs
4 Introduction

and stories. The recordings feature only native speakers of
English and expose your children to accurate and authentic
Course structure
models of presentation. This CD is for use by the teacher in Family and Friends Foundation consists of 10 units.
class. Each unit has four core lessons comprised of a Class Book
and a Workbook component.
Flashcards Most lessons offer an optional activity. The notes for the
Flashcards are an important teaching tool and they are used optional activity are at the end of each lesson in the
in the majority of lessons in Family and Friends Foundation. Teacher’s Book. The optional activities provide extra practice
They are used to present new vocabulary, colours, and and consolidation of what has been taught in the main Class
numbers, to conduct other activities and games, to check Book / Workbook lesson. They do not present new language
answers, and to act out dialogues and songs. The lesson or vocabulary. They can be used if you have extra time or
notes give advice on how and when to use them. Each if you feel your children need extra practice on a particular
flashcard is numbered and each lesson specifies which language item.
flashcards are needed.
There are 80 flashcards: Topics
70 Vocabulary flashcards with pictures of all new vocabulary
Family and Friends Foundation is a topic-based course. Each
10 Numbers flashcards (1–10)
unit is centred on a different topic. This reduces the cognitive
load on children since vocabulary is presented in meaningful
groups or word families.
Flashcard list 42 circle
43 triangle The topics chosen are relevant to children and reflect their
1 Tess lives. As a result, they reassure, interest, and motivate the
2 Baz 44 square
45 rectangle children in the classroom.
3 Pat
46 field Topics include toys, clothes, food, family, and the body.
4 Jig
5 Adam 47 sun
6 number 1 48 flower
49 duck
Cross-curricular features
7 number 2
8 number 3 50 donkey and Values
9 number 4 51 goat The benefits of English instruction can be maximized by
10 number 5 52 butterfly linking it with other parts of the curriculum. Family and
11 number 6 53 jumper Friends Foundation connects to other curricular areas in many
12 number 7 54 shirt ways. For example, it provides opportunities to link to the
13 number 8 55 shorts natural sciences through the promotion of an appreciation
14 number 9 56 shoes of the natural environment. Links to social sciences
15 number 10 57 socks are explored through learning about different familial
16 table 58 skirt relationships. Creative links are also promoted through
17 door 59 trousers the development of musical skills, including awareness of
18 board 60 head melody, rhythm, and rhyme.
19 window 61 eyes
In addition to cross-curricular links, Family and Friends
20 chair 62 fingers
Foundation recognizes that language instruction presents
21 picture 63 feet
an opportunity to reinforce values such as cooperation,
22 bin 64 legs
teamwork, health, good nutrition, and respect for others. The
23 doll 65 arms
dialogues, stories, and illustrations provide opportunities to
24 car 66 ears
address such values.
25 puzzle 67 mum
26 ball 68 dad
27 robot 69 sister Unit structure
28 balloon 70 brother The simple and reliable unit structure makes Family and
29 boat 71 baby Friends Foundation an ideal course for experienced and
30 bag 72 grandma novice teachers alike. Novice teachers can build confidence
31 pencil 73 grandpa and rest assured that they are developing sound teaching
32 book 74 banana skills while using the material. Similarly, more experienced
33 rubber 75 carrot teachers who are more confident and adept in the
34 pencil box 76 tomato classroom can expand upon the solid framework provided.
35 lunch box 77 sweet Each unit has a one-page-per-lesson format, and each page
36 water bottle 78 sandwich / lesson has a specific role in the unit.
37 red 70 orange
38 orange 80 biscuit Class Book section structure
39 yellow
The first two pages of each unit of the Class Book section
40 blue
depict a lively scene involving the course characters. These
41 green pages are used to present the target vocabulary and
structure in context. They provide two lessons of material.
Introduction 5

Lesson 1 is devoted to vocabulary. There are typically seven taught using real objects, e.g. pens, and drawing children's
new words for children to produce. Lesson 2 presents the attention to the difference in the way the words pen and
key language structure of the unit in a dialogue format. The pens are said.
dialogue uses the structure in a natural way and is humorous
so that children remain engaged as they are exposed to the Attention span
new language.
Young children have very short attention spans. They focus
The third page of each unit presents a song, which either on here-and-now activities that are lively and fun. Their
revises the topic vocabulary, or in some cases provides attention span can be maximized when visual stimulus is
extension vocabulary such as additional colours. This is present. With this in mind, Family and Friends Foundation
followed by a critical thinking activity. often recommends that flashcards be stuck to the board and
Page four is the story lesson. Each story is a simple four- remain there for support.
frame story which features the course characters or other In order to keep the children engaged, do not spend too
characters in humorous, creative, or thoughtful situations. much time on any one activity. It may be beneficial to leave
an activity unfinished in order to maintain class attention.
Workbook section structure You may also find that slowing down the pace or quickening
The Workbook section mirrors the transparent structure of the pace of your lessons will add variety and keep children
the Class Book section. The first and second pages reinforce interested.
the vocabulary, and where possible, the structure introduced
in the unit. Sensory input
Everyone has a different learning style or preferred way of
Aural-oral skills learning. Auditory learners prefer listening to the CD or the
teacher. Visual learners prefer looking at pictures. Tactile
Family and Friends Foundation provides an aural-oral
learners take in new information by touching and doing.
introduction to English.
Family and Friends Foundation has a variety of activities that
Speaking address the learning preferences of all children. There are
opportunities to listen to stories and songs on CD, talk about
Children speak in every lesson. Speaking activities represent pictures and act out role-plays.
a wide range of formats, including listen and say, question
and answer, role-plays, and communicative speaking.
Fine motor skills development
Listening Fine motor skills are still developing in young children. They
are just beginning to use their hands and fingers for activities
Listening is an important skill for young children, and
such as drawing. These actions require coordination
it is likely that a number of your children will begin to
and control, which most young children typically do
understand with confidence before they are able to speak
not possess. As a result, the drawing of young children
with confidence.
is often larger or malformed. It is important to recognize
From the outset of Family and Friends Foundation, children’s that such characteristics are a normal part of all children’s
listening skills are developed. Children listen to the dialogues development.
and stories in each unit. The teaching notes always give
To assist in the development of fine motor skills, Family and
suggestions for questions to ask your children about what
Friends Foundation includes numerous tracing and drawing
they hear. Children are more likely to pay attention and focus
opportunities. Activities which require children to trace lines
if they know you will ask them about it.
as they reinforce their new language skills are an important
As with Level 1, there is a phonics song, but for word families part of their coordination. Similarly, colouring activities help
rather than individual letter sounds. The exemplar words children to control their pencils.
are set to a memorable tune, and the same melody is used
It is very important to encourage children in their tracing,
for each word family. Again, children only need to learn
copying, and drawing. Do not worry if children are unable to
the song melody once so that they can focus on the word
trace, draw, or colour neatly. These skills will emerge during
families more easily.
their primary years.
Characteristics of young learners Affective developmental factors

Not all children will be able to respond to you from the
Intellectual development beginning of the year. Some may need a silent period in
Foundation-level children are beginning to use logic to which they acclimatize to the new experience and absorb
understand things they have experienced, seen, or heard. the language around them without being required to
However, they are not able to understand abstract rules produce it.
or logic. As a result, abstract concepts and grammar are Do not push children to speak if they do not feel
not taught overtly at this stage. Terms such as singular or comfortable. Some activities involve calling children to the
plural are not used, and you will not find instructions to give front to sing or act. Choose children who are willing and
grammar rules in the teaching notes. For example, when eager to perform in front of the whole class.
plurals are introduced in Unit 4 of Level 1, the notes avoid Furthermore, young children flourish with praise. It raises
instructions such as ‘to change a word from singular to their confidence and gives them positive reinforcement.
plural, add the letter –s to the end.’ The concept of plurals is
6 Introduction

Therefore, always praise correct responses and avoid harshly
criticizing incorrect ones. You may simply say, ‘That’s almost
Teaching critical thinking skills
right. Try again.’
• Critical thinking allows us to analyze information, make
decisions, and solve problems. Thinking is motivated
by questions, and children ask questions to discover
General teaching procedures and understand the world around them. By developing
children’s thinking skills, you are encouraging them to
Introducing language maintain and apply their natural sense of curiosity.
The teaching notes give suggestions as to how to introduce • The Family and Friends Foundation critical thinking
all new language in each unit. However, you may wish to activities practise categorizing, grouping, recognizing
introduce language in other ways, for example, using real parts of the whole, sequencing, and patterning. When
objects, pictures from magazines, or other means. guiding the children through these activities, ask
questions to stimulate their thought processes. If possible,
use the children’s own language to ask open questions.
Using stories
Encourage the children to ask questions themselves and
Pretending and playing are extremely important for young respond enthusiastically. It’s very important to create a
children. Stories encourage and facilitate pretending and learning environment in which children are comfortable
playing. They enable children to use their imagination, asking questions. Never criticize a wrong answer. Children
make sense of the world, and express their feelings and
will be braver with their answers if they feel it is safe to
thoughts. Stories also give a natural context for introducing
make mistakes.
and practising language. Each unit of Family and Friends
Foundation includes a dedicated story lesson. In addition,
Lesson 2 of every unit uses a little story to present the unit’s Using the children’s own
key structure.
language
How to teach stories and presentation dialogues The majority of young children will have little or no English.
There are step-by-step notes tailored to each story and Many of them will be enthusiastic to learn English whilst
dialogue. The general procedures are as follows: others will be reluctant. The children’s own language can
• Establish the context for the story or dialogue by asking be an effective tool in the classroom. Use the children’s own
children questions about the pictures. language to help children establish a context for stories,
• Conduct this part of the lesson in the children’s own dialogues, and songs. It is also useful for discussing the
language. Ask questions which give key information. values strand concepts.
These questions typically begin with: Who? Where? What? Do not use the children’s own language to translate words
and Why? or present language.
• Children listen to the story or dialogue as they look at the
pictures in their books. Assessment
• Children listen again and repeat chorally. Family and Friends Foundation provides for the continuous
assessment of children’s language performance in that each
• Call children to the front to act out the story. Use props,
unit has a photocopiable progress check (see TB pages 52–
e.g. flashcards, real objects, etc. to make it more fun. If you
61). In addition, there is a photocopiable mid-year progress
feel your children are able to, have them hold the cut-
check, covering Units 1–5 (see TB pages 62–63), and a final
outs from page 85 as they act out stories with the course
characters. progress check, covering Units 6–10 (see TB pages 64–65).
Assessment helps you:
Teaching songs • to determine children’s strengths and weaknesses
Children enjoy songs, rhythms, and melodies. As a result, • to determine what the class have learnt and what needs
these are an effective tool for teaching and practising more attention
language. • to monitor and follow the progress of individuals
Family and Friends Foundation features at least one song in all • to monitor the effectiveness of your instruction
units. • to give feedback to children, parents, and other teachers.
There are step-by-step notes tailored to each song. The The progress checks are traditional paper and pencil
general procedures are as follows: worksheets that cover the language concepts of each unit.
• Present any new language using real objects, flashcards, They have accompanying audio and are designed to be
magazine pictures, drawing on the board, miming, etc. used in the classroom. Children can do them silently on their
• Children listen to the song. You may find that it is easier own, as a more formal assessment. Before the children begin
to present the actions as children listen. This often helps each progress check, model the first item of the activity with
children to remember the language more easily. the class.
• Children sing along as they listen again. Regardless of the way you choose to use them, model
• Call children to the front to do the actions and lead the the first item of each activity with the class. Use one of
song. Use props, e.g. flashcards, to make it more fun. the modelling procedures described in the unit notes, e.g.
copying an item on the board, etc.
Introduction 7

Although the progress checks are a good resource, you can
assess your children in other ways as well. You can assess
their understanding and ability to speak English.
The Family and Friends Foundation photocopiable
assessment form (see page 10) is intended for use in all units.
No two classrooms are the same, so the assessment form
can be tailored to each teacher’s needs.
The lesson objectives are given at the start of the teaching
notes for each lesson. Choose the objectives you wish
to assess and write them in the box at the bottom of a
photocopy of the assessment form. For example, for Unit 5,
Lesson 1, you may decide that the first two lesson objectives
(to identify basic shapes and to identify colours) are the ones
you would like to assess. Write this information in the box
at the bottom of the form. Write the children’s names in the
first column. (You may find it useful to write the children’s
names on a photocopy, and then copy this again before
filling in any objectives, so that you have a ready-made
template for future assessment.) Each form allows you to
assess up to eight objectives. You can either use one form
per unit, or copy an extra form if you wish to assess more
than eight objectives in any one unit.
You may not want to tell the children that they are being
assessed as this may cause them to feel anxious.
Assessment at this level is informative rather than evaluative.
As such, children should not be given marks denoting
excellence or poor performance. The following marking
system is suggested:
O = OK. The child has met the objective.
E = Emerging. The child has partially met the objective.
N = Not at this time. The child has not met any aspect of the
objective.
How to carry out assessment in the classroom:
• Divide the children into small groups. Assess one group at
a time. The other groups should do a quiet activity such as
colouring or drawing.
• Assess your selected objectives using procedures children
are familiar with, e.g. hold up a flashcard and ask a child
What’s this? The child responds It’s a triangle. Show the
child three different shapes. Point to the triangle. Ask Is it a
triangle? The child responds Yes. It’s a triangle.
• Vary the procedures slightly so that children do not repeat
what the previous child has done. However, be sure
that the procedures are consistent, i.e. they all require
production, or they all require receptive understanding.
• In the column for each objective next to the child’s name,
indicate the child’s performance.
• On TB page 11 there is a photocopiable achievement
certificate to give to pupils at the end of the year, or
whenever they have performed well in class.
8 Introduction


Assessment form: Unit _____ Assessment Key
O = OK. The child has met the objective.
E = Emerging. The child has partially met the objective.
N = Not at this time. The child has not met any aspect
of the objective.
Name 1 2 3 4 5 6 7 8
1 Lesson ___ Objective: ___________________________ 5 Lesson ___ Objective: ___________________________

10 Photocopiable © Oxford University Press


Congratulations!
You are a star ✮ pupil
School:
Signed:
Date:
Photocopiable © Oxford University Press 11


1 Me
Lesson 1 CB PAGES 4–5, WB PAGE 44 Workbook PAGE 44

Lesson objectives 1 Match and say.
To identify the course characters • Tell children to look at page 44.
To recognize English sounds and spoken words • Children name the characters they can see. Explain that
the same character is on both sides of the line.
Vocabulary: Adam, Baz, Jig, Pat, Tess • Model the activity. Stick the cut-out of Baz from the
Materials: CD tracks 1–2, flashcards 1–5, cut-out of Baz back of the Workbook on one end of the board and
(from WB page 85) the flashcard of Baz on the other. Move your finger in a
straight line from the cut-out on the left to the flashcard
on the right.
Class Book PAGES 4–5 • Tell children to copy your action and move their fingers
Warm-up from left to right in the air.
• Tell children to look at the picture on pages 4 and 5. Ask • Children practise tracing the lines in their books with their
the following questions in the children’s own language: fingers. Check that they are moving their fingers from left
How old are the children in the picture? (6, 4, and 2 years old), to right. Ask children to say the characters’ names as they
What’s their relationship? (brothers and sister). trace.
• Tell children to trace the lines with their pencils, saying the
Listen and say. $ 1 characters’ names as they do so.
• Tell children that they are going to meet the course
characters. Optional activity
• Play the CD, holding up the flashcard of the character as • If children need help holding their pencils, reassure
its name is said. Pause after each name so children can them that Jig can help them to write.
point to the character in their books. Check children are • Explain in the children’s own language that Jig is a
pointing to the correct character. rabbit and he has got long ears.
• Play the CD again, pausing after each name. Children • Show children how to make the shape of a rabbit with
repeat the names chorally and individually. their fingers by putting their first two fingers on the tip
of their thumb as they point their ring and little fingers
Transcript $ 1 upwards to make Jig’s ears.
Listen and say.
Tess, Baz, Adam, Pat, Jig
Listen and find. $ 2

• Tell children that you are going to say a character’s name
and they should point to that character in their books.
• Say the characters’ names at random, e.g. Baz, Tess, Pat, Jig,
Adam. As you say each name, you may like to hold up the
flashcard of the character to give children visual support. • Tell children to repeat the action while holding
• Check children are pointing to the correct character in their pencils between their fingers. Help children as
their books. necessary.
• Play the CD and pause after each name. Children listen
and point to the character in their books.
Transcript $ 2
Listen and find.
Adam, Jig, Baz, Tess, Pat
12 Unit 1 Lesson 1

Lesson 2 CB PAGES 4–5, WB PAGE 45 Sing. $ 4
• Tell children that they are going to learn a greeting song
Lesson objectives in English. Explain that it is polite to ask a person how they
To introduce oneself in English are.
To greet and say goodbye in English • Present the phrase How are you? by holding up flashcard
To learn to ask How are you? and respond politely to the 2 of Baz and looking at it. Say Hello, Baz. How are you?
question Answer in Baz’s voice. Say I’m fine, thank you. Encourage
individual children to repeat the exchange with Baz.
To develop fine motor control
• Play the CD. Tell children to listen to the song.
Vocabulary: I’m … Hello. Bye. • Play the CD again and pause after each line. Sing the line
Structure: How are you? I’m fine, thank you. and tell children to repeat after you.
Materials: CD tracks 3–4, flashcards 1–5 • Play the CD again and ask children to sing the song.
Transcript $ 4
Sing.
Class Book PAGES 4–5
Jig Hello, Pat! How are you?
Warm-up Pat Hello, Jig! I’m fine, thank you.
• Tell children that they are going to play a game. Baz Hello, Adam! How are you?
• Say the name of a course character and hold up a Adam Hello, Baz! I’m fine, thank you.
character flashcard at the same time. If the two match,
children say Yes. If the flashcard and the name are
different, children say No. Workbook PAGE 45
Listen and say. $ 3 1 Draw and say.

