Linnette Ansel • Lisa Broomhead

Mario Herrera • Christopher Sol Cruz TEACHER'S BOOK

 Unit I Vocabulary I Structures ICLIL
Numbers: 1-10 Hello. I Goodbye.
Welcome tocl assl
Colours: block, blue, brown, green, What's your nome?
pp. 4-7
orange, pink, red, white, yellow My name's (Lidya).
Classroom objects: bog, book, How old are you?
crayon, pencil, pencil sharpener, I'm (six).
rubber What's your favourite colour?
Classroom actions: listen, look, My favourite colour is (red).
open/close your book, sit down, What's this?
stand up It's a book. It's o (block) book.

0 MuFamlly
Family: brother, dod, friend,
grandad, grandma, me, mum,
sister
Who's this?
This is my (mum). I This is me.
Social Science: Different families
big, small
My family is (big).
pp. 8-1q
Project: Draw a family poster.

@ Happy Toys: boll, cor, doll, plane, present,

puppet, puzzle, toy, train
It's my birthday!
Happy birthday!
Geography: Parties around town
beach, cinema, pork, pool
Birthday! Is it o (cor)? Where's your party?
Yes, it is. I No. it isn't. My party's at the (pork).
pp. 20-31
It's o (cor ). Project: Draw your party.

C)t Ukecakel Food and drink: coke, chicken,

fish, ice cream, juice, pizza, water,
I like (pizza). I I don't like (water).
Pizzo, please.
Science: Healthy foods
bod, good
yogurt colo, fruit salad, sugar
pp. 32-43
I like (fruit). It's (good) for me. I I like
(sugar) but it's bad for me.
Project: Make a healthy food plate.

�· · !illl Units 1-3 pp. 44-45 Revision: Units 1-3

0 MuBodu Parts of the body: arms, ears,

eyes, face, feet, hair, hands, legs,
I've got (two eyes) and (a nose).
Have you got (long hair/blue eyes)?
Health: Hygiene
clean, dirty
mouth, nose Yes, I have. I No, I haven't. I've got (clean) hands.
pp. 46-57
Adjectives: long, short Wash your hands.
Dry your hands.
Project: Make o collage showing how to
wash your hands.

0 Around Town Places in town: fire station,

hospital, library, playground,
police station, school, shop
pp.58-6q
Actions: hopping, jumping,
running, walking
What ore you doing?
I'm (running) to the (school).
Is this the (playground)?
Yes, it is. I No, it isn't. It's the
(hospital).
Social Science: Vehicles
ambulance, bus, fire engine, police car, van
Where's the (ambulance)?
The (ambulance) is at the (hospital).
Project: Draw o vehicle.

0 She's swlngln� Playground equipment: climbing

frame, roundabout, slide, swings
on the swings Actions: climbing, riding, sliding,
What's he/she doing?
He's/She's (swinging) on the (swings).
Science: A tree in different seasons
autumn, spring, summer, winter
Be careful! apple, flower, leaves, tree

pp. 70-81 swinging It's (spring). There are (pink flowers) and
(green leaves) on the tree. I It's winter. There
are no leaves on the tree.
Project: Do a leaf rubbing.

�E.;.; • • hltl Units� pp. 82-83 Revision: Units 4-6

f) It's sunnyl Clothes: boots, coat, hat , jumper,

sandals, shoes, shorts, skirt,
It's (sunny).
What are you wearing?
Social Science: Uniforms
chef, firefighter, police officer, postman
trousers T-shirt I'm wearing a (hat). The (police officer) is wearing a uniform.
pp. 84-qs
Weather: cloudy, rainy, snowy, What's he/she wearing? He's/She's got a (white T-shirt and a black hot.)
sunny He's/She's wearing (trousers). Project: Design a school uniform.

e My House
Rooms: bathroom, bedroom,
garage. garden, hall. house,
kitchen, living room
Where are you?
I' m in the (living room).
Where is he/she?
Science: Materials
cloth, glass, plastic, stone, wood
Project: Make o house.
pp. %-107
She's/He's in the (hall).
Ask Mum.

•
Animals: bear, crocodile, A (crocodile) can (swim). Science: Animal habitats
A fishcan elephant , hippo, lion, monkey, I can't (fly). bat, cave, hole, river, tree
swlml parrot, snake A (monkey) lives in a (tree).
Actions: f ly, swim Project: Make an animal habitat.
pp. 10a-m

R!i� · •llllJIII Units 7-q pp. 120-121 Revision: Units 7-q

Cutouts
p. l 23

ii
Values I Phonics 11 can ...

Help your family. a.e . . . talk about family.

I help my (grandma). ant, apple, act . . . help my family.
elf , egg, elk

Be polite. I, t, i . .. ask and answer about toys.

Sorry! leaf , look, lake .. . talk about birthday parties and locations around town.
It's OK. taxi, toy, ten . . . speak politely.
Thank you. igloo, insect. in
You're welcome.

Mind your manners. n, o, r . .. talk about foods I like and don't like.
Close your mouth. nine, nurse, nut . . . talk about healthy and unhealthy foods.
Use a napkin. on, ox, olive . . . identify good table manners.
Soy, 'please'. read, rabbit, rug

Keep clean. m, u, k ... talk about my body.

