Cambridge Englishbel BRIDGE Ee] CAMBRIDGE ENGLISH 7 CAM @p UNIVERSITY PRESS : Cambridge English for Starters TEACHER'S BOOK e e e e Anne Robinson © Lin 3 6 eo be Karen Saxby eCambridge University Press vwoncambridgeorget Cambridge English Language Assessment vonrcambridgeenglish.org Information on thistle: wwwcambridge.orgl9781316617496 © Cambridge University Press 2016 ‘This publication isin copyright. Subject wo statutory exception and tothe provision of tlevant collective licensing agreements, no reproduction of any part may take place without the writen permission ofthe publishers Fest published 2006, Second edition 2010 “Tind edition 2015 Fourth edition 2016 20 19 18 17 16 15 14 13.12. 1110987 65.43.21 Printed in Malaysia by Vivar Printing A catalogue record for this publication i available from the British Library ISBN 978-1-316-61746:5 Students Book with online acts with audio and Home Fu Booklet 1sBN 878-1-316-68191-1 Students Book with olin ative with audio 1suN 878-1-316-61749-6 Teacher’ Book with downloadable wadio| say 878-1-316-61751-9 Class Audio CDs 18BN 978-1-316-61752-6 Preseatation Plus DVD-ROM Download the audio at www.cambeldge.org/funforstarters ‘The publishers have no responsibility forthe persistence or accuracy of URLs for external or thid-pary internet websites refered ton this publication, and dd not guarantee that any content on such websites i or wil remain, accurate ‘oc appropriate, Information regarding prices, tael timetables, nd other fatal information given in this work correct atthe time of firs printing but the publishers donot guarantee the accuracy of sch information threatContents Introduction Checklist for Cambridge English: Starters preparation Map of the Student’s Book Topic index Grammar index Unit guide (teacher’s notes) Photocopiable activities Photocopiable Practice Test: Listening Audioscripts Reading and Writing Answer key Speaking 10 14 15 16 106 122 127 129 136 137Introduction Welcome to Fun for Starters Fourth edition Fun or Starters Fourth editions the fstin a eres of tree books ‘written for learners aged between 7 and 13 yeas old Fun fr Movers Fourth edition s the second book inthe series and Fun fr Fijers Fourth edition isthe third. Who is Fun for Starters Fourth edition for? Fun for Starters is suitable for (© leamers who need comprehensive preparation for the Cambridge “English: Starters (YUE States), in adtion to ther general English (© mined classes where some ofthe learners are preparing to take the Cambridge English: Stores test, and wine need motivating and fun English lessons (© small and{arge groups oftearners (© monolingual and multilingval classes un for Starters supports the development of good learning habits and language practice in meaningful, fun, creative and interactive ways, eis Ideal for leamers wha have bees studying English for between one and ‘three years, and who need to consolidate their language and sk The key features includ (© complete coverage ofthe vocabulary and grammar on the Cambriige English Stores revised 2018 slabus (© thorough preparation for al parts of the Cambridge English Starters test {© focus on all our skils with an emphasis on those areas most Tkely to cause problems for young learners at this level recycling of language and topics {un activities that practise English ina meaningful way ‘opportunities fr learers to personalise the language and make the tasks elevantto them What’s new in the fourth edition? ‘Thenew edition of Fun for Starters has been fully updated t elect ‘the Cambridge English: Young Learners specifications from 2018, The changes include revised task types for Listening Parts 1 and 4; Reading and Writing Parts 1 and and the the revisions tothe Speaking parts as well as thenew words on the word lists which elect the changes in technology and devices and enable ‘mare language tobe tested Cambridge English: Young Learners For moreinformation on Cambridge English: Young Leomers, please visit wor cambridgeenglish og/exams/youngleamersengish, From here, you can downoad the handbook or teachers, which includes information about each level of the Young Leaners exams. You can s0 fin information for candidates and their parents, including inks tovideos of the Speaking test at each level. Ther are also sample test apers, anda computer-based test for youto ty, as well as games, nd linksto the Teaching Suppor website 000 Course components Student's Book