• Tell children to look at the picture on pages 4 and 5. In • Tell children to look at page 45.
their own language, ask children to guess what they think • Ask the children to point to each picture and name the
the characters are doing (Baz is greeting Pat and Jig, and character. Point to the blue dotted lines in each picture.
Tess is leaving and saying goodbye). Play the CD once to The children trace the lines with their fingers. They then
check the answer. use their pencils to trace the lines and complete the
• Play the CD again, pausing after each phrase. Children pictures.
repeat the phrases chorally and individually. • Hold up your book and point to the characters. Say their
names with the children.
Transcript $ 3
Listen and say. Optional activity
Baz Hello! I’m Baz. • Ask the children to draw a picture of Jig or Pat.
Tess Bye, Jig! Bye, Pat! Bye, Baz! Encourage them to look carefully at the pictures in their
Class Book to help them draw the character.
Say and do. • Ask children to come up to the front of the class and
• Call a child to the front of the class and give him / her hold up their pictures. Prompt the student to identify
flashcard 2 of Baz. Say Hello. I’m (your name). Encourage the character and say, Hello, (Pat)!
the child to respond with Baz’s name, Hello. I’m Baz. Repeat
with other children and characters.
• Put the flashcards away. Move to the door of the
classroom as if you are leaving. Say Bye, (name of a child).
Bye, (name of a child). etc.
• Choose two children. Tell them to greet each other and
say goodbye (bye). Repeat with other pairs of children
across the classroom.
Unit 1 Lesson 2 13

Lesson 3 Song CB PAGE 6, WB PAGE 46 Sing and do. $ 5
• Call four children to the front on the room. Give each
Lesson objectives a different character flashcard. Tell them to lead the
To recognize the numbers 1–10. students in singing and doing the actions to the song.
To understand and respond to imperatives. Play the CD to accompany them if necessary.
To think critically by counting and matching. • Explain that you are going to sing the song again, but this
time you are going to change some of the words.
Language • Sing the first verse of the song, substituting the character
Vocabulary: Numbers 1–10 names with numbers.
Structure: Stand up. Sit down. Clap. Point to… . Count to 10. • Ask children to sing along and point to the number
flashcards you have named. Repeat with different
numbers for the second verse. Repeat the whole song
Materials
again using the names of different numbers.
CD track 5, flashcards 1–5, 6–15, a large envelope.
Count and match.
Class Book page 6 • Ask children to look at page 6 in their books. Tell them to
point to the numbers as you count to ten.
Warm-up • Ask children to look at the picture and all the objects on
• Tell children that they are going to play a game. the table.
• Put the flashcard of Jig inside a large envelope. Hold up • Explain that they should count the number of each object
the envelope and slowly pull the card out of the envelope. and then draw a line from them to the correct number.
The children watch carefully and say, It’s Jig as soon as they • Do one as an example. Point to the cookies. Count aloud
can identify him. with the children (There are 8 cookies.). Tell them to draw a
• Repeat with the other character flashcards and the sheets line from the cookies to the number 8.
with the numbers 1–10. • Ask children to complete the activity on their own. Ask
them to say how many of each object there are.
Listen and sing. $ 5
• Tell children that they are going to learn a song with Workbook page 46
actions.
• Teach the imperatives Stand up, Sit down, and Clap. Say, 1 Follow the numbers.
Stand up! Ask the children to do the action and repeat the • Tell the children to look at page 46. Ask them what they
instruction. Do the same with sit down and clap. can see (Tess by a river with stepping stones.) Explain that
• Place the flashcards of the characters around the room. Tess needs to cross to the other side by stepping on the
• Play the CD. Tell children to listen to the song. stones.
• Play the CD again and pause after each line. Sing the line, • Ask the children to place their finger on the number 1 and
and ask the children to repeat after you. Tell them to do then trace the line to number 2. Explain that to cross the
the actions as they sing. For the line Yes, yes, yes, nod your river, Tess needs to follow the numbers up to 10 on the
head. For the counting, encourage children to count on stones. Demonstrate tracing a line from number 2 to the
their fingers as they sing. When they sing Point to … they nearest number 3 stone. From there the children need to
point to the character flashcards around the room. find the nearest number 4, followed by 5, etc.
• Tell the children to join the stepping stones with their
Transcript $ 5 fingers until they get to the number 10 on the see-saw on
Listen and sing. the other side of the river. They should say the number on
Point to Jig. each stone as they touch it.
Point to Pat. • They complete the activity by drawing a line from each
Stand up. stone to the next. Check the answers.
Sit down.
Clap, clap, clap! Optional activity
Point to Baz. • Ask children to count groups of objects in the classroom,
Point to Tess. for example, chairs, tables, books, bags, etc. Count aloud
Count to 10. with them.
Yes, yes, yes!
1, 2, 3, 4, 5, 6, 7, 8, 9, 10!
14 Unit 1 Lesson 3

Lesson 4 Story CB PAGE 7, WB PAGE 47 Listen and act. $ 6
• Play the CD again, pausing after each frame. Children
Lesson objectives repeat the sentences chorally and individually.
To develop listening skills in English • Say Stand up. Children should listen and do the action.
To understand and enjoy a story Repeat for Point to …, Clap, and Sit down.
To revise and consolidate language introduced in the unit • Tell the class that they are going to act out the story.
Call four children to the front and give each of them a
Materials: CD track 5, flashcards 1–4 flashcard showing Tess, Baz, Pat, or Jig. Each child will take
the role of the character on their flashcard. (In this case,
there are three non-speaking roles.)
Class Book PAGE 7
• Help children to perform by prompting the lines and
Warm-up $ 5 telling them to repeat and do the actions.
• Tell children that they are going to sing the song they • Ask other groups of children to act out the story.
learnt in Lesson 3. Choose four children to hold flashcards
1–4 of Tess, Baz, Pat, and Jig. Each child should stand in a Workbook PAGE 47
different part of the room holding up their flashcard.
1 Find and circle.
• Play the CD and tell the class to sing the song. Children
should point to the correct character as they sing. • Tell children to look at page 47.
• Ask them to identify the characters on the left.
Look and say. • Point to the picture of Tess and say the corresponding
• Tell children to open their books at page 7. instruction Sit down. Point to the rest of the pictures
• Say Point to (Jig), etc. Check that children are pointing on the left and do the same. Encourage the children to
to the correct character in their books. Repeat for all the repeat the instructions with you.
characters in the story. • Tell children to put their finger on the picture of Tess on
• Tell children that English stories are presented from left to the left. Tell them to move their finger to the right and
right. Hold up your book and point at the frames in order. stop when they come to a picture that is exactly the same.
• Say Point to picture 1. Check that children are pointing to Explain that this picture is circled because it is exactly the
the picture with the 1 in the corner. Say Point to picture 2. same. Ask the children to make a circle around the picture
Check that children are pointing to the picture with the 2 with their fingers.
in the corner. Repeat with pictures 3 and 4. • Ask children to do the same with the rest of the pictures.
• Ask children questions about the story in their own For each set of pictures, ask them which one they should
language: Who can you see in the pictures? (Tess, Baz, circle.
Pat, and Jig), What are Tess and Baz doing? (playing and • They complete the activity by circling the correct pictures.
clapping), Who is Baz pointing to? (Jig), What happens to Baz Check the answers.
at the end of the story? (He falls down).
Listen. $ 6 Progress Check 1 TB
• Tell children that they are going to listen to the story. Materials
• Play the CD and pause between each frame. Don’t ask Progress Check 1 photocopiable sheet (one per child)
children to repeat the text at this stage of the lesson.
• Ask children to tell you in their own language what they Progress check
understood. Play the CD again if necessary.
• Model the first item of each activity on the Progress Check
Transcript $ 6 sheet on the board. Hand out the Progress Check sheets
Listen. to the children. Either ask the children to complete the
Tess Hello, Baz! Let’s play! Stand up. sheet silently on their own or allow them to take the sheet
Tess Point to Jig. home to work on.
Tess Clap for Pat! Clap! Clap! Clap!
Tess Sit down. Oh, no! Poor Baz!
Unit 1 Lesson 4 15

2 My classroom
Lesson 1 CB PAGEs 8–9, WB PAGE 48 Workbook PAGE 48

To identify common classroom objects • Tell children to look at page 48.
To recognize English sounds and spoken words • Children name the objects they can see parts of in the left
To recognize parts of the whole column. Explain that the other part of the object is in the
right column.
Vocabulary: bin, board, chair, door, picture, table, window • Model the activity. Draw the left half of the table on the
top left of the board and the right half of the table on the
Materials: CD tracks 7–8, flashcards 16–22
lower right of the board. Move your finger in a straight line
from the part on the left to the part on the right.
Class Book PAGEs 8–9 • Children practise matching the parts of the objects in
their books with their fingers. Check that they are moving
Warm-up
their fingers from left to right. Ask children to say the
• Tell children to look at the picture on pages 8 and 9. Ask words for the objects as they match.
the following questions in the children’s own language:
Who is the boy in the picture? (Baz), Where is he? (at school),
• Tell children to match the parts of the objects with their
pencils, saying the words for the objects as they do so.
What is Baz giving his teacher? (a picture), What is it a picture
of? (a bird). Optional activity 1
Listen and say. $ 7 • Tell children in their own language that you are going
to ask them to identify the objects in their classroom.
• Tell children that they are going to learn the words for
some of the things in Baz’s classroom. • Model the activity. Say Point to the board and then do
the action yourself. Encourage the children to copy you.
• Play the CD, holding up the flashcard for each object as its
name is said. Pause after each word so children can point • Repeat with other objects in your classroom.
to the object in their books. Check children are pointing • If there is time, call a child to the front to give the
to the correct object. commands to the class.
• Play the CD again, pausing after each word. Children
repeat the words chorally and individually.
Transcript $ 7
Listen and say.
window, chair, table, bin, board, door, picture

• Tell children that you are going to say a word and they
should point to that object in their books.
• Say the words at random, e.g. table, bin, window, picture,
door, board, chair. As you say each word, you may like to
hold up the flashcard of the object to give children visual
support.
• Check children are pointing to the correct object in their
books.
• Play the CD and pause after each word. Children listen and
point to the object in their books.
Transcript $ 8
Listen and find.
bin, board, chair, door, picture, table, window
16 Unit 2 Lesson 1

Lesson 2 CB PAGEs 8–9, wB PAGE 49 Extra practice
• Hold up the flashcard of the chair, and ask What’s this?
Lesson objectives Look confused, as if you don’t know what it is. Encourage
To practise greetings the children to say It’s a chair.
To ask and say what something is • Repeat with other flashcards.
To thank someone • Touch a chair in the room, and ask What’s this? Again, look
To identify common classroom objects confused as if you don’t know what it is. Have individual
children answer the question with It’s a chair.
• Repeat with other known classroom objects available.
Vocabulary: Thank you.
Structure: What’s this? It’s a … Workbook PAGE 49
Materials: CD track 9, flashcards 16–22 1 Draw and say.
• Tell children to look at page 49.
Class Book PAGEs 8–9 • Ask children to try to identify the objects in the activity
(window, door, chair, table, bin, picture).
Warm-up
• Model the activity by drawing a dotted square on the
• Tell children that they are going to play a game. board and tracing it.
• Say the name of a classroom object and hold up a • Children practise tracing the objects in their books with
flashcard of a classroom object at the same time. If the their fingers. Ask children to say the words for the objects
two match, children say Yes. If the flashcard and the name as they trace.
are different, children say No.
• Tell children to trace the objects with their pencils, saying
Listen and say. $ 9 the words for the objects as they do so.
• Tell children to look at the picture on pages 8 and 9. In Optional activity
their own language, ask children to say what they think
the characters are doing (Baz is giving his teacher a picture).
• Tell children in their own language that they are going
to play a game.
Play the CD once to check the answer.
• Tell children the teacher’s name is Mrs Woodward.
• Stick one of the classroom object flashcards on the
board and cover it with a large sheet of paper.
• Play the CD again, pausing after each phrase. Children
repeat the phrases chorally and individually.
• Ask What’s this? as you slowly move the paper to reveal
part of the picture. Continue to reveal the picture until
Transcript $ 9 a child correctly guesses the object. Say Very good and
Listen and say. reveal the flashcard to the class.
Mrs Woodward Hello, Baz. • Repeat with flashcards for other objects.
Baz Hello, Mrs Woodward.
Mrs Woodward What’s this?
Baz It’s a picture. It’s for you.
Mrs Woodward Thank you, Baz.
Say and do.

• Ask children in their own language how Baz and Mrs
Woodward greeted each other (Hello).
• Ask if they can remember what Mrs Woodward said after
Baz gave her the picture (Thank you). Present thank you.
• Call a child to the front of the class and give him / her
flashcard 21 of the picture. Say Hello, (child’s name).
Encourage the child to greet you by name.
• Ask What’s this? as you touch the flashcard in the child’s
hand. Encourage the child to say It’s a picture. It’s for you.
and give it to you.
• As you take the picture, say Thank you, (child’s name).
• Repeat with other children.
• Remind children that it is good manners to say thank you
when somebody gives you something.
Unit 2 Lesson 2 17

Lesson 3 Song CB PAGE 10, wB PAGE 50 Sing and do. $ 10
• Call four children to the front of the room. Give each child
Lesson objectives a different flashcard (number 17, 19, 20, or 22). Tell them to
To recognize classroom objects. lead the class in singing, and ask them to step forward for
To think critically by grouping like objects. the verse about their object and hold up their flashcard.
• Explain that you are going to sing the song again, but the
Language children are going to do the actions with real objects in
Vocabulary: bin, board, chair, door, picture, table, window the classroom.
Structure: What’s this? Look at me. Come in. Sit down. Open • Ask a child to knock on the door and open it. Ask another
it. Clean up. to offer a chair to someone. Ask another to pretend to
open a window. Give another child a piece of paper to put
in the bin.
Materials
• Play the CD while children do the actions.
CD track 10, flashcards 16–22
Class Book page 10 Think and group.

Warm-up
• Ask a child to identify the three pictures at the top of the
• Review the words for classroom objects with the page (door, table, chair).
flashcards. Hold up the card for the door and say, What’s
this? Children respond, It’s a door.
• Ask the class to identify a door, a table, and a chair in the
classroom. Say, Point to the door. Point to a table. Point to a
• Call a child to the front of the class. Give the child the chair. Explain to the children that they can identify doors,
flashcard. Say, It’s for you. Encourage the child to say thank tables, and chairs, even if they are look different from
you. each other.
• Ask the child to give the flashcard to another child and • Ask the class to look at the pictures on page 10 and draw
say, It’s for you. Prompt the child to say thank you. a line connecting all the doors, a line connecting all the
• Repeat with the other flashcards. Continue until each tables, and another connecting all the chairs.
child has received and given a card. • Ask them to complete the activity on their own.
• Tell children they are going to learn a song with actions. Workbook page 50
• Place the flashcards of the door, chair, window, and bin on 1 Match and say.
the board. • Tell children to look at page 50.
• Introduce the following actions by pointing to each • Point to each picture and ask the children to name each
flashcard and miming. Point to the door and pretend to item (door, chair, window, bin).
knock. Say, Come in, please as you pretend to open the
• Explain that they are going to match the pictures of the
door and invite someone in. Point at the chair and say, Sit
same item. Point to the picture of the door at the top of
down, please as you mime inviting someone to sit down.
the page and demonstrate tracing the line to the other
Point at the window and say, Open it, please as you mime
door picture with your finger. The children do the same in
opening it. Point at the bin and say, Clean up, please as you
their books.
mime putting papers into it.
• Ask children to use their fingers to match the rest of the
• Play the CD. The children listen to the song.
pictures and say the words.
• Play the CD again, and pause after each line. Sing the line
• Tell them to use their pencils and draw a line to match
and tell children to repeat after you. Tell them to do the
the pictures.
action as they sing.
• Ask them to tell you the differences between the pictures
Transcript $ 10 they matched, for example one door is closed, and the
Listen and sing. other is open.
Look at me. Look at me.
Look at me, please. Look at me, please. Optional activity
What’s this? What’s this? • Ask children to count the tables, chairs, and doors in the
It’s a door. It’s a window. classroom. For example, say, Count the chairs. Lead the
Come in, come in… Open it, open it… students in counting aloud.
Come in, please. Open it, please.
Look at me. Look at me.
Look at me, please. Look at me, please.
What’s this? What’s this?
It’s a chair. It’s a bin.
Sit down, sit down… Clean up, clean up…
Sit down, please. Clean up, please.
18 Unit 2 Lesson 3

Lesson 4 Story CB PAGE 11, wB PAGE 51 Listen and act. $ 11
To follow the left to right sequence of English • Tell the class that they are going to act out the story. Call a
To develop listening skills in English child to the front to model the story with you. Point to the
To understand and enjoy a story flashcards on the board as you begin the story. Encourage
the child to act the role of the answering child. Point to
the flashcards to prompt his / her answers.
To revise and consolidate language introduced in the unit
• Call other children to the front to act out the story.
Vocabulary: bin, chair, dog, door • Help children to perform by prompting the lines and
telling them to repeat.
Materials: CD track 11, flashcards 17, 20, 22
Workbook PAGE 51
Class Book PAGE 11
1 Find, say and circle.
Warm-up • Tell children to look at the two pictures on page 51.
• Hold up the flashcard of the door and ask What’s this? • Ask them to say what they can see in the pictures (chair,
Children say It’s a door. table, bin, door, apple, window, Tess, etc.).
• Stick the flashcard on the board. • Ask children to look at the first picture. Then ask them to
• Repeat with chair and bin. look at the second picture and find five differences.
• Leave the flashcards on the board. • Model the activity by pointing to the bin in the first
picture and then the two bins in the second picture.
Look and say. The children trace around the extra circled bin with their
• Tell children to open their books at page 11. finger and say bin.
• Remind children that English stories are presented from • Do the same with the other four differences in the second
left to right. Hold up your book and point at the frames in picture (the picture of Tess on the board, the picture of
order. Baz on the board, the extra chair, the window).
• Say Point to picture 1. Check that children are pointing to • Children complete the activity by circling the
the picture with the 1 in the corner. Say Point to picture 2. different items.
Check that children are pointing to the picture with the 2
in the corner.
• Ask children questions about the story in their own Progress Check 2 TB
language: Can you see any of the things on the board in the
pictures? (chairs, door, bin), What is the girl doing in the last Materials
picture? (She’s painting a face on the bin), Where is the dog? Progress Check 2 photocopiable sheet (one per child)
(In the last picture. It’s made of the chairs, door, and bin).
Listen. $ 11
• Tell children that they are going to listen to the story.
• Play the CD and pause between each frame. Don’t ask
children to repeat at this stage of the lesson.
• Ask children to tell you in their own language what they
Transcript $ 11
Listen.
Boy What’s this?
Girl It’s a chair.
Boy What’s this?