Wash your hands. mouse, mop, moon . . . describe how to wash my hands.
Brush your hair/teeth. uncle, under, umbrella . . . brush my teeth and hair.
king, key, kite

Don't throw rubbish. y.s.d . . . ask and answer about actions.

Put rubbish in the bin. yogurt, yak, yo-yo . . . talk about vehicles and places around town.
Don't throw rubbish. sock, sofa, seal . . . help keep the environment clean.
Pick up rubbish. dod, dish, desk

Follow park rules. b,g, z . . . ask and answer about playing at the playground.
Don't pick the flowers. boy, boll. bed . . . describe a tree in different seasons.
Don't walk on the gross. gir l, guitar, gate . .. help keep the por k clean.
Don't drop litter zebra, zoo, zip
Don't feed the birds.

Recycle clothes. c.p, h .. . ask and answer about clothes.

Give away old clothes. corn, cot, cor .. . describe the weather.
Reuse old clothes. pork, path, pond . . . talk about jobs and uniforms.
Recycle old clothes. hot, horse, head

Stay safe. v, f. j ... talk about dif ferent rooms and ask where people are.
It's safe/dangerous. van, vase, vest . .. describe the material things are mode of.
fox, face, fur .. . stay safe at home.
jar, jam, jump

Respect animals q,. W, X . . . talk about animals and their abilities.

Don't feed the animals. queen, quilt, quick . . . say where animals live.
Don't climb the fence. worm, water, wig . . . say zoo rules.
Don't throw rubbish. ox, fix, box
Don't touch the animals.

iii
 Scope and sequence .................................................................................... ii

Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Components .................................................................................................. .v

A Pupil's Book Unit ...................................................................................... vii

Course Features . . . . . ..
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

Welcome Unit . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . ..
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

My Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
. .

Happy Birthday! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

I like Cake! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

My Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
. .

Around Town . . . . . . . ..
. . . . . . . . . . . . . . . . . . . . . . . . . . ..
. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 58

She's swinging on the swings! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

It's sunny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

My House . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 96

A ftsh can swim! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 08

Cutouts for Checkpoints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . . . . . . . . . . . . . . . . . . . . . . . .T268

Stickers . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T269
Activity Book Audio Scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .T270
Activty Book Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .T278

Big English Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T283

Competencies T284
Game Bank T286
Word List T288

iv
Big English is a new, seven-level primary course that engages pupils with fun, exciting material
and prepares them to succeed both in the classroom and in the outside world. In addition to a
balanced integrated-skills approach to instruction, three of the central principles of the Big English
course philosophy are Assessment for Learning (AFL) techniques, a focus on 2 1 st Century Skills
and an approach supported by Content and Language Integrated Learning (CLIL).

Pupil's Book
• Activities present language in context with songs,
stories and phonics lessons.
• Think Big activities help pupils develop 2 1 st Century
Skills.
• Content Connection pages and Projects integrate use
of learning strategies into content-based learning.
• Values lessons help build confidence through creative
and collaborative activities.
• Three two-page Checkpoints focus on Assessment for Learning and provide
opportunities for pupils to assess their own progress.

Activity Book
• The Activity Book provides engaging additional
practice for each lesson in the Pupil's Book.
• The Activity Book can be used for reinforcement in
the classroom as well as for independent study
at home.

@ 'f) lJ@

Teacher's Book
• This includes step-by-step Lesson Plans, a Games
Bank, Pupil's Book and Activity Book Audio Scripts
and Activity Book Answer Keys.
• Assessment for Learning techniques and ideas for
:L\��t�
developing 2 1 '1 Century Skills are incorporated into
-!_,_ ...
.. c. ...... �-- .. -·,

each Lesson Plan.

fiii��
�i��L'f�>;;
J;�:;;;;;;:-. -:;:::.r..::::
:;.�

v
 Teachers' eText for IWB
This digital tool includes helpful resources, such as:
• Interactive versions of the Pupil's Book activities for use on a
whiteboard or a computer. Includes a full range of interactive
tools.
• Theme- based CLIL related Video with questions.
• Teacher Resources, which include supplementary materials such
as games, activities and worksheets.
• An Assessment Pack with a comprehensive range of tests which
include a placement test, unit tests and review tests (after every
three units).

Class Audio CD Flashcards

• Pupil's Book listening activities • Perfect for big classes, AS cards illustrate
target vocabulary.
• Songs, including karaoke versions
• Cards are available in print or digital format
• Unit stories and CLIL readings
on the Teacher's eText for IWB.
• Activity Book listening activities
2
1

Posters
A set of 1 2 full colour teaching posters for display in the classroom
• Covering classroom language, CLIL topics and phonics
• Includes a reusable laminated 'My Class Today' poster for pupils to
record days of the week, seasons, weather and birthdays
• Also available in digital format on the Teacher's eText for IWB

vi
 � Listen and sing. What's mls5lng? �

Each unit
TN INK
opens with the BIG Think Big
presentation questions prompt
of key unit pupils to use critical
vocabulary thinking skills, to
followed by a personalise language,
high-energy song to collaborate and to
to introduce the use key vocabulary in
unit theme in a context.
fun context.

@ Ustan and follow. Whero's Lldya?