with downloadable class audio and online activities The Students Book hasbeen upted to cue: 0 words phrases rom te 218 evoed Combe Engl Sorte vocal it ©. evenmore porns fortet race, nest unt here Beatcot one outhene testes The structions for ese tte re shown in Bislasige whi nsucontor tack which provide more general tet practice are shown in black © rewillsations designedto stimulate lame engagement © aren ofhm atts sich as games, pussies dawing and colouring tense your are areivlvedin and eno the Englehssone © recoings forthe tning tats mc areaaabe athe deco cde tte onto bec seth emerson poco St home-To dois the au ote Funforwebten comeconbrdge gtr © online atten avlabevithe access cade at the ont of theo wren provide ther pate the grammar and vocal feature the Stet Book ©. projecsthtecsuaye leurs emplretopsIn more depth ta rodue workmarendependety Teacher's Book with downloadable class audio Inthe fourth edltion ofthe Teacher's Book, you can in (© clear signalling of Cambridge English: Starters test practice tasks and authentic teststyle tasks that appearin each unt, These are listed in the information boxes at the start ofeach unit, under Starters practice o Starters test. Inthe unit nates, an ican ike ‘his stenng indicates the part of Cambridge English: tortere that on authentic test style task replicates, (© _usefultips to guide and support leamersin ther preparation for each part ofthe test, (© materials and equipment needed to teach each unit. This means less preparations needed, as you can see at a glance the audio resources or numbers of photocopies you need foreach lesson, (© suggested wording of classroom language atthe earners’ evel of English (© support for teaching pronunciation activites in afunand motivating way fr learners ofthis age (© ideas fr maximising the involvement oflearnersin ther learning process (© ideas for extending activitiesinto simple, fun projects that give learners the chance to explore topics more Independenty and consolidate thei Englishin creative ways. links tothe wo. cambridge.orgifunfor website, which provides additional resources, visuals an lesson ideas for teachers, and interactive games and actitis to accompany Fun for Storters Class audio CD / Downloadable audio / Online audio ‘The class audio CD contains all the recordings forthe itening activities inthe Student's Book. The audios available to download at ‘ru cambridge org/funforstarters, or you can listen tothe audio at home by fllowingtheinstructions and usingthe access code atthe front ofthe Student’ Book °Presentation plus (ero ctuie oe pre: Sone 4 Presentation plusis a DVO-ROM that contains a digital version ofthe Student's Book and all the audio to complete the listening tasks, The integrated tools enable you to make notes, highlight activities and turn the Student's 200k into an interactive experience for your learners. The Presentation plus includes: (© allthe Student's Book pages © _allthe audio forthe Students Book © pafsofthe Teacher’ Book, including a complete practic test with the Listening audio (© unittests- one per unit, testingthe key language covered in ‘each unit ‘An app for mobile phones and tablets For futher practice ofthe revised list of vocabulary for Cambridge English: Sorters, dovnload our new app and encourage yout learners to practise their vocabulary while having fun! ‘Cambridge Learner Management system ‘The Cambridge Learner Management system provides students with extra practice in ‘grammar and vocabulary allo the students ‘Online work an be tracked and reviewed bythe teacher Ithas also been fully updates to reflect task ypes and new wordsin the words. For access to Fun for Starters CLMS content, contact your local Cambridge representative, How is the Student’s Book organised? Contents ‘Thislsts the Student's Book unit numbers and titles. units Each unit's topic based and designed to provide between 75 and 90 ‘minutes of class ime, Language is presented and practised throughout ‘the unt and the final activity usualy provides fee, fun practice of the unit’ key content language. Ideas for project work ontop ae included in many units and signalled bya G2iicon, as are fun activites to practise specific phonemes or other key aspects of pronunciation. Poirwork activities pages (pages 96-100) Leamers will use these in specific unit tasks. Unit wordlist (pages 101-111) Thisiea list af the key words which appearin each unit (organised by