Girl It’s a door.
Boy What’s this?

Girl It’s a bin.
Boy What’s this?

Girl It’s a dog! Woof! Woof!
Boy and Girl [laughing]
Unit 2 Lesson 4 19

3 My toys

Lesson objectives 1 Find and colour.
To identify toys • Model the activity on the board. Draw a simple road scene
To recognize English sounds and spoken words with two lorries, one car, and one bike. Above this, in a
box, draw another car, and write a 1 next to it. Next to this,
To recognize parts of the whole
draw a lorry in a box and write a 2 next to it.
To count 1 and 2
• Ask a child to come to the front. Point to the car and the
To develop fine motor control number in the box, and ask the child to find and shade
the one car in the picture.
Vocabulary: ball, balloon, boat, car, doll, robot, puzzle • Ask another child to come to the front. Point to the lorry
Materials: CD tracks 12–13, flashcards 23–29 and the number in the box, and ask the child to find,
count, and shade that number of lorries in the picture. The
Class Book PAGEs 12–13 child should shade two lorries.
Warm-up • Ask them to tell you in their own language what they can
• Tell children to look at the picture on pages 12 and 13. Ask see in the picture at the bottom of the page (a boy playing
the following questions in the children’s own language: with his toys).
Who is the boy in the picture? (Baz), Who is the girl? (Tess), • Children name the objects they can see in the box at
What are they doing? (Playing with their toys), Are they the top of the page (puzzle, robot, car, doll, boat, balloon,
playing nicely? (Yes), How do you know? (They are sharing). ball). Explain that they should look at the big picture and
Listen and say. $ 12 find one or two of each of the objects shown in the box,
according to the number next to each object.
• Tell children that they are going to learn the words for the
toys. • Children locate and colour the objects in the big picture.
Tell them to count the objects aloud as they find and
• Play the CD, holding up the flashcard for each toy as its
colour them.
name is said. Pause after each word so children can point
to the object in their books. Check children are pointing • Check children’s pictures.
to the correct object. Optional activity
• Play the CD again, pausing after each word. Children • Tell children in their own language that you are going
repeat the words chorally and individually. to play a game.
Transcript $ 12 • Tell them that you are quickly going to show them
Listen and say. pictures of the toys and they have to remember them
balloon, doll, ball, boat, puzzle, robot, car in order.
• Show the flashcards for puzzle and car. Put them face
Listen and find. $ 13 down.
• Tell children that you are going to say a word and they • Ask children to say the names of the things they saw in
should point to that object in their books. English (puzzle, car).
• Say the words at random, e.g. ball, puzzle, doll, robot, car, • Make the game more challenging by adding to the
balloon, boat. As you say each word, you may like to hold number of flashcards you show or showing them for a
up the flashcard of the object to give children visual shorter amount of time.
support.
books.
Transcript $ 13
Listen and find.
ball, balloon, boat, car, doll, robot, puzzle
20 Unit 3 Lesson 1

To identify belongings • Tell children to look at page 53.
To thank someone • Point to the first column. In the children’s own language,
To develop fine motor control explain that these are toys wrapped up in wrapping
paper. Point to the first one and ask, What’s this? The
children must figure out what it is from the shape and
Vocabulary: Here you are.
answer, It’s a boat.
Structure: This is my / This is your …
• Do the same with the rest of the wrapped toys, and see if
Materials: CD track 14, flashcards 23–29 the children can identify all of them.
• Point to the second column of toys. Demonstrate the
Class Book PAGEs 12–13 activity by tracing the line from the wrapped boat in
the first column to the boat in the second column. Ask
Warm-up children to trace the line with their fingers.
• Review the names of the toys. Hold up the flashcard of the • Do the same for the rest of the toys in the first column,
doll. Ask What’s this? Children respond It’s a doll. finding the matching toy on the right.
• Repeat with the other toy flashcards. • Children complete the activity by drawing lines with their
Listen and say. $ 14 pencils to match the toys in each column.
• Tell children to look at the picture on pages 12 and 13. In Optional activity
their own language, ask children to say what they think • Give each child a sheet of paper. Ask them to draw
the characters are doing (Tess and Baz are giving each other and then color their favorite toy of the seven new toys
their toys). Play the CD once to check the answer. introduced in this unit.
• Play the CD again, pausing after each phrase. Children • Call a child to the front with his or her picture. Use one
repeat the phrases chorally and individually. of the flashcards as your toy. Hold the card and the
• Ask if children can remember what Tess said when she child’s picture in your hands. Point to your card, saying,
gave Baz his boat (Here you are). This is my (name of toy). Then give the child his or her
• Ask if they can remember what Baz said after Tess gave picture, saying, This is your (name of toy). Here you are.
him his boat (Thank you). Encourage the child to say thank you.
• Give the child the flashcard and the picture to begin the
Transcript $ 14 dialogue.
Listen and say.
• Repeat with other pairs of children performing at the
Tess This is my doll. This is your boat, Baz. Here you are.
front of the class with their pictures.
Baz Thank you, Tess.
Say and do.

• Hold up the flashcard of the boat, and ask What’s this?
Children say It’s a boat.
• Call a child to the front. Say This is your boat, (Samy). Here
you are. Give the boat flashcard to the child. Encourage
the child to say thank you.
• Repeat with other flashcards and other children.
• If any children are confident enough, they can take your
role in handing the flashcard to another child and saying
the lines of the dialogue.
Unit 3 Lesson 2 21

Lesson 3 Song CB PAGE 14, WB PAGE 54 Sing and do. $ 15
• Tell children that they are going to act out the song.
Lesson objectives Explain that the doll and the robot are going to hide and
To count from 1 to 5. the class has to find them.
To think critically by recognizing parts of the whole. • Give the doll and robot flashcards to two children. Tell the
rest of the class to cover their eyes as they sing. Tell the
Language children with the cards to hide them.
Vocabulary: doll, robot, numbers 1–5. • Play the CD while the children do the actions.
Structure: Here I come. Time to hide. • When the children have finished singing, let them search
for the cards.
Materials • Repeat with other children hiding the flashcards.
CD track 15, flashcards 23 and 27 Think and match.
Class Book page 14 • Ask them to tell you what they see in the pictures (a doll, a
robot, and parts of each of them).
Warm-up
• Review the numbers 1–5. Hold up your hand and count • Explain that they must look carefully and think about
whether the small parts belong to the doll or the robot.
using your fingers up to 5. Ask children to do the same,
They then draw a line from the part to either the doll or
holding up their hand and counting 1 to 5 with their
the robot. Do one as an example. Point to the eye and say,
fingers.
What’s this? A doll or robot? The children answer doll.
• Write the numbers 1 to 5 on the board. Point to the
numbers in random order and ask children to say
• Ask children to complete the activity on their own. Check
the activity as a class.
the numbers.
• Hold up your hand with 5 fingers clearly showing. Use
Workbook page 54
your other hand to count backwards from 5 to 1, bending
down the fingers as you do this. 1 Say and count. Color.
• Ask children to count backwards with you, using their • Point to the first toy in each row and ask, What’s this? The
hands. Repeat several times. children answer, It’s a (boat).
Listen and sing. $ 15 • Point to the first row and the written number one.
Demonstrate counting one and pointing to the first boat
• Tell children they are going to learn a song with numbers. in the row. Do the same for the number two, this time
• Present the word hide. Say hide, and then hide behind counting to two and pointing to the first two dolls in the
your table, or hide your eyes as if playing peek-a-boo. Call row. Repeat with the rest of the numbers and toys.
a child to the front of the class, and say hide. Encourage
• Ask children to color the toys in each row according to
the child to hide. Ask the other children if they can see the
the number. They color one boat, two dolls, three cars, etc.
child. Explain that they can’t because the child is hiding.
Check that they color the correct number for each row.
• Explain that Here I come is the phrase that English-
• When they have finished, ask them to say the number of
speaking children use when they are going to look for a
each toy (boat – 1, dolls – 2 , cars – 3, balloons – 4, balls – 5).
hiding playmate. Demonstrate by asking a child to hide.
Then say, Here I come before you set out to find him or her. Optional activity
• Play the CD. The children listen to the song. • Sing the doll and robot song ($ 15) but substitute two
• Play the CD again and pause after each line. Sing the line children’s names. Ask the class to cover their eyes while
and tell children to repeat after you. Tell children to count the two children hide in the classroom. Allow the other
on their fingers from 1 to 5. children to find them.
Transcript $ 15
Listen and sing.
Doll and robot
Time to hide
Doll and robot
Count to five
1, 2, 3, 4, 5
Doll and robot
Here I come
Doll and robot
Five to one
5, 4, 3, 2, 1
22 Unit 3 Lesson 3

To follow the left to right sequence of English • Tell the class that they are going to act out the story. Draw
To develop listening skills in English a simple fan on the board. Call two children to the front
To understand and enjoy a story to model the story with you. One child is Jig and holds
the flashcard of the balloon and the other child is Pat and
To revise numbers 1–4
holds the flashcard of the car.
To revise and consolidate language introduced in the unit
• Help the children to say the lines. The child playing Pat
gives the car to the child playing Jig, then taps the picture
Vocabulary: Hello / Hi, Bye, balloon, car, sit down
of the fan on the board, and makes a whoosh sound.
Materials: CD track 16, flashcards 24 and 28 The child playing Jig holds up the balloon and moves
backwards.
Class Book PAGE 15 • Call other children to the front to act out the story.
Warm-up
• Review greetings by walking around the class and saying
Hello, Hi to the children. Encourage them to say Hello or Hi Workbook PAGE 55
to you. (You can explain that Hi is another way of saying
Hello to people that you know quite well.) 1 Say. What's next?
• Review commands. Say Stand up. Wait for children to • Tell children to look at page 55.
respond. Repeat with clap and sit down. • Ask the children to name the different toys they can see
(balloon, boat, car, doll, etc.)
Look and say.
• Tell children to open their books at page 15. • Point to the first box on the left and model the activity.
Draw and name the same sequence on the board balloon,
• Remind children that English stories are presented from boat, balloon. Ask the children which toy should come
left to right. Hold up your book and point at the frames in after balloon (boat). Draw a boat.
order.
• Ask the children to point to the sequence in their books
• Say Point to picture 1. Check that children are pointing to and name the toys. They trace the line which joins these
the picture with the 1 in the corner. Say Point to picture 2. to the picture of the boat on the right.
in the corner. Repeat with pictures 3 and 4.
• Point to the next sequence and repeat the procedure,
encouraging the children to name the toys as they look at
• Ask children questions about the story in their own the sequence.
language: Who are the cat and the rabbit? (Pat and Jig),
What toys can you see? (balloon, car), What is happening in
• The children complete all the sequences and draw lines to
match the pictures (Balloon > boat > balloon > boat, Ball >
the story? (Pat turns on the fan and Jig rides in the car).
doll > ball > doll, Car > car > car > car, Balloon > robot >
Listen. $ 16 balloon > robot, Doll > puzzle > doll > puzzle).
• Play the CD and pause between each frame. Don’t ask Progress Check 3 TB
• Ask children to tell you in their own language what they Materials
understood. Play the CD again if necessary. Progress Check 3 photocopiable sheet (one per child)
.
Transcript $ 16
Listen.
Jig Hello, Pat!
Pat Hi, Jig!
Jig This is my balloon.
Pat This is my car. Sit down, Jig.
Jig OK.
Pat Get ready. 3, 2, 1.
[whoosh of fan]
Jig Bye!
Unit 3 Lesson 4 23

4 My things
Lesson 1 CB PAGEs 16–17, wB PAGE 56 Workbook wB PAGE 56

Lesson objectives 1 Find and say. Colour.
To identify school things • Tell children to look at page 56.
To recognize English sounds and spoken words • Ask them to tell you what they see in the box at the top of
To recognize parts of the whole the page (a book, a pencil box, a rubber, a water bottle).
To develop fine motor control • Put the flashcards for these objects on the board.
• Point to the flashcard for book. Ask children if they can
Vocabulary: bag, book, lunch box, pencil, pencil box, rubber, find a book in the big picture on page 56. Tell children to
water bottle say book.
Materials: CD track 17, flashcards 30–36 • Children locate and name the other objects in the big
picture.
• When children finish, they colour the picture.
Class Book PAGEs 16–17
Optional activity
Warm-up
• Ask two children to bring their pencils, books, and
• Tell children to look at the picture on pages 16 and rubbers to the front.
17. Ask the following questions in the children’s own
language: Where are the children? (At school), Who is the boy • Model the activity. Pick up one child’s book. Say This is
at the front of the classroom? (Baz), Who is with Baz? (Mrs your book. Here you are. Give it to the child. Encourage
Woodward, his teacher). the child to say Thank you.
• The children take turns giving each other their pencils
Listen and say. $ 17 and rubbers.
• Tell children that they are going to learn the words for the • Call other children to the front to perform with other
children’s school things. objects, e.g. water bottles, lunch boxes, etc.
• Play the CD, holding up the flashcard for each school
thing as its name is said. Pause after each word so children
can point to the object in their books. Check children are
pointing to the correct object.
Transcript $ 17
Listen and say.
lunch box, water bottle, book, pencil box, bag, pencil, rubber

should point to that object in their books.
• Say the words at random, e.g. water bottle, pencil box, book,
pencil, bag, lunch box, rubber. As you say each word, you
may like to hold up the flashcard of the object to give
children visual support.
books.
Transcript $ 18
Listen and find.
bag, book, lunch box, pencil, pencil box, rubber, water bottle
24 Unit 4 Lesson 1

Lesson 2 CB PAGEs 16–17, WB PAGE 57 Sing. $ 20
• Tell children that they are going to learn a song to ask and
Lesson objectives tell about their age.
To ask and answer about quantity • Play the CD. Tell children to listen to the song.
To ask and answer about age • Play the CD again and pause after each line. Sing the line
To notice the final s in regular plurals and tell children to repeat after you. Tell children to hold
To count from 1 to 4 up four fingers as they sing I’m four.
To develop fine motor control • If some children are five, tell them that they are going to
learn the next number in this unit very soon.
Structure: How many …? How old are you? Transcript $ 20
Materials: CD tracks 19–20, flashcards 30–36 Sing.
How old are you?
Class Book PAGEs 16–17 I’m four.
Warm-up How old are you?

