Professional Documents
Culture Documents
(By Holderness Jackie, Hughes Annie.) 100 Plus Ide PDF
(By Holderness Jackie, Hughes Annie.) 100 Plus Ide PDF
f t
MACMILLAN
HEINEMANN
EngMi Language Teaching
Contents
PAO I 4
PAOI 6
PAOI •
TOPIC 1 F A M IL II f
Children learn how to talk about their families.
TOPIC S HOLIDAYS
This topic gives children the opportunity to discuss what they enjoy doing outside school.
TOPIC • P I O P L I
Children learn how to describe people from witches and thieves to their best friend!
TOPIC 1 O I T O R I I I PAOI S3
This unit stretches children s imagination as well as their vocabulary.
PAOI 90
• TORY I U M M A R I I I PAOI 98
TopicsandLexicalsets
TOPICS AND ACTIVITY TOPICS AND ACTIVITY
LEXICAL SETS LEXICAL SETS
Alphabet Animals 4C; Our World 1A-C; Days of the Holidays 1A-C
Christmas 2C; Holidays 3A-C; week
Travelling 1C
Animals Animals 1A-C, 2A-C, 3A-C, 4A-C; Directions Animals 1B-C; Holidays 3A-C
How Things Work 2A
Body Animals 2A-C; Our World 1BO; Faces People 1A-C, 2A-B; Stories 2B-C
Health and Fitness 2A-C, 3A-C, 4A-B
Cars How Things Work 1A-C Families Families 1A-C, 2A-C, 3A-C, 4A-C;
Holidays 2B-C, 4A-B; Stories 1B-C
Chants Families 4A; Animals 1B; Christmas 4A-B Food Health and Fitness 1A-C, 4C; People 2C
Christmas Christmas 1A-C, 2A-C, 3A-C, 4A-C Games Families 3A-C; Christmas 3A-C;
How Things Work 3C;
Health ana Fitness 3A-C
Countries Our World 2A-C, 3A-C; Travelling 2A-C Holidays Holidays 1A-C, 2A-C, 4A-C
O
TopicsandLexicalsets
I TOPICS AND ACTIVITY TOPICS AND ACTIVITY
1 LEXICAL SETS LEXICAL SETS
Nature Animals 1AC, 4A-B; Our World 4B; Transport Our World 2C, 3BC;
Holidays 1A C ; Travelling 1A-C, 3AC How Things Work 1A C , 3A C , 4A-B;
Travelling 4AC
©
Language Focus
LANGUAGE ACTIVITY LANGUAGE ACTIVITY
FOCUS FOCUS
ji
i A/An Animals 2A; Health and Fitness 2A I'd like... Christmas 2B, 4C; Holidays 1C
,1
, Adjectives Animals 4B; Christmas 1B-C, 4B; Imperative Our World 1B; Christmas 3A; Holidays
People 1A-C; Travelling 4A-B 3A-B; How Things Work 1A-C, 2C,
3A-C, 4C; Health and Fitness 2B;
! , People 2A; Travelling 3A
T
i Comparative How Things Work 3C; People 1C, 3C Looks like Animals 2C
Countable/ Health, and Fitness 1A-C Lot of Health and Fitness 1A-C
1 Uncountable
nouns
| Have got Families 2C, 3C; Animals 2A-C, 3C, Past simple Our World 1C; Christmas 1C, 3C;
4C; Our World 1B-C, 3A-C, 4A-B; How Things Work 3C; Stories 1A-C,
Stories 2B; People 1A-C, 2A-B 3A-C, 4&C
| How many . . . ? Families 2C Personal Families 1B-C, 2A-C; Our World 4A;
pronouns Stories 1B-C, 4C
How o ld ...? Families 2C; People 3C Plural nouns Animals 2B; Our World 1B-C, 4B
/ come from... Our World 1A Possessive Families 1A-C, 2A-C; Our World 4A;
adjectives Holidays 2A, 2C; People 2B;
Travelling 3 B-C; Stories 1B-C
1 like... Health and Fitness 1B-C Possessive s Families 1C; Animals 2B-C;
(genitive) Holidays 2B-C; People 1C, 2A-C
O
Language Focus
LANGUAGE ACTIVITY LANGUAGE ACTIVITY
FOCUS FOCUS
Prepositions Families 1A-C; Animals 1A-C; To be Families 2C; Our World 1B, 2A-B;
Our World 4C; How Things Work 1B-C; Holidays 2C; People 1C;
People 3A; Travelling 1A, 3A-C Travelling 1A-C, 3C
Present Families 1B-C; Our World 2C, 3A-C; What's this? Christmas 2A-B; How Things Work 1A,
continuous Christmas 1B-C; Holidays 1B, 2A-B, 1C; Health ana Fitness 1A-C, 4A-B;
I'm eating 4A-C; Stories 2A People 4A
Present perfect Travelling 4C What is it? Health and Fitness 3A-C, 4A-B;
Have you Travelling 1A
travelled...?
Present simple Families 4B-C: Animals 1A-C, 3B-C, 4A, Where? Families 1A; Animals 1C;
4C; Our World 1A; Christmas 1A-B, Our World 2A-C, 3B;
3B-C; Holidays 1A, 3A, 4A-B; Travelling 1A-C, 2A-C, 3A-C
How Things Work 2B, 4A-B;
u__ h L __ zl c:i____i a n o/~ i n .
neaiin ana nrriess in-v^, ov^,
People 2C, 3B, 4C; Travelling 4A-B Where, how, Our World 3C
what?
Sometimes, Health and Fitness 4C Who? Families 1A-C, 2A-B; Animals 1C;
never, always Holidays 2A-B, 4C
There are Families 4A Would you Christmas 2B-C, 4C; Holidays 4C;
like...? How Things Work 2C
O
★
Families
A C T I V I T Y 1 A : M Y F A M I L Y CD
A I M S * To practise listening to WH A T TO D O x the right person. They can use the names on
descriptions of the fam ily • To 1 Show the class the picture of the nuclear the board. Tell them that you are going to
introduce new language for family and teach mother; father, sister and play the cassette at least three times.
m em bers of the fam ily brother. Write these on the board. 5 Play the cassette stopping at each pause
L A N G U A G E : Mother, father, 2 Show the picture of the extended family. ( / / ) while the children write down the
sister, brother, grandfather, Point to a woman and introduce aunt. Ask name. After sister ask the class to tel! you
grandm other, family, aunt, uncle, the class to repeat. Do the same with unde, who it w as and to point to the person in the
cousin, b a b y • N ext to • W here cousin, grandmother, grandfather and picture to check understanding.
is ... ? boby. Write these on the board. 6 Hold up the photocopy and point to
TIMINOi 15-30 mins 3 Ask three children to come to the front and each person asking W ho is it? They should
GROUP SlZEx Ind/Class stand in a line and say juon is next to Maria,* tell you mother; aunt etc. The correct order
WHAT YOU NEiDs etc. Point out what you mean by next to. Get from left to right is: cousin, unde, father,
Photocopy 1 per child. Cassette three different children and ask Where cousin, grandmother, grandfather; mother,
(tapescript p .90). A picture of a sm all is . . . ? Repeat as necessary. aunt and baby, brother, Susan, sister.
nuclear fam ily and an extended 4 Give each child photocopy 1. Point to
fam ily. Susan and say This is Susan. Explain that they FOLLOW-UP ACTIVITY!
will hear Susan talking about her family. As Children draw a picture of their family and
they listen they must write the names below label it.
★ ★ A C T I V I T Y I B : T H E P H O T O G R A P H IB
AIMS) To practise listening for | WHA T TO D O x family as Susan describes him or her. Tell
nam es of m em bers of the extended See Activity 1A steps 1 -2 . them that you will play the cassette at least
fam ily • To practise listening to 3 Elicit or introduce table, next to, three times.
descriptions of photographs • To between, behind, sitting, holding, standing 6 Play the cassette stopping at each pause
practise answ ering questions • To by using reaiia, pictures or placing pupils ( / / ) . W ait until the children have had time
practise labelling behind, in front of, next to, in between to write the name down before you
LANGUAGE! As Activity 1A each other and describe this e.g. M aria is continue the cassette.
plus • twins • table • behind, behind Jose etc. 7 Hold up the photocopy and point to
in betw een • sitting, standing, 4 Show the class your photograph and each person asking W ho is it? The class
holding, playing • W ho is it? Who's describe the members of your family, using should tell you mother, aunt, etc. The
this? similar language to that used on the correct order from left to right is: cousin,
TIMING) 20-30 mins cassette, e.g. Standing in between ..., uncle, father, cousin, grandmother,
GROUP SlZEx Ind/Class j sitting behind ..., next to my ..., is my ... grandfather, mother, aunt and baby,
WHAT YOU NEED: j etc. brother, Susan, sister.
As Activity 1A plus realia/p ictures for 5 Hold up photocopy 1 and point to
chair, table, sitting, standing, baby, Susan saying This is Susan. Explain that FOLLOW-UP ACTIVITY!
n ext to, behind, betw een, in front of. Susan is going to describe her family to you Susan's cousin, Jane, is in the picture next
A photograph of your fam ily. on the cassette. The class have to write to Susan's uncle. Describe the family from
down the name of the member of the Jane's point of view i.e. father, cousins, etc.
★ ★ ★ A C T I V I T Y 1 C : W H O A R E T H E Y ? DO
Q
Families 1
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Families
★ A C T IV IT Y 2 A : MY FAM ILY CHAIN
★ ★ A C T I V I T Y 2 B : M Y W H O L E F A M I L Y !
★ * * A C T I V I T Y 2 C : C L A S S F A M L Y C H A I N
A I M S s To und erstand instructions ! W H A T TO DOs the number of cousins, brothers etc and
in English • To p ractise using 1 Show the class the pictures of families then write each one's name and age on the
nam es of a n exten d ed fa m ily and elicit or introduce the names for chain.
• To p ractise describ ing a g e s members of the family. 5 When each group has finished, they
LANGUAGES Brother, sister, 3 Show the class the cousins 'chain' you should stick the chain up in the class for
uncle, aunt, cousin • H ow m any have made. Tell the class that they are everyone to look at so that each child can
brothers/aunts/uncles/sisters/ going to make chains for all the 'find' their relatives.
cousins have yo u got? What are cousins/brothers/aunts/uncles/sisters that
their nam es? H o w old are they? the class have. Show them how to make FOLLOW-UP ACTIVITY!
TIMINGS 30-40 m ins the chain. (See Activity 2A, Step 2.) Create a class graph to show how many
GROUP SIZEs In d /G ro u p / 3 Split the class into five groups and give aunts/uncles/cousins/brothers/sisters the
C lass each group a label: cousins, brothers, whole class has.
WHAT YOU NBEDs sisters, aunts and uncles. Explain that the
Photocopy 2 per child. Scissors. Large 'cousins' group must find out how many
sheets of paper. Pens/pencils. A cousins each child in the class has, how
'cousins' chain (with your cousins' old they are and their names. The 'brothers'
nam es and ages w ritten on each group must find out how many brothers
'body') and one read y to m ake. each child has, etc.
N otepaper for each child. Some 4 When each group has got this informa
pictures of fam ilies. tion they have to make a chain as long as
0
Families 2
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Families
★ A C T I V I T Y 3 A : FAMILY SNAP
A I M S i To practise using nam es W H A T TO D O : b| Players must keep their cards face down
for m em bers of the fam ily • To 1 Show the children the pack of cards and in their hands and not look at them.
practise reading/saying nam es tell them they are going to play a game c) Moving clockwise each player turns over
• To p lay a gam e w ith nam es about families. Show them there are five one of their cards onto the middle of the
LANGUAGE: Mother, father, different 'families' in the pack of cards, and table saying the name of the person on the
sister, brother, grandmother, each family has five family members: card e.g. Tom Brown.
daughter, son • i've w onf Snapl grandmother, mother; father; brother and d) If the next player puts the same card
T I M I N G S 20-30 mins sister. The children cut out the cards. down then the first person to shout SnapI
GROUP S l Z K t Class/G roup 3 Read out the names on the cards and Tom Brown wins all the cards on the table.
W H A T Y O U N K E D s hold them up as you do so. The children e) The winner is the one who has all the
Photocopy 3 per child. Scissors. repeat the names and hold up their cards. They should say I've won!
Envelope for each child to keep their matching cards.
packs of cards in for future use. A 3 Show the class how to play the game by FOLLOW-UP ACTIVITY:
read y cut-out pack of cards to show demonstrating with three children: M ake a photo album using photos from
the class. a) Deal one set of cards to the players. home.
★ ★ A C T I V I T Y 3 B : F A M I L Y C O L L E C T I O N G A M E
A I M S : To practise reading nam es WH A T TO D O : are trying to collect three the same. They
in English • To practise playing a 1 Teach mother; father; sister; brother; put it face-up on the table (pile 2) and pick
card gam e in English • To use the daughter, son and grandmother by drawing up a card from pile 1. This is the end of
language of gam es a stick family on the board and eliciting the their turn.
LANGUAGE: I've w on, shuffle, vocabulary. d) Each player in turn then picks up a card
m ix up, cards • daughter, son 3 Teach I've won, cards, mix up the cards from pile 1 or 2 and decides if they want
• John, M ary, Sue, Tom, Daisy and shuffle using the pack of cards. to keep it. If so, they throw aw ay one of
TIMING: 20-30 mins 3 Give each child photocopy 3 and let their cards. If not, they throw this one back
GROUP SIZE: Group them cut out the cards. (onto pile 2).
W H A T Y O U N E E D : 4 Show the class how to play the Family e) The first player to get three the same
Photocopy 3 per child. Scissors. Collection Game by demonstrating with 3 shouts Familyl They then show their cards
Envelope for each child to keep their or 4 children. The oim of the game is to get to the rest of the group and describe the
cards in. A set of cut-out cards. three characters e.g. three mothers, sons, cards e.g. three sons, or Tom Brown, Sue
or three members of the same family. Brown and Daisy Brown .
a) Shuffle a pack of cards. 5 In groups of 4 or 5 let the class play the
b) Give each player three cards face Family Collection Game.
down. The rest of the cards are put face
down in the middle of the table (pile 1). FOLLOW-UP ACTIVITY:
c) The first player starts by deciding which Play the game with five cards each. The
card to throw away, remembering that they first player to get five cards the same wins.
★ ★ ★ A C T I V I T Y 3 C : F A M I L Y Q U E S T I O N S
A I M S : To use questions to w in a WHAT TO DO: must decide who they are going to collect.
gam e • To practise using fam ily 1 Teach Have you got . . . ? by holding up c) One player asks the player on their right
vocab ulary • To collect a w hole a pencil and asking Have you got a Have you got Tom Brow n? If that player
fam ily of cards • To practise p e n cil? Repeat with book and bag. has the card they must say Ves and give this
answ ering questions Children ask each other and answer. card to the first player. The first player gives
LANGUAGE: Have you g o t ... ? 3 Show the ready cut-out cards you have them one of their cards that they do not
Yes/No • John, M ary, Sue, Tom, and say the surnames and Christian names want. That is the end of their turn. If the
Daisy, Brown, Jones, Smith, Taylor, of each family, e.g. Tom Brown, Daisy player says N o that is the end of their turn.
Baker • Shuffle, deal, right, left Smith etc. Children repeat these names The next player turns to the right and asks a
TIMING: 20-30 mins after you. question and so the game is played.
GROUP SIZE: Class/G roup 3 G ive each child photocopy 3 and let d] The first player to collect all five of one
WHAT YOU NEED: them cut out the cards. family shouts I've w on! and puts all their
Photocopy 3 per child. Scissors. 4 Introduce shuffle and deal, right and left cards on the table for the others to check.
Envelope for each child to keep their with your cards. 4 In groups of 3 / 4 the class play the game.
cards in. A set of cut-out card s. , 5 Show the children how to play the game
by demonstrating with 3 / 4 children: FOLLOW-UP ACTIVITY:
a) Shuffle a pack of cards and deal each Play the game again but this time collect all
player five cards. the Daisies or all the Toms, etc.
b) The aim is to collect one family, so they
Q
Families 3
John Jones M ary Jones Sue Jones Tom Jones Daisy Jones
John Smith M ary Smith Sue Smith Tom Smith Daisy Smith
John Brown M ary Brown Sue Brown Tom Brown Daisy Brown
n L± u ± .
John Taylor
H IT
M ary Taylor Sue Taylor Tom Taylor Daisy Taylor
John Flower M ary Flower Sue Flower Tom Flower Daisy Flower
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocop ed and used within the class
Families
★ A C T I V I T Y 4 A : MY FAMILY CHANT CD
A I M S i To read and recite chants | WH A T TO DOs 5 N ow let the children say their family
about fam ilies • To w rite a chant | 1 Using photocopy 4 (top) elicit or chants as a chain around the ciass. It might
about their fam ily * To d ra w a i introduce the language of families help to sit or stand in a circle. As they say
picture to accom pany the chant I including father; mother, sister; brother, W hat about you? they look at the next
LANGUAGE! There are ... in grandmother and grandfather. Point to person in the circle.
m y family • What about yo u ? yourself and say There are three in my
• Mother, father, brother, sister, family. M y mother; my sister and me. What FOLLOW-UP ACTIVITY!
grandm other, grandfather etc about you Ju a n /M erced es? Practise There Create a chant poster for the wall and stick
T I M I N G S 20 mins are ... in my family. What about you? copies of some of the children's chants onto
GROUP SIZEs Ind j Write this on the board. this.
WHAT YOU NEEDs ! 3 Give each child photocopy 4 (top) and
Photocopy 4 (top) per child. Cassette 1 ask them to read the chants about families.
(tapescript p.90). A sheet of A 4 p ap er 3 Play the cassette.
per child. I 4 Ask the children to write their own
family chant on a separate piece of paper.
When they have finished they can draw a
small picture of their family.
★ ★ A C T I V I T Y 4 B T H E F A R M E R W A N T S W I F E
A I M S x To sing a song in English W H A T TO DOx choose a 'wife' to go into the middle with
• To follow activities for a song 1 Elicit or introduce farmer, wife, child, him/her. N ow play the second verse and
LANOUAOEx Farmer, w ife, dog, wants a ... with the pictures. Show walk around both of them. At the end of the
child, dog • w ants a ..., We all the picture of the dog and mime stroke. verse the wife has to choose a 'child' to go
stroke the dog 3 Explain that you are going to sing a into the middle. Repeat this with verse three
T I M I N G x 15 mins song and that the chorus is Ee-ay-adio until there are four people in the middle.
GROUP SlZEx C lass which doesn't mean anything. After the third verse sing the fourth verse but
WHAT YOU NEEDx 3 Play the first verse of the song. Then this time the whole class has to gently stroke
Photocopy 4 (bottom) per child. repeat this verse and encourage the the child that was chosen as the dog.
Cassette (tapescript p.90). Pictures to children to sing.
illustrate farmer, w ife, dog, child, 4 Play the rest of the song. Children listen FOLLOW-UP ACTIVITY!
w ants a ... (e.g. a thirsty person, and sing. Play three times. Let the children choose other characters to
child looking in a shop w ind o w at 5 N ow get the children into a big circle sing the song about with different actions.
cakes/sw eets etc). Large space to holding hands. Put one child in the middle
m ove in. (M ake sure you a re fam iliar and say The farmer as you do so. Sing the
with the song before starting the first verse again, join the circle and walk
activity.) around the farmer in a clockwise direction.
At the end of the verse the 'farmer' has to
★ ★ ★ A C T I V I T Y 4 C : S O N G : T H E F A R M E R W A N T S A W I F E 03
A I M S x To listen for particular W H A T TO DOx children can write these words out on their
inform ation • To w rite a song in 1 With one photocopy 4 (bottom) block song sheet. The group must speak slowly
English • To rem em ber fam ily out some of the text. You could block out and carefully for this activity.
nam es wants a or farmer, wife, child and dog. You 5 W hen all the words have been written
LANOUAOEx Father, mother, can choose. You may want to block out on the sheet play the song again and sing
sister, brother, grandm other, every third or fourth word. it as a whole class. This time when you sing
grandfather, farmer, w ife, child 3 G ive each child a photocopy with the verse 4 all the children can 'stroke' an
• dog • The ... w ants a *#• words you have blocked out. Tell them they imaginary pet dog!
• Ee-ay-adio are going to sing a song but they have to
T I M I N O x 20 mins fill in the missing words. FOLLOW-UP ACTIVITY!
GROUP SlZEx Group 3 Get the class into four groups. Each 1 Create another cloze song for the
WHAT YOU NEEDx group has to find the words for one verse children to complete.
Photocopy 4 (bottom) per child (after e.g. group 1 will do verse one, etc. Play 3 Block out some words on a copy of their
you have blocked out som e of the the cassette three times (Activity 4B favourite song and see if they can fill in the
text). Cassette (tapescript p .90). tapescript). The children listen to the gaps without hearing the song.
Som e w hitener to block out the print cassette and fill in the gaps.
(e.g. Tippex). 4 After this ask each group to read out the
words to their verse so that the other
Q
★ A C T I V I T Y 1A:
Animals
WHICH WAY DOES S A M M Y SNAIL G O ? m
★ ★ A C T I V I T Y I B S A M M Y S N A I L T U R N S L E F T A N D R I G H T H
A I M S : To introduce anim als and WH A T TO D O : class the short chant, teaching new words
natural features • To learn a chant See Activity 1A Step 1. as necessary.