topic or word cass). There is space or learners to make nates orto \weite tanslations for each word How is the Teacher’s Book organised? Contents This shows whereto find each section ofthe Teacher's Book Introduction ‘Tiswill help you use Fun for Starters Fourth edition, tincludes: (© quick guide tohow units inthe Teacher's books ae organised (page) (© suggestions for games and activites (page) (© suggestions for how touse pictures nthe Student's Book (pape 8) (© suggestions for using small pictures or word cards (pages) Checklist fr Cambridge English: Starters preporation (page 3) © quick ide to what learners have to doin each pat ofthe Starters test and units where each partis covered inthe Students Book. 'Test’ indicates those activites that reflect the format ofthe ‘Starters Listening Reading and Writing or Speaking test. Practice? indicates activities that prepare fora particular partof the Starters ‘Test, but do not elec the ential format ofthe test. Mop ofthe Student's Book pages 10-13) (© anoverview ofthe content and organisation of al the unitsin the ‘Student's Book Topics and grammar indexes (pages 14-15) Unie guides | Teacher's notes © theteacher's notes foreach of the 45 units. See below for adetalied guide o these Photocopiable activities (pages 109-121) (© these relate to specific uit as indicated in the teacher's nates. ‘Starters photocopiable practice test (pages 122-140) (© acomplete Starters Practice Test (Listening, Reading and Writing Speaking) to photocopy and use with learners. Audioscripts anda key reals provided.How is each unit organised? Toples, non-Starters words Thisisalstof all he topics covered in the unit, Any words that appear Inthe unitbut nti the Starters wordlist are also listed below. Equipment needed This lists any equipment, for example: aul resources and/or material needed forthe unit, inclading the number af photocopies needed for any activities. Pages tobe photocopied are found at the back ofthe Teacher's Book. Instructions “These are usually labeled A,B,C etc and correspond tthe different activities which appear inthe Student's Book. There are some activities that appear only inthe teacher'snotes and are not labelled A 8, C tc. Audivscriots The audioscrpts foreach Listening reat the end ofthe activity where they areused, Project work “There are a number of suggestions for projects. The instructions for ‘these generally appear atthe ends of units Listening tasks Theresa iteningcon (59 at the bepnning of eachlistening task n the Starters test practice tsk, the lengths of the pausesin the audio are thesameas inthe YoungLearers English Tests the fet ie they are payed nen the audio are hear he second tim in the Cambridge Engi YLE Tests, the pauses are slightly shorter allowing time to add any missing answers anda check answers For alothe Listening tasksin this book, the lengths of pauses are pprovimote. You may wanttore-start or top the audi to llow your Icamer les or more ime In which to complet tasks. Gman) gums ‘The following games and activities can be done in class to practise or revisea wide range of vocabulary or grammar, Bingo Leamers make a grid of six ornine squares, n two or thre rows af three. They write a word in each quae. Read out words, one by one. leamers have the word, they cross it out or covert with a small piece of ape. ‘The fist leamer to cross out or cover ll their words isthe winner. Check that learners have heard the right words by asking them to say the words and comparing them with your ist of words. ‘Seven lives (‘Hangman’) Draw (or stick) seven body outines onthe board ORKRK Choose a word. Draw one line onthe board foreach letter inthe word, forexample:____. (cress) Learners put up theirhands to say letters. the literisin the word, you vriteitan the ine. ifthe letters notin the word, you remove one of the bodies from the board ‘The game fishes when the learers complete the word o they ose all seven ives. Learners then play in groups, drawinglnes for thelr own words. Thelong sentence Choose a simple sentence which can grow if words are added tothe end, oft. Forexample: Teacher: in my beakoor, there's a bed. Learner In my bedroom, there's bed anda table. Continue round the class, with each learner repeating the sentence and allthe words which have been added, before then adding another word “The winner isthe person who remembers allthe wordsin the correct ‘order when everyone else as been