• Review the names of the school things. Hold up the I’m four.
flashcard of the bag. Ask What’s this? Children respond It’s
a bag. How old are you? How old are you?
• Repeat with the other flashcards. I’m four. I’m four. I’m four!
Listen and say. $ 19 Workbook PAGE 57

• Tell children to look at the picture on pages 16 and 17. In
their own language, ask children to say what Baz is doing 1 Count and match.
(Pointing at one of the tables). Tell children that this is Table • Ask children to tell you the names of the school things
1 in Baz’s classroom. they can see (rubbers, lunch boxes, pencils).
• Tell children that Baz is counting some things at Table 1. • Tell them to count the number of rubbers.
Tell them to listen for the things he is counting (boys and • Ask How many rubbers? Children say Four. Tell them to
water bottles). Play the CD once to check the answers. trace the line from the rubbers to the number 4.
• Point out how when you are talking about more than one • Children complete the activity. Check the answers.
boy or water bottle there is a /z/ sound at the end of the
word: boy, boys, water bottle, water bottles. Draw a stick 2 Draw, write and say.
figure on the board, and then draw two stick figures to the • Ask children in their own language what Baz is doing in
right of this. Point to the first picture and say boy. Point to the picture. (He is telling us that he’s four.)
the second picture and say boys. Children repeat chorally • Tell children to draw a picture of themselves and write
and individually. Make sure they are pronouncing the final their age under it.
s for the plural word. • When children have finished, have each child stand at his
• Check that children understand by presenting and drilling or her seat and say Hi. I’m (name). This is my picture. I’m four.
plurals for vocabulary from previous units, e.g. chair / • For any children who are five, write 5 as a model for them
chairs, balloon / balloons, doll / dolls, etc. to copy and teach them to say I’m five.
repeat the phrases chorally and individually. Optional activity
• Tell children in their own language that Mrs Woodward • Take four water bottles from the class. Put them at the
also asks Baz how old he is. Ask children if they can front of the class. Ask How many water bottles? Children
identify that question (How old are you?). count One, two, three, four. Four water bottles.
• Repeat with 1–4 rubbers, pencils, books, lunch boxes,
Transcript $ 19 bags, or pencil boxes.
Listen and say.
• Encourage children to pronounce the es ending
Mrs Woodward Point to table 1, Baz. How many boys?
correctly for pencil cases and lunch boxes. Model these
Baz One… two… Two!
words several times for children to repeat. Don’t try to
Mrs Woodward How many water bottles?
explain plural forms to children in detail, just encourage
Baz One… two… three… four. Four!
them to repeat correctly, without criticizing them for
Mrs Woodward Good, Baz. How old are you?
any errors they may make.
Baz One… two… three… four. I’m four!
Unit 4 Lesson 2 25

Lesson 3 Song CB PAGE 18, wB PAGE 58 • Put the flashcards for book, pencil, notebook, and water
bottle on the board. Write the numbers of each next to the
Lesson objectives card.
To identify previously learned school items. Think and group.
To identify previously learned food items. • Tell children to look at page 18.
To think critically by categorizing items. • Ask them to tell you what they see on the table in the
picture (a bag, a lunch box, and a pencil box).
Language • Review the names of the small items scattered around
Vocabulary: pencils, books, notebooks, water bottles the page.
Structure: Find them. Count them. How many? • Ask children if they keep biscuits in their pencil boxes. Ask
them to tell you where they keep their biscuits. Encourage
Materials them to say lunch box.
CD track 21, flashcards 31–36, 74, 78, 80 • Demonstrate drawing a line from the biscuit to the
lunchbox.
Class Book page 18 • Ask children to draw lines to join the rest of the small
items to the places they usually belong.
Warm-up • They complete the activity on their own. Check as a class.
• Review the words banana, sandwich, biscuit, lunch box,
pencil box, water bottle, notebook, pencil, rubber, and book Workbook page 58
using the flashcards.
• Put the flashcards on the board. Point to each card. Say, 1 Find, colour and count.
What’s this? Children respond. • Tell children to look at page 58.
• Say, Cover your eyes. While children are covering their eyes, • Ask them to name the small pictures at the top of
remove one of the flashcards. the page.
• Say, Open your eyes. Ask children to tell you which • Explain that these items are hidden in the big picture and
flashcard is missing. Repeat, removing a different card. they are going to find and count them.
• Help children locate one of the books hidden in the
Listen and sing. $ 21 tree in the picture. Ask them to find and count the other
• Tell the class they are going to learn a song. books. Ask, How many? They answer, Six.
• Hold up two pencils. Ask, How many pencils? Children • Ask children to complete the activity with a partner. Walk
respond, Two. around and give help as needed.
• Play the CD. The children listen to the song. • Put the flashcards for pencil, book, rubber, and lunch box
• Play the CD again, and pause after each line. Sing the line on the board. Call on a child to say the correct number of
and tell children to repeat after you. each item. (8 pencils, 6 books, 2 rubbers (on the boys’ shoes),
1 lunchbox)
Transcript $ 21
Listen and sing. Optional activity
How many pencils? • Ask children to draw a picture of their bag, their lunch
How many books? box, or their pencil box. Tell them to draw the contents
Find them. around it. Call children to the front to describe their
Count them. pictures to the class.
Look, look, look!
Notebooks, water bottles.
Count them, too.
How many?
How many?
I can tell you.
Sing and do. $ 21

• Ask them to look around the room and count the pencils
they can see.
• Repeat with books. If there are too many books, limit their
search to books that are a specific color or on your table.
• Repeat with notebooks and water bottles.
• Play the CD while the children sing.
• When children have finished singing, ask them to tell you
how many of each item they counted.
26 Unit 4 Lesson 3

Lesson 4 Story CB PAGE 19, wB PAGE 59 Tess How many rubbers?
Baz Two.
Lesson objectives Tess Two rubbers?
To follow the left to right sequence of English Baz Yes.
To develop listening skills in English
Tess How many books?
To understand and enjoy a story Baz Three.
To revise numbers 1–5 Tess Three books?
To revise and consolidate language introduced in the unit Baz Yes.
Vocabulary: pencils, rubbers, books, thank you Tess Give me my things, please.
Materials: CD track 22, flashcard 20 Baz Sorry.
Tess Thank you, Baz.
Class Book PAGE 19 Listen and act. $ 22

Warm-up
repeat the sentences chorally and individually.
• Review school things and numbers by holding up two • Tell the class that they are going to act out the story.
bags and asking How many bags? Children say Two.
Collect five pencils, three rubbers, and four books from the
• Repeat with other school things. children. Call two children to the front to model the story
• Say Give me your pencil, (name). When the child gives you with you. One child is Baz and the other is Tess.
the pencil say Thank you. • Help the children to say the lines. The child playing the
role of Baz may put the extra objects on the floor.
Look and say.
• Tell children to open their books at page 19. • Call other children to the front to act out the story.
• Remind children that English stories are presented from • Help children to perform by prompting the lines and
left to right. Hold up your book and point at the frames in
order.
• Say Point to picture 1. Check that children are pointing to
Workbook PAGE 59
the picture with the 1 in the corner. Say Point to picture 2. 1 Find, say and circle.
• Tell children to look at the two sets of pictures on page 59.
in the corner. Repeat with pictures 3 and 4.
• Ask them to say what they can see in the pictures (pencils,
• Ask children questions about the story in their own
water bottles, rubbers, books, sweets, pencil boxes).
language: Who are the boy and girl? (Baz and Tess), What
school things can you see? (books, pencils, rubbers), What is • Tell children to look at the first picture. Then ask them to
happening in the story? (Baz is helping Tess pack her bag, but look at the second picture and find four differences.
he is taking some of her things). • Model the activity by pointing to the pencils in the first
• Ask the children what they think of Baz’s behaviour. picture and then the pencils in the second picture. Trace
Remind them that they should respect other people’s round the extra circled pencil with your finger and say
belongings. pencil.
• Do the same with the other differences in the second
Count. picture (rubber in a different place, a different picture on
• Ask children to count some of the items in the story. Point the rubber, only two water bottles).
to picture 1 and ask How many pencils? Help children • Children complete the activity by circling the different
to count the four pencils in Baz’s left hand, and also the items with their pencils, naming each school thing.
pencil in his right hand: One, two, three, four … and five.
• Repeat with rubbers in picture 2 (One, two, three) and Optional activity
books in picture 3 (One, two, three, four). • Tell children to think of their favourite school thing for
which they know the English name.
Listen. $ 22 • Assign a number from 1–5 to each child by pointing at
• Tell children that they are going to listen to the story. each child and counting 1–5.
• Play the CD and pause between each frame. Don’t ask • Tell children to draw that number of their favourite
children to repeat at this stage of the lesson. school thing, e.g. five bags, three lunch boxes, etc.
• Ask children to tell you in their own language what they • When children have finished, call a child to the front to
understood. Play the CD again if necessary. show his or her picture. Ask How many (pencil boxes)?
The class answers.
Transcript $ 22
Listen.
Tess How many pencils? Progress Check 4 TB
Baz Four.
Tess Four pencils? Materials
Baz Yes. Progress Check 4 photocopiable sheet (one per child).
Unit 4 Lesson 4 27

5 My colours
Lesson 1 CB PAGEs 20–21, wB PAGE 60 Workbook PAGE 60

Lesson objectives 1 Draw and say.
To identify basic shapes • Draw a dotted rectangle on the board
To identify colours • Call a child to the front to trace the dots. When the child
To recognize English sounds and spoken words has finished, ask What’s this? The child responds It’s a
rectangle.
• Tell children to look at page 60 and trace the shapes.
Children should say the shape words quietly to
themselves as they draw.
Vocabulary: circle, rectangle, square, triangle, blue, green,
orange, red, yellow
• When children have finished, say Point to the circle. Check
that children are pointing to the correct shape. Repeat
Materials: CD tracks 23–24, flashcards 37–41 with all the shapes.
Class Book PAGES 20–21 Optional activity

• Hold up the flashcard of your favourite colour. Say My
Warm-up favourite colour is (name of colour). Look very pleased
• Tell children to look at the picture on pages 20 and 21. Ask and happy with the flashcard to show that it’s your
the following questions in the children’s own language: favourite.
Who are the children? (Baz and Adam), What are they doing? • Turn to a child and ask What’s your favourite colour?
(painting and looking at shapes). Explain your question in the children’s own language if
they are confused.
Listen and say. $ 23
• Ask each child What’s your favourite colour? Encourage
• Tell children that they are going to learn the words for children to respond My favourite colour is …
the shapes and the colours. Draw a circle, a rectangle,
a square, and a triangle on the board. Do not use the
flashcards to present the shapes since these shapes are
coloured.
• Play the CD, pointing to each shape on the board or
holding up the flashcard for each colour as its name is
said. Pause after each word so children can point to the
shape or colour in their books. Check children are pointing
to the correct shape or colour.
Transcript $ 23
Listen and say.
circle, square, rectangle, triangle, green, orange, yellow, red, blue

should point to that shape or colour in their books.
• Say the words at random, e.g. circle, triangle, rectangle,
square, green, yellow, orange, blue, red. As you say each
word, you may like to point to the shape or hold up the
flashcard to give children visual support.
• Check children are pointing to the correct shape or colour
in their books.
point to the shape or colour in their books.
Transcript $ 24
Listen and find.
circle, rectangle, square, triangle, blue, green, orange, red, yellow
28 Unit 5 Lesson 1

Lesson objectives 1 Colour and say.
To recognize shapes • Tell children to look at page 61.
To recognize colours • Say Point to the robot. Check that children are pointing to
To develop fine motor control the robot.
• Put the flashcards for the colours on the board. Point to
Structure: It’s + colour. the red flashcard and ask What colour is this? Children
respond red. Repeat with the other colours.
Materials: CD track 25, flashcards 37–45
• Explain in the children’s own language that each colour
has a number and that they should colour the robot
Class Book PAGEs 20–21 according to the numbers.
Warm-up • Ask children for the number for red (1). Explain that they
should colour red all the parts of the robot with a 1 in
• Review the names of the colours. Hold up each colour
them.
flashcard and ask What colour is this? Children respond.
• Children complete the activity, naming each colour.
Listen and say. $ 25 • Check children’s colouring.
• Tell children to look at the picture on pages 20 and 21.
• Tell children that Baz is teaching Adam about the shapes. Optional activity
Ask children to say the names of the shapes as you draw • Ask children to identify the colours of other things they
them on the board in the following order: rectangle, know in English.
square, triangle, circle. • Collect objects from the children, e.g. books, rubbers,
• Ask children to listen for the shape names and to try to bags, water bottles, etc. Be sure to collect objects which
remember the order in which they hear them. Play the CD are primarily blue, green, red, orange, or yellow.
once. • Ask What’s this? Children respond It’s a bag. Encourage
• Ask children to tell you the order in which they heard the children to say the colour of the item, e.g. It’s orange.
names of the shapes. Write the numbers 1–4 under the
shapes (square – 1, circle – 2, rectangle – 3, triangle – 4).
Transcript $ 25
Listen and say.
Baz It’s green! It’s a square.
Baz It’s red! It’s a circle.
Baz It’s yellow! It’s a rectangle.
Baz It’s blue! It’s a triangle.
Say and do.

• Hold up the flashcard of the blue triangle. Say It’s blue.
It’s a …Encourage children to finish your sentence with
triangle.
• Repeat with the flashcards of the red square, green
rectangle, and yellow circle.
• Call a child to the front to hold up the flashcards for the
class to respond.
• Hold up the flashcard of the blue triangle again. Say It’s
a triangle. It’s … Encourage the children to finish your
sentence with blue this time.
• Repeat with the other flashcards.
Unit 5 Lesson 2 29

Lesson objectives • Give each colour flashcard to a different child. Tell children
To recognize shapes. to wave their flashcards in the air for the first two verses of
To recognize colours. the song.
To think critically by recognizing like items. • Call four children to the front. Give each a shape flashcard
to hold up when they hear it at the end of the song.
Language • Play the CD while the children sing and hold up their
Vocabulary: black, green, pink, purple, red, white, yellow; colours and shapes.
circle, rectangle, square, triangle • Repeat with other children.
Structure: Tell me.
Think and count.
Materials • Tell children to look at page 22.
CD track 26, flashcards 37–45
• Ask them to tell you what they see in the picture (a girl
with a kite, a man walking, a car, the sun).
• Explain that you would like them to look at the picture
Class Book page 22 and focus on the shapes that they see. For example, the
man has a briefcase, and the briefcase is a rectangle.
Warm-up
• Review the shapes circle, square, triangle, and rectangle by • Ask children to find and count the number of squares,
rectangles, circle, and triangles they can find in the picture.
drawing them on the board and asking children, What’s
this? for each shape. • Do the first one as an example. Find and count the
number of squares in the picture. Have the students trace
• Ask children to identify the shapes of common things in
the number 5 inside the square in the top row.
the classroom. Point to a table and say, It’s a (square). Point
to the door and encourage the children to identify the • Ask them to complete the activity with a partner. Check
shape and say, It’s a (rectangle). as a class by asking children to tell you how many of each
shape they found (squares – 5, circles – 4, rectangles – 2,
• Review the colours using classroom objects. Hold up
triangles – 8) and where they found them.
an object. Ask, What’s this? (a bag) and What colour is it?
(It’s red).
Workbook page 62
1 Draw and colour.
• Tell the class they are going to learn a song about shapes
and colours. • Tell children to look at page 62.
• Put the shape and colour flashcards (triangle, rectangle, • Point to the first shape in the box and ask, What’s this? The
circle, square, red, orange, yellow, blue, green) on the children respond, It’s a rectangle. Do the same for the rest
board. Point to each and ask, What’s this? What colour is of the shapes.
this? • Explain that the shapes in the box are a colour code.
• Play the CD. The children listen to the song. Use a different colour for each of the shapes: rectangle
– red, triangle – green, square – blue, circle – yellow. The
children colour the shapes accordingly.
and tell children to repeat after you.
• Ask children to trace the shapes to complete the main
Transcript $ 26 picture. Encourage them to identify the shapes.
Listen and sing. • The children colour the picture according to the colour
Shapes and colours. code. Model the activity. Point to the roof of the house
Shapes and colours. and say, What’s this? (a triangle) and What color is it? (green).
Moving all around. The children colour the picture.
Shapes and colours. • Check the colouring. Call a child to the front of the class
Shapes and colours. with his or her book. Say, Point to a circle. Encourage the
Shapes and colours now. child to point and say, It’s a circle. It’s yellow.
• Ask other children to the front of the class to check the
Look at all the shapes and colours. colours of the other shapes.
Now tell me. What’s that?
Triangle, rectangle, circle, square! Optional activity
• Ask children to draw a circle. Tell them to think about all
the things they are familiar with that are in the shape of
a circle. Ask them to colour their circle to represent one
of those things, for example, a biscuit, a pizza, the sun,
the moon, a ball, an orange, etc.
30 Unit 5 Lesson 3

Lesson 4 Story CB PAGE 23, wB PAGE 63 • ‘Jig’ puts his / her head up a little further with each line.
• When ‘Pat’ says It’s Jig!, he / she jumps up and says the last
Lesson objectives line.
To follow the left to right sequence of English • Help children to perform by prompting the lines and
To develop listening skills in English telling them to repeat.
To understand and enjoy a story
To revise and consolidate language introduced in the unit Workbook PAGE 63
To develop fine motor control 1 Find, say and circle.
• On the board, draw a boy or girl using shapes. Use a circle
Vocabulary: wall, hat, blue, red, green, yellow, Jig for the head, a rectangle for the body, rectangles for legs,
Materials: CD track 27, flashcards 37, 39–45, a tall hat triangles for feet, etc. Point to each shape and ask the
class, What’s this? They answer, It’s a (circle).
Class Book PAGE 23 • Tell children to look at the first picture on page 63. In their
own language, ask them what they can see (a girl and two
Warm-up boys made of shapes, a balloon).
• Review colours and shapes with flashcards. • Ask children to look at the second picture. Explain that
• Stick each flashcard on the board, one at a time. the two pictures are slightly different. Point to the circle
• As you put each flashcard on the board, children say the with a dotted line around it in the second picture. Ask,
colour or shape. What’s this? They reply, It’s a circle. Demonstrate tracing the
dotted line.
Look and say. • Ask children to find more differences between the two
• Tell children to open their books at page 23. pictures, for example the balloon in the first picture and
• Remind children that English stories are presented from the kite in the second picture. Point and ask, What’s this?
left to right. Hold up your book and point at the frames in They reply, It’s a (kite). Tell children to circle the kite.
order. • The children find the differences between the two
• Say Point to picture 1. Check that children are pointing to pictures and circle the differences in the second picture
the picture with the 1 in the corner. Say Point to picture 2. (ball on the ground, kite, girl’s feet are triangle shaped, ball
Check that children are pointing to the picture with the 2 with a triangle in it, circle/sun in the sky, boy’s shirt with a
in the corner. Repeat with pictures 3 and 4. circle on it).
language: Who is in the story? (Pat and Jig), What is Pat
doing? (Trying to guess what is behind the wall), What is
Progress Check 5 TB
behind the wall? (Jig, wearing a coloured hat). Materials