.

r-..,..r,;::;;::q:-__,.,..,-�

Comprehension and
Fun, highly
discussion questions
visual stories

·� '!;��
develop comprehension
engage learners'
Q Look and.f or�. Soy. StrategieS and Critical
imaginations.

,e· ·
thinki·ng·_____.
�- _ _ _

'-'--�---==--
• ?.

0 �---

@ Uston. Help Udya and Uam.

On the Language
in Action
pages, learners
listen to new
language and
Gl Draw and say.
build meaningful

DO
sentences.

vii
 4ft U5ton, look and say. t!l. look and match. Say.
1 1

In Content
Connection, pupils
learn additional
language and
engage with topics
from curriculum
areas such as social
science, science
and geography.

� Lh;ton, look and s �y.

On the Values
page, pupils
reflect on a core
value related to
the theme of the
unit and act out
a mini-situation
which they can
transfer to the
world outside the
classroom.
1 � 2 In the Phonics section,
pupils learn about
w
·� .
... �, I
letters and their
corresponding sounds
in a systematic way.
The Sounds and Letters
Cards (Teachers' eText
for IWB) and the
'fi U5ton and numbor. Chant. Phonics Posters can be
used for fun teacher-led
activities.

� U5ton and ./or X. Pl oy. � Ushtn and match.

- -- --,
•

�A.�·!
On the Review
pages, pupils show
what they have
learned in the unit
through a game-style
group activity and
'I Can' check boxes help
language exercises.
pupils assess their own
learning and reflect on

tb �
.I X
0
their progress.
·

viii
Checkpoint lessons consolidate material from the three previous units and help train learners
in Assessment for Learning techniques (see page x).

Pupils review key

language from the The 'I Can Do It!' tasks allow
previous units and learners to consolidate and
compare it with their use the new language in pair
current knowledge of that and group activities featuring
language. cut-out materials.
Units 7-q

� Listen and place.

0. Look and circle. Practise. Play. 1

13
,..---
1 2

r--
... 5
4

DolKnowltNow? 6
Q Draw and say.

The 'Do I Know It?' task In the 'Do I Know It Now?'

helps identify any gaps in section, pupils have fun with
learners' knowledge of key a mini-portfolio section
language points so that and then reassess their
teachers can focus review understanding of the key
as needed. language points from the
previous group of units.

ix
Learner-Centered Approach
The Big English course ensures that all learners become active participants in every lesson
by activating prior knowledge of topics and concepts and by encouraging them to share and
express their personal experiences, ideas and opinions in English.
Big English also incorporates activities that appeal to pupils with a variety of learning styles.
Attention has been paid to visual, auditory and tactile/kinaesthetic learners through the
inclusion of illustrations, photos and graphic organisers (visual learners), opportunities to hear
and repeat key learning targets (auditory learners) , sticker activities, routines and games using
touch and movement (tactile/kinaesthetic learners).
Furthermore, care has been taken to provide activities that capitalise on Howard Gardner's
Theory of Multiple Intelligences: logical-mathematical, linguistic, spatial, bodily-kinaesthetic,
musical, naturalistic, existential, interpersonal and intrapersonal.
Big English also caters for classes with pupils of different abilities by providing differentiated
instruction suggestions throughout the Teacher's Book.

Assessment for Learning in Big English

While all assessment is used to measure pupils' progress and to motivate pupils to learn, the
Big English Teacher's Book offers opportunities for teachers to train pupils in a more dynamic
type of assessment. As opposed to traditional, summative assessment tools that measure what
is known or what has been learned (assessment of learning), Assessment for Learning is based
on the following three main principles: having pupils participate in setting goals, in performing
ongoing assessment and helping pupils learn how to set goals and self-assess.

Principles of Assessment for Learning

Help students Learn

Perform Ongoi n g
Set Goals How to Set Goals and
Assessment
Sell-Assess

Make sure each pupil has a
clear understanding from the
beginning of each unit what
exactly the learning target
is and what the expected
outcomes are.
With the individual pupil's
par ticipation, informally and
frequently assess where he or
she is on the path to achieving
those outcomes, usually during
the course of a lesson.
Help pupils understand where
the gaps are between what
they have learned and the
expected outcome, so they can
address whatever areas are
still lacking to achieve their
goals.

Assessment for Learning in Big English

The Teacher's Book has integrated and signposted the Assessment for Learning process into each lesson.

INVOLVE
Make sure pupils know what the lesson objectives are so they feel ownership of their own
learning.
Build in opportunities to assess how well the pupils are learning the material and try to
MONITOR work out where the gaps are. Whenever possible, help pupils learn how to assess their own
learning at this stage, too.

X
 Once you've determined where the gaps are, present the material again in
ASSIST another context or modality so pupils have another opportunity to learn the
material.

CHALLENGE
I
Go beyond the page and get pupils to internalise the material by personalising
it, applying it to new contexts, analysing it critically, etc.
These Assessment for Learning techniques, used in combination with the Big English
Assessment Pack, provide teachers and pupils with a unique set of tools to achieve both
personal and course goals.

21st Century Skills in Big English

The term 2 1 st Century Skills refers to the knowledge and skills that learners need to be
successful in the increasingly complex life and work environment of today's rapidly changing,
digital world. These skills are divided into three key areas: learning and innovation, digital
literacy and career/life skills. The Big English series ensures ample coverage and opportunities
for development of these important skills.
2 1 st Century Skills are reflected throughout the programme.