eliminated. change places Learners sit in circle. Say sentences starting with the words: Change places... For exemple: Change places ifyou getup at 8 lock today. Alltheleamers who got up at o'clock have to stand up and move ost inadiferent place ‘Speltitt Choose a group of words from a particular topic, ike body or animals, ‘orthe words could be unrelated), Tel earners to liten and write the lettrs.as you say them to spell the word. For example, PE ilearners ‘think they know the word, they say Stop! and say the remaining eters, for exemple: rR and the word (per). they aeright, they get point {or each letter they gave. they arenet right, continue to spell out the word, letter by letter. ‘Guess what 'm drawing ‘One learner chooses a word and draws. picture of ton the board, one Tne at atime. After each tne, the learner asks: What's this? The other leamers try o guess whats. The learner who guesses correctly then draws onthe board. The game canbe played groups with learners, drawing lines on paper, Group or order the words Take any group of words (elated or not) an ask earners o group or ‘order them: © from {longest to shortest. Learners ether write the words n order according tothe numberof letters they have, or learners write the words in order according to the numberof vowels they have (© fromsmallestto biggest. Learners write the words starting with the smallest thing animal / food, et (© inalphabetical order. Learners write the words in alphabetical order.(© incolour groups. Learners write words in groups according to their colour. (© inzound groups. Learners write words in groups according to pronunciation similarities stress pattems, vowel sounds et) Backs to the board © Make teams of 4-8 learners, depending onthe sie ofthe cass © Putonechair foreach team at the front ofthe class. A learner from ‘each team comes and sits on achai, with their back tothe board. ‘© Write up s word on the board (for example: page). One team gives ‘ues to the leaenerson the chairs so that they can guess the word, (© Theft earner rom the chats atthe front to stand up gives an answer. they areright, they get a point fortheir team. they are ‘wrong, theysit down and another team gives aclue. Again the ist person to stand up gives an answer, Teams get a point or every ‘correct answer. (© When the word has been guessed, ferent learners from each ‘team cometo the front ofthe cass and sit down and the activity is repeated. iEuniwithypictures} You can use the pictures inthe Student's Bookin many iferent ways to revise and practise language. Here ae some suggestions. Which picture? {in pairs or smal groups, one learner chooses a picture from any page in Fun for Starters Fourth eiton. The other learners) have to ask {questions to discover which picture. For example: Can you see some people? Is itn house/par, etc? Once the oterleamer(s) have found the picture, they choose a picture and are asked questions. Yesorno? In small groups, learners write sentences about 2 picture inthe ‘Student’ Book Some sentences should be true forthe picture and some shouldbe false. They elther pass ther sentences onto another ‘group or they say the sentences tothe other group. The other group has 10ay or ite yes forthe true sentences and no forthe false ots. Listen and draw Leamers work in pars or smal groups. One learner looks atone of the pletures in the Student's Bok, This person describes the pictureto the ther learner), who has/have to raw the picture. Where am I? ‘learner ‘hides somewhere in the picture. Learners have to find out where they ar by asking questions. For example: page 21 (Unit) re you onthe armchair? (No) Are you onthe table? (Yes!) ‘Soy something more! (© Divide the class into groups of 6-8 and ask them to sit in circles. Allearnersiookat the same pictureinthe Student's Book for example: page 62, Unit 2, Picture 1). One learner starts and ays ‘sentence about the picture. For example: The people are ina toy ‘hop. The leaner next to that leaner says another sentence about the picture. For example: A man is cleaning the oor (© Continue round the circle. fa learner repeats a sentence that someone else has said, they are eliminated (or lose a point) Variation: Each learner has to repeat the previous sentences and then ad anew one. How many words? ‘Teams look ata picture and write as many different words as they can {or things they can see. For example: Page 68, A, Unit 