Progress Check 5 photocopiable sheet (one per child)
Listen. $ 27
• Play the CD and pause between each frame. Don’t ask Mid-year Progress Check TB
understood. Play the CD again if necessary. Mid-year Progress Check photocopiable sheet (one
per child)
Transcript $ 27
Listen.
Pat It’s blue.
Pat It’s red.
Pat It’s green. It’s yellow.
Pat It’s Jig!
Jig Hello, Pat!
Listen and act. $ 27

repeat the sentences chorally and individually.
• Tell the class that they are going to act out the story. .
• Call two children to come to the front to act the roles of
Pat and Jig.
• Tell the child playing Pat to stick the flashcards above each
other on the board when they are used in the story, to
build a tower of colours.
• Put the hat on the child playing Jig, and have him / her
hide behind the desk with the hat just showing.
Unit 5 Lesson 4 31

6 My farm

To identify farm animals • Tell children to look at page 64.
To identify things found outdoors • Ask children to identify the objects in the picture (field,
To recognize English sounds and spoken words flowers, goat, sun).
To recognize parts of the whole • Point to the blue dotted lines on each object. Model the
activity by holding up your book and drawing round the
blue dotted lines of the sun. Say sun.
Vocabulary: butterfly, donkey, duck, field, flower, goat, sun
• Children trace the lines in their books with their fingers.
Ask children to say the words for the objects as they trace.
Materials: CD tracks 28–29, flashcards 46–52; (optional) a
large envelope
• Then children trace the lines with their pencils, saying the
words for the objects as they draw.
Class Book PAGEs 24–25 Optional activity

• Tell children in their own language that they are going
Warm-up to play a game.
• Tell children to look at the picture on pages 24 and 25. Ask • Put one of the farm object flashcards in a large
the following questions in the children’s own language: envelope.
Who are the children? (Baz and Tess), Where are they?
• Ask What’s this? as you slowly take the picture out of the
(outdoors, on a farm), How do we know it’s a farm? (There
envelope. Continue to reveal the picture until a child
is a donkey, a goat, and some fields), Why do the children
correctly guesses the object. Say Very good and reveal
look happy? (Because it is nice to walk in the countryside and
the flashcard to the class.
admire the scenery and animals).
• Repeat with flashcards for other objects.
some animals on the farm and some outdoor things.
• Play the CD, holding up the flashcard for each animal or
thing as its name is said. Pause after each word so children
can point to the object in their books. Check children are
pointing to the correct object.
Transcript $ 28
Listen and say.
butterfly, donkey, flower, duck, goat, field, sun

should point to that animal or thing in their books.
• Say the words at random, e.g. flower, sun, field, goat,
donkey, duck, butterfly. As you say each word, you may like
to hold up the flashcard to give children visual support.
• Check children are pointing to the correct thing in their
books.
point to the animal or thing in their books.
Transcript $ 29
Listen and find.
field, flower, donkey, goat, duck, sun, butterfly
32 Unit 6 Lesson 1

Lesson objectives 1 Match, colour and say.
To ask and answer yes / no questions about basic • Put the flashcards for duck, sun, flower, butterfly, goat, and
characteristics donkey in a column on the board. Point to the duck and
To develop fine motor control ask What’s this? Children respond It’s a duck. Repeat with all
the pictures.
Structure: Is it …? Yes, it is. / No, it isn’t. • Tell children to look at page 65.
Vocabulary: apple, bird, cat, eggs, goat, horse, jump, kite • Tell them to look at the first picture in the left column.
Explain in the children’s own language that this is a small
Materials: CD track 30, flashcards 46–52; (optional) a large
part of something in the right column. Ask them to
envelope
find the larger picture in the right column. (It’s from the
butterfly.)
Class Book PAGEs 24–25 • Draw the part of the butterfly on the board to the left of
the column of flashcards. Draw a line from the part of the
Warm-up
butterfly to the butterfly flashcard. Tell children to match
• Review the names of the farm animals and outdoor the part of the butterfly to the whole butterfly in their
vocabulary. Stick the flashcards on the board. Say Point to books.
the field. Children respond. Repeat with other words.
• Children complete the activity.
Listen and say. $ 30 • As children work, draw the other parts on the board.
• Tell children to look at the picture on pages 24 and 25. In • Check answers by calling children to the board to match
their own language, ask children to say what they think the parts to the whole.
the characters are doing (Tess and Baz are talking about the • Ask children to colour the pictures. Tell them to stay inside
donkey and the butterfly). Play the CD once to check the the lines as well as they can.
answer.
• Play the CD again, pausing after each phrase. Children Optional activity
repeat the phrases chorally and individually. • Tell children that they are going to play a game.
• Ask if children can remember what Baz thought the • Put flashcard 48 of a flower inside a large envelope.
donkey might be (a horse). Hold up the envelope and slowly pull the flashcard out
of the envelope. Children watch carefully and say flower
Transcript $ 30 as soon as they can identify it.
Listen and say. • Repeat with the other farm flashcards.
Baz Look, Tess! Is it a horse?
Tess No, it isn’t. It’s a donkey.
Baz Look, Tess! Is it a duck?
Tess Yes, it is.
[pause]
Tess Look at the butterfly, Baz!
Baz Is it red?
Tess Hmm … No, it isn’t.
Say and do.

• Hold up the flashcard of the donkey. Look at it and say
Look! Ask, Is it a horse? Encourage children to respond No,
it isn’t. It’s a donkey.
• Hold up the flashcard of the butterfly. Ask, Is it a butterfly?
Children respond Yes, it is. Ask, Is it blue? Children respond
No, it isn’t. It’s yellow and orange. Do not worry that children
do not know the words for black and brown since the
butterfly is mostly yellow.
• Repeat with the other flashcards, naming some of them
correctly and others incorrectly. Be sure to only use words
that children have already learnt.
• If any children are confident enough, they can take your
role in holding up the flashcards and asking the questions.
Unit 6 Lesson 2 33

Lesson objectives • Divide the class into two groups. One group will be
To identify the numbers 11 to 20. butterflies, the other group will be children.
To count from 1 to 20. • During the first verse, the first group waves their fingers
To think critically by identifying identical items. like butterflies.
• During the second verse, the other group waves their
Language arms as if they are flying in the sky and onto a tree.
Vocabulary: Numbers 1–10, butterfly, fly, sky • Sing the song. Play the CD again if necessary.
Structure: How many…?
Think and match.
Materials • Tell children to look at page 26.
CD track 31, flashcards 38–40, 52
• Ask them to tell you what they see in the picture (a boy
and some butterflies).
• Point out that the picture has a lot of matching butterflies.
Class Book page 26 Point to one butterfly and with your finger point to the
matching butterfly. Explain that these two butterflies are
Warm-up
the same shape and color, etc.
• Review the words orange, yellow, and blue using the
flashcards.
• Explain that you they are going to find the matching
butterflies and draw a line to connect them.
• Stick each flashcard on the board one at a time.
• Ask the children to complete the activity with a partner.
• Children say each colour as you put it on the board. Check as a class.
• Review the word butterfly with the flashcard. Workbook page 66
• Present the word sky by looking out of the window and 1 Join the dots and colour.
pointing at the sky. Present the word tree by drawing a • Ask children to look at page 66.
picture of a tree on the board.
• Point to the numbers and dots. Ask children to point to
• Tell children they are going to learn a new song. the numbers and count with you from 1 to 10. Ask them
• Play the CD. The children listen to the song. to trace a line with their fingers as they count.
• Play the CD again and pause after each line. Sing the line • Ask children to now carefully join the numbers with their
and tell children to repeat after you. pencils. Check that they are doing so in the correct order.
• Encourage them to wave their fingers like butterflies flying • Hold up a completed picture and ask, What’s this?
in the sky while they sing. Children say, A butterfly.
Transcript $ 31 • Ask the class to colour their butterfly pictures.
Listen and sing.
Butterfly, butterfly
Look at you!
Yellow, orange and blue!
Butterfly, butterfly
Look at me!
In the sky and on a tree!
34 Unit 6 Lesson 3

To follow the left to right sequence of English • Tell the class that they are going to act out the story using
To develop listening skills in English the class farm.
To understand and enjoy a story • Call two children to come to the front. Encourage one
To revise and consolidate language introduced in the unit child to point to a butterfly and ask Is it a butterfly? The
other child responds Yes, it is. Continue with the other
Vocabulary: butterfly, donkey, horse, field, farm lines of the story.
Materials: CD track 32, paper for each child to draw a farm • Tell the children to point to a picture from the class farm
animal or item as they say their lines. For the final two lines, have the
child ask the question making a circular motion around
the farm.
Class Book PAGE 27
• Call other children to the front to act out the story.
Warm-up • Help children to perform by prompting the lines and
• Ask children to draw a picture of their favourite thing telling them to repeat.
found on a farm.
• Ask a child to stand up and show his or her picture. Ask Is
Workbook PAGE 67
it a donkey? The child responds appropriately. Repeat with 1 Say. What's next?
other children. If no child has drawn a butterfly, horse,
donkey, or field, draw each item on the board and ask
What’s this? • Ask the children to name the different things they can see
(butterfly, goat, duck, donkey, flower).
• Arrange several of the children’s drawings on the board.
Explain in the children’s own language that this is the class • Point to the first box on the left and model the activity.
farm. Point to the group of pictures and say farm. Draw and name the same sequence on the board
butterfly, goat, butterfly. Ask the children which animal
Look and say. should come after butterfly (goat). Draw a goat.
• Tell children to open their books at page 27. • Ask the children to point to the sequence in their books
• Remind children that English stories are presented from and name the animals. They trace the line which joins
left to right. Hold up your book and point at the frames in these to the picture of the goat on the right.
order. • Point to the next sequence and repeat the procedure,
• Say Point to picture 1. Check that children are pointing to encouraging the children to name the animals as they
the picture with the 1 in the corner. Say Point to picture 2. look at the sequence.
Check that children are pointing to the picture with the 2 • The children complete all the sequences and draw lines
in the corner. Repeat with pictures 3 and 4. to match the pictures (Duck > duck > duck > duck, Flower >
• Ask children questions about the story in their own donkey > flower > donkey, Goat > butterfly > goat >
language: Where is the horse? (on the farm), How do we butterfly, Duck > flower > duck > flower).
know it’s a farm? (It’s outdoors, and there’s a field, a horse, and
Optional activity
a butterfly), Is there a butterfly in each picture? (Yes).
• Tell children that they are going to play an animal game.
Listen. $ 32 • Explain that you are going to pretend to be an animal or
• Tell children that they are going to listen to the story. insect and they have to guess which one and then say
• Play the CD and pause between each frame. Don’t ask its name in English.
children to repeat at this stage of the lesson. • Pretend to be a duck. Put your arms beside you like
• Ask children to tell you in their own language what they wings, and waddle across the room flapping your
understood. Play the CD again if necessary. hands.
• The first child who guesses correctly can come to the
Transcript $ 32 front to act out the next animal or insect. Have the child
Listen. whisper the animal in your ear so that you can help him
Boy Is it a butterfly? or her with the clues if the class can’t guess..
Girl Yes, it is.
Boy Is it a donkey? Progress Check 6 TB

Girl No, it isn’t. It’s a horse.
Materials
Boy Is it a field? Progress Check 6 photocopiable sheet (one per child)
Girl Yes, it is.
Boy Is it a farm?
Girl Yes, it is.
Unit 6 Lesson 4 35

7 My clothes

Lesson objectives 1 Find and colour. Say.
To identify clothing • Tell children to look at page 68.
To recognize English sounds and spoken words • Ask children to name the clothing at the top of the page
To recognize parts of the whole in order from left to right. As the children say each word,
put that flashcard on the board.
• Ask children to look at the picture of Baz below. Ask them
in their own language what is happening in the picture
Vocabulary: jumper, shirt, shoes, shorts, skirt, socks, trousers
(The clothes are falling out of the laundry basket).
Materials: CD tracks 33–34, flashcards 53–59
• Model the activity. Point to the shirt at the top of the
page. Ask children in their own language to find the shirt
Class Book PAGEs 28–29 (It’s in the basket). Tell them to colour it. Say shirt. Children
repeat.
Warm-up
• Children complete the activity. Remind them to say the
• Tell children to look at the picture on pages 28 and 29. Ask word after they colour it.
the following questions in the children’s own language:
Who are the children? (Baz, Adam, and Tess), Where are they?
• Tell children to stay inside the lines as well as they can
when colouring.
(In the bedroom), What are they doing? (Helping their mum
by folding the laundry), Why is it important to help at home? • Check answers by asking children to describe in their own
(It shows respect for our parents and helps them). language where the items of clothing are.
Listen and say. $ 33 Optional activity

• Tell children that they are going to learn the words for • Give each child a sheet of paper. Tell them to draw their
some clothing. favourite shirt or jumper and colour it.
• Play the CD, holding up the flashcard for each item of • Call a child to the front with his or her picture. Have
clothing as it is said. Pause after each word so children them show it to the class and describe it in English. For
can point to the clothes in their books. Check children are example, This is my jumper. It’s blue. If a child has used
pointing to the correct item of clothing. a colour not known in English, do not expect them to
describe the colour of the item.
repeat the words chorally and individually. • Repeat with other children.
Transcript $ 33
Listen and say.
shirt, socks, trousers, shorts, jumper, skirt, shoes

should point to that item of clothing in their books.
• Say the words at random, e.g. trousers, jumper, shorts, socks,
skirt, shirt, shoes. As you say each word, you may like to
hold up the flashcard to give children visual support.
• Check children are pointing to the correct items of
clothing in their books.
point to the item of clothing in their books.
Transcript $ 34
Listen and find.
shirt, trousers, skirt, shorts, jumper, shoes, socks
36 Unit 7 Lesson 1

Lesson 2 CB PAGEs 28–29, wB PAGE 69 • Call two children to the front to play Baz and Tess. Give the
child playing Tess the sock flashcard and the child playing
Lesson objectives Baz the jumper flashcard.
To ask and answer questions about colour • Say the lines of the dialogue for pupils to repeat, and
To make polite requests encourage them to hand each other the flashcards.
To develop fine motor control • To make the role playing more fun, prepare some other
flashcards with socks and a jumper in different colours, so
To review colours
that children can pretend to look through two or three
items to find the one in the right colour.
Structure: What colour is it? It’s … What colour are they?
They’re …
Workbook PAGE 69
Vocabulary: please, give
Materials: CD track 35, flashcards 37–41, 53–59 1 Join the dots. Colour and say.
• Tell children to look at page 69. Ask children to identify the
Class Book PAGEs 28–29 clothing (jumper, skirt, socks, trousers).
• Tell them to connect the numbers in the correct order to
Warm-up complete the clothing.
• Review the names of the clothing and colours. Hold up • Children complete the activity by colouring the clothing.
the flashcard of the trousers. Children say trousers. Stick
the flashcard at the top of the board. Optional activity
• Repeat with the flashcards for shirt, skirt, socks, shoes, • Practise the structure with classroom objects. Hold up
jumper, and shorts. three yellow pencils. Ask, What colour are they? Children
• Hold up the flashcard for orange. Ask Is it blue? Children respond They’re yellow.
respond No, it isn’t. It’s orange. • Repeat with other objects (be sure to choose items that
• Repeat with the other colour flashcards. are the same colour). Ask about single items too. For
example, hold up a green rubber and ask, What colour is
Listen and say. $ 35 it? Children respond It’s green.
• Tell children to look at the picture on pages 28 and 29. In • If any children feel confident enough, allow them to
their own language, ask children to say what they think hold up items and ask the questions.
the characters are doing (Tess and Baz are sorting out the
pile by giving each other their clothing). Play the CD once to
check the answer.
• Ask if children can remember what Baz and Tess say when
they receive their clothing (thank you).
• Tell children in their own language that when we ask
someone to give us something, we say please to show
politeness.
Transcript $ 35
Listen and say.
Baz Please give me my socks.
Tess What colour are they?
Baz They’re red. [pause] Thank you.
Tess Please give me my jumper.

Baz What colour is it?
Tess It’s green. [pause] Thank you.
Say and do.