21st Century Skills in Big English

Critical thinking and problem Think Big tasks
Learning and solving Personalisation tasks
In novation Creativity and innovation __. Communicative tasks
'The 4 C's' Communication Collaborative tasks
Collaboration Activity extension ideas

Information literacy Print/Digital reading genres

Digita l Literacy Media literacy __. Content-based research tasks
ICT literacy Activity extension ideas

Flexibility and adaptability

Think Big tasks
Initiative and self-direction
Content-based research tasks
Social and cross-cultural
Career and Ufe interaction __. Values instruction
Individual and group projects
Productivity and accountability
Content-based discussion tasks
Leadership and responsibility

Content Language Integrated Learning (CLIL) in Big English

The content-based materials in Big English provide countless benefits to young learners of
English. Big English implements CLIL by using the target language, English, as the medium for
teaching school subject areas, for example, science, geography and social studies, as well as to
raise learners' awareness of cultural similarities and differences.
In Big English, the content that learners are studying in their first language provides scaffolding
for their learning of content-area English. CLIL also promotes learners' application of learning
strategies. As these learning strategies become part of a pupil's repertoire of behaviours for
learning, they transfer to other content areas and encourage greater pupil autonomy.

xi
 •

Objectives
Vocabulary Grammar
• colours; numbers 1-1 0; classroom • to ask and answer What's your name?
objects; classroom actions; h ello; My name's ...; to ask and answer How
goodbye o ld are yo u ? I 'm .; to ask and a nswer
. .

What's yo ur favo urite colour? My

favourite colo ur is ...; to ask about
classroom objects usi n g What's th is ?
It's a ....

···�
���--��--��--�--��--��--�

Key Vocabulary

ClaS"S"room
ColovrS" NvmberS"
objectS"
b l ack one bag Heffo.
blue t wo b oo k Goodbye.
b rown t h ree crayon Stand up.
g reen fou r penci l Sit down.
o ra ng e five p e n ci l s h a rp e n e r Listen.
pink six rubber Look.
red seve n Open your book.
wh ite eight Close your book.
ye l l ow nine
ten
 Unit Opener Activities
Materials
Pupil's look, Welcome to class!
0 Pages 4-7
0 Pupi l 's Book Audio CD, Tracks
1 :02-1 :1 4 Family Connedion
With the h e l p of a fa m i ly m e m be r,
Adlvlty look, Welcome to class!
p u p i ls fi n d diffe rent co l o u red
D Pages 2-3 o bj e cts at home. They can focus
0 Activity Book Audio CD, Tracks on th e i r own toys or sch ool th i n g s
1 :08-1:1 6 (crayo ns, books, pen ci l s, etc .) o r fi n d
oth e r obj ects a r o u n d the h o u s e .
Assessment Package Idea l ly t h e y sh o u l d fi n d at l ea st one
0 Placement Test o r two thi ngs for each of the n i n e
co l o u rs featu red i n t h i s u n it. Th ey
Additional Matertals t h e n draw a p i ct u re of t h e i r obj e cts
0 Flashcards (Colours) a n d colour t h e m in the correct
co l o u rs. They b r i n g t h e i r pictu res to
0 Video Welcome Unit (eText for
class to s h a re with th e i r c l a ss m ates.
teacher)
Enco u r a g e them to say the co l o u rs
0 Number cards a n d obj e cts, if possi b l e , i n E n g l ish.
0 Finger puppets or hand puppets
(two for dialogue)
0 A ball for throwing
D Paper
0 T he key classroom objects
0 A bag or box to hide the elext Adivity
classroom objects Interactive P u p i l's Book Activities for
We lcome to c l a ss
C l a ss Audio a n d Audio Scri pts
We lco m e to c l a ss F l a shcard s
Poste rs
Te ache r's Reso u rces
P l a ce m ent Test
P l a cement Test A u d i o a n d Au d i o Scri pts
fo r U n i t 1
P l ace m e nt Test Te a c h e r's N otes a n d
Answer Key

Welco m e TWB
 OBJ ECTIVES
Warm up To practise saying Hello
• Play some lively music and call out and mime some actions Wave your arms! and Goodbye
Move your head! Clap! Stamp your feet! Do the actions to the rhythm of the To sing a song
music making it as fun and lively as possible. The pupils stand up and j oin in To learn the names of the
with the actions. main cha racters
To ask someone's name
Using Page 4
and respond

G � Listen a n d fin d .

I
Key vocabulary
Explain the lesson objective - pupils will practise saying Hello and Goodbye and
G reetings: Hello, Goodbye
INvoLvE sing a song. They will also learn the names of the main characters for the course
and how to ask Whats your name? 21st Century Skill
• Play Audio Track 1 :02. Pupils listen and find the character who is speaking. Play Communication
the recording again pausing after each sentence to give pupils time to repeat. Materials
• Pupils then walk around the classroom, introducing themselves and asking Pupil's Book, page 4
their classmates' names. They say Hello! My names (Zeynep). Whats your name? Audio Tracks 1 :02-1 :04
Hello! My names (Arda).
Audio Track 1:02
MONIToR I Check that pupils are introducing themselves and asking the question correctly. 1 M iss G rey: H ello, my
name's M iss G rey.