* To practise listening to a sequence 3 Give out photocopy 1 and ask children to 6 Explain the class will now hear about
of actions • To practise giving look at the other things on it. Teach or revise Sammy Snail's route to his house. He gets
directions tree, bridge, river, rock, log and house. lost so they have to listen carefully and follow
LANGUAGE: Snail, w orm , 3 Show the children how to make a paper his trail. Tell them you will pause the cassette
spider, rabbit, bee • Slim y trail, Sammy Snail from c small piece of paper. occasionally to check everyone is still
tree, river, log, rocks, house, bridge Use it to teach prepositions through mime together. Play the cassette (tapescript 2) and
• Up, dow n, betw een, over, under, e.g. Sammy's going along the table, over my check where the children's snails are during
along, left/right, past • Stop, big, bag, under the chair, up the wall, down the the pauses (/ / ). The children may want to
small door. The children should each make a turn their paper so they face the same way
TIMING: 30 mins paper snail and follow your instructions to as Sammy on the map.
GROUP SIZE: Ind/Class move it around the classroom or around the 7 Play the cassette again and let the children
WHAT YOU NEED: photocopy. colour in Sammy's route.
Photocopy 1 per child. Cassette 4 Teach or revise left and right. Call one
(tapescript p.90). A coin per p air of child to the front with his snail and direct FOLLOW-UP ACTIVITY:
children. Colours. Paper. Dlu-tack. him around the room, e.g. Sammy turn left. In pairs, the children can direct each other
Pictures of anim als: frog, snail, Stop. Sammy turn right. Stop. around the map, e.g A. G o straight on.
spider, rabbit, bee, w orm . 5 Play the cassette (tapescript 1). Teach the Turn right. G o round the bee ... etc.
★ ★ ★ A C T I V I T Y 1 C : S A M M Y C A N O N L Y G O O N E W A Y ! EB
A I M S : To practise using the W H A T TO D O : 6 Then tell the children to secretly block all
present sim ple • To give and See Activity 1A Step 1. routes except one on the sheet. In pairs, A
follow instructions • To introduce/ % Give out photocopy 1 and show the then has to try and mark B's route on their
revise anim al vo cab ulary children how to make a paper snail from a map by asking questions to which B can
LANGUAGE: Turn left/right, small piece of paper. Explain that the only reply Yes/N o, e.g. Can Sammy go
stop, past • Frog, snail, spider, children will listen and move Sammy along right at J, near the frog? N o. Can Sammy
rabbit, bee, worm • Tree, river, log, the routes. go left at 3 ? Yes. etc. The children should
rocks, bridge, house • Up, dow n, 3 Play the cassette once so the children use a different colour for each route drawn.
over, under, along, betw een • Big, can listen and move their snails. Then let The children then swap roles. At the end,
small • W ho/W hat can I see? the children trace Sammy's route when you they compare routes to check themselves.
TIMING: 30 mins play the cassette a second time.
GROUP SIZE: In d /C lass/P airs 4 Next, with the whole class go through FOLLOW-UP ACTIVITY:
WHAT YOU NEED: the photocopy and give each junction a Find out which animals the children like/
Photocopy 1. Cassette (tapescript number. In pairs, the children check they don't like. Stick pictures of the animals on
p.90). Colours. Paper. Pictures of both have the same. the board. Ask the children to raise their
frog, snail, spider, rabbit, bee, w orm . 5 Now describe a route, and the children hands if they like the animal. W hich one is
Dlu-tack (Follow-up). move their snails around the photocopy. the most popular?
Q
Animals 1
/Tk^ y^A/»c ^ «
"
& "%t ' 1 *
4 "'W/
£T y /i.w' . % ./4,a, ......................
«► «* ■
* 4 »-
4
\
rocks
Worm
Hello/
•>
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Animals
★ A C T I V I T Y 2 A : MATCH B OOK
★ ★ A C T I V I T Y 2 B : M Y A N I M A L ' S G O T . . .
★ ★ ★ A C T I V I T Y 2 C : I N V E N T E D A N I M A L S
©
Animals
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Animals
★ A C T I V I T Y 3 A : A N I M A L TRAIL GAME
AIMSi To p ractise num bers 1 -6 W H A T TO DOx animal as the dice numbers allow. They
• To introduce an im al v o ca b u la ry 1 Preteach the new animal names using should colour the paths they travel as they go.
LANOUAOEx N um bers 1-6 mime or sound effects. Practise them with 5 They can only move if they know the
• Throw again, dice • Ladybird, the whole class using the pictures. (If there name of the animal they are on. If they
shark, m onkey, spider, crocodile, are too many items of vocabulary for your don't, they miss a turn, if they do, they throw
zebra, octopus, cat, bird, butterfly, class, white out some of the animals and again. If the second number doesn't match
cow, rabbit, m ouse, elephant, bee, replace them with extra bees.) the paths available, they are stuck until their
kangaroo, frog, fish, lion, snake, 2 Give out photocopy 3. next turn. The first player to the end wins.
horse, dog 3 Once the animal names are known, the 6 Ask a few individuals to tell you which
T I M I N O x 2 0 m ins children can play the game in pairs. Each animals they landed on by reading aloud
GROUP SIZE: C la ss/P a irs child throws the dice but can only move their trail from start to finish.
WHAT YOU NEEDx along a path if the number of the path
Photocopy 3 p er child. A dice p er ' matches the number on the dice, tf if does FOLLOW-UP ACTIVITY:
p air. Pictures of a n y n e w v o cab u lary . not, the child is stuck. If they land on a bee, In pairs, the children play a guessing
they have an extra throw. game. Child A starts to draw one of the
A The players try to move from the top of the animals and child B has to guess which
page to the bottom, moving from animal to one it is. They they swap turns.
★ ★ A C T I V I T Y 3 B : A N I M A L G A M E
★ ★ ★ A C T I V I T Y 3 C : G A M E / C L A S S M A T R I X
A I M S : To use anim al vo cab ulary W H A T TO DOx 9 The children should help you fill in the
• To classify anim als using which See Activity 3A Step 1. matrix (some animals may appear twice)
LANOUAOEx Num bers 2 Give out photocopy 3. on the board.
• Throw again, I'm /You're stuck 3 Once the animal names are known, the 1 O In pairs, they can then play a guessing
• Ladybird, shark, m onkey, spider, children can play the game in pairs. Each game, using the matrix on the board as a
crocodile, zeb ra, octopus, cat, bird, child throws the dice but can only move prompt, e.g. A : I live in Africa. I've got no
butterfly, cow, rabbit, m ouse, along a path if the number of the path legs. B: You're a snake. A : Yes.
elephant, b ee, kangaroo, frog, fish, matches the number on the dice. If it does
lion, snake, horse, dog not, the child is stuck. Teach You're stuck/i'm FOLLOW-UP ACTIVITY:
• U ve, fly • In/on, farm , Africa, stuck. Let the children work out which route to the
Australia • Legs See Activity 3A Steps 4 -6 . bottom would carry the most points!
T I M I N G : 35 mins 7 N ow play the game again, but this time
OROUP SIZE: P airs/C lass the children should note down which
WHAT YOU NEED: number they use each turn and add them
Photocopy 3 per child. Dice. Colours. up as they go along. Landing on a bee
Paper. Pictures of anim als. means double the total so far. The player
with the highest total is the winner.
8 Finally draw a class matrix on the board.
Write the following categories down the
left hand side: animals which live in
water/animals which fly/animals which
live in Africa/animals which live on a
farm/animals which live in Australia. Write
0 le g s/2 le g s/4 le g s/6 legs along the
top.
Animals 3
Macmillan Publishers Limited: Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Animals
★ A C T I V I T Y 4 A : FIVE LITTLE S P E C K L E D F R O G S SON G m
A I M S : To read and sing a i W H A T TO D O : 4 Let the children sing the song several
counting song • To practise I 1 Draw a log on the board. Stick a paper times.
num bers 1-5 | frog on it. Teach log and frog. Use a
LANGUAGE: Num bers 1-5 j coloured chalk to make speckles on the FOLLOW-UP ACTIVITY:
• Frog, log, cool, pool, speckled frog and the log. Teach speckled. Teach Five of the children can act out the song,
• Eat, sit, jump • Delicious, bug, on, sit, eat and bug. Use a blue chalk to sitting on a 'log' made of coats or jumpers,
munch/ lunch • nice, little, m ost draw a pool. Draw a sun and suggest its while the rest of the class sings the song.
TIMING: 30 mins hot on the log, but cool in the pool. Teach
GROUP SIZE: C lass munch and jump using mime.
WHAT YOU NEED: 3 Explain you will teach the children a
Photocopy 4 (top) per child. Cassette song about five frogs (attach them one by
(tapescript p.90). Colours. Five paper one and let the class count them, forwards
frogs and five paper bugs (beetles). and backwards) who like to eat bugs. Use
Blu-tack. your paper bugs.
3 Play the cassette once and then teach
the song line by line.
★ ★ A C T I V I T Y 4 B : T H E H A P P Y F R O G S O N G 03
A I M S : To read and sing a I WH A T TO D O : and act out each of the frogs, as the rest of
counting song • To practise See Activity 4A Step 1. the class sing.
num bers 1-5 • To introduce 3 Use the photocopy and visuals to teach
adjectives w hich describe feelings the adjectives happy, sad, sleepy, angry FOLLOW-UP ACTIVITY:
LANGUAGE: Num bers 1-5 j and frightened. Tell the children to number Team game Where's the frog?
• Frog, log, cool, pool, speckled j the frogs so that / = the sad frog, 1 Teach tree, rock, hole, leaf and flower.
• Sit, jump, eat • Delicious, bug, 2 = angry frog, 3 = sleepy frog, 4 = Show the children how each feature can
munch/ lunch • Happy, sad, sleepy, frightened frog, 5 = happy frog. Use the be drawn very simply and quickly.
angry, frightened • Tree, rock, hole, numbers to check understanding. Say 3 Split the class into two teams. Tell them
leaf, flow er H appy Frog etc. The class should say I you are going to "hide" a frog next to a
T I M I N G : 3 0 mins etc. Then say the number and the class tree, rock, hole, leaf or flower. The children
GROUP SIZE: Class identifies the frog. draw one of the places on a piece of
WHAT YOU NEED: 3 Explain you will teach the children a paper. They have one minute.
Photocopy 4 (top) per child. Cassette song about five frogs. Attach the paper 3 You draw the place you have chosen at
(tapescript p.90). Colours. Five paper frogs on the board and let the class the same time and put it in an envelope.
frogs and five paper bugs (beetles). count them, forwards and backwards. Stop the class, open your envelope and
Blu-tack. V isu als of happy, sad, 4 Play the cassette (tapescript 4A) once see how many children from each team
sleepy, angry, frightened and frog, and then teach the song line by line. have drawn the same place as you. The
log, pool, big, tree, rock, hole, leaf, 5 After the children have sung the song a team with the most children who have read
flow er: An envelope (Follow-up). few times, choose five children to come your mind correctly wins a point. Repeat.
★ * ★ A C T I V I T Y 4 C : W H I C H A N I M A L ?
O
Animals 4
Five Little Speckled Frogs
Five Little Speckled Frogs
Sit on a speckled log
Eating most delicious bugs, munch, munch
O ne frog jumps in the pool
N o w he is nice and cool
so now there are four frogs ^
... eating bugs.for lunch! ~
&
'6 H *
L.. .. ¥
.¥ -/*Hv
4^!
W hich A n im al?
Macmillan Publishers ^Limited'. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
★ A C T I V I T Y
OurWorld I A : W H I C H W A Y T O E A R T H ? 03
A I M S : To introduce space W H 4 Explain that the class will now hear the
vocabulary • To practise colours, 1 Show the class a picture of the earth or monsters describe their various journeys
numbers 1-10 and the alphabet • To globe. Find out, in L I, which children have from their spaceships to Our World. Play
follow a sequence e.g. a journey already travelled around the world. Ask tapescript 2. The children listen and trace
LANGUAGE: f come from ..., W here would you most like to g o ? What the routes, using a different colour for each
m y name's ..., it's nice to m eet you, obout other planets? W ho would like to monster.
Hello, ho w do y o u d o ? • Num bers travel in sp a ce? 5 Play tapescript 2 several times until the
1-10 • Journey, stars, spaceship, 2 Give out photocopy 1. Explain that children have completed the journey.
m onsters, planet, star, space, Earth some aliens are visiting our planet. Four
• G reen, yellow, red, purple, black, strange spaceships are in the sky and three FOLLOW-UP ACTIVITY:
brow n, w hite, orange, blue, pink space monsters have already landed. The children draw the monster from
• Letters A , B, C, D, X , Y, Z Teach spaceship, planet star a nd monster. spaceship D, decide its route, and draw in
TIMING: 35 mins 3 Tell the children they will hear descriptions a fourth route. They should not show
GROUP SIZE: In d /C la ss/P a irs of each planet. Play tapescript 1. The anyone else the route. Split the class into
WHAT YOU NEED: children make a small mark of colour on pairs. They then ask each other about the
Photocopy 1 per child. Cassette each planet as they listen. They can finish routes.
(tapescript p .90). Colours. Pictures of colouring the planets later. The children hold
spaceship, monster, stars, planet. up their photocopies for you to check.
★ ★ A C T I V I T Y I B : W E L C O M E TO O U R W O R L D ! KZJ
A I M S : To practise colours and W H A T TO D O : 7 Play the cassette a second and third time
num bers to 10 • To introduce space See Activity 1A Steps 1 -3 . without pauses so the children can check
vo cab ulary • To practise 4 Teach the body parts needed for the themselves. Finally, working in pairs, they
introductions • To understand activity. Use Touch your ... and point to can describe one of the monsters e.g.
descriptions of people your own head, legs, arms and feet. Get A : I've got ... a red head etc. B: You're X.
LANGUAGE: Colours the children to point to each part in turn as A : Yes!
• Num bers 1-10 • Spaceship, you say it.
monster, planet, space, stars 5 Put children into pairs. Explain you will FOLLOW-UP ACTIVITY:
• Head, legs, arm s, feet say A-feet B-head. A must then touch B's Explain there is a missing monster which
• Alphabet • Touch yo u r I feet and B must touch As head. Stress comes from spaceship D. The children can
H e/She has g o t ... safety and gentleness here. The children draw the monster and decide which route
T I M I N G : 4 0 mins will have fun making body sculptures. it took. Ask individuals to tell you the
GROUP SIZE: C la ss/In d /P a irs 4 Explain that the children will hear a planets it visited. In pairs, children can
WHAT YOU NEED: voice describe the monsters. Play the describe their monsters to each other.
Photocopy 1 per child. Cassette cassette, pausing where shown ( / / ) . The Finally, let the children display their
(tapescript p .9 1 ). Colours. Pictures of | children should listen and colour the monsters so the rest of the class can see
spaceship, monster, planet, space. monsters' body parts. them all.
★ ★ ★ A C T I V I T Y 1 C : M Y S P A C E M O N S T E R Bl
Q
Our World I
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Our World
★ A C T I V I T Y 2 A : ROUND THE WORL D IN ONE L E S S O N !
AIMSi To d evelo p listening sk ills W H A T TO DOs Call two children to the front to demonstrate.
• To practise askin g w h e re ? 1 Show the children how to make their 5 The children should close their eyes and
questions * To introduce English wheels. Include cut, scissors, circle, round, turn the small wheel. W hen they open their
nam es for countries push, pin and turn in the description. They eyes, the small wheels will show which
LANGUAGES W here am I ? should cut out the largest and smallest country each child is in. Each child should
(you're) in ... W here are y o u ? circles and join them together with a split say A : W here are you? I'm in ... 8; I'm
• G reat Britain (the UK), M exico, pin so the wheels turn. N ow tell them to in ...
France> Italy, Egypt, G reece, Russia, colour one segment of the small wheel and 6 Both children should tick the country on
USA, Australia, Japan, India, Spain write their name under that face. The rest of their wheel which they have visited and
• Cut, scissors, circle, round, push, the faces ore left blank. have another go. The first child to visit all
pin, turn 2 Teach which country is which and how countries is the winner.
T I M I N G S 4 0 m ins I to say the English names.
GROUP SIZEs C lass/P airs j 3 G ive out the cards to individuals and tell FOLLOW-UP ACTIVITY!
W H A T Y O U N E E D : I them how to say the country. The children Let the children find the countries in their
Photocopy 2 per child. Scissors. Split ! say their country aloud and pass the card on atlases.
pins. A completed word w heel. | to another child. Repeat in a chain.
Colours. Cards with a country nam e onj 4 Divide the class into pairs and explain
each card. Atlas (Follow-up). i they will play a Round the World game.
★ ★ A C T I V I T Y 2 B : W H E R E A R E Y O U ?
★ ★ ★ A C T I V I T Y 2 C : W H E R E A R E Y O U G O I N G ?
Q
Our World 2
©
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Our World
★ A C T I V I T Y 3 A THE E N G LI S H S P E A K I N G W O R L D GAME CO
★ ★ A C T I V I T Y 3 B : W H E R E A R E Y O U G O I N
★ ★ ★ A C T I V I T Y 3 C : G O I N G R O U N D T H E W O R L D G A M E CD
A I M S : To practise asking w here, j W H A T TO D O : throw any number up to six, and visit the
how, w hat questions * To describe See Activity 3A Steps 1 -4. countries one by one in any order. Each time
form s of transport • To w iden 5 Teach the objects shown along the a child goes to a new country, they should
travel vo cab ulary bottom strip, using pictures or realia. conduct this exchange: A : Where are you
LANGUAGE: As Activity 3B Ideally, take in a suitcase and pretend to going? B: (throws dice! I've got a three. I'm
plus • Teddy bear, cam era, hat, pack it, e.g. T: What am I taking? I'm going to Canada. A : How are you going?
passport, sunglasses, suitcase taking my passport ... etc. Get a child to B: (turns up transport square! I'm going by
• W here are you going? H ow are come and pack the suitcase. T: W hat are balloon. A : What are you taking? B: (turns
you going? What are you taking? you taking? A : I'm taking my ... up object square) I'm taking a/m y passport.
I'm going to/l'm going b y ... I'm 6 Explain that the children are going to 8 The first child to visit all the countries wins.
taking m y ... play a game in pairs, using their dice. They
T I M I N G : 4 0 m ins should spread their squares and triangles FOLLOW-UP ACTIVITY:
GROUP S I Z E : C lass/P airs face up but the transport and the object The children draw something from each
WHAT YOU NEED: pictures should be face down in two piles. country, labelling it with an adjective of
A s Activity 3B plus pictures or realia 7 They have to throw a 1 to start. When nationality e.g. a Canadian stamp, a South
of teddy bear, cam era, hat, they throw the 1, they can put the square African flower, etc. They could make an
passport, sunglasses, suitcase. labelled 1 on the UK. They then have to international class display from each place.
©
Our World 3
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Our World
★ ACTIVITY 4 A : SONG: I'VE GOT THE WHOLE WORLD IN MY HANDS EH
★ ★ A C T I V I T Y 4 B: S O N G - W I D E R V O C A B U L A R Y 03
A I M S : To practise vo cab u lary of WH A T TO D O : 5 Split the class into groups and give each
natural features • To enable pupils 1 Use the pictures to teach mountains, group one verse. Use the word cards as
to add lyrics of their ow n rivers, houses, families, birds, animals, prompts, indicating one group of children
LANGUAGE: Rivers, m ountains, flowers and trees. Write the words on at a time to sing a specific verse.
birds, animals, flow ers, trees pieces of paper and attach them to the A Ask the class to suggest other words
• Hands, in, my, his, her, your, our, blackboard, next to each visual. which could make new verses for the song
their, w hole w orld • I, you, he, she, 3 Agree an action for each word with the and sing them altogether, e.g. girls, boys,
w e, t h e y ..., I've g o t ... class e.g. for river; you could use one hand and babies, lots of people, hills and
TIMING: 35 mins moving up and down like waves to valleys, sun, moon and stars etc.
GROUP SIZE: C lass/G roup represent water. For bird, you could use
WHAT YOU NEED: two hands to represent wings etc. FOLLOW-UP ACTIVITY:
Photocopy 4 (top) per child. Cassette 3 Explain that the children are going to Let each of the children make a small book
(tapescript p.91). Colours. Blu-tack. learn a song about the world. showing all the features, e .g . rivers,
C ard s. Pictures of rivers, mountains, A Play the cassette through, then play it mountains, birds and animals, flowers and
birds, animals, flow ers, frees. Paper. verse by verse, teaching the words. trees. They can give it the title M y World.
★ ★ ★ A C T I V I T Y 4 C : T H E K E Y O F T H E K I N G D O M DD
A I M S : To introduce location W H A T TO D O : 6 Read the first verse again and ask the
vo cab ulary • To practise definite/ 1 Show the class the key. Ask them for class to read it aloud as well.
indefinite articles • To learn a words which rhyme with key e.g. knee, 7 Explain you are going play the cassette
traditional British rhym e/riddle tea, sea, we, he, she. Discuss in LI how so the children can hear the reverse (from
LANGUAGE: Town, city, house, some poems and songs rhyme while others small to large). They have to listen and then
key, kingdom , flow ers, basket, bed, do not. write in the missing words in the second
room , street • This ..., there is ..., 3 Explain you are going to show them an verse. Point out that the tapescript doesn't
there are ... • W hose ...? old English riddle. Explain riddles in L I. A tel! us what is in the basket.