• Point to the flashcard of the socks. Ask, What colour are
they? Children respond They’re red.
• Point to the jumper. Ask, What colour is it? Children
respond It’s green.
• Repeat with the flashcards of other clothing items. For
items which are a colour children don’t know, allow
children to respond to the English question in their own
language.
Unit 7 Lesson 2 37

Lesson objectives • Call three children to the front. Hand out the flashcards
To identify clothing. for socks, shorts, and shirt. Tell them to lead the class in
To think critically by searching and counting. the song and step forward when the verse about their
clothing item is sung.
Language • Ask the class to do the action of picking up the clothing
Vocabulary: shirt, shorts, socks, sweater; drawer, floor and putting it in the drawer.
Structure: It’s… They’re… • Sing the song. Play the CD again if necessary.
• Vary the song by changing the words to other known
Materials clothing items, for example, dress or jacket.
CD track 36, flashcards 54–57 Think and match.
Class Book page 30 • Draw their attention to the difference between the
clothing of the boy and girl. For example, say, What colour
Warm-up
is the girl’s shirt? (It’s red and purple.), What colour is the boy’s
• Review the clothing items socks, sweater, shorts, and shirt shirt? (It’s blue and orange.)
using the flashcards.
• Explain that they are going to think about whether the
• Tell children they are going to play a game. Explain that you small pictures represent the boy’s or the girl’s clothing. Tell
are going to say a sentence and they must say yes or no. them to draw a line from the small picture to either the
• Hold the socks flashcard, and point to your hands. Say, boy or the girl. Encourage them to compare the shape
Put your socks on your hands. Children respond, No. Point and colours of the clothing items. Do one as an example.
to your feet and say, Put your socks on your feet. Children • Ask children to complete the activity on their own. Check
respond, Yes. as a class.
• Hold the shorts flashcard, and point to your arms. Say,
Put your shorts on your arms. Children respond, No. Point Workbook page 70
to your legs and say, Put your shorts on your legs. Children
respond, Yes. 1 Look, count and write the number.
• Ask them which items of clothing they can see in the
• Present the word drawer. Use a real drawer in your room column on the right (sweater, skirt, sock, shoe, trousers).
or mime putting something in a drawer.
• As children identify them, put the flashcards for each item
• Present the word floor by pointing to the floor of the
on the board.
classroom.
• Explain that they are going to count the number of each
• Present the word bed by drawing one on the board.
item in the large picture.
• Tell the class they are going to learn a song about taking
• Model the activity. Ask, How many sweaters? Help children
care of their clothes.
find and count the sweaters in the picture. Demonstrate
• Play the CD. The children listen to the song. marking each one as you count with a pencil to keep track
• Play the CD again, and pause after each line. Sing the line of the counting. The children count and respond, Seven.
and tell children to repeat after you. Write the number 7 next to the flashcard of the sweater
• Mime the actions of picking up the clothes from the bed on the board.
and floor and placing them in the drawer. • Children complete the activity.
Transcript $ 36 • Check the answers on the board. Call children to the front
to write the number of items next to each flashcard (skirt
Listen and sing.
– 8, socks – 10, shoes – 5, trousers – 3).
Socks on the bed. Socks on the floor.
Pick up the socks. Optional activity
Now they’re in the drawer. • Ask children to draw themselves in their favourite play
clothes. Tell them to colour the clothes, too. Call on
Shorts on the bed. Shorts on the floor.
several children to come to the front of the class to
Pick up the shorts.
share their pictures.
Now they’re in the drawer.
Shirt on the bed. Shirt on the floor.
Pick up the shirt.
Now it’s in the drawer.
38 Unit 7 Lesson 3

To develop listening skills in English the flashcards for shirt, socks, and trousers.
To understand and enjoy a story • Call two children to come to the front. Encourage one
To revise and consolidate language introduced in the unit child to ask Please give me my shirt. The other child
responds What colour is it? The first child responds yellow.
Vocabulary: Please give me …, shirt, trousers, socks, thank The other child hands over the flashcard of the yellow
you, sorry shirt. Continue with the other lines of the story.
Materials: CD track 37, flashcards 54, 57, 59 • Call other children to the front to act out the story.
Class Book PAGE 31
Warm-up Workbook PAGE 71
• Revise the vocabulary for clothing by pointing to 1 Say. What's next?
children’s clothing.
• Children say the name of the item.
• Ask the children to name the different items of clothing
• If the children’s clothing is a colour that’s known to them, they can see (socks, shoes, skirts, jumpers, trousers).
ask What colour is it? / What colour are they? Children
• Point to the first box on the left and model the activity.
respond.
Draw and name the same sequence on the board sock,
Look and say. shoe, sock. Ask the children which piece of clothing should
come after sock (shoe). Draw a shoe.
• Tell children to open their books at page 45.
• Remind children that English stories are presented from • Ask the children to point to the sequence in their books
and name the pieces of clothing. They trace the line which
joins these to the picture of the shoe on the right.
order.
• Point to the next sequence and repeat the procedure,
encouraging the children to name the clothing as they
the picture with the 1 in the corner. Say Point to picture 2.
look at the sequence.
in the corner. Repeat with pictures 3 and 4. • The children complete all the sequences and draw lines to
match the pictures (Skirt > jumper > skirt > jumper, Shorts >
trousers > shorts > trousers, Shirt > shirt > shirt, shirt, Shirt >
language: Who are the people in the story? (Tess, Baz, and
skirt > shirt > skirt).
their mum), What’s their mum doing? (Ironing the clothes),
What’s Baz doing? (Giving Tess her clothes), Does Baz give Optional activity
Tess the right clothes? (No, he doesn’t. He gives her the wrong
clothes), How do you know? (The clothes are too small).
• Tell children that they are going to play a game.
• Explain that you are going to say the name of a piece
Listen. $ 37 of clothing and the children have to touch that item on
• Tell children that they are going to listen to the story. their bodies.
• Play the CD and pause between each frame. Don’t ask • Say shirt, socks, shoes. Children touch their shirt, their
children to repeat at this stage of the lesson. socks, and their shoes.
• Ask children to tell you in their own language what they • Repeat with other clothing words and longer lists of
understood. Play the CD again if necessary. items.
• Say the words more quickly, and then say them very
Transcript $ 37 quietly to calm the children down.
Listen.
Tess Baz, please give me my shirt.
Baz What colour is it? Progress Check 7 TB
Tess It’s yellow.
Materials
Tess Baz, please give me my trousers. Progress Check 7 photocopiable sheet (one per child)
Baz What colour are they?
Tess They’re blue.
Tess Baz, please give me my socks.

Baz What colour are they?
Tess They’re red.
Baz Oh sorry! They’re my clothes!
Unit 7 Lesson 4 39

8 My body

Lesson objectives 1 Match and colour. Say.
To identify parts of the body • Put the flashcards for arms, ears, eyes, feet, fingers, head,
To recognize English sounds and spoken words and legs in two columns on the board. Leave an empty
space between the columns. Point to each flashcard and
have children say the words for the parts of the body.
Vocabulary: arms, ears, eyes, feet, fingers, head, legs
• Draw a stick figure on the board, in the space between
the flashcards. The stick figure should have all the body
Materials: CD tracks 38–39, flashcards 60–66 parts shown in the pictures.
• Tell children to look at the first picture in the left column
Class Book PAGEs 32–33 on the board (arms). Ask them in their own language
where the arms are on the stick figure. Draw a line from
Warm-up the flashcard of the arms to the arms on your stick figure.
• Tell children to look at the picture on pages 32 and 33. Ask • Tell children to match the parts of the body in the small
the following questions in the children’s own language: pictures on page 72 to the boy in the centre of the page.
Who is in the picture? (Pat and Jig), Where are they? (in the They should say the words aloud as they match them.
kitchen), What are they doing? (talking and looking at a
picture), What is the picture? (a person).
• Check answers by calling children to the board to match
Listen and say. $ 38 the parts to the whole.
• Tell children that they are going to learn the words for • Ask children to colour the picture of the boy. Tell them to
some parts of the body. stay inside the lines as well as they can.
• Play the CD, holding up the flashcard for each part of the
body as its name is said. Pause after each word so children
Optional activity
can point to the part of the body in their books. Check • Tell children that they are going to play a game.
children are pointing to the correct part of the body (on • Tell them that you are going to say a part of the body
either Pat or Jig). and they have to touch that part of their body.
• Play the CD again, pausing after each word. Children • Model the activity. Say head. Put your hands on your
repeat the words chorally and individually. head. Encourage children to do the same.
• Repeat with the other parts of the body. Say the words
Transcript $ 38 faster to make the game more challenging. Say the
Listen and say. words quietly to motivate children to pay attention.
eyes, feet, ears, head, arms, fingers, legs

should point to that part of the body in their books.
• Say the words at random, e.g. head, arms, fingers, legs, ears,
eyes, feet. As you say each word, you may like to hold up
the flashcard or point to that part of your body to give
children visual support.
• Check children are pointing to the correct thing in their
books.
point to the part of the body in their books.
Transcript $ 39
Listen and find.
legs, eyes, fingers, arms, ears, head, feet
40 Unit 8 Lesson 1

To talk about one’s body • Place the flashcards of head, arms, fingers, and legs on the
To count from 1–10 board. Point to each one and ask the children to name
each body part.
To review numbers 1–10
• Ask the children to look at page 73.
Structure: I’ve got … • Explain that they are going to complete the picture,
drawing in the body parts.
Vocabulary: ears, eyes, legs, fingers, rabbit, too
Materials: CD track 40, flashcards 3, 4, 50–56
• The children draw the body parts, saying the name of
each part as they draw.
• If any children finish early, they can colour the picture.
Class Book PAGEs 32–33 • Go through the activity as a class.
Warm-up
Optional activity
• Review the names of the parts of the body. Stick the • Hold up your book. Say I’ve got a book. Hold up your
flashcards on the board. Say Point to the ears. Children
bag. Say I’ve got a bag.
respond. Repeat with other words.
• Call a child to the front with a few of his or her
• Put the flashcards of Pat and Jig on the board. Say Point to
belongings, e.g. coat, pencil, water bottle, lunch box.
Pat. Children respond. Repeat with Jig.
• Encourage the children to say I’ve got and the name of
• Ask children in their own language what animals Pat and
one of the objects. Prompt the child if necessary.
Jig are. (Pat is a cat. Jig is a rabbit.)
• Point to Pat. Say cat. Point to Jig. Say rabbit. Children
repeat chorally and individually. • If children are particularly confident, you may
encourage them to say a sentence about the colour. For
Listen and say. $ 40 example, I’ve got a pencil box. It’s red.
the characters are saying about the picture (They are
comparing the body in the picture to their own bodies). Play
the CD once to check the answer.
• Ask if children can remember what part of the body Jig
doesn’t have (fingers). Ask if they can remember what
Pat said to him about this (Of course not!). Explain in the
children’s own language that this means Don’t be silly.
Transcript $ 40
Listen and say.
Jig I’ve got ears.
Pat I’ve got ears, too.
Jig I’ve got eyes.
Pat I’ve got eyes, too.
Jig Hmm… I’ve got four legs.
Pat I’ve got four legs, too.
Jig Oh, no! I’ve got no fingers.
Pat Of course not! You’re a rabbit!
Say and do.

• Hold up the flashcard of the eyes. Look at it and say I’ve got
eyes. As you say this, point to your own eyes. Encourage
children to say I’ve got eyes as they point to their own eyes.
• Hold up the flashcard of the ears. Say I’ve got ears as you
point to your own ears. Children repeat I’ve got ears as they
point to their own ears.
• Repeat with the other flashcards, pointing to yourself to
emphasize the I’ve got.
Unit 8 Lesson 2 41

• Call four children to the front of the class. Have them
Lesson objectives stand in pairs across from each other.
To identify parts of the body. • Tell them to hold up their fingers and point to their toes,
To think critically by recognizing what is missing in feet, and nose at the appropriate points in the song.
a picture. • Tell them to point to their partner’s legs, toes, arms, and
nose during the second verse.
Language • Sing the song, then repeat with other children.
Vocabulary: fingers, toes, knees, nose, leg, arms, little
Think and match.
Structure: I have … How many … ?
• Tell children to look at page 34 in their books.
Materials • Ask, How many clowns? Children respond, Four.
CD track 41, flashcards 60–66; (optional) flashcards 49–52 • Ask them if they notice anything unusual about the
clowns (each clown is missing two parts of the body).
• Explain that they are going to find the missing parts for
Class Book page 34 each clown. Encourage them to compare the shapes of
Warm-up the missing parts with the small pictures. Do one as an
example, and demonstrate drawing a line to match the
• Hold up your hand. Point to the fingers. Ask, How many
small picture with the corresponding clown.
fingers? Children respond, Five.
• Hold up both hands. Say, I have ten fingers. Children repeat • Ask children to complete the activity on their own. Check
as a class.
in chorus and individually.
• Repeat with your arms, feet, and nose.
Workbook page 74
1 Count and write the numbers.
• Tell children that they are going to learn a song about • Ask children to look at page 74.
their bodies.
• Point to a monkey and ask children if they can remember
• Present the word little. Draw a large circle on the board.
the name of this animal. Encourage them to say, It’s a
Ask, What’s this? Children respond, It’s a circle. Draw a
monkey.
much smaller circle next to it. Ask, What’s this? Children
respond, It’s a circle. Say, Yes. It’s a circle. It’s little. As you say • Point to the boxes at the top of the page. Explain that they
the word little show a small amount between your thumb are going to count the number of heads, ears, and feet in
and index finger. the picture and write the number.
• Point to the large circle. Ask, Is it little? Children respond, • Model the activity. Point to the picture of the head and
No, it isn’t. start counting the number of heads visible in the picture.
Encourage children to count with you and write the
• Play the CD. Children listen to the song.
number in the box (4).
• The children do the same with ears and feet. Point out
that we can’t see all of the monkey’s ears or feet in the
• Tell children to hold up their fingers and point to their picture. Check that they are counting correctly.
bodies as they sing.
• Check the answers as a class. (heads – 4, ears – 7, feet –3)
Transcript $ 41
Optional activity
Listen and sing.
I've got ten fingers, • Hold up a picture or a flashcard of an animal, for
I've got ten toes. example a donkey. Say sentences, and ask children to
I've got two feet say yes or no. Hold up the donkey flashcard, and say, I
and a little nose have four legs. The children respond, Yes. Say, I have three
. eyes. The children respond, No.
You've got two legs, • Repeat with other flashcards such as goat, duck,
You've got ten toes. butterfly, etc.
You've got two arms
and a little nose.
42 Unit 8 Lesson 3

To develop listening skills in English drawings on the board.
To understand and enjoy a story • Draw a rabbit, a dog, and a butterfly on the board, spaced
To revise and consolidate language introduced in the unit well apart.
• Call four children to come to the front. Stand three
Vocabulary: butterfly, dog, fingers, hands, rabbit children beneath the butterfly, dog, and rabbit drawn on
Materials: CD track 42; (optional) a torch the board. Tell the other child to point to each picture and
say the line. When the line about their animal is said, each
child can mime the animal – wiggle fingers for a butterfly,
Class Book PAGE 35 hop for a rabbit, pant for a dog.
Warm-up • Call other children to the front to act out the story.
• Draw a vertical line on the board. Leave enough space • Help children to perform by prompting the lines and
above and below it for children to complete a stick figure telling them to repeat.
using the line as the body.
• Call a child to the front. Say head. Point to the top of the
Workbook PAGE 75
line where the head should go. Help the child draw a 1 Say and match.
head.
• Call another child to the front. Say arms. Point to the
• Ask children to say the name for each part of the body in
where the arms should be drawn. Help the child draw the
the first column. Ask in their own language what they can
arms.
see in the second column (shaded parts of the body).
• Repeat with other known body parts.
• Explain that children should match the pictures of the
Look and say. same part of the body.
• Tell children to open their books at page 35. • Children complete the activity.
• Remind children that English stories are presented from • Check answers. Have children hold up their books.
order.
Optional activity
• Tell children you are going to teach them how to make
the butterfly from the story.
the picture with the 1 in the corner. Say Point to picture 2.
Check that children are pointing to the picture with the 2 • Put your hands up with the palms facing you. Your
in the corner. Repeat with pictures 3 and 4. thumbs are pointing away from you. Bring your hands
toward each other, passing one in front of the other
until the thumbs are touching. Link your thumbs and
language: What are the boys doing? (playing), Is it light or
flap your hands toward and away from you.
dark in the room? (dark), What can you see in the first three
pictures? (rabbit, dog, butterfly). • Help children to do this.
• Switch off the lights and shine the torch behind one of
Listen. $ 42 the ‘butterflies’.
• Play the CD and pause between each frame. Don’t ask
children to repeat at this stage of the lesson. Progress Check 8 TB
• Ask children to tell you in their own language what they

Materials
Progress Check 8 photocopiable sheet (one per child)
Transcript $ 42
Listen.
Boy 1 You’ve got a rabbit!
Boy 1 You’ve got a dog!
Boy 1 You’ve got a butterfly.
Boy 2 Now, I’ve got two hands and ten fingers!
Unit 8 Lesson 4 43