I
AssisT
Replay the audio, pausing it as necessary and help pupils with intonation and What's your name?
pronunciation. Joy: Hello! My name's
Joy.
Q � Listen a n d fin d . S i n g . 2 M iss G rey: Hello, what's
your na me?
• Play Audio Track 1 :03. Show the characters on the page as they come up. Pupils Liam: H ello! My name's
listen and point to the characters as they are mentioned in the song. Play the Liam .
song several times and encourage pupils to join in. 3 M iss G rey: Hello, what's
your na me?

I
MONITOR
Walk around the classroom and check that pupils are pointing to the correct Lidya: Hello! My name's
characters as they are mentioned. Lidya.

I
In pairs, pupils take turns to say a character's name and find him/her on the Audio Track 1:03
CHALLINGI
page. Childre n : H urray, h urray,
h u rray!
Let's learn English today!
Ell Century Skill: Communication Joy: Hello, h ello! My
name's Joy!
Q � Listen a n d say. Act. Teacher: H ello, hello!
Hel lo, J oy!
• Point to the picture at the bottom of the page of Joy, Liam and Lidya at the end Childre n : H urray, h urray,
of the school day. Ask pupils, in L l , what they think is happening. (The children h u rray!
are going home. They're saying goodbye to their teacher.) Let's learn English today!
Lidya: H e llo, h ello!
• Play Audio Track 1 :04. Pupils listen and look at the picture. Replay the My n a me's Lidya .
recording, pausing it after each sentence. Pupils repeat. Teacher: H ello, h ello!
Hello, Lidya .
• Pupils then act out the scene in groups of three. They take turns to be the
Ch ild re n : H u rray, h u rray,
teacher. h u rray!
I Check that all pupils are in a group and that everyone has a role.
Let's learn English today!
MoNIToR
Liam: H e l lo, hello!

I
Encourage pupils to use their own names in their dialogues rather than the My n a me's Lia m .
AssisT character's names. Pupils can use your name as the teacher or the name of the Teacher: H ello, h e l lo!
H e llo, Lia m !
teacher in the book. Childre n : H u rray, h u rray,
h u rray!
Let's lea rn English today!
Application and Practice Adivity
Teacher: H ello, hello!
• Play the song again (Audio Track 1 :03). Pupils wave for Hello! and jump up and My na me's Miss G rey.
down with their arms in the air when they hear Hurray! Encourage pupils to Children: H ello, hello!
H e l lo, M iss Grey!
sing along with the song as well as joining in with the actions. C h i l d re n : H urray, h u rray,
h u rray!
Let's learn English today!

Audio Track 1:04

M i ss G rey: Goodbye,
Lia m . Goodbye, Lidya.
Lidya and Liam: Goodbye,
Miss G rey. See you
tomorrow!
M iss G rey: See you
tomorrow!

Welcome T4
OBJECTIVES
To s a y a n d count the Warm up
n u m bers 1 -1 0 • Count to ten holding up the appropriate number of fingers as you do so. Pupils
To ask someone's age repeat. Do this several times until pupils are comfortable with the numbers. Then
a nd respond
arrange pupils into groups of various numbers. Ask How many? Pupils say the
number of children in each group.
Key vocabulary
N u m bers: one, two, three, Using Page 5
four, five, six, seven, eight,
nine, ten
Materials
Q � Liste n , l o o k a n d say.
P u pil's Book, page 5
Audio Tracks 1 :05-1 :07
INVOLVE
I Explain the lesson objective - pupils will learn to say and count the numbers
1 - 10. They will also learn to ask someone's age and how to respond.
N umber ca rds (numerals • Stick your number cards on the board, in order. Point to each one in turn and
1 -1 0) pupils say the number.
H a nd or finger pu ppets
A ball for th rowing
• Play Audio Track 1 :05. Pupils listen and point to the numbers on the page saying
Paper for each pu pil to draw
each number as they do so.

I
a self-portrait Pause the recording after some of the numbers and ask pupils to hold up the
MONITOR
Activity Book correct number of fingers as they repeat the number.

I
Page 2 Leave the number cards on the board so you can easily refer to them when
ASSIST
Audio script on page 270 necessary.
Answers on page 278
Audio Track 1:05 Q � Liste n a n d chant.
one two three fou r • Play Audio Track 1 :06. Pupils listen to the number chant. Play the recording
five six seven eight
nine ten
several times and encourage pupils to join in.

Audio Track 1:06 Q � Liste n and fin d . Ask a n d a n swer.