TIMING: 20 mins riddle is a poem which requires the reader 8 The children have to decide what they
GROUP SIZE: Ind or listener to guess the subject of the riddle. want in their basket. They should draw their
WHAT YOU NEED: 3 Establish whether the place the children object in the empty box. Explain you have
Photocopy 4 (bottom) per child. live is a village, town or city. Is the school chosen flowers to go into the basket. Show
Cassette (tapescript p .91). A key, in a big street or a small street? fresh flowers and your basket.
preferably larg e and old. A b asket. A Show a picture of a king. Explain a
A few fresh flo w ers. Pictures of bed, country with a king can be called a FOLLOW-UP ACTIVITY:
room , house, street, king. kingdom. Tell the class the key belongs to The children can illustrate and label the
the king. W hose key is this? It's the king's. riddle, drawing and labelling each of the
5 Read the poem to the class. Then ask items. Each child chooses something
them what they think the writer was trying original for the object in the basket.
to do (go from large to small).
Q
Our World 4
I'v e got the w hole w orld in my hands
I've got the whole world in my hands H es got the whole world in his hands
I've got the whole world in my hands He's got the whole world in his hands
got the whole world in mv hands He's got the whole world in his hands
world in his hands.
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
★ A C T I V I T Y IA
Christmas
F A T H E R C H R I S T M A S G E T S S T U C K ! m
★ ★ A C T I V I T Y I B F A T H E R C H R I S T M A S S T O R Y S O R T O U T EB
★ ★ ★ A C T I V I T Y 1 C : F A T H E R C H R I S T M A S M OT
C- S T U C K ! IB
o
Chris1" 108 /
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Christmas
★ A C T I V I T Y 2 A: C H R I ST M A S FORTUNE TOY
★ ★ A C T I V I T Y 2 B : W H A T W O U L D Y O U L I K E ?
★ ★ ★ A C T I V I T Y 2 C : L E T ' S S P E L L F A T H E R C H R I S T M A S !
p%
<g> ° (n J 'V i
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
4?
Christmas
★ A C T I V I T Y 3 A : FATHER C H R I S T M A S ' S J O U R N E Y
★ ★ A C T I V I T Y 3 B : F A T H E R C H R I S T M A S ' S S U R P R I S E S
A I M S : To add to the board WH A T TO DO: third person. Get the child to repeat the
gam e, using pictures • To retell the See Activity 3A Steps 1-2. story following your model. Repeat, using a
story of Father Christm as's 3 Explain that some of the things which second child's board game.
adventures, using present sim ple happen to Father Christmas on Christmas 4 Then ask these two children to model the
• To practice playing a gam e in Eve are missing. The children can add next step in front of the class, explaining to
English three events, drawing pictures in the blank each other what happened on Father
LANGUAGE: Go forw ards ..., spaces. Examples could include the Christmas's journey, e.g. A : In square 4,
backw ards ..., miss a turn, throw reindeer running away; Father Christmas Father Christmas meets a snowman.
the dice, It's m y turn • Present falling out of the sleigh, dropping presents, Forw ard 2. B: In square 4, Father
sim ple tense • Reindeer, chimney, bumping into a chimney, meeting a snow Christmas gets a present. Forward 2.
map, lost, sleigh, asleep man, being given a present, getting stuck 7 The rest of the class in pairs can then
T I M I N G : 4 5 - 6 0 mins in a chimney, etc. if the event is positive, retell their stories to each other, using the
GROUP SIZE: C lass/In d /P airs the picture should show Father Christmas present simple tense, e.g. in square 4
WHAT YOU NEED: smiling. The instruction should be positive Father Christmas crashes his sleigh ... etc
Photocopy 3 per child. Coloured too, e.g. Forward 4. ff negative, Father
pencils. Dice. Pictures of reindeer, Christmas should look sad and the FOLLOW-UP ACTIVITY:
chimney, m ap, sleigh, asleep. instruction negative, e.g. Back 2. In pairs. Secretly, child A colours the blank
4 Children play the game in pairs. odd numbers and B the blank even
5 Use one child's board game to tell the numbers. They then ask each other, e.g.
story of Father Christmas's journey using the A : What colour's number 6 ? B: It's red. etc.
★ ★ ★ A C T I V I T Y 3 C : W H A T H A P P E N E D T O F A T H E R C H R I S T M A S ?
A I M S : To add to the board gam e, j WHAT TO D O : North Pole. He gives some children presents.
using d raw ing and w riting * To use 1 G ive each child photocopy 3. Explain B u t... suddenly, he crashes his sleigh. Next,
the sim ple present or past tenses | that some of the things which happen to he gets lost, or (past simple) Father Christmas
• To practise playing a gam e in Father Christmas on Christmas Eve are flew South from the North Pole. Suddenly his
English already shown, but some of his adventures sleigh crashedI Next he got lost, etc
LANGUAGE: Go forw ards ..., and some of the instructions are missing. 5 Finally, as a class, collect ideas from
backw ards ..., m iss a turn, throw | The children can add their own events. individuals again. As the children give you
the dice, It's m y turn • Sim ple They can use pictures and/or writing. ideas, summarise them in short sentences an
present/past tense • Reindeer, (Choose the present or past simple, the board ta make a class story. The
chimney, map, sleigh, asleep whichever you wish the class to practise.) children can then read the story aloud all
T I M I N G : 45 mins 2 See Activity 3B Step 3. together. They can copy it into their books
GROUP S I Z E : Ind/G roup/Pairs 3 Once the children have each added twa later, or they could reproduce it as a class
WHAT YOU NEED: or three events, play their games in pairs. storybook, with different children writing
Photocopy 3 per child. Dice. 4 Next, children go through the game board and illustrating different sentences.
square by square and a few children tell the
class what they have drawn in the bubbles FOLLOW-UP ACTIVITY:
using the simple present orsimple past, e.g. The children could act one of their stories,
(present simple) Father Christmas leaves the working in groups.
Christ" 108 3
© Macmillan Publishers Limited. Published by M^pmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Christmas
★ : C H A N T / S O N QB W E W I S H Y O U _____
★ ★ A C T I V I T Y 4 B 9 0 C X X 3 B A Y U M M Y C H R I S T M A S m
A I M S : To practise greetings WHAT TO DO: wish you a fan ia stic/p eacefu l/lovely/
• To practise adjectives happy, See Activity 4A Steps 1-4. Christmas.
funny, sunny, super, yummy, sleepy 5 Discuss with the class the meanings of
LANGUAGE: happy, funny, happy and merry. Discuss what kind of FOLLOW-UP ACTIVITY:
super, yummy, sleepy w o rd they are (ad|ecr:ves). See whether the The cMdren can make a Christmas card
• We w ish you ... • Christmas, children know any other words which with one of the alternative wishes inside
N ew Year describe e.g. sad, gloomy/serious (the and a picture to match on the front, e.g.
T I M I N G : 4 0 mins opposites) funny etc. Use the visuals of I wish you a yummy Christmas and a
GROUP SIZE: C lass faces or mime to make meaning clearer. Happy N e w Year (copied from the board).
WHAT YOU NEED: 6 Play an adjective/noun match game This could be illustrated by Father Christmas
Photocopy 4 (top) per child or w ords where you say a noun e.g. car and the eating some British Christmas pudding or a
on board. Cassette (tapescript p.91). class have to give you a word wnich could local Christmas speciality.
Pictures of faces to show happy, sad, describe it e.g. fa st/n ew /o ld ; joke -
funny, sleepy, fat, thin* silly/funny/boring; people - beautiful/ugly
/hairy/fat/thin/tall/short; biscuit sw ee t/
delicious/yummy/hard/soft, horrible ere.
7 Play the cassette (tapescript activity 4A)
again. The children can then make up and
sing their own verses as a class, e.g. We
★ ★ ★ A C T I V I T Y 4 C : L E T T E R TO F A T H E R C H R I S T M A S
2 Let the class tell you the missing words in FOLLOW-UP ACTIVITY:
your letter. Write them inta the spaces. Split the class into pairs. Child A should ask
3 Give each child a copy of photocopy 4 B: What would you like (Father Christmas
(bottom). Show the children the circles with to bring!? A : I'd like ... B: What would you
letters in and explain that they represent the like? etc. (You could use What da you
pictures in other circles [kite, bike, etc). want? I w a n t... if you prefer.)
O
Christmas 4
,5 S " * *
Q fS p ™ '
w J * ' 1*
•£ a th e f
W ra P # a f ^ e S6«&
n 0 * :
M fa r J *
, < te fe * i
1 "k * « * i t '
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
a>
j
★ A C T I V I T Y
HoUms 1 A : A H O L I D A Y W E E K 03
AIMSi To practise d ays of the W H A T TO D O : around its rectangle. Make if clear you don't
w e e k • To introduce vo cab u lary of 1 Ask fhe class about their most recent wont fhe place or rectangle coloured.
places • To practise using colours holiday. Have a general discussion about it 6 Explain that the photocopy shows where
LANGUAGE: D ays of the w eek in L I , e.g. How long was the holiday? What the Smith family are spending a week's
• fa rm , m ou n ta in sf la k e , isla n d , did you d o ? Make a list of things which the holiday. There are nine places to visit but they
b e a c h , p a r k , z o o , tenn is co u rt, children enjoy doing in their spare time. only have seven days.
sw im m in g p o o l • Th ey g o to ... 2 Teach the days of the week using the 7 Ask the children to put a pencil dot in
• B lu e, b la c k , o ra n g e , y e llo w , seven slips of paper. Ask volunteers to come seven places they would like to visit. Then
b ro w n , g re e n , p in k , p u rp le , re d to the front. They hold up one slip each and play the cassette to check whether the
T I M I N G : 45 mins put the days in the right order. Smith's choice was the same.
GROUP SIZE: Class 3 G ive out photocopy 1. Ask the children 8 Find out which children had chosen the
WHAT YOU NEED: to cut out the days of fhe week and hold up same places as the Smith family. Which
Photocopy 1 per child. Cassette each day as you call it out. two places did the Smith's not visit? (Tennis
(tapescript p .91). D ays of the w eek 4 Teach the new vocabulary using visuals court and island, j
w ritten on 7 slips of paper. Scissors. of /arm, mountains, lake, island, beach,
Colours. Pictures of farm , m o u n ta in s, park, zoo, tennis court and swimming pool. FOLLOW-UP ACTIVITY:
la k e , is la n d , b e a c h , p a r k , z o o , tennis 5 Check understanding by saying a place The children colour in the picture following
court, sw im m in g p o o l. and getting the children to trace in colour your instructions, e.g. Colour the farm red, etc.
★ ★ A C T I V I T Y I B :
A I M S : To practise identifying the W H A T TO D O : 7 Call two children to the front. The children
d ays of the w e e k • To practise See Activity 1A Steps 1-3 . should stand or sit back to back. Child A
suggestions • To introduce 4 Teach the places using visuals for farm, should choose a place for each day of the
vo cab ulary of places mountains, lake, island, beach, park, zoo, week and suggest it to child B. Both children
LANGUAGE: Days of the w eek tennis court and swimming pool. place the day of the week on the picture,
• W h ere a re w e g o in g to d a y ? 5 Introduce making suggestions by using e.g. A ; Let's go to the lake on Tuesday (puts
• L e t's p la y , g o to • Farm , Let's ... Use actions familiar to the class e.g. Tuesday on lake). B: O K (puts Tuesday on
m ou n ta in s, la k e , isla n d , b e a ch , p a rk , Let's stand up, let's shake our hands etc. Say lake). A ; Let's go to the farm on Monday
z o o , tennis court, sw im m in g p o o l the phrase and get the class to repeat after (puts Monday on farm). B: O K (puts Monday
• G o o d id e a l G re a tl Sto p itl H u rra y! you. Vary by saying Boys/Girls let's ... etc. an farm). Next turn, swap roles and repeat.
Can y o u g u e s s ? 6 The Smith family are deciding what to
TIMING: 50 mins do on each day of their holiday. Play the FOLLOW-UP ACTIVITY:
GROUP SIZE: C lass/P airs cassette. The children listen and match fhe The children could stick the days of the week
WHAT YOU NEED: days of the week with the places agreed on the places they like best to show how they
As Activity 1A. upon. There is one day left over. Ask the would like to spend their holidays. They can
children which day they think it is (Sundayj. share their plans with each other in pairs.
Play the cassette again.
★ ★ ★ A C T I V I T Y 1 C : C A N I . . . T O D A Y ? m
★ ★ A C T I V I T Y 2 B : S U I T C A S E B I N G O
A I M S : To practise using WH A T TO D O : socks etc. If the children hear one of their six
possessives with apostrophe s j See Activity 2A Steps 1-3. cards being called, they should turn it upside
• To practise fam ily nam es 4 Tell the children to colour the clothes, with down. They can only turn over a card if it's the
• To practise clothes vo cab ulary colours of your choice, to check their same as you call, e.g. Dads umbrella, baby's
LANGUAGE: T-shirt, jumper, hat, understanding of the clothes vocabulary, e.g. umbrella. When all their cards are turned
socks, shorts, swimming costumes Colour the T-shirt red. Colour the socks blue. over, they should shout Bingo! and let you
• Towel, toothbrush, umbrella, shoes, 5 Introduce family words Dad, Mum, brother, check their cards against your list.
suftcase/ family • Cut, fold, stick j sister, baby and Granny Write them on the
• Dad, Mum, baby, Granny, brother, ! board. Introduce the class to theJones family (on FOLLOW-UP ACTIVITY:
sister • Colours I the photocopy). The boy's name is Tom,the girl's In pairs, the children play a matching
T I M I N G : 45 m ins \ name is Jane and the baby's name is Jo. game. They should keep their cards in their
GROUP SIZE: Ind/Class 6 Explain that the items have got muddled suitcases and choose an item e.g. shoes.
W H A T Y O U N E E D : | up. The children have to choose and then They then put down the same item side by
Photocopy 2 per child. Scissors. G lue, i write one of the family's names on each card side e.g. A : (These are) Granny's shoes. B:
An envelope for each child. Pictures e.g. an the umbrella card they could write (These are) baby's shoes. The child whose
of fam ily m em bers e.g . Dad, Mum, granny or dad. The children then shuffle their card shows the oldest name [Granny is
baby, Granny, brother, sister. Pictures cards, put them into their envelopes, and older than Dad, Dad is older than Mum,
of umbrella, towel, toothbrush, take out six cards. They should spread these mum is older than Jane, ja n e is older than
family, t-shirt, jumper, shorts, pictures out on their desks. Tom, Tom is older than the baby) wins the
swim m ing costume. 7 Now use these to play Bingo. Call and trick and "keeps" the pair of cards. The
write on the board Granny's umbrella, Tom's child at the end with the most tricks wins.
★ ★ ★ A C I I V I T Y 2 C : W H O S E . . . IS T H I S / A R E T H E S E ?
©
Holidays 2
____ .
'
Q
towel t-shirt toothbrush umbrella shoes
Baby Jo
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Mdays
★ A C T I V I T Y 3 A : THE CIRCUS COMES TO TOWN m
A I M S : To use the alphabet and W H A T TO DO: 5 Explain that the children will now hear
num bers 1-10 • To use town and 1 Make sure the class can recognise and the route which Joe followed from his house
leisure vo cab ulary • To practise say the following letters - ABCDEFGHIJ. to the circus. Play the cassette. The children
follow ing directions Check numbers 1-10 as well. Give a letter listen and trace the route using a coloured
L A N G U A G E : House, zoo, or a number to each child. Call out a letter pencil. Stop occasionally and ask a few
swim m ing pool, circus, funfair, and a number e .g .3J/5D . The children with individuals where they are. If anyone seems
p a rk, playground • Num bers 1-10 3 and J, 5 and D make pairs, who then lost, go back to the beginning and start
• Letters A-J • Turn left/right, go race each other to bring their combination again. Check the routes, orally, as a class.
straight on, past to you. Repeat with other combinations. 6 Finally, the children play the game in
T I M I N G : 4 0 mins 2 Teach vocabulary, using visuals or the pairs. Both children use different colours.
GROUP SIZE: C lass/In d /P airs I photocopy of house, swimming pool, They throw the dice and go to the place
WHAT YOU NEED: circus, funfair, pork and playground. indicated by the number. They circle the
Photocopy 3 per child. Cassette 3 The children number the places, using the number in their own colour to prove they
(tapescript p.92). Letters of the blank squares: playground = 1; zoo - 2; have visited it. The first child to visit all six
alphabet on 26 pieces of paper. pork = 3; swimming pool = 4 ; funfair —3 ; places wins!
Numbers 1-10 on 10 pieces of paper. circus = 6. Check answers by asking
A dice per pair. Colours. Pictures of auestions, e.g. What's 3 ? The park etc. FOLLOW-UP ACTIVITY:
house, zoo, swimming pool, circus, 4 Teach the following instructions: turn The children make up their own route,using
funfair, park, playground. right/left, straight on, go past. Call out one a third colour, and tell their partner which
volunteer at a time and use instructions to way to go. They should end up with three
illustrate directions. routes - their own, their partner's and Joe's.
★ ★ A C T I V I T Y 3 8 : F U N IN T H E P A R K
A I M S : To use the alphabet • To W H A T TO D O : her to toss it. They should say heads/tails
use town and leisure vo cab ulary I Teach vocabulary using visuals of house, and then follow the instructions e.g. turn
• To practise follow ing directions zoo, swimming pool, circus, funfair; park rig h t/left/g o straight/ wait h e re /g o
LANGUAGE: Turn right/left, go and playground. Teli the children to number back/throw the coin again, etc. Repeat
back, go to, throw again, go the places: playground = /; zoo = 2; park with other children.
straight, w ait here, miss a go - 3; swimming pool - 4 ; funfair = 5 ; 5 The children now play in pairs. At each
• Heads/tails • House, zoo, circus = 6. Check answers by asking letter, the children should toss the coin to
playground, swim m ing pool, circus, What's 37 The park. etc. decide which action has to be taken. The
funfair, pa rk 3 Teach heads/tails and explain that the first child to reach the circus wins. Swap
T I M I N G : 45 mins children can use the coins to play a game. partners and play again.
GROUP SIZE: C lass/P airs At each letter on the game, they will read
WHAT YOU NEED: and follow the instructions. FOLLOW-UP ACTIVITY:
Photocopy 3 per child. A coin per 3 Teach the instructions in the boxes on Teach zoo animals e.g. monkey, elephant
pair. Pictures of house, zoo, the photocopy and check everyone using visuals. The children act out the story
playground, swim m ing pool, circus, understands left/right, stop, wait here, of a journey to the circus (standing behind
funfair, p a rk . throw again, go to, go back and miss a their desks) as you tell the story, e.g. It's a
go. Write the instructions on the board and lovely sunny day. I walk along the street
read them aloud as a class. and I buy an ice cream. I g o to the zoo
4 You can make this fun by asking one and watch the animals. I laugh at the
child to stand up. Give her a coin and ask monkeys and I give the elephant a banana.
★ ★ ★ A C T I V I T Y 3 C : H O O R A Y ! I C A N
A I M S : To use the alphabet • To W H A T TO D O : first to visit a place, they take the piece of
use town and leisure vo cab ulary See Activity 3B Steps 1-3. paper with the place name. They have to
* To practise follow ing directions 4 Each pair should write the names of the say in English {Hooray!j t can go to the ...
• To practise using I can go to ... areas on the small pieces of paper and 7 The game is played until both children
LANGUAGE: Late • Num bers cover the appropriate pictures with them have reached the circus. The child at the end
1-6 • Letters A-K • Park, funfair, e.g. zoo, swimming pool, circus, funfair, with the most pieces of paper is the winner.
house, playground, zoo, swim m ing house, park and playground. Check all
pool, circus • Heads/tails, left, seven places are covered. FOLLOW-UP ACTIVITY:
stop, right, go straight, wait here, 5 The children have to toss the coin at The children can make a list, booklet or
throw again, miss a go • Can each letter junction but if they come to an display of all the leisure areas in their city,
T I M I N G : 45 mins entrance to one of the leisure areas they town or village which they like to visit in
GROUP SIZE: C lass/P airs have to go and visit it. their free time.
WHAT YOU NEED: 6 Demonstrate at the front with a child
As Activity 3B plus 7 pieces of paper and introduce Hooray! I can go to the zoo.
per child. This means missing a turn but if they are the
Holidays 3
I I f ( I I ( I II I T u m i h i tt m (ii
*■
' H im
H = Turn left. H = Turn left.
T = Go straight. T = Miss a go. i in,
*M/n
H = Start. . •• \ n i i f . ■. .nil'..
ii I IMIIIII
i r r / / f \ l | / / l 11 # VI / / H | #/ / / (111
Wil<
T = Miss a go. iVfcaSSEv'"*- i W / / / / U I / / W H n W / / M / / f t I UV U I
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Holidays
★ ACTIVITY 4A: CHANT: DON'T F O R G E T Y O U R T O O T H B R U S H ml
★ ★ A C T I V I T Y 4 B T I M E T O
★ ★ ★ A C T I V I T Y 4 C : H O L I D A Y P A S S P O R T
©
Holidays 4
n
D on't forget your toothbrush!