9 My family
Lesson 1 CB PAGEs 36–37, wB PAGE 76 Workbook wB PAGE 76

Lesson objectives 1 Say and match.
To identify family members • Tell children to look at page 76.
To recognize English sounds and spoken words • Ask children in their own language who they can see in
To recognize family relationships the pictures at the top of the page (Tess, Baz, Adam, Mum,
Dad, Grandpa, and Grandma).
Vocabulary: baby, brother, dad, grandma, grandpa, mum, • Ask children who they think is in the large picture
sister underneath with their heads blanked out (the same
people).
Materials: CD tracks 43–44, flashcards 1, 2, 5, 57–63
• Point out how there is a line linking Tess’s head at the top
with her body on the sofa underneath.
Class Book CB PAGEs 36–37 • Ask children how they can tell this is Tess on the sofa (you
Warm-up can see the end of her pony-tail).
• Tell children to look at the picture on pages 36 and 37. Ask • Ask children to trace the line linking Tess’s head with her
the following questions in the children’s own language: body, and say sister as they do so.
Who can you recognize in the picture? (Tess, Baz, Adam, and • Tell children to look at the small pictures at the top of the
their mum), Who do you think the other people are? (Dad, page again. Say Point to grandma. Check that children are
Grandpa, Grandma, and Tess’s friend). pointing to the picture of the grandma (first picture on
the left).
Listen and say. $ 43 • Tell children to match the small picture of grandma to
• Tell children that they are going to learn the words for the grandma in the large picture by drawing a line. Tell them
members of the family. to say grandma as they match.
• Play the CD, holding up the flashcard for each family • Children complete the activity. Remind them to say the
member as the name is said. name of the family member as they match. For Tess, Baz,
• Stick the flashcards for Tess, Baz, and Adam on the board. and Adam, encourage them to say sister, brother, and baby
Put the flashcards for sister, brother, and baby under them. instead of their names.
• Play the CD again, pausing after each word. Children • Check answers by saying the name of a family member as
repeat the words chorally and individually. children point to that person in their books.
Transcript $ 62 Optional activity

Listen and say. • Tell children that they are going to play a game.
mum, sister, baby, brother, dad, grandma, grandpa • Stick the flashcards of the family members in a row on
the board.
• Tell children that you are going to say a word and they • Say This is the (grandpa). Call a child to the front to
introduce the second family member on the board.
should point to the person who represents that member
of the family in their books. • Repeat with other children introducing the remaining
family members.
• Say the words at random, e.g. brother, sister, grandma,
mum, dad, baby, grandpa. As you say each word, you
may like to hold up the flashcard to give children visual
support.
• Check children are pointing to the correct person in their
books.
point to the person in their books.
Transcript $ 63
Listen and find.
baby, dad, brother, grandma, mum, grandpa, sister
44 Unit 9 Lesson 1

To talk about one’s family • Put the flashcards of dad, mum, grandpa and grandma on
To develop fine motor control the board. Point to each and say each person in chorus
with the children.
Structure: He / She is …, They are … • Tell children to open their books at page 77.
Vocabulary: baby, brother, dad, grandma, grandpa, family, • Tell them to trace the lines on the page to complete each
mum face, saying each person as they trace.
Materials: CD track 45, flashcards 1, 2, 5, 57–63 Optional activity
• Give each child a sheet of paper. Tell them to draw a
Class Book CB PAGEs 36–37 member of their family.
• Call a child to the front with his or her drawing. Have
Warm-up
the child ‘introduce’ the person to the class, e.g. This is
• Review the names of family members. Stick flashcards (name). She is my sister. Tell children that they need not
57–63 on the board. Say Point to the grandma. Children give the first names of their parents or grandparents.
respond. Repeat with other words. Point out that in English, children don’t usually call
• Hold up the flashcard of Tess. Ask Brother? Shake your adults by their first names.
head for no. Ask Sister? Nod your head for yes. • Repeat with other children.
• Repeat with the flashcards of Baz and Adam.
• Leave flashcards 57–63 on the board.

Tess is doing (She is introducing her friend to her family). Play
the CD once to check the answer.
• Ask if children can remember the name of Tess’s friend
(Mira). Ask if they can remember the two family member
words Tess used for Adam (brother, baby).
Transcript $ 45
Listen and say.
Tess Hello! This is Mira.
All Hello, Mira.
Tess Mira, this is my family.
They are my grandpa and grandma.
This is my dad. Baz is my brother.
Adam is my brother. He’s a baby.
Adam I’m not a baby!
Say and do.

• Point to all the flashcards on the board in one motion. Say
This is my family.
• Point to the flashcard of brother. Say This is (name). He is
my brother.
• Point to the flashcard of sister. Say This is (name). She is my
sister.
• Point to the flashcards of the grandpa and grandma. Say
They are my grandpa and grandma.
• Repeat with the other flashcards, identifying the family
members with He is …, She is …, or They are …
Unit 9 Lesson 2 45

Lesson 3 Song CB PAGE 38, wB PAGE 78 • For the line, We love each other, encourage the children to
gather in a circle and hug.
Lesson objectives • Sing the song.
To identify members of the family. • Repeat with other children at the front.
To think critically by identifying and continuing a sequence.
Think and find.
Language • Tell children to look at page 38.
Vocabulary: brother, dad, family, mum, sister • Ask children what they see (pictures of the family as well
as Pat and Jig). Explain that there is a pattern in each row
Structure: He / She / This is my … We are …
and they have to figure it out.
• Tell them to look at the first row of pictures and put their
Materials
finger on the first picture of the mum. Children say mum.
CD track 46, flashcards 1–5, 67, 68, a photo of one of your Tell them to move their finger to the next picture and say
family members dad. Children continue until the end of the row.
• Ask children what picture should come next (dad). Ask
Class Book page 38 them to tell you why (because the pattern is mum > dad >
mum > dad). Tell children to trace the line from the first
Warm-up row of pictures to the dad, and then complete the rest of
• Give each child a sheet of paper. Ask them to draw the activity.
someone from their family. • Check answers. Ask the class to tell you the pattern in
• Ask children to come to the front or stand at their seats and each row. (Tess > Jig > Tess > Jig, Adam > mum > Adam >
introduce their family member, for example, This is my dad. mum, Baz > Pat > Baz > Pat.
Workbook page 78
• Tell children that they are going to learn a song about Tess
and her family. 1 Look and match.
• Present the word love. Put all the flashcards of the • Tell children to look at page 78.
characters and of mum and dad on the board close • Ask children what they see in the pictures (families).
together in a small area. Draw a giant heart around them • Explain that the families in the left column are different
all. Say, They are a family. They love each other. Say, love from each other, but that there is a matching family for
each other, as you make a heart motion around the cards. each of them in the right column.
Children repeat in chorus and individually.
• Model the activity. Ask children to look at the first picture
• Present the phrase, Come and meet... . Hold up a small and put their finger on the person on the left. Say dad.
photo of someone in your family. Have one of the children Children repeat in chorus. Tell them to move their finger
come to the front of the class. Say, (Name), come and meet to the next person and say brother. Have them repeat
my (brother, sister, mum, dad). with all the family members, moving from left to right,
• Play the CD. The children listen to the song. mum, brother, grandma. Ask, How many brothers? Children
• Play the CD again, and pause after each line. Sing the line, answer, Two.
and tell children to repeat after you. • Tell children to look in the right column and find the
picture that looks exactly the same (dad, brother, mum,
Transcript $ 46
brother, grandma). Have them trace the line connecting
Listen and sing.
the pictures. They trace the line that connects the pictures.
Look at my pictures.
This is my family. • Children complete the activity, naming each person in
Come and meet my family. each family in the left column to help them.
Come and meet my family. • Check answers by having children hold up their books.
She is my mum.
He is my dad.
Optional activity
This is Jig
And this is Pat. • Tell children that they are going to practice figuring out
Adam is my brother, patterns.
Baz is my brother. • Draw a simple pattern on the board, alternating circle
We are a family, and square twice. Draw a circle, a square, a circle,
We love each other. a square.
• Point to each shape, and ask children to name them in
Sing and do. $ 46 English. At the end of the row, ask children to tell you
• Call seven children to the front of the class. Give five of which shape is next (circle).
them the character flashcards. Give the family flashcards • Repeat with other shapes children know.
of mum and dad to the other two children.
• Ask the child playing Tess to point to the appropriate
flashcards during the song. Tell the other children to hold
up their cards when their character is named.
46 Unit 9 Lesson 3

• Tell the children they are going to act out the story.
Lesson objectives • Call seven children to the front. Give five of them the
To describe one’s family character flashcards. Give the family flashcards of mum
To develop fine motor control and dad to the other two children.
• Ask the child playing Tess to point to the appropriate
Vocabulary: come and meet, love each other flashcards as the recording plays. Tell the other children to
Materials: CD track 47, flashcards 1–5, 67, 68, a small hold up their flashcards when their character is called.
photo of someone from your family • Repeat with other children at the front.
Class Book PAGE 39 Workbook PAGE 79

Warm-up 1 Draw and say.
• Give each child a sheet of paper. Ask them to draw • Tell children to look at page 79.
someone from their family. • Explain that they are going to draw their families. Tell
• Ask children to stand at their seats and introduce their them to draw their mum, dad, any brothers or sisters, and
family member, e.g. This is my mum. grandparents.
• Call on children to stand at their seats and show their
Look and say. pictures as they introduce their family.
• Tell children to look at page 39 in their books.
• Say Point to Tess. Check that children are pointing to her. Optional activity
• Say Point to dad. Check that children are pointing to him. • Tell children they are going to play a game.
• Repeat with all the characters on the page. • Explain that you are going to whisper a sentence to one
child and he or she is going to whisper it to the child
• Say Point to sister. Check that children are pointing to Tess. next to him or her. That child is going to whisper it to
• Repeat with baby and brother. the person next to him or her, and so on. The last child
to hear the sentence says it aloud.
Listen. $ 47
• You may like to use these sentences or one of your own:
• In the children’s own language, ask What is Tess doing? Pat is a cat. Jig is a rabbit. I’ve got a sister, etc.
(She’s looking at photos), How does Tess feel in the picture?
(Very happy), Why do you think she is happy? (She is thinking
about her family). Optional activity
• Present the word love. Stick all the flashcards of the • Tell children they are going to play a game.
characters and the flashcards of mum and dad on the • Ask them to sit in a circle with you. Explain that you are
board in a small area. Draw a giant heart around them all. going to begin a sentence and each child must repeat
Say They are a family. They love each other. Say love each the sentence and add to it.
other as you make a heart motion around the flashcards. • Say, I love my grandma. Turn to the child to your right.
Children repeat chorally and individually. Prompt him or her to say, I love my grandma and my
• Present the phrase come and meet. Hold up a small photo grandpa. The child to his or her right says, I love my
of someone in your family. Call on one of the children to grandma, my grandpa, and my dad. Each child continues,
come to the front. Say (Name), come and meet my (brother, adding a family member.
sister, mum, dad). • Remind children to only use and between the final two
• Play the CD. Tell children to listen to the song. items in the list.
• Play the CD again and pause after each line. Sing the line • When a child forgets a word in the sentence, they move
and tell children to repeat after you. back from the circle. The game continues until only one
child is left.
Transcript $ 47
Listen.
Tess This is my dad and my mum.
Mira Wow.
Progress Check 9 TB
Baz They are grandma and grandpa! Materials

Mira Wow. Progress Check 9 photocopiable sheet (one per child)
Tess This is…
Mira You, Tess! You’re a baby!
Baz No, it isn’t Tess. It’s me!
Mira Sorry, Baz!
Unit 9 Lesson 4 47

10 My food
Lesson 1 CB PAGEs 40–41, wB PAGE 80 Transcript $ 49

Listen and find.
Lesson objectives banana, biscuit, carrot, orange, sandwich, sweet, tomato
To identify food
To recognize English sounds and spoken words Workbook PAGE 80
To identify colours 1 Draw and say.
Vocabulary: banana, biscuit, carrot, orange, sandwich,
sweet, tomato
• Ask children what they see (a table covered with food).
Materials: CD tracks 48–49, flashcards 37–41, 74–80;
• Ask them to name all the food items on the table (oranges,
banana, carrot, sandwich,tomato, biscuit, sweets). As they
(optional) a large envelope
name each item stick its flashcard on the board.
• Model the activity. Draw part of a banana on the board,
Class Book PAGEs 40–41 with a dotted line for the missing part. Trace along the
dotted line as you say banana.
Warm-up
• Tell children to look at the picture on pages 40 and 41. Ask
the following questions in the children’s own language: • Any children who finish early can colour the picture.
Who is in the picture? (Baz, Tess, Mira, and the characters’
Optional activity
family), Where are they? (In the dining room), What are
they doing? (Having a meal), Have Tess and Mira finished • Tell children that they are going to play a game.
their food? (No, they haven’t), Do you think Mira and Tess • Put the flashcard of banana inside a large envelope.
should eat the sweets and biscuits now or finish their carrot Hold up the envelope and slowly pull the flashcard out
and sandwich first? (They should finish their main course, of the envelope. Children watch carefully and say the
including some vegetables or salad, before having any name of the food as soon as they can identify it.
pudding). • Repeat with the other food flashcards.

more food items in English.
• Play the CD, holding up the flashcard for each food as the
name is said. Pause after each word so children can point
to the food in their books. Check children are pointing to
the correct food.
Transcript $ 48
Listen and say.
sweet, carrot, sandwich, tomato, biscuit, orange, banana

should point to the food in their books.
• Say the words at random, e.g. banana, carrot, sandwich,
sweet, orange, tomato, biscuit. As you say each word, you
may like to hold up the flashcard to give children visual
support.
• Check children are pointing to the correct food in their
books.
point to the food in their books.
48 Unit 10 Lesson 1

Lesson objectives 1 Circle and say.
To express likes and dislikes • Tell children to look at page 81.
• Ask them to name the food items (bananas, biscuits,
Structure: I like / don’t like … carrots, oranges, sweets).
Vocabulary: yummy • Draw a smiling face and a frowning face on the board.
Materials: CD track 71, flashcards 74–80; (optional) Point to the smiling face. Say I like. Point to the frowning
biscuits and sweets face. Say I don’t like.
• Model the activity. Draw three bananas on the board.
Draw a smiling face and a frowning face next to them.
Class Book PAGEs 40–41 Give your opinion. Say Bananas. I (like / don’t like) bananas.
Warm-up Circle the face that represents your opinion.
• Review the names of the new food items. Stick the • Explain to children that they should circle the face that
flashcards on the board. Say Point to the tomato. Children represents their opinion about the food.
respond. Repeat with other words. • Children complete the activity.
• Present the word yummy. Mime eating a banana. Pretend • Call children to the front to give their opinion about the
to peel the banana and eat it. Look happy and satisfied. food, saying I like … or I don’t like … about each item.
Say Yummy. My banana’s yummy.
Optional activity
Listen and say. $ 50 • Give each child a sheet of paper. Ask them to draw all
• Tell children to look at the picture on pages 40 and 41. In the food items they know the English words for.
their own language, ask children what is happening (The • Call children to the front to show their pictures and say
family are having a meal). Play the CD once to check the the names of the food items.
answer. • Call other children to add to the list if possible.
• Ask if children can remember what happened to Baz (He
dropped the biscuits). Ask if Dad was angry about it (No. He
said ‘That’s OK’.). Tell children the meaning of That’s OK in
their own language.
Transcript $ 50
Listen and say.
Mira Look at the biscuits! Biscuits are yummy!
Tess I don’t like biscuits. I like sweets!
Mira Sweets are yummy, too!
Dad No sweets and no biscuits for you two. Carrots and tomatoes
first.
[crash of tray dropping]
Baz Oh, no! Sorry!
Dad That’s OK, Baz.
Mum No biscuits for us.
Say and do.