Boy: One, two, three. • Use hand or finger puppets to practise a dialogue. One puppet says Hello, I'm (Mr
One, two, three, fou r, five.
Cho rus: One, two, three.
Smith). Whats your name? The other puppet answers Hello, I'm (Servan) .
One, two, th ree, fou r, five. • The first puppet then asks How old are you? The other puppet answers I'm six. Use
Boy: Six, seven , eight.
Six, seven, eight, nine, ten.
your puppets to ask pupils Whats your name? and How old are you?
Chorus: Six, seven, eight. • Play Audio Track 1 :07. Show the characters on the page as they come up. Pupils
Six, seven , eight, nine, ten.
Boy: One, two, three, fou r,
listen and point to the character who is speaking each time.
five, six, seven, eight, nine, ASSIST I Play the recording again pausing after each sentence to give pupils time to repeat.
ten.
Chorus: One, two, three, Pupils stand in a large circle. Throw a ball to a pupil and say Hello, I'm (Mrs
four, five, six, seven , eig ht, White). Whats your name? The pupil answers, then throws the ball to another
nine, ten. CHAWNGE
pupil and asks How old are you ? They should alternate between the two questions
Audio Track 1:07 Whats your name? and How old are you?
1 Lidya: Hello, I ' m Lidya.
What's your na me?
Sam: Hello, I'm Sam. I ' m Activity Book Page 2
five. H o w old are you?
Lidya: I'm six.
2 liam: H ello, I'm Lia m .
G � Listen a n d match .
What's your na me? • Play Audio Track 1 :08. Pupils listen and match the number to the character
Sally: H ello, I'm Sally. I ' m mentioned.
seve n . How old a re you?
Liam: I'm six.
fl Count a n d write . Say.
• Pupils count the number of pencils and write the number in the box. They then
TEACH I N G TIP say ( Three) pencils.
M usic i s a great
m otivational tool in
fl D raw a n d write h ow o l d you a re . Say.
teachi n g . P l ay soft • Pupils draw a picture of themselves in the box on the left, then write or draw the
music while pupils are number representing their age in the box or draw a cake with the correct number
completing a ctivities of candles. They introduce themselves to a partner using Hello, I'm (Melis) . I'm
i n their books and fast­
paced music for games
seven.
or warm-u p a ctivities.
Play music as p u p i l s Application and Practice Activity
e n t e r the classroom
and again as they leave • Pupils draw a self-portrait. They draw the number representing their age on
to end the class on a their T-shirt or draw a cake with the correct number of candles. They share their
positive n ote. drawings with a partner and describe them using I'm (Rahat). I'm seven.

TS Welcome
 OBJ ECTIVES
Warm up To identify and say the key
colours
• Clap out a simple rhythm with up to ten beats. Pupils repeat the rhythm and
say how many times you clapped. Continue for a few rounds, then pupils do To identify classroom
the same in pairs or groups. /
ob 'ects and say what
co our they a re
\..
Using Page 6
Key vocabulary

fl � Liste n , l o o k a n d say. Colours: b lack, blue, brown,

green, orange, pink, red,

I colours.
Explain the lesson objective - pupils will learn to identify and say the key white, yel low
INvoLvE
C lassroom objects: bag,
They will also learn classroom objects and say what colour they are. book, crayon , penci l , pencil
• Show the Colours flashcards in turn and say the word for each one several sharpener, rubber
times. Pupils repeat. Materials
• Play Audio Track 1 :09. Pupils listen to the colour words and point to them in
Pupil's Book Page 6
Audio Tracks 1 :09-1 : 1 3
the Pupil's Book. Flashcards (Colours)
MONITOR I Check that pupils are pointing to the correct colours in their books. The key classroom objects
Paper for each pupil for

I
ASSIST
Display the Colours flashcards and point to the colours as they are mentioned co l o u r dictation
in the recording.
Audio Track 1:09
Q � Liste n a n d chant. 1 red 2 blue 3 pink
4 white 5 g reen
• Play Audio Track 1 : 10. Pupils listen to the chant and point to the colours as 6 orange 7 yel low
they hear them. Play the recording several times, then ask pupils to join in. 8 brown 9 black
Audio Track 1:10
fl A Listen, l o o k and say. Ask a n d a n swer. Red, g reen, orange and
• Point to something that you are wearing and say My favourite colour is (red). yel l ow, too!
Find some other things that are the same colour and say the phrase several P i n k, wh ite, b lack, brown
and blue.
times. Pupils listen and repeat. Red, g reen, orange and
yellow, too!
• Play Audio Track 1 : 1 1 . Pupils listen and find the child wearing the colour P i n k, white, b lack, brown
mentioned. and b l u e .

I
cHALLENGE
Ask pupils Whats your favourite colour? Pupils say My favourite colour is (blue) Audio Track 1:11
and show you something (blue) in the classroom. 1 Woma n : What's your
favou rite colou r?
4&, � Listen, look and say. G i rl 1: My favou rite colou r
is pink.
• Put the items from the recording on your desk. Hold up a (pencil) and say Its a 2 Wom a n : What's your
(pencil) . Pupils repeat. Continue with the other items. favou rite colour?
Boy: My favou rite colour is
• Play Audio Track 1 : 12. Pupils listen and point to each classroom object as it's g reen.
mentioned. 3 Wom a n : What's your
favourite colour?
AssisT I Play the recording again pausing after each word to give pupils time to repeat. G i rl 2: My favou rite colour
is brown .
Gl, W Liste n a n d fin d . Play. Audio Track 1:1:Z
• Play Audio Track 1 : 13. Pupils listen and point to the objects mentioned from 1 pencil 2 rubber
3 pencil sharpener 4 bag
Activity 10 above. 5 crayon 6 book
• In pairs, pupils take turns to point to an object in the book and ask Whats this? Audio Track 1:13
The other pupil replies Its a (pencil sharpener). Its a (yellow pencil sharpener). Boy: What's this?