Mum says w e're going on holiday
She says it's time to pack
Dad is waiting in the car
And b abys sleeping in the back.
H oliday passport
....................... ....................... ......... ...
m y h o l id a y p a s s p o r t Me My friend
VMere?
When?
MAME
AGE
DATE Who?
HOLIDAY
n rcriM A -n n M ___
—-
//---
-----
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
NowThings Work
★ A C T I V I T Y 1 A : F I V E P A R T S O F A C A R B
A I M S : To talk about parts of a WHAT YOU DO: 6 Do the first one together as a class.
car • To link descriptions w ith 1 Using the pictures elicit car. Check that all the children know what they
vocab ulary • To listen for % Introduce luggage using pictures. have to do.
inform ation 3 Using the pictures elicit the verbs put, 7 Tell the class you will play the cassette
LANGUAGE: Put, open, sit, open, sit and hold. Turn this into a quick three times, stopping after each
hold • On, off, luggage • Lights, quiz by miming a verb. The children have description. Children write in the numbers.
door, seat, boot, steering w/iee/ to tell you the verb that fits the mime. 8 N ow point to a part of the car (1 -5 only)
• What's this? 4 Using photocopy 1 teach lights, door, and ask the children What number is it?
T I M I N G : 20-25 mins seat, boot and steering wheel by pointing 9 Let the children colour the car in class or
GROUP SIZE: C lass/lnd to each of these parts on the car. Now for homework. Make sure they keep it in
WHAT YOU NEED: check this vocabulary by asking What's their English file/book for use in the future.
Photocopy 1 (vocabulary strips 1-5) this? You may also want to briefly discuss
per child. Cassette (tapescript p.92). (in L I ) what each part does. FOLLOW-UP ACTIVITY:
Pictures of cars and luggage. Pictures 5 Tell the children they are going to listen Make a collection of pictures of cars cut out
to illustrate the verb s put, sit, open, to descriptions of parts of a car. They have from magzines, showing the boot, lights, seat,
hold, open. to decide which par* is which and write the steering wheel, and door and label them.
number in the box next to that part.
★ ★ A C T I V I T Y I B : T E N P A R T S O F A C A R ED
A I M S : To introduce ten parts of WHAT YOU DO: 6 Tell the children they are going to listen
a car • To link description w ith See Activity 1A Step 1. to descriptions of parts of a car. They have
vocab ulary • To listen for % Introduce through by looking through the to decide which part is which and write the
inform ation window and saying / can look through the number in the box next to that part.
LANGUAGE: Put, open, sit, window at the ... (say something that you 7 Using the first description as an
hold, listen • Luggage, through, can see through the window). If you can, example, discuss the answer with the class.
driver, radio • round an d round, do the same with a glass or bottle. Teach Then write in the number on the photocopy
along, side b y side • Lights, door, round and round and side by side by for them to see. Check that all the children
seat, boot, steering w heel, aerial, demonstrating the actions with your hands. know what they have to do.
w indscreen, w indscreen w ipers, 3 Introduce luggage, road and car radio 8 Tell the class you will play the cassette
w heels, engine using pictures. three times, stopping after each
T I M I N G : 20-25 mins 4 Using the pictures, elicit the verbs put, description. Children write in the numbers.
GROUP SIZF: I nd open, sit and hold. Turn this into a quick
WHAT YOU NEED: quiz by miming a verb. The children have FOLLOW-UP ACTIVITY:
Photocopy 1 (vocabulary strips 1-10) to tell you the verb that fits Me mime. If you can see some cars from the
per child. Cassette (tapescript p .00). 5 Show the children the photocopy of the classroom, let the children count all the
Pictures of cars, luggage, car radio, car and strips 1-10. Teach lights, door, seat, aerials, windscreens, boots etc they can
road and the verbs put, sit, open, boot, steering wheel, windscreen, aerial, see.
hold, open. wheels, engine and windscreen wipers.
★ ★ ★ A C T I V I T Y 1 C : F I F T E E N P A R T S O F A C A R m
A I M S : To introduce fifteen parts WHAT YOU DO: 7 Use the first description as an example,
of a car • To link description w ith See Activity IB Steps 1-3. discussing the answer with the class. Then
vocab ulary • To listen for 4 N ow use the illustrations of the verbs to write in the number on the photocopy for
inform ation elicit put, open, hold, sit, listen, move and them to see. Check that all the children
LANGUAGE: As Activity IB flash. know what they have to do.
plus petrol, flash, safe • safety belt, 5 Show the children the photocopy of the 8 Tell the class you will play the cassette
bonnet, petrol cap, indicators, w heel car and strips 1-15 and elicit lights, door; three times, stopping after each
trims • What's this? seat, boot, steering wheel, windscreen, description. Children write in the numbers.
TIMING: 20-25 m ins windscreen wipers, aerial, wheels, engine, 9 N ow point to a part on the car and ask
GROUP SIZE: I nd safety belt, bonnet, petrol cap, indicators the children What number is it?
WHAT YOU NEED: and wheel trims. Check this vocabulary by 1 0 Let the children colour in the car in
Photocopy 1 (vocabulary strips 1-15) pointing to these parts of the car and class or for homework and make sure they
per child. Cassette (tapescript p.92). asking What's this? keep it in their English file/book so that you
Pictures of cars, luggage, car radio, 6 N ow tell the children they are going to can use it again in the future.
road, w heels , w indscreen w ipers, listen to descriptions of parts of a car and
safety belt, bonnet, indicators, petrol they have to decide which part it is. They FOLLOW-UP ACTIVITY:
cap, w heel trims and the verbs put, sit, write the number in the box next to that Conduct a class survey of the different makes
open, hold, open, listen, flash, m ove. part. of car belonging to the childrens' families.
O
HowHungswork 1
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Mow Things Work
★ A C T IV IT Y 2 A P A P E R A C T I V I T Y - E L E P H A N T C A R D
A I M S : To listen for inform ation WHAT YOU DO: 5 In pairs, the children ask each other
and instructions • To create an 1 Using the pictures elicit elephant. What's your elephant called? Answer Its
elephant card Introduce the word herd and explain that it called ...
LANGUAGE: Cut, colour is the word for a big group of elephants. 6 N ow create an elephant herd by putting
• Stand up • Elephant, herd, 3 Explain that the children are going to ail the elephants together.
animal, big • What's yo u r elephant make a herd of elephants. Show them that
called? It's called ... your stand-up elephant card is joined at the FOLLOW-UP ACTIVITY:
TIMING: 15-20 mins top and that is why it stands up. 1 Create stand-up cards for other animals
GROUP SIZE: In d /P airs/C lass 3 Give out photocopy 2 (top) to each child and fish and put them into groups. Let the
WHAT YOU NEED: and let them cut out the elephant card. children design the cards.
Photocopy 2 (top) per child. Scissors. Remind them not to cut aw ay the join at the 3 Create an exhibition of other sorts of
Colours. Pictures of elephants. O ne top. Children colour in their elephants. cards: 3D, pop-up or moveable ones.
ready-m ade and coloured elephant 4 When the children have made their
card. elephant they should choose a name for it
and write this name inside.
★ ★ A C T I V I T Y 2 B : P A P E R A C T I V I T Y - M AICE A W I N D M I L L
A I M S : To listen to instructions | WHAT YOU DO: 5 Using your cut out windmill show the
• To m ake a w indm ill • To discuss 1 1 Show the children your ready made children how to make theirs:
how the w indm ill w o rks windmill and blow it so that it turns. Ask a Turn down one of the stars to the middle
LANGUAGE: Blow, turn, cut, W hy does it turn? The children should tell circle and glue it in place. Do this with all the
catches, round • Windmill, wind, you that it is the wind or air that turns it stars making sure that the 'sails' are not flat,
air • W hy does it turn? round. Help them discuss this in English. b N ow attach your windmill to the stick
TIMING: 20-30 mins 3 N ow tell the children it is called a with the pin/tack/nail taking extra
GROUP SIZE: Ind windmill. Describe the sequence of events, care for safety. (You may wish to do
WHAT YOU NEED: e.g. I blow on the windmill, the windmill this for every child as it can be dangeous.)
(This activity needs nails and a sm all catches the air and this turns the windmill c Now blow on your windmill and it should
ham m er - be careful.) round. turn!
Photocopy 2 (bottom left) per child. 3 Tell the children they are going to make
Scissors. G lue/sticky tape. Pens. a windmill. Give out photocopy 2 (bottom FOLLOW-UP ACTIVITY:
Colours. Thin sticks (short garden left). Using your cut out windmill show the Create a lovely display of windmills by
canes are ideal). P in s/tacks/n ails. children what they have to do. putting a lot of sand into a small bucket/
A sm all ham m er. A ready-m ade 4 When they have cut out their windmills litter bin and then stand all the windmill
w indm ill and one cut out but let them colour them in lots of bright sticks in the sand. If this is placed by an
unm ade. colours. They can do this on both sides of open window the windmills will turn.
the paper.
★ ★ ★ A C T I V I T Y 2 C : P A P E R A C T I V I T Y - F L I C K - B O O K
A I M S : To listen for inform ation WHAT YOU DO: 5 Children then make their own flick-
and instructions • To create a 1 Show the children the flick-book you books. G o round helping individuals.
flick-book have made and introduce flick-book and 6 When they have finished, children play
LANGUAGE: Draw, cut, stick, cartoons. Show them the examples of with their flick-books .
put together • Flick-book, cartoons cartoons you have brought in.
TIMING: 30-35 mins 3 Show the children how they work i.e. FOLLOW-UP ACTIVITY:
GROUP SIZE: Ind each page has a drawing on it, this The children can design more flick-books
W H A T Y O U N E E D : drawing changes a little at a time on each using their own cartoons and have a 'Flick
Photocopy 2 (bottom right) per child. page so that when you 'flick' the pages book library' in class.
Scissors. Colours. Staple. A flick-book through it looks as though the characters in
ready-m ade to show the children. the drawings are moving.
Exam ples of cartoons from 3 Give out photocopy 2 (bottom right) to
new sp ap ers/m ag azines. Photocopy each child. Tell them to cut out the strips of
2 (bottom right) cut out and read y to paper.
m ake into a flick book. 4 Using your cut out strips, show the class
how to put them together in order from
1-14. Then staple one end of all the strips
so that you can 'flick' the strips.
O
Now Things Work 2
” %
,S
^ I P
6 H
7 ^
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Now Things Work
★ A C T I V I T Y 3 A : A E R O P L A N E J I G S A W
A I M S : To solve a jig saw puzzle WHAT YOU DO: 6 Finally, let the children number the boxes
• To learn flight transport 1 Cut up the pieces for each child (you 1-6 as they wish.
vocabulary can cut up several jigsaws at once to save 7 Explain you are going to play a kind of
LANGUAGE: M a ke a picture time). Put the pieces into an envelope, one Bingo. You will say a number and a flying
• Stick, glue • It's a ... • Colour per child. Do not include the written labels. machine, e.g. Th e/M y rocket is number 4.
the ... red • Num bers 1-6 2 Use the pictures to teach the vocabulary, etc. If the number/machine match is the
• Plane, kite, hot air balloon, finding out in LI if individuals have ever same as a child's, they can circle their
helicopter, airship, rocket flown in any of the means of flight. number. The child who is first to circle all
TIMING: 20-30 mins 3 Explain that you will give out an their matching numbers calls out Bingo. If
GROUP SIZE: I nd envelope in which there are the pieces of a no-one has exactly the same as you, the
WHAT YOU NEED: jigsaw puzzle. The children have to child with the most circles is the winner.
Photocopy 3 (top) per child (enlarged arrange the pieces as quickly as possible
to A 4 if possible). Scissors. G lue. and stick them down. FOLLOW-UP ACTIVITY:
Colours. One envelope per child. O ne 4 W hen finished, the children can colour Let the children cut out a picture of
piece of paper per child. Pictures of the background to their picture. Stress that aeroplanes and other flying machines, glue
plane, kite, balloon, helicopter, they should not colour in the flying them onto card and make jigsaw puzzles
airship, rocket. machines or blank boxes. for their friends to complete. They should
5 When everyone has completed their cut up the picture into nine pieces and then
jigsaw, revise the vocabulary. Then tell the write the nine letters which spell
children they must listen and colour each A-E-R-O-P-L-A-N-E on the back. They can
item following your instructions. Say a then use these to try and make as many
colour, e.g. green then say Colour the hot English words as possible.
air balloon green.
★ ★ A C T I V I T Y 3 B : L A B E L L I N G J I G S A W
A I M S : To learn flight transport WHAT YOU DO: 7 Show the children how each means of
vo cab ulary • To read and match See Activity 3A Steps 1-4, but put the word flight transport is written and spelt in
LANGUAGE: M y ...'s ... strips straight into each envelope (not cut up). English. Turn each word into an anagram
• Colour the ... green • Colours 5 When everyone has completed their and write them all on the board. Ask the
• Plane, kite, hot air balloon, jigsaw, put the children into pairs. Tell the children to guess the words and match
helicopter, airship, rocket children that child A should colour in the them to the pictures they used in Step 2.
T I M I N G : 20-30 mins rocket, airship and kite. Child B should 8 Expl ain that the children should now cut
GROUP SIZE: Pairs/lnd colour in the plane, hot air balloon and out the label word strips and match the
WHAT YOU NEED: helicopter. They should not show each words to the correct kind of transport,
Photocopy 3 (top) per child (enlarged other their photocopies. sticking each word in the relevant box.
to A 4 if possible). Scissors. G lue. 6 Each child then dictates to the other how
Colours. O ne envelope per child. One to colour in the items, e.g. A : M y airships FOLLOW-UP ACTIVITY:
piece of paper for each child. Pictures pink. Colour the airship pink. B: M y Each child can make a labelled flying
of plane, kite, balloon, helicopter, planes green. Colour the plane green, etc machine for a whole class display, based
rocket, airship. Call two volunteers to the front of the class upon a blue board for the sky with cotton
to demonstrate the exchange. At the end, wool clouds.
their pictures should be the same.
★ ★ ★ A C T I V I T Y 3 C : F L Y I N G P L A N E S
A I M S : To follow instructions WHAT YOU DO: 6 Children write their name on their plane
• To p lay a gam e with planes 1 Using the pictures of the planes elicit and then they all stand along the same line
LANGUAGE: Fold, crease plane and wings. and throw the planes.
• Plane, w ings • Fly/flew 3 Now show the class your paper planes. 7 When they have all flown their planes
• W hose plane flew the furthest? Tell them they are all going to make one too. check to see the name on the one that flew
H ow far did you r plane fly? It flew Give out photocopy 3 (bottom) to each child. the furthest. That child is the winner!
to here. 3 Using another photocopy 3, show them 8 The children can get into pairs and ask
TIMING: 20-30 mins how to fold the plane. Use instructions as each other, e.g. A : H ow far did your plane
GROUP SIZE: Ind/Class you show them, e.g. Take the paper and fly? B: It flew to here /showing the place it
WHAT YOU NEED: fold it along line one. Can you see what landed).
Photocopy 3 (bottom) per child I've do n e? N o w you fold it. N o w fold it
(enlarged to A 4 size if possible). along line two like this. N o w you fold it FOLLOW-UP ACTIVITY:
Colours. Som e pictures of old and along line two etc. Let the children measure how far each
modern planes. Som e ready-m ade 4 Tell the class that you are going to have plane flew.
p aper planes. a competition to see W hose plane can fly
the furthest?
©
How Things Work 3
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used'within the class
Now Things Work
★ A C T IV IT Y 4 A : SONG - THE W H E E LS ON THE BUS m
A I M S : To sing a song about a WHAT YOU DO: along, please! Play each verse a couple of
bus * To link songs w ith actions 1 G ive the photocopy to ecch child and times until all the children have learnt the
L A N G U A G E : Bus, w heels, talk about the picture. Teach bus, people, actions.
doors • People, bell, horn, driver, wheels, doors, bell, wipes, horn and 4 N ow sing the whoie song all the w ay
w ipers • G o, goes • M ove along, driver. Tell the children that they are going through.
please, open, shut, round and round to sing a song about a bus.
TIMING: 20 mins 2 Play the first verse and do the actions FOLLOW-UP ACTIVITY:
GROUP SIZE: Class with it, i.e. move your arms together round Arrange six chairs in a line, facing the
WHAT YOU NEED: and round. Play it again and let the same way. The first is for the driver. Call six
Photocopy 4 (top) per child. Cassette children join in with you. Don't worry if they children to mime the song as the class
(tapescript p .92). (You should know don't get ail the words this time. sings.
the song quite w ell so that you can 3 Do the same for verses 2-6. The action
m im e/sing it to the class and do all pictures will show what you have to do. In
the actions that go w ith it.) verse 5 the children can join in with /Vlove
★ ★ A C T I V I T Y 4 B : S I N G A S O N G A N D W R I T ! A N E W V E R S E m
A I M S : To sing a song about a WHAT YOU DO: suggestions for other parts, e.g. the engine,
bus • To link songs with actions See Activity 4A Steps 1- 4 the seats.
• To w rite another verse for the 5 Ask the children to look at the verses and 7 Ask the groups to sing their verse to the
song tell you if there is anything that is repeated. whole class. Applaud each group.
LANGUAGE: Bus, w heels, On the board write;
doors • People, bell, horn, driver, The ... on the bus g o /g o e s _________ , FOLLOW-UP ACTIVITY:
w ipers • G o, goes • M ove along, Try and make a very long song! See if the
please, open, shut, round and round class can write lots more verses about the
TIMING: 20 mins things on the bus e.g. the lights on the bus
GROUP SIZE: Class/G roup The on the bus g o /g o e s g o 'flash, flash, flash', the screws on the
WHAT YOU NEED: bus g o 'squeak, squeak squeak', the
Photocopy 4 (top) per child. Cassette All day long. windows on the bus go up and down etc.
(tapescript p.92). Paper. Pens. (You Show the children how there is a lot You could try and write a new verse each
should know the song quite w ell so of repeated language. week and see what you get at the end of
that you can m im e/sing it to the 4 Put the ciass >nto groups of three or four the year I Then try and sing it!
class and do all the actions that go and ask them to write another verse for this
with it.) song. You may like to give them
★ ★ ★ A C T I V I T Y 4 C : W H A T ' S T H E O R D E R ? 03
A I M S : To create a sequential list , WHAT YOU DO: m Put the toothbrush back,
of actions • To use a variety of | 1 Show the children the realia or pictures n leave the bathroom.
verbs of the sandwich, cassette recorder and Hopefully the children will be surprised by
LANGUAGE: Put, get, turn cassette. Discuss how to make them or use how many steps/stages there are to
* Spread, m ove, cut, choose, push, | them. Use verbs and vocabulary that brushing your teeth.
press, m ove, pla y • Cassette, appear on the photocopy. 3 Put the class into pairs and ask them to
bread, cheese, butter, knife, button, 2 Ask the class to help you write down the think about each stage of making a
remote control, volume knob stages of brushing your teeth on the board. sandwich or playing a cassette.
T I M I N G : 25-35 mins These should be something like: 4 Give out the photocopies and tell them
GROUP SIZE: C lass/P airs a Go to the bathroom. to write each stage on the lines. There are
WHAT YOU NEED: b Pick up the toothbrush, words around the page to help them if they
Photocopy 4 (bottom) per child. c Pick up the toothpaste. get stuck. They can still work in pairs to do
Realia or pictures of sandw iches and d Take the top off the toothpaste. this.
fillings, e.g. cheese. e Squeeze some toothpaste an to your 5 When they have finished, ask some of
toothbrush. the pairs to read them out.
f Put you toothbrush against you teeth.
g Brush up and down all around your FOLLOW-UP ACTIVITY:
teeth. Ask each pair to create pictorial stages for
h Spit out the extra toothpaste. their activity (e.g. rather like a cartoon) and
i Rinse your mouth with water. then display both the written version and
\ Spit this out. the pictorial version.
k Put the top back on the toothpaste.
I Put the toothpaste back.
O
Now Things Work 4
The W heels on the Bvs
The wheels on the bus go round and round
Round and round, round and round
The wheels on the bus go round and round
All day long
W hat's the o rd e r?
M aking a Listening to
sandw ich a cassette
Verb bank
© Macmillan Publishers Limited. Published by Macmillan Heinemann English-Language Teaching. This sheet may be photocopied and used within the class
UeatthandFitness
★ A C T I V I T Y 1 A : H E A L T H Y L I S T E N I N
A C T I V I T Y L O T O F / A L I T T L E OF
AIMS; • To introduce food 1 WHAT YOU DO: 5 Read out all the names of the foods on
vocabulary • To give opinions | See Activity 1A Step 1. the page and point to them as you do so.
about likes and d islikes • To ( 3 Using pictures elicit lats of apples, 4 Explain that they are going to listen to a
discuss eating styles • To introduce j chocolate, pencils, children and books. Do list of healthy foods. When they hear the
healthy and unhealthy I the same with some. name of a food they must write h (for
LANGUAGE: A s Activity 1A 3 Hold up the apple and say It's go o d to healthy) in the box next to it. Play the
plus What do you like? I like ... j eat apples. Its healthy to eat apples. It's cassette three times, pausing [ / / } for the
TIMING: 15-20 m ins i healthy to eat lots of apples. N ow do this children to write the letter, (See tapescript
GROUP SIZE: Ind/Pairs 1 with the chocolate and say It's unhealthy to IA .)