• Draw two biscuits, two sweets, two carrots, and two
tomatoes on the board.
• Point to the biscuits. Look happy. Say I like biscuits. Point
to the sweets. Look unhappy. Say I don’t like sweets. Repeat
with carrots and tomatoes, giving your true opinion.
• Call three children to the front to play Baz, Tess, and Mira.
You play the role of Mum and Dad. Give the child playing
Baz the biscuit flashcard (or a real packet of biscuits) to
drop.
• Say the lines for pupils to repeat and encourage them to
point to the pictures on the board.
• To make the role playing more fun, use some real sweets
and a packet of biscuits.
Unit 10 Lesson 2 49

Lesson 3 Song CB PAGE 42, wB PAGE 82 Think and find.
• Tell children to look at page 42
Lesson objectives • In their own language, ask if the girl is happy (No. She is
To sing happy birthday. confused.). Ask children why she isn’t happy (Because she
To think critically by solving a puzzle. can’t find her way to put the candles on the birthday cake.).
• Point to the candles the girl is holding and present candle.
Language The children repeat in chorus and individually. Ask them
Vocabulary: happy birthday, party, candle to count the candles with you and say, Five candles.
Structure: I / We like • Explain that they are going to help the girl find her way to
the cake so that she can put the candles on it.
Materials • Encourage them to trace the path with their finger first and
CD track 51; (optional) sheets of cardboard or paper then with the pencil. Remind them to stay inside the lines.
• Ask children to complete the activity on their own. Check
as a class.
Class Book page 42
Warm-up Workbook page 82
• Ask a child, How old are you? Prompt the child to respond 1 Draw and color. Say.
with his or her true age, I’m (five).
• Ask, What’s this? Children respond, It’s a cake.
Listen and sing. $ 51 • Explain that the cake is a special cake for their birthday.
• Present the word birthday. Explain that in some countries, • Ask if children remember what we put on top of the cake
like the United States, children have a party on the day (candles).
they were born. They eat cake and ice cream, and their • Ask a child, How old are you? When he or she answers,
friends bring a card and a gift. write the number on the board, for example 5. Say, Five
• Point out that it is customary to sing to the child candles. Do the same for the other ages of children in the
celebrating the birthday and put candles on the cake. group (six, etc.), and write the numbers on the board.
After the singing, the child blows out the candles and • Tell children to decorate their birthday cake. Tell them to
makes a wish. draw the correct number of candles on top of the cake for
• Ask children what they do on their birthdays in their the age they are now.
own language. • Remind them to stay in the lines and color neatly.
• Tell children that they are going to learn a song to
celebrate a birthday. Optional activity
• Play the CD. The children listen to the song. • Give each child a piece of paper or cardboard. Instruct
them to fold it in half to create a card. Encourage them
• Play the CD again, and pause after each line. Sing the line,
to decorate the front of their card with a birthday cake,
gifts, or other party pictures.
Transcript $ 51
Listen and sing.
Happy birthday to you!
We all like you.
Happy birthday to me!
I like my party.
Sing and do. $ 51

• Divide the class in half to sing the song.
• One half of the class sings the first verse. The other half of
the class sings the second verse.
• Sing the song.
• Switch the groups so that all children sing both verses.
50 Unit 10 Lesson 3

Lesson 4 Story CB PAGE 43, wB PAGE 83 Jig I like flowers.
Pat What colour are they?
Lesson objectives Jig All colours.
To follow the left to right sequence of English
Pat Here you are! Orange and red and yellow!
To develop listening skills in English
Jig Thank you, Pat.
To understand and enjoy a story
To revise and consolidate language introduced in the unit Listen and act. $ 52
To follow a sequence • Play the CD again, pausing after each frame. Children
To count from 1 to 10 repeat the sentences chorally and individually. .
• Tell the class that they are going to act out the story using
Vocabulary: all colours, orange, red, yellow flashcards.
Materials: CD track 52, flashcards 37–39, 48, 75, 77, 79, 80, • Call two children to come to the front to play the roles of
a flashcard for dates, coloured pencils Jig and Pat. Give the child playing Jig the flashcards of the
dates and the carrot (you will need to prepare a flashcard
for dates yourself ). Give the child playing Pat the flashcard
Class Book PAGE 43 of the flower.
Warm-up • The children act out the story. Prompt the child playing
• Review the colours with the flashcards. Hold up the Jig to hold up the flashcards of the dates and carrot when
flashcard for orange. Ask, What colour is this? Children they are mentioned in the story. Prompt the child playing
respond Orange. Repeat with red and yellow. Pat to give ‘Jig’ the flower at the end.
• Present the phrase all colours by holding up a variety of • Call other children to the front to act out the story.
coloured pencils or markers. Say all colours. Call out some • Help children to perform by prompting the lines and
of the individual colours children know, e.g. yellow, orange, telling them to repeat.
green, blue, etc.
• Review flower and carrot with the flashcards. Ask, What’s Workbook PAGE 83
this? Children respond It’s a flower. It’s a carrot.
1 Look, count and write.
Look and say. • Tell children to look at page 83.
• Tell children to open their books at page 43. • Ask children what they see (a table of food). Ask them
• Remind children that English stories are presented from to name all the food items on the table (carrots, biscuits,
left to right. Hold up your book and point at the frames in sweets, oranges). As they name each item stick its flashcard
order. on the board.
• Say Point to picture 1. Check that children are pointing to • Ask How many carrots? Children respond Three. Write the
the picture with the 1 in the corner. Say Point to picture 2. number 3 next to the carrot image below the picture.
Check that children are pointing to the picture with the 2 • Children complete the activity.
in the corner. Repeat with pictures 3 and 4. • Check answers. Ask How many? for each food item and
• Ask children questions about the story in their own write the number next to the flashcard on the board.
language: Who are the characters? (Pat and Jig), What are
they doing? (Pat is painting, Jig is watching), What is Jig Optional activity
thinking about? (carrots and dates), What did Pat paint? • Give each child a sheet of paper. Ask them to draw a
(flowers), What did he paint to make the flowers? (carrots and table covered with their favourite food items.
dates). • Call several children to the front to talk about their
pictures. Encourage them to say I like …
Listen. $ 52
• Play the CD and pause between each frame. Don’t ask Progress Check 10 TB
understood. Play the CD again if necessary. Progress Check 10 photocopiable sheet (one per child)
Transcript $ 52
Listen. Final Progress Check TB
Jig I like carrots.
Pat What colour are they? Materials
Jig Orange, of course. Final Progress Check photocopiable sheet (one per child)
Jig I like dates.

Pat What colour are they?
Jig Red and yellow.
Unit 10 Lesson 4 51

1 Progress check
1 Listen and ✓. C 53
1 2 3 4 5
2 Count and circle.
1
2
2
5
3
4
4
3
3 Listen and circle. C 54
1 2 3
52 Foundation Progress check 1 PHOTOCOPIABLE © Oxford University Press


2 Progress check

1 2
3 4
5 6
2 Listen and ✓ or ✗. C 56
1 2 3 4
✓
3 Match.
1 6 7
PHOTOCOPIABLE © Oxford University Press Foundation Progress check 2 53


3 Progress check
1 2 3
✓
4 5 6
1 2 3 4
✗ ✓
3 Listen and match. C 59


4 Progress check

1 2 3
4 5 6
2 How many? Match.
7
9
6
10 3 5

5 Progress check
1 2
✓
3 4
2 Listen and colour. C 63

1 2 3
4 5


6 Progress check
1 2 3
✓ ✗
4 5 6
7 8 9


7 Progress check

1 2 3
4 5 6

1 2
3 4


8 Progress check
1
✓
2
3 4
5 6

1 2 3 4


9 Progress check

1 2 3
4 5 6

1 2 3 4 5 6


10 Progress check
1 2 3
✓
4 5 6
2 Listen and draw or . C 74

1 2 3
4 5 6


Mid-year progress check
1 2 3 4
✗ ✓
5 6 7 8
2 Count and circle.
1
6
2
3
3
1
4
8
62 Foundation Mid-year progress check PHOTOCOPIABLE © Oxford University Press

3 Listen, ✓ and colour. C 76

1 2 3
4 5 6
4 Count and circle.
2 7

1 3 5
8 4
4 2
6 8 10
7 9
PHOTOCOPIABLE © Oxford University Press Foundation Mid-year progress check 63

Final progress check
1 2 3
✓
4 5 6
2 Listen and draw or . C 78
1 2 3 4
5 6 7 8
64 Foundation Final progress check PHOTOCOPIABLE © Oxford University Press



1 2
3 4
PHOTOCOPIABLE © Oxford University Press Foundation Final progress check 65


Progress checks answer key and transcripts
Progress check 1 2 Listen and ✓ or ✗. $ 58

1 This is my boat. ✗
1 Listen and ✓. $ 53
2 This is my doll. ✓
1 Hello, Tess!
3 This is my puzzle. ✓
2 Hello, Baz!
4 This is my ball. ✗
3 Hello, Adam!
4 Hello, Pat! 3 Listen and match. $ 59
5 Hello, Jig! 1 This is my balloon.
2 This is my ball.
2 Count and circle.
3 This is my boat.
1 2
2 5 Progress check 4
3 4
4 3 1 Listen and circle. $ 60
1 It’s a pencil.
3 Listen and circle. $ 54 2 It’s a book.
1 Clap! 3 It’s a bag.
2 Sit down. 4 It’s a rubber.
3 Stand up. 5 It’s a lunch box.
6 It’s a water bottle.
Progress check 2
2 How many? Match.
1 Listen and circle. $ 55
1 9
1 chair
2 6
2 picture
3 7
3 window
4 door 3 Listen and match. $ 61
5 board 1 How old are you?
6 table I’m five.
2 How old are you?
2 Listen and ✓ or ✗. $ 56
I’m ten.
1 It’s a bin. ✓
3 How old are you?
2 It’s a picture. ✗
I’m three.
3 It’s a table. ✓
4 It’s a window. ✗ Progress check 5
3 Match. 1 Listen and ✓. $ 62
1 1 table 1 It’s a circle.
2 6 doors 2 It’s a square.
3 7 bins 3 It’s a rectangle.
4 It’s a triangle.
Progress check 3
2 Listen and colour. $ 63
1 yellow
1 It’s a car.
2 red
2 It’s a boat.
3 green
3 It’s a doll.
4 orange
4 It’s a ball.
5 blue
5 It’s a robot.
6 It’s a balloon. 3 Listen and colour. $ 64
1 It’s a triangle. It’s yellow.
2 It’s a rectangle. It’s green.
3 It’s a square. It’s red.
4 It’s a circle. It’s blue.
66 Foundation

Progress check 6 2 Listen and colour. $ 70

1 I’ve got arms. They’re red.
1 Listen and ✓ or ✗. $ 65 2 I’ve got feet. They’re green.
1 Is it a goat? ✓
3 I’ve got ears. They’re orange.
2 Is it a duck? ✗
4 I’ve got hands. They’re blue.
3 Is it a flower? ✓
4 Is it a field? ✗ Progress check 9
5 Is it a duck? ✓
6 Is it a donkey? ✗ 1 Listen and circle. $ 71
7 Is it a butterfly? ✓ 1 mum
8 Is it the sun? ✗ 2 brother
9 Is it a donkey? ✓ 3 grandpa
4 sister
2 Listen and colour. $ 66 5 dad
1 Is it a flower? 6 grandma
Yes, it is. It’s red.
2 Is it a field? 2 Listen and match. $ 72
Yes, it is. It’s green. 1 She’s my grandma.
3 Is it the sun? 2 She’s my sister.
Yes, it is. It’s yellow. 3 He’s my brother.
4 Is it a butterfly? 4 He’s my dad.
Yes, it is. It’s orange. 5 She’s my mum.
6 He’s my grandpa.
Progress check 7
Progress check 10
1 Listen and circle. $ 67
1 They’re shorts. 1 Listen and ✓. $ 73
2 They’re shoes. 1 tomato
3 It’s a skirt. 2 orange
4 They’re trousers. 3 sweet
5 They’re socks. 4 banana
6 It’s a jumper. 5 sandwich
6 carrot
1 What colour is it? 2 Listen and draw or . $ 74
It’s red. 1 I like carrots.
2 What colour are they? 2 I don’t like biscuits.
They’re green. 3 I don’t like oranges.
3 What colour is it? 4 I like bananas.
It’s orange. 5 I like sweets.
4 What colour are they? 6 I don’t like sandwiches.
They’re yellow.
Progress check 8 1 Listen and ✓ or ✗. $ 75
1 Listen and ✓. $ 69 1 It’s Adam. ✗
1 I’ve got eyes. 2 It’s Baz. ✓
2 I’ve got legs. 3 It’s Tess. ✗
3 I’ve got a head. 4 It’s Pat. ✓
4 I’ve got ears. 5 It’s Adam. ✓
5 I’ve got feet. 6 It’s Pat. ✗
6 I’ve got hands. 7 It’s Tess. ✓
8 It’s Jig. ✓
Foundation 67

2 Count and circle.

1 6
2 3
3 1
4 8
3 Listen, ✓ and colour. $ 76

1 I’ve got a car. It’s blue.
2 I’ve got a balloon. It’s red.
3 I’ve got a chair. It’s green.
4 I’ve got a pencil. It’s yellow.
5 I’ve got a water bottle. It’s blue.
6 I’ve got a triangle. It’s orange.
4 Count and circle.

1 2 3 4 5 6 7 8 9 10

1 It’s a duck.
2 It’s Dad.
3 It’s a donkey.
4 It’s Grandma.
5 It’s the sun.
6 It’s Mum.
2 Listen and draw or . $ 78

1 I like butterflies.
2 I don’t like biscuits.
3 I like flowers.
4 I like carrots.
5 I don’t like sandwiches.
6 I don’t like goats.
7 I like bananas.
8 I like donkeys.

1 I‘ve got trousers. They’re blue.
I’ve got a shirt. It’s yellow.
2 I’ve got shoes. They’re red.
I’ve got a jumper. It’s green.
3 I‘ve got ears. They’re orange.
I’ve got feet. They’re yellow.
4 I’ve got arms. They’re red.
I’ve got a head. It’s orange.
68 Foundation




1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade
mark of Oxford University Press in the UK and in certain other countries
© Oxford University Press 2012
The moral rights of the author have been asserted
First published in 2012
2016 2015 2014 2013 2012
10 9 8 7 6 5 4 3 2 1
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, without
the prior permission in writing of Oxford University Press, or as expressly
permitted by law, by licence or under terms agreed with the appropriate
reprographics rights organization. Enquiries concerning reproduction outside
the scope of the above should be sent to the ELT Rights Department, Oxford
University Press, at the address above
You must not circulate this work in any other form and you must impose
this same condition on any acquirer
Links to third party websites are provided by Oxford in good faith and for
information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work
Photocopying
The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers
may make copies for their own use or for use by classes that they teach.
School purchasers may make copies for use by staff and students, but this
permission does not extend to additional schools or branches
Under no circumstances may any part of this book be photocopied for resale
isbn: 978 0 19 481469 0
Printed in China
This book is printed on paper from certified and well-managed sources
acknowledgements
Character artwork: John Haslam
Other artwork: Cathy Hughes, Lisa Williams/Sylvie Poggio Artists

Family and Friends 1e Foundation Teachers Book PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Family and Friends 1e Foundation Teachers Book PDF

Uploaded by

Copyright:

Available Formats

Foundation

2 Foundation Level Scope and sequence

4814690 FaF Foundation TB.indb 2 25/05/2012 10:03

7 My clothes jumper What colour is it? Lesson 3:

shoes What colour are they?

8 My body arms I’ve got… Lesson 3:

9 My family baby He / She is… Lesson 3:

10 My food banana I like… Lesson 3:

Foundation Level Scope and sequence 3

4814690 FaF Foundation TB.indb 3 25/05/2012 10:03

Welcome to the course Components

4814690 FaF Foundation TB.indb 4 25/05/2012 10:03

4814690 FaF Foundation TB.indb 5 25/05/2012 10:03

Characteristics of young learners Affective developmental factors

4814690 FaF Foundation TB.indb 6 25/05/2012 10:03

4814690 FaF Foundation TB.indb 7 25/05/2012 10:03

4814690 FaF Foundation TB.indb 8 25/05/2012 10:03

4814690 FaF Foundation TB.indb 9 25/05/2012 10:03

1 Lesson ___ Objective: ___________________________ 5 Lesson ___ Objective: ___________________________

10 Photocopiable © Oxford University Press

4814690 FaF Foundation TB.indb 10 25/05/2012 10:03

You are a star ✮ pupil

Photocopiable © Oxford University Press 11

4814690 FaF Foundation TB.indb 11 25/05/2012 10:03

Lesson 1 CB PAGES 4–5, WB PAGE 44 Workbook PAGE 44

Listen and find. $ 2

4814690 FaF Foundation TB.indb 12 25/05/2012 10:03

Listen and say. $ 3 1 Draw and say.

4814690 FaF Foundation TB.indb 13 25/05/2012 10:03

4814690 FaF Foundation TB.indb 14 25/05/2012 10:03

Listen. $ 6 Progress Check 1 TB

4814690 FaF Foundation TB.indb 15 25/05/2012 10:03

Lesson 1 CB PAGEs 8–9, WB PAGE 48 Workbook PAGE 48

Listen and find. $ 8

4814690 FaF Foundation TB.indb 16 25/05/2012 10:03

Say and do.

4814690 FaF Foundation TB.indb 17 25/05/2012 10:03

Class Book page 10 Think and group.

4814690 FaF Foundation TB.indb 18 25/05/2012 10:03

Boy What’s this?

Boy What’s this?

Boy What’s this?

4814690 FaF Foundation TB.indb 19 25/05/2012 10:03

Lesson 1 CB PAGEs 12–13, WB PAGE 52 Workbook PAGE 52

4814690 FaF Foundation TB.indb 20 25/05/2012 10:03

Say and do.

4814690 FaF Foundation TB.indb 21 25/05/2012 10:03

4814690 FaF Foundation TB.indb 22 25/05/2012 10:03

4814690 FaF Foundation TB.indb 23 25/05/2012 10:03

Lesson 1 CB PAGEs 16–17, wB PAGE 56 Workbook wB PAGE 56

Listen and find. $ 18

4814690 FaF Foundation TB.indb 24 25/05/2012 10:03

Warm-up How old are you?

Listen and say. $ 19 Workbook PAGE 57

4814690 FaF Foundation TB.indb 25 25/05/2012 10:03

Sing and do. $ 21

4814690 FaF Foundation TB.indb 26 25/05/2012 10:03

Class Book PAGE 19 Listen and act. $ 22

4814690 FaF Foundation TB.indb 27 25/05/2012 10:03

Lesson 1 CB PAGEs 20–21, wB PAGE 60 Workbook PAGE 60

Class Book PAGES 20–21 Optional activity

Listen and find. $ 24

4814690 FaF Foundation TB.indb 28 25/05/2012 10:03

1 Lesson _ Objective: _______________________ 5 Lesson _ Objective: ___________________________