I
Pupils choose several classroom objects and put them on their desks. Pupil A G i rl: It's a book. It's a black
book.
cHALLENGE chooses an object and says Its a (crayon). Its a (green crayon). Pupil B points to Boy: What's this?
the (green crayon). They then swap roles. G i rl: It's a bag. It's a blue
bag.
Boy: What's this?
Application and Practice Adivity G i rl: It's a pencil. It's a red
penci l .
• Pupils draw four squares on a piece of paper and number them from 1 to 4. Say Boy: What's this?
four classroom objects in different colours for pupils to draw in their squares. G i rl: It's a rubber. It's a white
Say Number one, a pink book, etc. ru bber.
Boy: What's this?

r
G i rl: It's a crayon. It's an
orange crayon.
T E AC H I N G TI P Boy: What's this?
G i rl: It's a pencil sharpener.
Take the time in your first few lessons to expl a i n , in L 1 , or show your pupils your It's a yel l ow pencil
classroom procedures. sharpener.

Welcome T6
OBJECTIVES
To s a y and d o some Warm up
classroom actions • Put a classroom object in a bag or box. Pupils reach into it and feel it without
looking. Ask What this? They answer It's a (pencil). Try putting different
numbers of items and asking How many? Pupils say Four (rubbers). Pupils
M aterials continue in pairs, taking turns to hide classroom objects in a pencil case and
P u p i l 's Book Page 7 asking their partner to guess what they are by feel alone.
Audio Track 1 : 1 4

Using Page 7
Va rious classroom objects
A box or bag to hide the
objects
4& � Liste n , look a n d say. Do.
Activity Book
Page 3
Audio script on page 270
I
INvoLvE
Ex� lain the lesson objective - pupils will learn to say and do some classroom
actiOns.
Answers on page 278 • Mime the classroom actions from the recording, saying each as you do so.

Continue for a few rounds, then just call out the phrases for pupils to do the
Audio Track 1:14 actions.
1 Stand up.
• Play Audio Track 1 : 14. Pupils listen and point to the person doing the action
2 Sit down.
3 Listen. mentioned in the recording.
4 Look. MONIToR I Check that pupils are pointing to the correct photos in their books.

asSisT I Play the recording again, pausing after each phrase so pupils can repeat.
5 Open your book.
6 Close your book.
Play a game of Simon Says. Call out the actions from this lesson one by one.
cHAWNGE Pupils only do the action when you begin with Simon says . .. or Teacher
says . . .. Continue for a few rounds, then pupils play the game in groups.
G Piay.
• Pupils play a miming game in pairs using the actions learned in the previous
activity. Pupil A mimes one of the actions and Pupil B says the action (Stand
up, Open your book, etc.). They then swap roles.

Activity Book Page 3

Cl A Listen a n d col our.

• Play Audio Track 1 : 1 5. Pupils listen and colour the T-shirts in the children's
favourite colours.
Q � Listen a n d ./ or X.
• Play Audio Track 1 : 16. Pupils listen to the recording and tick the object if it
matches the recording and put a cross if it doesn't.
Q Com p l ete a n d say.
• Pupils complete the illustrations of the children. They then say the classroom
action for each one. (Stand up!)

Application and Practice Adivity

• Choose one of the classroom actions from Activity 12. Cover the picture
of that action in your book with a small piece of paper. Pupils guess which
action you have covered, by calling out the action. (Sit down!) When pupils
guess correctly, say Yes, that's right! and pupils say and do the action together.

r
T E AC H I N G T I P
Children learn most effectively when they feel they a re i n a safe a n d welcoming
environ ment. Try to make the cl assroom as vis u a l ly attractive as possible. H ave a
speci a l corner where you display posters or objects that relate to the topic you are
teach ing (e.g. a poster with a l l the key col o urs a n d/or objects in those colours).
Also display your pupils' work and vary the display, refreshing it with new items on
a regu l a r basis. If possible, create a reas for d ifferent focus activities - a messy a rea
for project work, a story corner with cushions and books, a dress-u p corner with
costu mes, etc.

T7 Welcome
 Objectives I

Vocabulary Sounds
• Fa mily • To identify and say words beginning
with the sounds /re/ and /e/
Grammar
• To i ntroduce fa mily members using Values
Wh o 's this ? This is m y.... • To learn the value of helping oth ers

Content Connedions: Culture Projed

• To ide ntify and descri be big and small • To make a family poster
fa milies usi ng My family is big/small.

;;;
...