W H A T Y O U N E E D : 1 eat lots of chocolate. You can have some 7 Put the children in pairs. Child A asks
Photocopy 1 per child. Cassette 1 chocolate but not lots of chocolate. Write What do you like? Child B: I like ... Then
(tapescript p .92). Pens. Pictures/realiaj healthy and unhealthy on the board and swap roles.
of chocolate, apples, pencils, children,' underline the h and the u.
books to illustrate lots o f and som e. | 4 Give out photocopy 1 to each child and FOLLOW-UP ACTIVITY:
elicit the words for these foods. Hold up The children draw two circles. They then
I
your copy and point to individual things draw healthy foods in one circle and
and say W fiafs H/s? Let them answer or unhealthy foods in the other circle.
you tell them what it is.
★ ★ ★ A C T I V I T Y 1 C : D A I L Y M E N U S DD
A I M S : 16 use food vocabulary I WHAT YOU DO: with child two. (Child one eats unhealthy
• To introduce healthy and unhealthy | See Activity 1B Steps 1-4. food and child two eats healthy food.)
LANGUAGE: Lots of/som e I 5 Tell the children they are going to listen 7 In pairs children look at the pictures of
• It's healthy/unhealthy to eat lots I to a list of food that two different children food and say It's healthy to eat lots o f ... or
o f ... * W ho likes ...? Every d a y I I eat in one day. They have to write 1 next It's unhealthy to eat lots of ... They could
e a t ... • Crisps, biscuits, chips, I to the food that the first child describes and make a list of healthy foods.
sw eef drinks, apple, pizza, fruit, I write 2 next to the food that the second 8 When they have finished let some pairs
cereal, salad, beans, water, bread, I child describes. Tell the children you will read out their 'healthy daily diet'.
yoghurt, chocolate I play the cassette three times.
TIMING: 15-20 m ins i 6 Then ask the children what food child FOLLOW-UP ACTIVITY:
G R O U P S I Z E : Ind/Pairs I number one ate. Then do the same for child Do a 'Healthy Diet' class survey. Ask the
WHAT YOU NEED: number two. Ask the children to look at class, e.g. Do you eat apples? Do you eat
As Activity 1B plus pictures or realia these foods and decide if child number one carrots? Count hands and write the results
of food. eats healthy or unhealthy food. Do the same on the board. The children copy the results.
©
Health andFitness /
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Health andFitness
★ A C T I V I T Y 2 A : M A K E A J O I N T E D P U P P E T
A I M S : To m ake a jointed puppet WHAT YOU DO: arm /hand/foot and ask What's this? Let
• To listen to instructions • To 1 Show the children your puppet and the children answer It's a /a n ...
identify language for parts of the explain that they are going to make a 6 Tell the children to hold up their puppets
body jointed puppet. Show the joints and and move different parts of the body as you
LANGUAGE: Arm , leg, body, explain what jointed means using the call them out e.g. head, leg etc. Let the
head, foot, hand • Cut, stick, m ove ready-made puppet. children take it in turns to call out a different
• What's this? It's a/an ... 2 Give each child photocopy 2 and let them part of the body.
TIMING: 30-35 mins cut out the parts of the puppet carefully. 7 The children then colour their puppets.
GROUP SIZE: Ind/Class 3 Give the children the tags/string (x 13) The puppets can be kept in English books/
WHAT YOU NEED: for each joint. files for future use.
Photocopy 2 per child. Scissors. 4 With your unassembled puppet show
Tags/string and split pin x 13 for the children how to 'joint' fhe puppet. Each FOLLOW-UP ACTIVITY:
each puppet. Colours. Hole-punch. joint should be hole-punched and then the Make a display of puppets when they have
A ready-m ade jointed puppet and a string or tag used to connect them. Children been coloured.
puppet cut out but not assem bled. make their puppets.
5 When all puppets are finished hold
yours up. Move a part of the body e.g.
★ ★ A C T I V I T Y 2 B : P U P P E T S I M O N S A Y S
A I M S : To listen to instructions j WHAT YOU DO: 7 N ow play Simon Says with the puppets.
• To use language for parts of the I 1 Show the children your puppet and Using your puppet say Simon says bend
body • To p lay a gam e with a explain that they are going to make a your arm /bend your leg etc. If you say
puppet jointed puppet. Introduce neck, shoulder, Simon says bend your leg the children
LANGUAGE: Body, head, arm , elbow, wrist, knee and ankle. Show the should make their puppets bend a leg, but
leg, foot, hand, joint, shoulder, joints on the ready-made puppet and if you say only say Bend your leg they
knee, ankle, elbow, wrist, neck, hip explain that joints help parts of our bodies shouldn't and are out if they do so. The
• Bend move, showing them what you mean. winner is the last puppet still in the game.
T I M I N G : 30-35 mins See Activity 2A Steps 2 -4 . Play the game again and let individual
GROUP: Ind/Class 5 When all puppets are finished hold children call out the instructions.
WHAT YOU NEED: yours up and ask the children to tell you 8 Children colour the puppets at home or
Photocopy 2 per child. Scissors. which part of the body you are moving, in class. The puppets can be kept in English
Tags/string and split pin x 13 for e.g. arm /hand/foot etc. N ow point to the books/files for future use.
each puppet. Colours. Hole-punch. joints and ask the class to name them.
A ready-m ade jointed puppet and a 6 Tell the children to hold up their puppets FOLLOW-UP ACTIVITY:
puppet cut out but not assem bled. and move different parts of the body as you Play Simon Says with the class and not the
i call them out, e.g. head, leg etc. Let puppets.
individual children do this around the class.
★ ★ ★ A C T I V I T Y 2 C : B O D Y P A R T S A N D S P O R T S
A I M S : To m ake a puppet • To WHAT YOU DO: this with other sports, and let individual
use language for parts of the body See Activity 2B Steps 1-4. children call out a sport and move round
• To link body parts and sports 5 W hen all puppets are finished hold the class so that ail the children do this at
• To introduce the vo cab ulary of yours up and ask the children to tell you least once. It doesn't matter if a sport is
sports which part of the body you are moving repeated. N ow let the children play this in
LANGUAGE: H ead, body, legs, e.g. arm /hand/foot etc. N ow point to the groups of four for a few minutes.
arm s, foot, hands, face • Football, joints and ask the class to name them. 9 Children colour the puppets at home or
tennis, sw im m ing, netball, b aseb all, 8 Tell the children to hold up their puppets in class. The puppets can be kept in English
volleyball • Joint, neck, shoulder, and move different parts of the body as you books/files for future use.
elbow, w rist, hip, knee, an kle call them out, e.g. head, leg etc. Let
T I M I N G : 30-35 mins individual children do this around the class. FOLLOW-UP ACTIVITY:
GROUP SIZE: Ind/Group 7 Using the pictures of the sports teach the Create a display for each of the sports,
WHAT YOU NEED: names for them. e.g. football, tennis, swimming etc.
As Activity 2B plus som e pictures of 8 N ow using your puppet to demonstrate,
sports e.g . tennis, football, say a sport and ask the children to move
swimming, netball, baseball, their puppets as though they were playing
volleyball. that sport e.g. tennis (they should bend one
elbow and put the arm in the air then bring
it down quickly, like a serve in tennis). Do
Q
HealthandFitness 2
Health andFitness
★ A C T I V I T Y 3 A : B O D Y S N A P
A I M S t To use language for parts I WHAT YOU DO: shout Body Snap picks up all the cards on
of the body • To p lay a gam e 1 Give out photocopy 3 to each child and the table. If they both say it together they
• To introduce the language for let them cut out all the cards. share the cards. The winner is the player
gam es 2 When they have finished hold up each left with all the cards.
LANGUAGE: Arm , hand, face, card separately and ask What is it? 4 Let the class play in pairs for about 5-10
foot, head, ear, knee, thumb, b od y Ihand/arm etc). Teach the word if it is new minutes until they have all won at least one
• Snap, It's m y/yo u r turn, I win/ to them. game each. W hen they have finished
• What is it? It's a ... 3 Show them how to play Body Snap in make sure they take their time to carefully
TIMING: 15-25 mins pairs. Use a child to help you model the separate the cards again so that each child
GROUP SIZE: P airs game. You both have your cards on the has a complete set each.
WHAT YOU NEED: toble face down in one pack. When it is
Photocopy 3 per child. Scissors. | your turn, turn over one card and put it on FOLLOW-UP ACTIVITY:
Envelope for each child to keep their the pile in the middle of the table that you Play Body snap in groups of four or six
cards in. One set of cards cut out for | both make. As you turn the card you say which makes it fast and exciting. They have
you to use a s a m odel. what it is, e.g. head, hand. If the card on to concentrate even more!
the top of the pile in the centre of the table
is exactly the same as the one you are
turning over, the first of the two players to
★ ★ A C T I V I T Y 3 B : B O D Y P E L M A N I S M
★ ★ ★ A C T I V I T Y 3 C : B O D Y J O I N T S P E L M A N I S M
A I M S : To use language for parts 1 WHAT YOU DO: saying what each card is as you turn it
of the body • To introduce | See Activity 3A Steps 1-2. over. If the two cards are a 'joining' pair,
connecting parts of the body 3 N ow draw a large stick person on the e.g. elbow and arm or body and leg then
• To p lay the gam e board and label arm, hand, foot, leg, the player keeps that pair of cards. If the
L A N O U A O li Arm , hand, I elbow , finger, head, face and body. Point player does not turn over a 'joining' pair
face, foot, head, ear, knee, thumb, j out how there is a connection between the then the cards have to be turned back over
body, finger, elb o w following because they 'join': face and and the player has to try again next time.
TIMING: 20-25 mins head, head and body, body and arm, The winner is the player with the most of or
GROUP SIZE: Pairs body and leg, arm and hand, hand and all the cards.
WHAT YOU NEED: finger, leg and foot, arm and elbow, leg 4 Split the class into pairs and let them
Photocopy 3 per child. Scissors. and knee. play the game once or twice.
Envelope for each child to keep their 4 Check understanding by asking Do the
cards in. O ne set of card s cut out for hands and the feet join? IN o .j Do the FOLLOW-UP ACTIVITY:
you to use a s a m odel. fingers and the hand join? (Yes.j Extend the game by adding more cards
5 Show the children how to play the game and playing for longer.
by modelling it with a pupil. One complete
set of cards is spread out on a table face
down. Take it in turns to turn over two cards
0
HealthandFitness 3
i
[vV[
%
P *
$
\ j J
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
©
£
HealthandFitness
★ A C T I V I T Y 4 A : T H E B O D Y S O N G m
★ ★ ★ A C T I V I T Y 4 C : F I T N E S S Q U I Z
AIMS: • To ca rry out a personal WHAT YOU DOs answering at question three about yourself
fitness quiz • To encourage 1 Using the pictures elicit drinks/sugary on the board. Show the picture and ask
children to think about their fitness drinks, vegetables, fruit, sports, snacks and yourself out loud When do you play
LANGUAGE: When do you ...? sleep, sports? Never, sometimes, always.
Do you ...? • Drinks, vegetables, 2 N ow tell the children they are going to 5 Read through the questions together as a
fruit, sports, snacks, sleep do a fitness quiz about themselves. Tel! class to see if the children understand them.
• Som etimes, never, alw ays them it is interesting and fun too! Give out Then tell them that you can come and help
TIMING: 30-40 mins photocopy 4 (bottom). them with a question if they get stuck. Tell
GROUP SIZE: Ind 3 Introduce never, sometimes and always them that this is not an exam but is for fun
WHAT YOU NEED: by writing all the days of the week on the and to find out about themselves!
Photocopy 4 (bottom) per child. board and showing the pictures for sports. 6 Tell them to answer the questions.
Pictures of drinks, vegetables, fruit, Explain that never would be no sports a 7 N ow show them how to work out their
sports, snacks, sleep. week (put crosses in every day), sometimes scores. They have to add all these numbers
means two or three times a week (put ticks up and then find the information on the right
in two or three days and crosses in the of the quiz that corresponds to their total.
others) and that always is every day (put
ticks in every day). FOLLOW-UP ACTIVITY:
4 Model what they have to do by Make a 'Keep Fit' poster for the classroom.
Q
Health andFitness 4
The Body Song
F-forit
U ¥ B J
FITN U SC O H I St
w ftiri r o u m s c a t s
1. When do you eat vegetables and fruit?
1 A2 B4 C6
A never Q B sometimes Q C alw ays Q 2 A6 B4 C2
3 A2 B4 C6
2. When do you have sugary drinks? 4 A6 B4 C2
5 A6 B4 C2
A never Q B sometimes Q C alw ays Q
6 A2 B4 C6
7 A2 B4 C6
3. When do you play sports?
W hat is your total score ___
A never Q B sometimes Q C alw ays Q
N o w look at the answers below:
4. When do you watch TV?
A never Q B sometimes Q C alw ays Q
© Macmillan Publishers Limited, Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
★ A C T IV I T Y
People
1 A : W H O ' S GOT W H A T? B3
A I M S : To practise asking W H A T TO D O : one by one. Read them all except one. The
questions • To practise using 1 Teach vocabulary using the children, first child to identify the missing person wins!
form al form s of address • To | saying Show me your eyes, ears etc. 7 N ow ask the class abaut one face at a
identify people from o ral 2 Teach glasses, moustache, beard using time, e.g. T: Who's got big, round, red
descriptions I pictures. glasses ?
LAN GUAGE: W ho's g o t ...? I'v e 3 Show the children the photocopy.
g o t ... • W ear, h a v e • E y e s , e a rs , \ 4 Explain that the children will hear each FOLLOW -UP ACTIVITY:
n o se , hair, b e a rd , m o u sta ch e , person describing himself/herself and Call up a pair of children and let them model a
g la s s e s • Lo n g , ro u n d , s h o rt, b ig , I saying a name which is based upon a question/answer exchange. Child A chooses
sm a ll • Colours • M is s , M r, M rs , colour e.g. M/ss Blue. The children can one face and says: A: Brown hair. B: Mrs
q u e e n , frie n d j indicate the name by colouring the box in Brown. A: No. Short, brown hair. B: M r
TIMING: 30 mins each picture. Play the cassette twice. Brown, etc until child B guesses child A's
G R O U P : Class | 5 The children listen and colour the features choice. The children then change over, with B
W H A T Y O U N E E D : as specified. asking A. \
Photocopy 1 per child. Cassette i 6 They then cut up the faces and spread them
(tapescript p.92). Scissors. Coloured pens. out on their tables. The children take away
Pictures of b e a rd , m oustache, g la sses. each face as you read aloud the descriptions
★ ★ A C T I V I T Y I B (JE S S W H O ? m
★ ★ ★ A C T I V I T Y 1 C : W H A T ' S T H E D I F F E R E N C E ? CD
Q
Families 4
There are three in my family
M y father, my brother and me!(
W h at about y o u ? e
•—---------- J
vM'w
It MU.
u"
I M*. .
VI *
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
People I
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
People
★ A C T IV IT Y 2 A : FUNNY FOLD FACES 03
A I M S : To practise using facial W H A T TO DOz and his hat blue. Say He's got green eyes,
features and colours • To practise 1 Teach the body vocabulary by playing a blue hot ... etc.
describing people • To introduce/ Simon soys e.g. Simon says point to your 6 Once G ary is finished, ask the children
revise He's/She's got nose, your eyes, etc. to colour Winnie according to the cassette.
LANGUAGC: Hair, eyes, nose, 2 Ask a few individuals to come to the (The children should listen and put a simple
ears, teeth, smile * Point to you r ... I front and help you draw a funny face on colour mark, then go back and colour in the
• C o lo u r... • Fold, cut * Witch, the board, e.g. one child draws the mouth, rest later.) Play the cassette.
chef * Colours • He/She's g o t ... a second child ddds the nose, etc. 7 Now let the children fold the other
T I M I N G i 30 mins 3 Give out photocopy 2 and the scissors, shorter folds and see how many funny
GROUP SIZKz C lass/lnd explaining that you are going to teach the faces appear magically. Invent names for
WHAT YOU NEED: children how to make magic funny faces. them e.g. Winnie, Ginnie, Ninnie, Minnie
Photocopy 2 per child. Cassette Teach witch and chef. Explain that the and Gory, Lorry Barry and Harry
(tapescript p .93). Colours. Scissors. larger faces are G ary and W innie.
One photocopy alre a d y cut and 4 Show the class how to cut along the FOLLOW -UP ACTIVITYz
folded for yourself. black lines. Tell the children to fold the long The children can colour the other funny fold
fold, then how to colour each of the faces, faces as they wish. In pairs, they can then
starting with Gary, the large chef. compare them, using He's got/She's g o t ...
5 Tell the class to colour Gary's eyes
green, mouth red, the nose and ears pink
★ ★ A C T I V I T Y 2 B : C O L O U R T H E F A C E S CD
A I M S z To practise follow ing and W H A T TO D O : hair and green eyes. Child B: No, she's
giving instructions • To practise See Activity 2A Steps 1-4. got blue hair and yellow eyes.
vo cab ulary of facial features 5 Teoch cheeks and chin. W When they have finished face 2, child A
LAN GUAGE: Nose, eyes, ears, 4 Tell the class to colour Gary's eyes can colour face 3 and child B colour face 4.
hair, cheeks, chin * He's/She's got green, his mouth red, his nose and ears The children can then tell each other which
... • Witch, chef * Colours pink and his hat blue. Colour his cheeks colours to use in a colouring dictation. Child
• Colour her ... cut, fold and chin pink. A begins, and tells child B about face 3,
T I M I N G z 4 0 mins 7 Tell the class to colour Winnie according and then they swap, e.g. Child A: Colour
GROUP SIZE: C lass/In d /P airs to the instructions. Play the cassette. Winnie's nose yellow. Colour her nose
WHAT YOU NEED: 8 N ow let the children fold the other folds purple. Child B: Colour Minnie's eyes
Photocopy 2 per child. Colours. and see how many funny faces appear orange, etc.
Scissors. Cassette (tapescript p.93). magically. Number them 1, 2, 3, 4 going 1 1 Afterwards they should compare their
O ne photocopy a lre ad y cut and from large to small. Invent names for pictures to check their own accuracy of
folded for yourself. them e.g. Winnie, Ginnie, Ninnie, Minnie speaking and listening.
and Gory, Lorry Barry o nd Horry.
9 In pairs the children can then agree to FOLLOW -UP ACTIVITY:
colour face number 2 with the colours of Let the children make simple funny face
their own choice. They can then compare puppets out of paper plates or paper bags.
the pictures, e.g. Child A: She's got red They then use these to roleplay
★ ★ ★ A C T I V I T Y 2 C : W H A T D O Y O U L I K E T O E A T ? CD
Winnie
★ ★ A C T I V I T Y 3 B : W H E R E D O Y O U W O R K ?
★ ★ ★ A C T I V I T Y 3 C : H O W O L D IS S H E / H E ? CD
©
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
People
★ A C T IV IT Y 4 A : T R I C K - O R - T R E A T RAP III
★ ★ A C T I V I T Y 4 B S, R H Y T H M S , R H Y M I S EZ3
★ ★ ★ A C T I V I T Y 4 C : M Y F A V O U R I T E P E R S O N
©
4
^ T rick-o r-treat Rap
The sky is black, the moon is white
Do you know tonights the night
m.
W hen witches fly above the street
And boys and girls say Trick-or-treat!
Age:
O ccupation:
Description:
like because
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class &
mem §f
★
Travelling
A C T IV IT Y 1A: WHERE AM I?
A I M S : To introduce North, South, WHAT YOU DO: 4 Introduce W here am I? and i'm by
East and West • To p lay an 1 Hold up photocopy 1 and tell the class the ... by standing next to a feature in your
inform ation gap activity that it is a map. Ask What is it? Teach classroom e.g. door/board and asking
LANGUAGE* North, South, North, South, East and West by moving W here am I? Answer with i'm by the
East, West • Waterfall, mountains, your finger up the map and saying North, door/board. Ask the question again and
river, tow n, airport, forest, Sake, down and saying South, right and saying the class answer by the ...
lighthouse, volcano, treasure, map East and left and saying West. Children 5 G ive out photocopy 1 and teach
• W here am I? I'm b y the repeat North, South, East and West as you square. Hold up the map and say / start at
mountains, tow n, lake, board, move your finger. the town and move North two squares.
w in do w etc % Show the pictures and introduce the W here am I? Children answer You are by
T I M I N G : 3 0 mins vocabulary. the lake. Give another example.
GROUP SIZE: C lass/P airs 3 Check that they know the vocabulary by 6 Put the children in pairs. They take it in
WHAT YOU NEED: playing a game. Hide a picture and ask turns to ask and answer.
Photocopy 1 per child. Pictures for the class to guess what it is. The child who
forest, lighthouse, waterfall, guesses correctly holds the picture at the FOLLOW-UP ACTIVITY:
mountains, river, tow n, lake, front of the class. Repeat until all the In pairs, children decide where they would
volcano, airport, treasure. pictures are held up, and then re-order the bury some treasure on the map. Another
children. Each child holds up their picture pair guesses where they have buried the
whilst the rest of the class says what it is. treasure by asking is it by the wa ter fall? etc.
★ ★ A C T IV IT Y I B : FIND THE T R E A S U R E ! IB
A I M S : To introduce North, South, , WHAT YOU DO: cassette that will help them find the
East and West • To identify I See Activity 1A Steps 1-3. treasure. Tell them to use their fingers on the
directions and place nam es on a m ap | 4 Show children the map and point to the map to follow the instructions.