Key Vocabulary
Family Content Word S' Expressio"s
brother big I help my (mum).
dad small
family
friend
grandad
grandma
me
mum
sister
 Unit Opener Activities
Materials
Pupil's Book, Unit 1
0 Pages 8-1 9
0 P u p i l's Book Au d i o CD, Family Connedion
Tracks 1 :1 7-1 :39
Ask p u p i l s to choose some fa m i ly
Adlvlty Book, Unit 1 p h otos a n d b r i n g them to class.
Be s u re p u p i l s a s k th e i r parents'
0 Pages 4-1 3 p e r m i ss i o n before b ri n g i n g a
0 Activity Book A u d i o C D, p h oto to class. Enco u r a g e p u p i l s
Tra cks 1 :1 9-1 :40 t o ch oose ph otos with t h e i r fa m i l y
0 Sti cke r Pictu re Dicti o n a ry, m e m b e rs tog eth e r. G ive p u p i l s
P a g e 1 00 t i m e t o s h a re t h e i r p h otos with the i r
classm ates. Ta l k, i n L 1 , a bout who
Assessment Package the m e m bers of the fa m i ly a re a n d
0 Pra ctice Te st u n it 1 teach t h e m s o m e o f t h e words i n
E n g l ish . I f y o u h ave room i n yo u r
0 S p ea k i n g Asses s m e n t prom pts
c l a ssro o m , d i sp l ay t h e p h otos with
Additional Materials the p u p i l s' n a m es b e l ow th e m .
S h ow sensitivity towa rds those
0 F l a s h c a r d s ( Fa m i ly) ch i l d re n who may h ave u n u su a l or
0 V i d e o U n i t 1 (eText fo r tea c h e r) d i ffi c u l t fa m i ly situati o n s . Encourage
0 P h o n ics Poste r them to include g r a n d p a re n ts or
exte n d e d fa m i l y m e m be rs if they
0 P u p i l s' fa m i l y p h otos/fa m i l y
don't have p a re nts .
pictu res from m a g azi n e s
0 P a p e r a n d ca rd
0 F i n g e r p u p pet te m p l ate from
P h otoco pi a b l e worksheet 2
0 F i n g e r p u p pet p h otocopy fo r e a c h
pupil
0 Yo u r own fa m i ly p h otos eText Adivity
0 P h otoco p i e s of the Fa m i l y I n teractive P u p i l's Book Activiti es
flashcards fo r unit 1
C l a ss Au d i o a n d A u d i o Scri pts
0 B l i n d fo l d
0 P u p i l s' pictu res o f p e o p l e h e l p i n g U n it 1 F l a s h ca rd s
oth e r p e o p l e CLI L Vi deo a n d i n te g rated q u esti o n s
0 Red a n d b l u e p e n c i l s fo r e a c h fo r u n i t 1
pupil Posters
0 P u p i l s' pictu res o r ite m s b e g i n n i n g Te a c h e r's Resou rces
with t h e s o u n d s /re/ a n d /e/ Practice Test u n it 1
0 Cou nters or s m a l l p i eces of p a p e r Practice Test Au d i o a n d A u d i o Scri pts
fo r B i n g o g a m e for U n i t 1
U n it 1 Spea ki n g Assess m e n t Prom pts
U n it 1 Practice Test Te a c h e r's N otes a n d
Answe r Key

Unit 1 T1B
 OBJECTIVES
Warm up To identify and n a m e the
• Bring some family photos to class. These could be your own family or pictures key fam i ly members
from magazines. Ask pupils to bring in photos of their families as well. Pass the To play a game in pairs
photos around the classroom and ask pupils to identify the family members (in
English and/or Ll). Emphasise that each family is different.
Key vocabulary
Using Page 8 Nouns: brother, dad,
fam i ly, friend, grandad,
Q A Listen, look a n d say. grandma, me, mum, sister

I Explain the lesson objective - pupils will learn the key family words.
INvolllt
Materials
Pupi l's Book Page 8
• Point to the photos and say This is a family. Explain, in L l , that one of the Flashcards (Fami ly)
children is not part of the family. Point to him and say He's a friend. Audio Tracks 1 : 1 7-1 : 1 8
Family pictures from home
• Show pupils a photo of your own family or draw your family on the board. Point or from magazines
to yourself in the photo and say This is me!
Adlvlty Book
• Show the Family flashcards one by one and elicit the name of each family Page 4
member. Audio script on page 270
Answers on page 278
• Play Audio Track 1 : 1 7. Pupils listen and look at each photo as it is mentioned.
Audio Track 1:17

I
MONITOR
Walk round the classroom and point to individual photos. Pupils say the correct
1 me
family member. 2 g randma

I
Replay the recording and help with the pronunciation of difficult words. Pause 3 grandad
ASSIST
the recording after each word to give pupils more time to repeat if necessary. 4 mum
5 dad
Q� Listen a n d fin d .
6
7
brother
sister
• Play Audio Track 1 : 18. Pupils listen and find the photo o f the person mentioned. 8 friend
MONIToR I Check that pupils are pointing to the correct photos. Audio Track 1:18

I
Replay the audio, pausing as necessary, and help pupils associate the family brother
AssisT
grandad
words with the correct photos.
me
Q Play a g a m e .
friend
grandma
• In pairs, pupils play a game. Pupil A says a family member and Pupil B points to mum
or says the number of the correct photo. sister
dad
MONITOR I Check that pupils are pointing to the correct photos.
Explain the instructions again, in L l , and model the activity with a stronger
ASSIST

I pupil.
Use the Family flashcards. Say a family member (grandma). Flip through the
cHALLENGE flashcards one by one. Pupils clap when they see the (grandma) flashcard.
Repeat with the other family words.

Activity Book Page 4

QA Listen a n d ci rcl e .
• Play Audio Track 1 : 19. Pupils listen and circle the correct photo in each pair.
Q M atch a n d say.
• Pupils match the individual pictures of the family members to their silhouette.
They then point to each person in turn and say who it is.

Application and Practice Adivity

• Hand out the Family flashcards to several pupils and ask them to stand in a line
at the front of the class. They show their cards very quickly then hide them. Say
one of the family words (sister). Pupils try to remember which pupil is holding
that card and call out his/her name.

U n it 1 TS