LANGUAGE: North, South, j town and say The mountains are West of 6 Play the cassette. After each question ask
East, West • W here is it? the town. Use your finger to show what you W here is it? W here is the treasure? and
• Waterfall, mountains, river, tow n, I mean. Do the same with The waterfall is check all the children have the right answer.
airport, forest, lake, lighthouse, | South of the volcano. The river is East of the
volcano, treasure, map > mountains. The lake is North of the airport. Answers
T I M I N G : 25-30 m ins ■ 5 N ow ask the class questions so that they 1. The waterfall; 2. The forest; 3. The light
GROUP SIZE: C lass/P airs I have to answer with the place, e.g. W hat house; 4 . The town.
W H A T Y O U N E E D : j is South of the airport? (town) or What is
As Activity 1A plus Cassette West of the vo/cano? (lighthouse). FOLLOW-UP ACTIVITY:
(tapescript p .93). I 6 Put the children into pairs and give them Let the children draw their own grid and
one map per pair. Point to the treasure and invent their own island.
tell them they will hear directions on the
★ ★ ★ A C T IV IT Y 1C: T R E A S U R E TR A IL! OO
AIMS: To introduce use of WHAT YOU DO: on the map quickly. Give them an example
co-ordinates in English ♦ To revise I 1 Show the map to the children and tell e.g. C 2 . Find the square at the bottom
num bers (1 -7) and the alphabet ! them that it is called a map. Point to the marked C and then move up until you find
(a-e) • To use It is . . . , It is n 't ... j treasure and tell the children this is what the square marked 2. W here is it? (The
LANGUAGE: Left, right, . they are going to look for. volcano). Give them more examples to try
bottom, top • Waterfall, mountains, % Using the pictures introduce the new in pairs. Tell the children that these are
river, tow n, airport, forest, lake, ! vocabulary. To check understanding show called co-ordinates of a map.
lighthouse, volcano, treasure, map, j the class these pictures and let them call out 5 Children listen to the cassette to find out
co-ordinates • It is n 't... W here is the names. You can do this more quickly so where the treasure is. Explain they will hear
it? that it becomes challenging but fun! the co-ordinates for the places where there
TIMING: 20-30 m ins | 3 G ive out photocopy 1. Check the new is no treasure (e.g. It isn't C3) and with a
GROUP SIZE: C lass/P airs vocabulary by playing a game while pencil they put a cross over C 3 . Play the
W H A T Y O U N E E D : ! introducing It isn't ... Children look at the cassette as many times as children need,
Photocopy 1 per child. Cassette map as you say It isn't the waterfall, if isn't then ask W here is it? (I = C 4 : the water
(tapescript p*93). Pictures for forest, ; the town, it isn't the lake. G uess. W hat is fall; 2 = D3: the town.)
lighthouse, waterfall, mountains, it? The children guess which place it is from
river, tow n, lake, volcano, airport; i those that are left. FOLLOW-UP ACTIVITY:
treasure. 4 Tell the children to look at the side, top Make a large class 3D island using paper
and bottom of the map. Explain that the mache. The children make small figures
numbers and letters help us to find places and features, e.g. mountains, trees etc.
Travelling I
f p s
w < n > e
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This'sheet may be photocopied and used within the class
Travelling
★ A C T IV I T Y 2 A : H O LID A Y PHOTO A LB U M S
A I M S : To m ake zigzag m ini WHAT YOU DO: exchange with a child. Share one of their
album s • To describe places 1 Show the class your photo albums. albums end say In ... you can see ... /name
• To relate to children's general Discuss recent travels with the children. of landmarkj. The child then has a turn,
know ledge about travel and places W ho takes photos in their family? W ho pointing to another album and saying In ...
LANOUAOEx Cut, fold, colour, sticks the photos in an album? you can see ...
join • In ... you can see ... 2 Hold up photocopy 2. See if the class 6 In pairs, the class can turn the exchange
• Great Britain (the UK), the USA, can recognise which countries are shown. into a travelling game. If either child is
the w orld, France, India, China, Can they name the landmarks? Use the incorrect, they loose an imaginary suitcase.
Greece, Egypt • This is m y holiday, globe or map to identify where the places After each child has described five
This is m e, I'm in ... are. Use pictures or the photocopy to teach pictures, the one with the highest number of
TIMING: 30-40 mins the names of the places. suitcases left is the winner.
GROUP SIZE: C lass/In d /P airs 3 Give out photocopy 2, Explain that the
WHAT YOU NEED: children can colour and then cut out three of FOLLOW-UP ACTIVITY:
Photocopy 2 per child. Scissors. the photo albums. Ask the children to bring in a few photos of
Colours. Card per child. M ap of the 4 Teach the verbs cut, fold and join as you their own travels and holidays. Help them
w orld or a globe. Pictures of places show the children how to make their photo label these in English and present them on a
on photocopy 2. If possible/ som e strips. sheet of A4 paper or card, which they can
real photos and photo album s. 5 At the front of the class, model an also decorate. Make a classroom display.
★ ★ A C T IV IT Y 2 B : H O LID A Y PHOTO A L B U M S
AIMS: To m ake zigzag m ini WHAT YOU DO: should bring them back into school to discuss
album s * To describe places See Activity 2A Steps 1-4. them in English, again in pairs.
• To use the future of going to 5 Move the discussion to future holiday
• To relate to children's general plans. Ask Where are you going? FOLLOW-UP ACTIVITY:
know ledge about travel and places 4 Spread the photo albums on the desk Enlarge the photo albums in photocopy 2
LANGUAGE: Cut, colour, fold, and teach the places and target structures. and ask the class to help you place them
• In ... I'm going to se e ... Use the puppet as your partner. Say W here around the edge of a world map, which
• G reat Britain (the UK), the USA, are you going? What will you se e ? Mimic you have attached to the wall using Blu-
the w orld, France, India, China, the puppet saying I ’m going to ... I'm going tack. Use drawing pins or more Blu-tack to
Greece, Egypt • This is m y holiday, to see ... put the pictures in the relevant location on
This is m e, I'm in ... 7 Next, model this exchange at the front of the map.
T I M I N G : 30-40 mins the class, with a child as a partner. Split the
GROUP SIZE: C kiss/ln d /P airs class into pairs and let them continue.
WHAT YOU NEED: 8 Let the children make their own zigzag
As Activity 2A plus a soft toy or photo albums and take them home. They can
puppet. ask their families for small photos or parts of
photos and stick them in the spaces. They
★ ★ ★ A C T IV IT Y 2 C : H O LID A Y PHOTO A LB U M S
A I M S : To m ake zigzag m ini WHAT YOU DO: ask their families for small photos or parts of
album s * To describe places using See Activity 2A Steps 1-4. photos and stick them in the spaces. They
the past tense • To relate to 5 Play a game. Demonstrate at the front of should bring them back into school to discuss
children's general know ledge about the class with a volunteer. Explain that each them in English, again in pairs.
travel and places child will have three points. Spread the
LANGUAGE: Cut, colour, fold, three albums across the desk. Choose one FOLLOW-UP ACTIVITY:
• In ... I'm going to se e ... picture secretly and say I went to ... and I Let the children rolepiay a journey to one of
• G reat Britain (the UK), the USA, saw ... Your partner has to point to the the places shown on photocopy 3. They
the w orld, France, India/ China, correct picture. If correct, the child has the could choose a small part of the journey,
Greece, Egypt • On m y holiday I next turn. If incorrect, they 'miss their plane' e.g. packing and setting off, arriving at an
s a w ... and lose a point, and you have another airport, checking into a hotel, visiting one
T I M I N G : 30-40 mins go- of the famous landmarks, etc.
GROUP SIZE: C lass/In d /P airs 6 In pairs the children play the game. If a
WHAT YOU NEED: child is incorrect when describing a
Photocopy 2 per child. Scissors. picture, they lose a point. If a child loses all
Colours. A piece of card per child* their points, they are out. The child with the
M ap of the w orld or a globe. Pictures most points at the end wins.
of places on photocopy 2 . If possible/ 7 Let the children make their own zigzag
some real photos and photo album s. photo albums and take them home. They can
©
Travelling 2
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
A*
Travelling
★ A C T IV IT Y 3 A : IN THE C O U N TR Y
A I M S : To use prepositions WHAT YOU DO: on your picture making sure the child can't
• To p lay a gam e 1 Teach motorbike, boot house, tree, sun, see where they are. Then tell him or her
LANGUAGE: M otorbike, boat, and lorry. where to put the cut outs so that their
house, tree, lorry, sun 9 Put 2 Stick the top half of photocopy 3 on the picture matches yours, e.g. Put your house
9 N ext to, at the top, at the bottom, board and make a picture using the cut out in the middle of the picture. Put your car
by, near, in the middle 9 boat, strip pictures and Blu-tack. next to the house. When you have finished,
m otorbike, house, tree, sun, lorry 3 Give out photocopy 3 and the scissors. compare pictures.
TIMING: 20-25 mins The children then cut out their strip pictures. 8 Children play the game in pairs,
GROUP SIZE: C lass/P airs 4 By your picture write these prepositions; comparing pictures when they have
WHAT YOU NEED: next to, by near, in the middle. Teach their finished and then swapping roles.
Photocopy 3 per child (strip pictures meaning by using objects in the classroom. 9 Finally, play the game with the whole
1 only). Scissors. Blu-tack. Pictures of 5 Using your model on the board ask the class. Give the instructions and then go
m otorbike, house, tree, lorry, sun. children questions e.g W here is the house? round afterwards to see how accurate
etc. Elicit prepositions next to, by, near. You everyone was.
may have to remind the children by saying
What is it near? What is it next to? Tell the FOLLOW-UP ACTIVITY:
children they will need these words to play Choose one of the children to play the game
the game. with you. Play with your picture on the board
6 Now introduce them to at the top/bottom and stick your cut outs on with Blu-tak. This
by showing on your picture where this is. way the rest of the class can 'play' with you.
7 Demonstrate how to play the game by No one should be able to see your partner's
sitting opposite a child. Place the cut outs picture until you have finished.
★ ★ A C T IV I T Y 3 B : WHERE YOU R H O U S E ?
A I M S : To use questions • To j WHAT YOU DO: 7 The class play this game in pairs. W alk
use prepositions and possessive I Show the pictures to the children and around and help as necessary. You could
your • To describe location ^ teach cow, car, cloud, bird, motorbike, then move children to form different pairs
LANGUAGE: M otorbike, boat, \ boat, house, tree, sun and lorry. and they could play again with their new
house, tree, lorry, sun, bird, cloud, , See Activity 3A Steps 2 - 5 . partner.
car, cow * Top, bottom, in the * 6 Demonstrate how to play the game by 8 Play the game as a class, with each
middle, n ext to, by, near, in front o f \ sitting opposite a child, making sure you child asking you one question at a time until
9 Is yo u r house n ext to the car? etc cannot see each other's pictures. The child they have all made a picture similar to
TIMING: 25 mins ' puts the cut outs on their picture and you yours.
GROUP SIZE: C lass/P air s find out where they are by asking is your
W H A T Y O U N E E D : shop next to the house? Is your car in front FOLLOW-UP ACTIVITY:
Photocopy 3 per child (strip pictures I of fhe house? etc. The child can only Play this in groups of four and teams of
1 and 2 only). Scissors. Blu-tack. answer Yes or N o. Continue asking two, with one picture between two. This
Pictures of m otorbike, house, tree, questions until you have used all your cut time they both help describe or ask questions
lorry, sun, bird, cloud, car, cow. outs. Then compare pictures. \A /im m c iir t o n m m n t o
★ ★ ★ A C T I V I T Y 3 C : SCENE
A I M S : To use prepositions and WHAT YOU DO: N o. If the answer is Yes, they must take the
questions • To p lay an I Show the pictures to the children and cut out off their picture. The aim is to get all
inform ation-gap gam e I teach cow, car, cloud, bird, motorbike, your partner's cut outs off their picture
LANGUAGE: M otorbike, boat, i boat, house, bus, shop, train, tree, sun, before yours. Take it in turns to ask and
house, tree, lorry, sun, bird, cloud, > lorry, plane and bicycle. answer.
car, cow, shop, bus, train, plane, See Activity 3A Steps 2 - 3 . 6 Let the children play the game in pairs.
bicycle 9 Is yo u r cloud n ext to the 4 Point to your picture on the board and You should walk around and help as
sun? 9 Betw een, opposite, behind, ask questions like W here is the house? necessary.
near, n ext to, by, in front o f Elicit prepositions such as next to, by, near;
TIMING: 25 mins | behind, in front of, between and opposite, FOLLOW-UP ACTIVITY:
GROUP SIZE: C lass/P airs 5 Demonstrate how to play the game by Let children design their own pictures and
WHAT YOU NEED: sitting opposite one child. Put the cut out cut outs and then play the game again.
Photocopy 3 per child (strip pictures pictures on your frames without letting the
I , 2 and 3). Scissors. Blu-tack. i other person see. Find out exactly where
Pictures of m otorbike, house, tree, \ your partner's cut outs are by asking
lorry, sun, bird, cloud, car, cow, questions like Is your shop next to the
aeriel, plane. j house? Is your car in front of the house?
etc. Your partner can only answer Yes or
Q
Travelling 3
7 I
I
I \ SUPERBUY Y
EBB l / n m i i m v Tl
sas ■■
■i ■ i I I
I I
<■
\ /
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Travelling
★ A C T IV IT Y 4 A : HAIKU POEM S
★ ★ A C T IV IT Y 4 B : HAIKU POEM S
* ★ ★ A C T IV IT Y 4 C : TRAVEL S U R V E Y
A I M S : To conduct a survey ( WHAT YOU DO: form of transport and along the line of that
• To use language for transport | 1 Show the children the survey on persons' name.
LAN GUAGE: Car, bus, train, j photocopy 4 (bottom) and give a copy to 5 Children carry out the survey. Then ask
plane, boat, bicycle, hot air balloon | each child. To remind them of the them to count the total number of people in
• By bus, b y train, b y car • Have j vocabulary ask them what form of transport their groups who have travelled by that
you travelled b y is in each picture [boat, bus, train, car, transport.
11 M I N G i 2 0 m ins ! bicycle, plane, hot air balloon). 4 On the board write the types of transport
GROUP S IZ li Group I 3 Tell the children they are going to ask and the totals from each group. Get the
WHAT YOU N IID i I each other Have you travelled by .. . ? Give whole class to help you count out the class
Photocopy 4 (bottom) per child. | several examples by asking children totals.
Pencils. I questions such as Have you travelled by
car, Jo se ? FOLLOW-UP ACTIVITY:
3 Put the class into groups of three. N ow Let the children conduct a survey in their
tell them to write their own name in the family using photocopy 4 (bottom). (They
space marked 1 and the names of the other may need several copies to get the
two people in their group in 2 and 3. responses from the whole family.) They then
4 They must ask Have you travelled by . . . ? bring them into the class and make a class
then write Yes or N o in the box under that family total.
Travelling 4
©
t
i
© u
TOTALS
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
★ A C T IV I T Y
Stories
1A: WATER FROM THE WELL EH
A I M S i To practise listening to WHAT YOU DO: what the characters are doing. The second
stories • To practise listening for 1 Hand out strip pictures 1 to each child to time ask seven children to come to the front
information • To revise pronouns cut out. of the class and help them to mime the story.
LANGUAGE: Dog, cat, m ouse 3 Hold up your pictures of the mouse, dog 5 On the board show the children what
• M an, w o m an, girl, b o y • Water, and cat and teach the names for these. they do with the photocopy and the cut
rope, w ell Repeat for man, woman, girl, boy, well, outs, i.e. as they listen they add the correct
TIMING: 20-30 mins water and rope. Teach pull using mime. character. Model this by listening to the
GROUP SIZE: C lass 3 To check new vocabulary hold one •story and add the cut out of the characters
WHAT YOU NEED: picture up at a time and ask the children to or animals as they occur in the story.
Photocopy 1 per child (strip pictures tell you what it is. Turn it into a fun game by 6 Play the cassette again and let the
1 only). Cassette (tapescript p .93). doing this very quickly and let them call out children add the characters to their
Scissors. Blu-taclc. Pictures of a m an, together what each picture is. photocopy. Mode) this again on the board.
w om an, girl, boy, cat, dog, m ouse, 4 Give each child a copy of the main
well, water, rope. Photocopy 1 for picture on photocopy 1 and tell the children FOLLOW-UP ACTIVITY:
yourself, the cut-out characters to use that they are going to hear a story about a Put the children into groups of seven and let
a s a m odel. man who wanted some water. Play the them act out the story as they listen to it on
cassette twice. The first time you can mime the cassette.
A I M S : To practise listening to W H A T TO D O :
stories • To practise listening for 1 Hand out strip pictures 1 to each child to 5 On the board, using photocopy 1 and
inform ation cut out. cut outs, demonstrate how they add a
LANGUAGE: • Dog, cat, 3 Teach the words dog, cot, mouse, water, character as they listen to the story.
m ouse • Woman, man, girl, b o y well and rope by showing the pictures of Demonstrate by playing the cassette and
• Pull, couldn't, please, well, help these to the class. adding the characters as you listen.
• Father, mother, sister, brother 3 Hold up the picture of the family and 6 Play the cassette again and let the
• they, he, she • husband, wife, elicit mon, woman, boy and girl. Now children stick their characters onto their
daughter, son • happy point to each of these people using their photocopies. You may need to play the
T I M I N G 20-30 mins family names i.e. father; son, daughter and cassette two or three times. G o round the
GROUP SIZE: C lass/lnd mother, then introduce the relationships class to help as necessary.
WHAT YOU NEED: within the family, i.e. wife and husband,
Photocopy 1 p er child (strip pictures brother and sister. Finally show the picture FOLLOW-UP ACTIVITY:
only.) Cassette (tapescript p.94). of a well and introduce the word well. Children can draw a picture af their own
Scissors. Blu-tack. Pictures of a w ell, 4 Give each child photocopy I and tell family helping father out of the well!
dog, cat, m ouse. Picture of a fam ily them that they are going to hear a story
(father, mother, daughter and son). about a man who wanted some water from
Photocopy I for yourself* a well. Ask them to look at the photocopy.
A I M S : To practise listening to I WHAT YOU DO: 5 On the board show them with your
stories and for inform ation • To j 1 Give out strip pictures 2 to each child to photocopy 1 how to add a character as
extend vo cab ulary for fam ily i cut out. they listen to the stary. Play the cassette and
m em bers I 3 Hold up your pictures of the dog, cat, let the children try this, fou may need to
LANGUAGE: Dog, cat, m ouse, I mouse, water; well and rope and elicit the play the cassette two or three times.
w ater • W om an, m on, girl, boy, j names for these. Hold up the picture of the
mother, father, son, daughter, wife, I family and elicit father, mother, son, FOLLOW-UP ACTIVITY:
husband, brother, sister • Pull, I daughter, brother, sister, wife and husband. Make, a class picture of the stary, with
couldn't • Strong, h appy , 3 N ow hold up the pictures of the individual children contributing characters
• grandfather, grandmother, grandparents and grandchildren and teach or background features.
granddaughter, grandson ! grandfather, grandmother, granc/c/augfrfer
TIMING: 20-30 mins I and grandson. Practise these by pointing to
GROUP SIZE: C lass/lnd ! each person quickly and asking the
WHAT YOU NEED: | children to tell you their names. Turn this into
As Activity 1B plus strip pictures 2, | a quickfire memory game of all the
pictures of grandparents and their | vocabulary you have just introduced.
grandchildren. | 4 Hand out photocopy 1 and tell the class
j they are going to hear a story about a man
i who went to get water from a well.
$
Stories 1
.. . **
. \//z .
.....................................
..v M W U / f i i m z / v w ..- -
Sx
X X X X X X
® ®
(Sf^j®
HHL * J L jl
^ •
P * r jt > 3 '
* ** •■It
y C */ J• • •“TJ L « . . .
>
RjSW/^
r_ T V * » « * i j I 11
-a IAM *
"" L ^
l l
S x
g\ £ ft® ® ® ® '
S£*x?!f**V
;T'^Fy
fa r ^ r *3F
Im
Jmm-r ' f
v L i/
. \ \ l / i * C j 5 v » | /#.
S x
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language eaching. This sheet may be photocopied and used within the class
Stories
★ A C T IV IT Y 2 A : F IN G E R PUPPET S
A I M S : To follow instructions WHAT YOU DO: Children draw a face on their puppet and
• To m oke a puppet • To talk 1 Show the children the ready-made decide if it is a boy or a girl.
about clothes puppets and how to make the puppet 5 Children draw clothes onto the puppet
LANGUAGE: Trousers, skirt, 'walk' using two fingers through its back. or make clothes from paper and stick these
shorts, t-shirt, shirt, blouse, dress 2 Using the puppet's clothes, ask the onto their puppets.
• Boy, girl • What's h e/she children What's he/she w earing? and 4 In pairs, children ask each other about the
w earing? ‘ elicit clothes vocabulary. Use the children's puppets. Child A should ask What's he/she
TIMING: 20-30 mins own clothes to practise, e.g. Look at wearing? and child B should describe what
GROUP SIZE: C lass/In d /P airs M aria. What's she w earing? (a t-shirt and her puppet is wearing. A and B then swap
WHAT YOU NEED: trousers). roles and do the activity again.
Photocopy 2 per child. Scissors. 3 G ive photocopy 2 to each child and ask
Sellotape/glue. Different types of them to cut out a puppet. Tell them not to FOLLOW-UP ACTIVITY:
paper e.g . coloured, w hite. Two cut aut the tabs on the legs! Let the children work in groups and have a
ready-m ade puppets, one w ith paper 4 With your cut out puppet, show the puppet show using a story they know well,
'clothes7 and one just coloured. A children how to stick the tabs round so that using their own puppets.
puppet cut out read y to glue. they are the correct size for their fingers.
★ ★ A C T I V I T Y 2 B : FIN G ER PUPPET C H A R A C T E R S
A I M S : To follow instructions WHAT YOU DO: 4 Children decide if their puppets are
• To talk about facial features See Activity 2A Steps 1-3. m en/wom en/boys/girls and put some
LANGUAGE: N ose, eyes, 4 With your cut out puppet show the more facial features on them.
mouth, beard, moustache, long/short children how to stick the tabs round so that
hair • Has she/he got a ...? Yes, they are the correct size for their fingers. FOLLOW-UP ACTIVITY:
she/he has. No, she/he h asn 't 5 N ow discuss facial features e.g. beard, Children go round the class finding a
TIMING: 20-25 mins moustache, glasses, long/short hair with partner who has a puppet exactly the same
GROUP: Ind/Class the class, using the pictures of faces you've as theirs, e.g. long hair, a big nose,
WHAT YOU NEED: collected. To check this you could draw glasses etc. They should ask Has your
Photocopy 2 per child. Scissors. some faces on the board with certain facial puppet got . . . ? etc. See how many
Sellotape/glue. Paper. Colours. features and ask individuals/the class to tell twins/triplets etc they can make.
Pictures of faces showing facial you what they are. Use these faces and
features e.g. hair, eyes, beard, carry out the following dialogue, e.g.
moustache, glasses. A puppet cut out T: Has she got a beard? Has he got
and read y to glue. glasses? C : N o she hasn't. Yes he has.
★ ★ ★ A C T I V I T Y 2 C : STORY P U P P ET S
A I M S : To use puppets to create a WHAT YOU DO: they are going to tell and what each
story • To listen to instructions 1 Show the class your puppets and tell puppet should look like. Let them make up
• To w rite a sim ple plot for a story them which characters from a well-known their puppets. Pupils can choose how many
• To use the plot from a w ell- story they are based on. Show the children puppets they would like to use. You may
know n story a s b asis for puppet how you have made the puppet and how need to give some groups extra
show • To introduce and use story you created 'clothes' from paper and photocopies.
m arkers material, or by colouring the puppet. 7 G o round the class helping each group
LANGUAGE: Ears, eyes, nose, 2 Briefly tell the children the story that your to practise their story. Give a simple outline
mouth • Sim ple past tense • Clothes puppet is modelled on. for each story and expressions such as
vocab ulary • Once upon a time, 3 Put the children into pairs or groups and O nce upon a time, then, so, lived happily
then, so, but, lived happily ever help them to decide which story they would ever after etc.
after like to make puppets for, e.g. Cinderella, 8 Each group performs their story in front
T I M I N G : 35 mins Hansel and Gretel, Goldilocks etc. of the class. Start each story by saying
GROUP SIZE: Ind/Group 4 G ive copies of photocopy 2 to each O nce upon a time ... Tel! each group that
WHAT YOU NEED: child and the scissors, glue, material and you are particularly listening for story
Several copies of photocopy 2 per paper. Tell the children to cut out all the markers like then, so, but and happily ever
child plus som e sp ares copies. puppets. after.
Sellotape/glue. Scissors. Scraps of 5 With your cut out puppet show the
m aterials for clothes. Som e read y children how to stick the tabs round so that FOLLOW-UP ACTIVITY:
m ade puppets 'd ressed ' w ith paper they are the correct size for their fingers. Let Let the groups perform their puppet shows
o r coloured, to show different them draw a face on their puppet and for other classes or at an end of term party.
characters e.g . G oldilocks, H ansel decide if it is a boy or a girl. Show them The stories could be performed for the
and G retel. A cut-out puppet read y how to make the animal puppets. parents.
to glue. 4 In groups children decide which story
Stories
r \
Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Stories
★ A C T IV I T Y 3 A : CUBE MATCHIN MEMEnMAtiMRMAMmREHflNflRflRflWEEMERHREI
A I M S x To m ake cubes • To WHAT YOU DO: giue/seilotape the cube together. Let them
introduce the idea that stories have 1 Show fhe children fhe pictures you have for make all three.
a beginning, middle and end each story and osk them to tell you the story, 6 Children play a matching game in
• To listen for instructions if they don't know the stories refer to fhe groups of three using one set of cubes. They
LANGUAGE: Key w ords of simple story summaries (p.95), using 11 if take it in turns to roll all three cubes. The aim
w ell-know n stories i.e. Cinderella, necessary. Remind the children of key is to get all three pictures from one story.
Goldilocks, Hansel and Gretel, The language by writing under the title e.g. They score three points for a complete story
Ugly Duckling, Sleeping Beauty and Cinderella: work, step sisters, c/ance, fairy and the winner is the first to score nine.
Three Goats G ru ff • Once upon a godmother, midnight, shoe, prince; Three 7 Let the class play until they have winners
timei then, so, lived happily ever Billy Goats: field, gross, river, troll, bridge etc. in each group. Ask the winners to put their
after • Cube • Beginning, middle, 2 Roll the story cubes to show all the hands up. Tell them to keep their cubes and
end different parts of the stories. Tell the children to try not to squash them.
TIMING: 30-40 mins these are called cubes.
GROUP SIZEi Ind/Group 3 Tell the children that stories have a FOLLOW-UP ACTIVITY:
WHAT YOU NEED: beginning, middle and end. Using a cube Put children into groups. Each group
Photocopy 3 per child. Scissors. show them the beginning, middle and end. chooses a story and then acts it out for the
Seilotape/glue. Pictures of stories on 4 G ive each child photocopy 3 and tell rest of the class.
the cubes. Some m ade up cubes and them to cut out the cubes making sure they
cubes cut out read y to glue. do not cut off the flaps.
5 Show them how to bend, fold and
A I M S : To practise telling stories i WHAT YOU DO: sense because they may not fit together.
LANGUAGE: As Activity 3A 1 Show fhe children the pictures and elicit Model this with two children.
plus • She/ he, it • Ate, slept, kept, ! each story. If they don't know the stories 8 Each group should play, and they may
w ent, w alked, m arried, kissed, ran, | refer to the simple story summaries (p.95), want to keep a note of the story 'mixes'
ran aw ay, climbed, helped, threw, I using LI if necessary. they make and give it a mark out of ten for
g re w (passive understanding of past | See Activity 3A Steps 2-5. being funny e.g. B 1, M 6 and E3 = a funny
tense) | 6 Put the children into groups of three. story 5 / 1 0 .
T I M I N G : 30 m ins i Explain that the children are going to play a 8 Each group can tell the class the best
GROUP SIZE: Ind/Group game with the cubes. One child has the B 'funny' story that they made.
W H A T Y O U N E E D : I cube, one the M cube and one fhe E cube.
Photocopy 3 per child. Scissors. G lue. Each child rolls a cube. Each child then FOLLOW-UP ACTIVITY:
Cubes cut out read y to glue. Pictures describes the part of the story they have Create more story cubes using the cube as
of stories on the cube. I rolled, starting with the child who has the B a template. Children may want to make
cube, then the child with the M cube and their own stories and draw pictures on
finally the child with fhe E cube. each cube.
7 Explain that the stories will not make
★ ★ ★ A C T I V I T Y 3 C JR JU U S A W S T O R IE S
A I M : To introduce the idea that WHAT YOU DO: 1 1 Let the children start rolling and telling
stories have a beginning, middle See Activity 3A Steps 1 -6 . stories. Every now and again stop them
and end • To use story m arkers 7 In groups of three using one set of cubes, and swap some of the story parts around.
• To practise telling each other children match fhe story pictures from each Start slowly and give them time to get
stories in a jig saw activity cube and fell each other the story. settled in each group but quicken it up so
LANGUAGE: K ey w ords of 8 N ow give one child the B cube, one fhe that it gets very exciting. At one stage you
w ell-know n stories i.e. Cinderella, M cube and the other one the E cube. They could have all three parts of the story
Goldilocks, Hansel and Gretel, The roll the cubes and tell each other fhe part of moving!
Ugly Duckling, Sleeping Beauty and the story that they roll, e.g. Sleeping Beauty 1 3 G o round and listen to the stories and
Three Goats G ru ff • Ate, slept, is lying in bed asleep. any you think are funny ask that group to
kept, w alked, kissed, ran, threw, 8 In the middle of this call stop and swop. tell the whole class.
grew , m arried, climbed • Cube Now you call beginnings, middles or ends 1 3 Finally, ask one group to read out a
• Once upon a tim e, then, but, so, and the children with this particular cube beginning, another group a middle and
happily e v e r after, beginning, must fake their cube to the next group. Now one more group an end. See if it is a funny
middle, e n d they fell the new group their part of fhe story or a perfect story!
T I M I N G : 20-30 mins and see if it fits the story in this group.
GROUP SIZE: Ind/Group 1 0 Tell them they may find they have very FOLLOW-UP ACTIVITY:
WHAT YOU NEED: silly stories. Tell them that if a group rolls a Ask children to write the story they created.
As Activity 3B plus a set of cubes perfect story i.e. a beginning, middle and They can then make small zigzag books.
read y m ade. end of the same story they put their hands up.
Stories 3
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Stories
★ A C T IV I T Y 4 A : G O L D I L O C K S SONG CD
A I M S : To sing a song about the | WHAT YOU DO: 3 Play the song again and encourage the
Goldilocks story 1 Give out photocopy 4 (top) to each child children to sing with you and do fhe
LANGUAGE: O ne, tw o, three and explain that they will hear a song actions.
• Went, counted • Byes, chair, about Goldilocks. If the children do not 4 Play the song several times and let the
bed, big, small, tiny, bow l, b ea r j know the story of Goldilocks you should tell children join in. As they sing they should
T I M I N G : 20-30 m ins : them briefly, using pictures of bear, bowl point to the bowl, chair or bed and mime
GROUP SIZE: Class etc and the story summary on p .9 5 . the actions.
W H A T Y O U N E E D : j 2 Play the song to them and mime fhe
Photocopy 4 (top) per child. Cassette actions, i.e. on big hold your arms out to FOLLOW-UP ACTIVITY:
(tapescript p.94). Pictures of bow l, suggest something big, small suggest Collect things, or make pictures of things
bears. Pictures/realia of a tiny, small something small, on tiny suggest something that are the same but can be described as
and large bow l, bear, b ed etc. ; tiny. big, small and tiny, e.g pictures of the same
thing, spoons, clothes etc.
★ ★ A C T IV IT Y 4 B : G O L D I L O C K S AND VERSE W R I T I N G CD
★ ★ ★ A C T IV IT Y 4 C : W R IT IN G A STORY
Then
So
© Macmillan Publishers Limited. Published by Macmillan Heinemann English Language Teaching. This sheet may be photocopied and used within the class
Tapescripts
F A M I L I E S 1A There are four in my family: my mother; ANIMALS 1C
Hello. / / M y name is S u s a n ./ / Can my grandmother; my sister a n d me! Sam m y Snail: I'm Sam m y Snail. W hich
you see me in the picture? / / This is a W h at about yo u ? w a y is my hom e? C an you help m e? / /
picture o f my family. / / The girl next to Er ...Y e s, I g o along here and I g o
me is my sister. / / The bay next to me is FAMILIES 4 B straight. W h o can I s e e ?
my brother. / / The woman next to my The farmer wants a wife Sp id er: Frog.
brother is my aunt. / / She is holding the The farmer wants a wife Sam m y Snail: A n d I g o right. W h at can
boby. / / N ext to my ount is my mother. Ey-ay-adio I see?
/ / N ext to my mother is my grandfather. The farmer wants a wife. Sp id er: A tree.
/ / N e xt to my grandfather is my Sam m y Snail: N o w I g o round here and
grandm other. / / N ext to my The w ife wants a child then I turn left and g o over the big bridge
grandmother is my cousin. He's playing The w ife wants a child and over the stones. / / W h o can I s e e ?
football. / / N ext to my cousin is my Ey-ay-adio Sp id er: Rabbit.
father / / N ext to my father is my uncle. The w ife wants a child. Sam m y Snail: I turn right an d I g o along
/ / N ext to my uncle is my cousin. the log. I turn right again and I se e some
The child wants a do g rocks. / / I turn right and g o over the
FAMILIES IB The child wants a do g rocks and dow n to my house.
Hello. / / M y name is Susan. This is a Ey-ay-adio
picture o f my family. / / I am standing in The child wants a dog. ANIMALS 4 A
betw een my brother and sister / / They Five little sp eck led frogs
are twins. / / M y grandfather is sitting W e all stroke the do g Sit on a sp eckled log
behind the table. / / M y mother is W e all stroke the dag Eating most deliciou s bugs, munch,
behind my grandfather. / / M y aunt is Ey-ay-adio munch
next to my mother / / She is holding a W e all stroke the dog. O n e frog jumps in the p o o l
b a b y / / The b a b y is my b a b y cousin. N o w he is nice and co o l
/ / M y grandfather is sitting next to my S o n ow there are four frogs
grandm other / / N ext to my ANIMALS 1A ... eating bugs for lunch!
grandmother is my cousin. / / M y father Hello! M y name's Sammy. I'm a snail.
is next to my cousin. / / N ext to my C om e with me! / / 1 sa y Hi! to my friend Four little sp eckled frogs ...
father is my uncle. / / M y cousin is next the spider and then I g o around a tree. Three little sp eck led frogs ...
to my uncle. / / I sa y Hello to the bee, then I g o over Two little sp eckled frogs ...
a small bridge and along a log. / / O n e little sp eckled frog ...
F A M I L I E S 1C N ext, I g o up, up, up and dow n down,
Hello. M y name is Susan. / / This is a dow n. / / I g o round the rocks and sa y
picture o f my big family / / I'm going to Hello to the worm. / / G o o d ! Here's my OUR WORLD 1A
tell you who they are. / / Sitting dow n house. Tapescript 1
behind the table is my grandfather. / / Planet J is green. Planet 2 is yellow.
His name is Tom. / / M y grandmother is ANIMALS IB Planet 3 is red. Planet 4 is purple. Planet
also sitting dow n. / / H er name is M a ry Tapescript 1 5 is black. Planet 6 is brown. Planet / is
/ / Behind my grandfather is my mother. Sam my Snail, Sammy Snail white. Planet 8 is orange. Planet 9 is
/ / H er name is Anne. / / M y aunt is Follow Sammy's slimy trail. blue. Planet 10 is pink.
holding the b a b y / / M y aunt's name is H e g o e s up and he g o es dow n
Sandra. / / The baby's name is A lex. / / H e g o e s round and round an d round. OUR WORLD 1A
N ext to my grandmother is my cousin Sammy Snail, Samm y Snail. Tapescript 2
Sam . He's playing football. / / N ext to Follow Sammy's slimy trail B eep, b eep ! M y name's X. I com e from
Sam is my father / / His name is John. H e g o e s left, he g o es right sp acesh ip A . This is my journey. From
/ / N ext to my father is my u n c le ./ / His H e g o es out by d a y a n d night. sp acesh ip A I g o to planet 5 ... to
name is Robert. / / M y cousin, Jane, is planet 6 ... to planet 2 ... to planet 3 ...
next to my uncle. / / M y brother an d ANIMALS IB to planet 10 ... an d here I am. / /
sister; w ho are twins, are standing each Tapescript 2 Sssss. M y nam e's Y. I com e from
side o f me. / / M y brother's name is Poor Sam m y Snail's lost. H e ca n 't spa cesh ip B. I g o to planet 4 ... to planet
N icholas. / / M y sister's name is N a n c y remember which w a y to g o . Listen and 6 ... to planet 9 ... an d to your world.
/ / H o w old do you think w e all a re ? trace. First he g o es straight to the frog, Sssss. H o w d o you d o ? / /
then round to the spider and then left Glurg, glurg, g lo ap , g loop! M y nam es Z
FAMILIES 4 A round the bee. / / Then he g o es right and I com e from sp acesh ip C . I g o to
There are three in my family: my father; over the small bridge, an d right again, planet 5 ... to planet 1 . . . t o planet 8 ...
my brother and me! W h at about y o u ?// over the log. / / N ext, he g o e s left, up to planet 9 ... an d then to planet Earth.
There are five in my family: my father, my the hill and dow n again. / / H e turns left Hello!
mother, my sister; my brother an d me. again an d g o es right between the worm
W hat about y o u ?// and the rocks. H ooray! He's home!
Q
Tapescripts
OUR WORLD 1B OUR WORLD 4 B Picture 9 : Father Christmas opens the
X has g o t a red head. X has go t green I've go t the w hole world inmyhands d o o r an d w aves g o o d b y e !
arms an d legs. X has got red feet. X's I've go t the w hole w orld inmyhands
hands are pink. / / B eep! B eep! Hello, I've go t the w hole w orld inmyhands CHRISTMAS 1C
I'm X! / / The whole w orld in my hands. Picture 1: It w as D ecem ber 24th. It w as
Y's blue with yellow feet and hands. / / Christmas Eve. Father Christmas p a ck e d
S 55555. Hello, I'm Y. Ssssss! i've go t the rivers and mountains in my his Christmas presents.
Z is green but he's go t black feet. / / hands ... Picture 2 : H e flew very fast through the sky
Glurg, glurg, g lo o p , gloop! Hello, I'm Z. I've go t the houses and families ... Picture 3 : H e stopped his sleigh at house
Glurg, glurg, glo o p , gloop! I've go t the birds an d animals ... number 12.
I've got the flowers and trees ... Picture 4 : H e clim bed dow n the chimney.
OUR WORLD 1C Picture 5 : O h no! H e go t stuck! Help!
Tapescript 1 OUR WORLD 4 C A n d the children w oke up!
B eep, b eep ! M y name's X. I flew to your This is the key o f the kingdom: Picture 6 : The b o y an d the b a b y pulled
world in sp acesh ip A . First I went to In the kingdom, there's a city, Father Christmas's boots.
planet 5 . After that I visited planet 6 , then In the city there's a town, Picture 7 : Father Christmas laughed and
planet 2 and planet 3. Finally I went to In the town there's a street, laughed.
planet 10 an d then I cam e to planet In the street there's a house, Picture 8 : H e g a v e the children their
Earth. / / In the house there's a room, presents. H e g a v e the b o y a kite and the
Ssssss. M y name's Y. I cam e to planet In the room there's a bed, b a b y a bear. Thank you!
Earth in sp acesh ip B ... I flew to planet 4 On the b e d there's a basket, Picture 9 : But he didn't g o up the
an d then to planet 6 . N ext I went to In the basket there's a ... chimney. O h no. H e o p en e d the door
planet 9 and then your world. Ssssss / / an d w a ved g o o d b y e .
Glurg, glurg, gloop, gloop! M y name's Z There's a ... in the basket,
and I travelled in spaceship C . First I There's a basket on the bed,
went to planet 1 an d then I went to There's a b e d in the ..., We wish you a M e rry Christmas
planet 7 . After that I went to planet 10, There's a room in the ..., We wish you a M e rry Christmas
planet 8 an d planet Earth. There's a house in the ..., We wish you a M e rry Christmas
There's a street in the ..., And a H a p p y N e w Year!
OUR WORLD 1C There's a town in the ...,
Tapescript 2 There's a city in the kingdom:
Hello, my name's Z. Glurg, glurg, gloop, This is the key o f the kingdom!
gloop! I'm red. !'ve go t yellow eyes. I've O n M o n d a y the Smiths g o to the
got green hands. I've go t blue feet and mountains. / / On Tuesday they g o to
black ears. G lo o p ... I'm very beautiful! CHRISTMAS 1A the farm. / / O n W ed n e sd a y they g o to
Tapescript 1 the swimming pool. / / O n Thursday
OUR WORLD 3 A Picture 1. Colour the presents red, they g o to the z o o . / / O n Friday they
C a n a d a , C a n a d a , the United States o f orange and green. g o to the park. / / On Saturday, they g o
Am erica Picture 3. Colour the do or green. to the bea ch. / / O n Sunday, they g o to
South Africa, South Africa, South, South Picture 6 . Colour Father Christmas's the lake.
Africa boots black.
Australia, Australia, N e w , N e w Z ealan d Picture 7 . Colour the presents blue and HOLIDAYS IB
Ireland, Ireland, G reat, G reat Britain yellow. M um : Let's g o to the z o o on M onday.
P eople sp e a k English, English Picture 9. Colour the d o o r green. D ad : G o o d idea!
everyw here! C hild 1: Let's g o to the swimming po ol
CHRISTMAS 1A on Tuesday.
OUR WORLD 4 A Tapescript 2 C hild 2 : N O ! Let's g o to the farm.
I've got the w hole world in my hands Picture 1: It's D ecem b er 24 th . It's C hild 1:Swimming pool!
I've g o t the w hole world in my hands Christmas Eve. Father Christmas packs C hild 2 : Farm!
I've g o t the w hole world in my hands Christmas presents. Mum: Stop it, children! Let's g o to the island
The w hole world in my hands. Picture 2 : H e flies very fast through the sky. on Tuesday, the swimm ing pool on
Picture 3 : H e stops at house number 12. W ednesday and the farm on Thursday.
You've go t the whole world in your Picture 4 : H e climbs dow n the chim ney - Children 1 and 2 : O kay!
hands ... O of! D ad: A n d let's g o to the beach on Friday.
She's g o t the w h ole w o rld in her Picture 5 : Oh no! He's stuck! Help! Child 3: And let's g o to the lake on Saturday.
hands ... A n d the children w ake up! M um : G reat! S o w here are w e going
He's got the w hole w orld in his hands ... Picture 6 : The boy an d the b a b y pull to d a y ? Let's g o to the park!
They've g o t the whole w orld m their Father Christmas's boots. Everyone: H ooray!
hands ... Picture 7 : Hello! Father Christmas! Narrator: C an you guess which d a y o f
W e 'v e g o t the w hole w orld in our Picture 8 : Father Christmas gives the the w eek they g o to the p a r k ? / / Yes, it's
hands ... children presents. Sunday.
Tapescripts
H O L I D A Y S 1C Mum says w e're going to be late The doors on the bus g o open and shut
D ad: Right, children, what w e can do Sh e says its time to pack O pen an d shut, open an d shut
this w e e k ? D ad is waiting in the car The doors on the bus g o open and shut
Child 1: Can w e g o swimming today; A n d baby's S C R E A M IN G in the back! All d a y long.
daddy?
D a d : N o , but w e can g o to the The wipers on the bus g o swish swish
swimming p o o l on Friday / / HOW THINGS WORK 1A swish
C hild 2. C an I ride a horse to d a y? O ne. Put these on at night to see. Sw ish swish swish, swish swish swish
M um : N o , but you can ride a horse at Two. O pen this to get in. The wipers on the bus g o swish swish
the farm on W e d n e sd a y Three. Sit on this. swish
Child 3 : W ell, can w e play in the park Four. Put luggage in this. All d a y long.
today? Five. H old this to turn the car.
D ad: N o , w e can't, but w e can p la y in The driver on the bus shouts 'M ove
the park on Thursday, O k a y ? HOW THINGS WORK IB along, p le a se '
C hild 3 : O h g o o d ! O ne. Put these on at night to see. 'M o v e along, p le a se , m ove along,
M um : I'd like to g o to the z o o today but Two. O pen this to g e t in. p le a se '
w e can't. W e can only g o to the z o o on Three. Sit on this. The driver on the bus shouts 'M ove
Tuesday. That's tomorrow. Four. Put luggage in this. along, p le a se '
D ad: I'd like to sail a boat on the lake Five. H old this to turn the car. All d a y long.
but w e can't d o that until Saturday. Six. Look through this.
M um : C an w e p la y tennis to d a y? Seven. Listen to the radio when this is up. The horn on the bus g o e s b e e p b eep
Ch 1: N o , the tennis court is closed. W e Eight. These move round an d round and b eep
can play tennis on Sunday. move the car along the road. B eep b e e p beep , b e e p b e e p b eep
Narrator: N o w can you guess which N ine. This makes the ca r g o . The horn on the bus g o es b e e p b eep
d a y o f the w eek it is? / / Yes, it's Ten. These move from side to side on the beep
M onday. / / Listen again. W h at can the windscreen. All d a y long.
Smith family d o on M o n d a y ? (Argument
breaks out) HOW THINGS WORK 1C
D ad: O h dear! O ne. Put these on at night to see.
Narrator: W here can they g o ? C h o ose Two. O pen this to get in. V e g e ta b le s / / f r u i t / / cerea l / / yoghurt
a p la ce and stick M o n d a y on the p la ce. Three. Sit on this. / / milk / / rice / / eg gs / / pasta / /
Four. Put luggage in this. beans / / fish / / salad / / bread / /
HOLIDAYS 3 A Five. H old this to turn the car.
Its J o e s holiday and he's going to the Six. Look through this. H E A L T H A N D F I T N E S S 1C
circus. Jo e leaves his house and walks to Seven. Listen to the radio when this is up. J . Here is a list o f the things I eat in a
A , then turns left. H e g o es betw een the Eight. These move round an d round and d a y . / / I eat lots o f c r is p s / / , and
z o o and the playground. H e g o es to C move the car along the road. b is c u its ./ / I like to eat lots o f chips and
an d then turns right. H e turns left at D N ine. This makes the car g o . I love sw eet dr i n k s . / / 1 sometimes eat an
an d F. H e turns left at G and he runs to I. Ten. These move from side to side on the a p p l e / / but I don't like them m u c h . / /
H e turns right at I and g o es past the w indscreen. O h! an d I have lots o f p izza s, t o o ./ /
swimming pool. H e g o es to K. H e turns Eleven. This g o es round us an d keeps us
left at K an d go es to the circus. safe f'n the car. 2. I like to eat lots o f fruit. / / I like
Twelve. O pen this to look in the engine. cereal. / / 1eat salad / / an d sometimes
Thirteen. O pen this to put in the petrol. chips. / / I eat lots o f beans an d drink
Mum says w e're going on holiday Fourteen. These flash and tell which w a y lots o f w ater / / 1 love brea d / / and eat
She says it's time to pack the driver is going, left or right. lots o f yoghurt. / / I sometimes eat a little
D ad is waiting in the car Fifteen. These g o on the wheels and chocolate. / /
A nd baby's SLEEPIN G in the back. make them look g o o d .
HEALTH AND FITNESS 4A
Don't forget your toothbrush HOW THINGS WORK 4A H ea d , shoulders, knees and toes, knees
Don't forget your socks The w heels on the bus g o round and an d toes
Please don't forget anything round H ea d , shoulders, knees an d toes, knees
O of! Is your suitcase full o f rocks? Round and round, round an d round an d toes
The w heels on the bus g o round and A n d eyes and ears an d mouth an d nose
Mum says w e're going to Granny's round H ea d , shoulders, knees an d toes, knees
She says it's time to pack A ll d a y long. and toes.
D ad is waiting in the car
A n d baby's C R Y IN G in the back. The bell on the bus go es ting-a-ling-a-ling
Ting-a-ling-a-ling, ting-a-ling-a-ling P E O P L E 1A
Don't forget your toothbrush The bell on the bus g o e s ting-a-ling-a-ling I've got long, black hair. I w ear small
Don't forget your socks A ll d a y long. yello w g la sse s. I've g o t a black
Please don't forget anything moustache and I've g o t a long nose, I'm
O o f! Is your suitcase full o f rocks? M r Black. / /
Tapescripts
i've go t short, black hair. I've g o t big thief's nose is smaller than mine. / / Trick-or-treat, trick or treat
blue eyes and a small nose. I'm M iss I'm M r G reen . I've go t small green eyes This is the rap with the sp o o ky beat.
Blue. / / and a long nose. I've g o t a long black
I've g o t a long red beard, short red hair beard but the thief's beard is longer than The w ind is cold, the stars are bright
a n d a small round nose. I w ea r small mine. / / Do you know, tonight's the night
round glasses. I'm M r Red. / / I'm M r Brown. I've got short brown hair, a W hite ghosts sa y B O O ! when they meet
I've g o t a short black beard, small green long brown moustache and a long nose. A n d boys a n d girls sa y Trick-or-treat!
eyes a n d a long nose. I'm M r G reen / / The thief's nose is smaller than mine. / /
I've got short brown hair, a long brown I'm M rs Brown. I've go t long brown hair Trick-or-treat, trick-or-treat,
moustache and a long nose. I'm M r an d I've go t a small nose a n d big ears. This is the rhythm o f the street
Brown. / / I w ea r big round blue glasses. The thief's Trick-or-treat, trick or treat
I w ear big round brown glasses. I've got glasses are smaller than mine. / / This is the rap with the sp o o ky beat.
long brown hair and I've go t a small I'm M r Yellow. I've go t long yellow hair,
nose an d big ears. I'm M rs Brown. / / a long yellow moustache an d a long
I've go t long yellow hair, a long yellow yellow beard. M y b ea rd is longer than
moustache and a long yellow beard. I'm the thief's beard. / / 1. It's South o f the town but East o f the
M r Yellow. / / mountains. W h ere is it?
I'm the Q ueen. I've go t short pink hair PBOPLI 1C 2 . It's North o f the volcano but W est o f
a n d a long nose. I w ea r big round pink Tapescript 2 the lake. W h ere is it?
glasses. I'm the Q ueen. I'm the Q ueen. Do you know who the 3. It's W est o f the volcano. W h ere is it?
thief is ? W ho's go t my ring? Listen! 4 . It's North o f the waterfall but East o f
PBOPLI IB The thief has go t short hair. H e w ears the mountains. W h ere is it?
Tapescript 1 small round glasses. He's go t a long red
I've go t long black hair. I w ea r small beard, small ears a n d a small round
glasses. I have a black moustache and nose. / / Yes! He's M r Red. 1. It isn't B 3 or B 4 . / / I t isn't D l . / / It
I've g o t a long nose. I'm number J . / / isn't B 1. / / It isn't D 2. / / It isn't A 2 . / /
I've g o t short black hair. I've g o t big eyes PBOPLI 2A It isn't D 3 or D 5 or C 2 or C 5 . / / W here
an d a small nose. I'm number 2 . / / C olour W innie's hair orange. / / Colour is it?
I've got a long red beard, short red hair W innie's hat green. / / Colour W innie's 2. It isn't C 5 or D 2. / / It isn't B 4 or
and a small round nose. I w ear small eyes blue. / / Colour W innie's ears a n d C 4 . / / It isn't B 3 or D5. / / It isn't A 2 or
round glasses. I'm number 3. / / face pink a n d her mouth orange. C 2 . / / It isn't B1 or D l . / / W h ere is
I've got a short black beard, small eyes and it?
a long nose. I'm number 4 . / / PBOPLI 2B
I've got short brown hair, a long brown C olour W innie's hair orange. / / Colour
m oustache a n d a long n ose. I'm her hat green. / / Colour her eyes blue. STORIIS 1A
number 5 . / / / / Colour her nose pink. / / Colour her O ne d a y a man w anted som e water
I've go t long white hair, a long white ears pink an d her mouth orange. / / from the well. / / H e went to the w ell to
moustache an d a long white beard. Colour W innie's dress yellow. Colour pull up the w ater / / but he fell in with a
I'm number 6 . / / W innie's cheeks and chin red. splash! / / H e ca lled for help. 'HELP!
I've go t short white hair a n d a long nose. 'HELP!' / / A woman walking past heard
I w ear big round glasses. I'm number 7 . PBOPLI 3 C him. / / S o the wom an held onto the
I'm the queen, but I can't w ea r my Teacher A is 2 5 . / / Sailor A is 2 years man / / a n d she pulled a n d she pulled
crown. / / older than the teacher. / / Police officer A is but she couldn't pull the man out. / /
10 years older than sailor A. / / Popstar A, A man w as walking past. / / The man
PBOPLI IB is 2 1 . / / Soldier A is 22 . / / Fire fighter A held on to the woman / / an d the
Tapescript 2 is 10 years older than soldier A. / / Popstar woman held onto the man / / a n d they
A nd who's g o t my cro w n ? W ell, she's got B is 30. / / Doctor B is 4 5 . / / Sailor B is pulled an d they pulled a n d they pulled
big round glasses, long hair, a small nose the same age as doctor B. / / Astronaut B / / but they couldn't pull the man o u t ./ /
and big ears. She's go t my crown. is 3 6 . / / Secretary B is 2 0 years older than A b o y w as walking past a n d cam e to
astronaut B. / / Soldier B is the same age help. / / The b o y held onto the man. / /
P B O P L B 1C as Secretary B. / / C hef B is 21 years The man held on to the woman / / and
Tapescript 1 old. / / Nurse B is 2 7 . / / Zookeeper A is the woman held onto the man / / and
I'm the queen. I've go t short curly hair 3 years older than nurse B. / / C hef A is 4 0 they pulled a n d they pulled a n d they
an d a long nose. I w ea r big round years old. pulled / / but they couldn't pull the man
glasses. I'm very sa d because som ebody out. / /
stole my ring. C an you help me find the PBOPLI 4 A A girl w as walking past. / / The girl held
thief? / / The sky is black, the moon is white onto the boy. / / The b o y held onto the
I'm M r Black. I have a black moustache Do you know tonight's the night man. / / The man held onto the w om an.
an d I've got a long nose. I've go t long, W hen witches fly a b o ve the street / / The wom an held onto the man / /
black hair. The thief's hair is shorter )han A n d boys a n d girls sa y Trick-or-treat! a n d they pulled a n d they pulled a n d they
mine. / / pulled / / but they couldn't pull the man
I'm M iss Blue. I've go t short, black hair. Trick-or-treat, trick-or-treat, out. / /
I've g o t big eyes and a small nose. The This is the rhythm o f the street A d o g w as walking past. / / The d o g
Tapescripts
held onto the girl. / / The girl held onto held onto his wife. / / Sh e held onto the the girl. / / Sh e held onto her brother.
the boy. / / The b o y held onto the man / / and they pulled a n d they pulled / / H e held onto his grandmother. / /
m a n . / / The man held onto the woman and they pulled / / but they couldn't pull Sh e held onto her husband / / H e held
/ / and the woman held onto the man him up. / / onto the man / / a n d they pulled and
/ / an d they pulled an d they pulled and The dog ca lled for the cat. / / The cat they pulled a n d they pulled / / but they
they pulled / / but they couldn't pull the ran to the well. / / The cat held onto the couldn't pull him out. / /
man o u t ./ / d o g . / / The d o g held onto the girl. / / The cat called for the mouse. / / The
A cat w as walking past. / / The cat held She held onto her brother. / / H e held mouse held onto the cat. / / The cat held
onto the do g . / / The d o g held onto the onto his father. / / His father held onto onto the d o g . / / The d o g held onto the
girl. / / The girl held onto the boy. / / his wife. / / Sh e held onto the man / / girl. / / She held onto her brother. / /
The b o y held onto the man. / / The man and they pulled an d they pulled an d they H e held onto his grandmother. / / She
held onto the woman / / a n d the pulled / / but they couldn't pull him up. / / held onto her husband. / / H e held onto
woman held onto the man / / a n d they The cat called for the mouse. / / The the man / / an d they pulled and they
pulled an d they pulled a n d they pulled mouse ran to the well. / / The mouse pulled an d they pulled a n d they pulled
/ / but they couldn't pull the man out. / / held onto the cat. / / The cat held onto him out o f the well! Everyone w as veiy
A mouse w as walking past. / / The the do g. / / The d o g held onto the girl. happy an d the mouse sa id 'Oh I am
mouse held onto the cat. / / The cat held / / She held onto her brother. / / H e strong/'
onto the do g . / / The d o g held onto the held onto his father. / / His father held
girl. / / The girl held onto the boy. / / onto his wife. / / Sh e held onto the man STOBIBS 4 A
The b oy held onto the man. / / The man / / and they pulled and they pulled and W hen G oldilocks went to the house of
held onto the woman / / a n d the they pulled a n d they pulled him out o f the the bears
woman held onto the man / / and they well. / / W hat d id her blue eyes s e e ?
pulled an d they pulled and they pulled Everyone w as very happy. Then the man A b o w l that w as big
/ / and they pulled the man O U T ! / / said 7 want some water!' / / H e went to A bow l that w as small
H e w as very happy to be out o f the well the w ell b u t ... splash! A b o w l that w as tiny
and he thanked everyone. H e w anted to A n d that's not all
give them all a drink o f water. H e went S T O R I I S 1C She counted them one, two, three.
to the well to pull up the water; but he fell O n e d a y a man went to get some water
in again with a splash. / / 'Oh n o / said from a well. / / H e held onto the rope to W hen G oldilocks went to the house of
the mouse! pull the water up / / but slipped an d fell the bears
dow n into the w ell with a splash! / / H e W h at d id her blue eyes s e e ?
STOIIIS IB ca lled for some help. / / His father A chair that w as big
O n e d a y a man w anted to get some heard him / / an d ran to the well. / / A chair that w as small
w ater from the well. / / H e went to the The father held onto the man / / a n d he A chair that w as tiny
well to pull up the water / / but he fell in pulled and he pulled and he pulled / / A n d that's not all
with a huge splash! / / H e ca lled for but he couldn't pull him out. / / Sh e counted them one, two, three.
help. HELP! / / HELP! / / So he called for his w i f e ./ / She held
A woman ran to the well. / / Sh e held onto her husband. / / H e held onto the W hen G oldilocks went to the house o f
on to the man / / and she pulled and man / / an d they pulled and they pulled the bears
she pulled an d she pulled / / but she and they pulled / / but they couldn't pull W h at d id her blue eyes s e e ?
couldn't pull him out. / / him out. / / A b e d that w as big
Sh e ca lled for her husband. / / H e ran So she ca lled for her grandson. / / H e A b e d that w as small
to the well. / / H e held onto his w ife / / held onto his grandmother. / / She held A b e d that w as tiny
she held onto the man / / and they onto her husband. / / H e held onto the A n d that's not all
pulled an d they pulled and they pulled man / / an d they pulled and they pulled She counted them one, two, three.
/ / but they couldn't pull him up. / / and they pulled / / but they couldn't pull
The husband called for his son. / / H e him out. / / W hen G oldilocks went to the house o f
ran to the well. / / H e held onto his S o the b o y called for his sister. / / She the bears
father. / / . His father held onto his wife. held onto her brother. / / H e held onto W hat d id her blue eyes s e e ?
/ / She held onto the man / / an d they his grandmother. / / Sh e held onto her A b ea r that w as big
pulled an d they pulled and they pulled husband. / / H e held onto the man / / A bear that w as small
/ / but they couldn't pull him u p . / / an d they pulled and they pulled and A bear that w as tiny
The b oy called for his sister. / / She ran they pulled / / but they couldn't pull him A n d that's not all
to the well. / / Sh e held onto her brother. out. / / She counted them one, two, three.
/ / H e held onto his father. / / His father S o the girl called for the dag. / / The d o g
held onto his wife. / / She held onto the held onto the girl. / / She held onto her
man / / an d they pulled and they pulled brother. / / H e held onto his grandmother.
and they pulled / / but they couldn't pull / / She held onto her husband. / / H e
him up. / / held onto the man / / and they pulled and
The girl ca lled for her d o g . / / The do g they pulled and they pulled / / but they
ran to the well. / / The d o g held onto the couldn't pull him out. / /
girl. / / Sh e held onto her brother. / / The d o g called for the cat. / / The cat
H e held onto his father. / / His father held onto the do g. / / The d o g held onto
O
Storysummaries
CINDERELLA BILLY GOATS GRUFF
C inderella lived with her stepfather and d id all the cleaning The three Billy goats gruff lived in a field by a river. O ver
in the house. Her stepsisters w ere nasty to her. The prince the river w as a lovely field of juicy grass, but a troll lived
w as having a big dance and C inderella w anted to go. A under the bridg e and frightened them. O n e d a y they
fairy godm other helped her by turning a pumpkin and some d e cid e d to trick the troll. O n e by one they w ent over the
mice into a coach and horses, and by giving her a new bridg e and told the troll to w a it for the next goat. Eventually
dress. She w ent to the dance and the prince da nced with they all got over the bridg e and pushed the troll into the
her, but at 1 2 o 'c lo c k she had to g o home as she promised. river. They w ent into the field and ate all the juicy grass and
As she left she lost one of her shoes and the prince picked could w a lk back over the bridg e any time they w anted.
it up. He tried the shoe on every w om an in the land until he
found C inderella and married her.
THE UGLY DUCKLING
O ne d a y in spring, a duckling hatched by the river bank.
GOLDILOCKS He w as fluffy and brow n, but all the other ducklings w ere
G oldilocks w as a naughty little girl w h o w ent into the w o o d yellow . M other duck and the other ducklings said he w as
sand w a lke d into the house of the three bears w h ile they ugly and d id n 't include him in any of their games. The
w ere out. She tried their bow ls of po rrid ge O n e w as too duckling got very lonely and all through the w inter hid in the
hot, one w as too cold and one w as just right. She tried their w eeds by the river bank. N ext summer he looked in the lake
chairs. O n e w as too hard, one w as too soft and one w as at his reflection and he had turned into a beautiful swan.
just right. She tried their beds. O n e w as too hard, one w as N o w all the other ducks said he w as very handsom e and
too soft and one w as just right and she fell asleep. The three the d u c k lin g /s w a n w as very happy.
bears cam e back and saw that their porridge had been
eaten, their chairs had been sat in and their beds had been
slept in. They found G oldilocks asleep and frightenened her
and she ran all the w a y home.
SLEEPING BEAUTY
Sleeping Beauty w as a lovely princess with a stepmother
w ho w anted to kill her. She gave Sleeping Beauty a
poisoned a p ple, a poisoned com b and finally she poisoned
the needle on the spinning wheel. Sleeping Beauty pricked
her finger on the spinning w heel and fell asleep for a
hundred years, until a handsome prince found her and
kissed her. The kiss w o ke her up and they w ere married and
lived ha pp ily ever after.
G
y ; •' -|
/. ^ ' :• ; u r. f:t 1
J
4
1