32. Sausages, ‘burgers, plates, balloons, table, et. The winners are the team withthe ‘most numberof correctly spelt words Gan with sroalll ptoteres or ward carts Which one is missing? Divide the classinto groups of 4-8 learners Each group puts 10-12 picturecars suchas the ones on pages 108,109, 1130114 ofthe ‘Teachers Book face up on atablein the middle the group. Everyone except one learner closes theireyes.Thislearer takes one the cards ofthe table. The ater learersin the group open their eyes and look tthe cards on the table. The fst person to say which picture cardis ‘sting then takes the next cart from the able Moke pairs Divide the class into groups of 4-5 learners You need two sets of picture ‘or word card foreach group, The cards are dealt out to al the learners Jnthe group. Each leamer looks at thee card. If they have a'pair (two cards with the same picture or wor), they put the cards face up in front ofthem, Learners take t in tur to ask learerin the group fora certain card, for example: Margo, have you got ‘hidren Ifthe otherearer has that ‘ard, they must give tothe asking learner, who can then put the pale ‘of tio cards onthe table, The winner isthe learner with mast pars ofcards. Tellme more about these people Learners work in paist imagine and talk or write about the peoplein, the picture, For example: page 5, Unt: What are these childrens names? How old isthe gir? What does she lke doing? What's her favourite animaifgame colourret. What are they saying? Pairs dacide what efferent animals or people could be saying to each other inthe picture. For example: page 54, Unit 25: Whats the fish saying {othe tiger? What’ the monkey saying to the hippo? Whots the bird saying tothe girofe?Checklist for Cambridge English: Starters preparation tening 7 Draw lines between names outside and people inside scene picture Practice: 11,14, 15,1 Test: 5,17,33 20 minutes 2 Waite numbers and names, Practice: 1,3, 5, 11,29, 20,25, 28, 30,44 Tes: 2,23, 26,40 3 tile choice. Practice: 56,8, 17,36, 37,40, 44 Tick the correct plete. Test: 13, 21,27, 3,41 4 Follow instructions and colour objects. Practce:2, 45,9, 19,24, 27,30, 31,34 35, 39, 42,43 Test: 20, 25,32, 36,42 Reading and 1 Putatickoracrosstoindicate whetherthe | Practice: 4, 5,10, 11,17,23,32,45, Writing sentence is correct or not forthe picture Test:20, 37,39 2 \Wite yes of no beside eachsentenceabouta | Practice:4,§; 9,12, 13,20, 21,24 30,35, 36, 20 minutes scene picture. 39,41,48 5 Test:5,14,23,26,29 3 iris the words beside the pictures Proctce:2,3,4,5, 8,12, 14,15, 16,27, 18,21, 23,2527, 32,33, 39,40, 41,42, 45, Test: 1,7, 31,36 4 Picture gap fil Write one wordin each gap. | Practice: 5,7, 6 15,16, 19,20, 3,25, 32,33, 36,37, 38,4245 Test: 6,18, 22,28, 31 5 Write one-word answersto questions about | Pratice:2,5, 6,8, 14, 15,18, 21,22, 24,25, three scene pictures 30,33, 34,35,37, 39 Test: 12,29, 41 Speaking Tscenepictireand | Pointtothe correct partofthe ploure Practice: 4, 1,14, 16,17, 18,39,21,25,27, object cards| Place the card in the correct place. 78,32, 35, 42,43, 2-Sminutes Test: 15,17, 30, 31,33, 38, 41,42 Scene pcture ‘Answer questions about the picture Practice 4 9,10, 14,16, 18,19, 26, 26,27, 28, 34,35, 35,42 Test: 15,1, 30,1, 33,39, 41 ‘3 and 4 Object cards and Personal questions [Arswer questions about the cards and answer personal questions Practce:4 612; 14,18, 21,32 35,36 48 Test 15,17, 30Map of the Student's Book 1Say hello 2 Numbers, numbers, numbers Topi leters, animals, colours ‘pumibers colour ‘questions, histhese Guestons, tereiyare, present simple, prepositions, possessives Perea Lstening Pact 2 Test Reading and writingPart 3 storing Part 4 Reading and Writing Parts3 and 5, Speaking Part 3 Test Listening Part2 ‘3Whats your name? Tames, family and friends tobe, questions Listening Part2, Reading and Writing Part 3, Speaking Part3 “Red, blue and yellow Body and face, colours, the world around us ‘questions, there s/re, prepositions, present continuous, tobe, this/that Reading and writing Parts, 2and 3, ‘Speaking arts 1 and3 Ustening Part ‘Answering questions school Imperatives, there ore, hove got, present continuous, prepositions Ustening and Reading and writing, ic) Test Listening Part 1, Reading and Wirting Port ‘Shnimmalsand aliens ‘ody and face, animals food and drink THT tho, pronouns, possessives Listening Part, Reading and Witing Part5, Speaking Part 3 “Test: Reading and Witing Part 7 Look, listen, smile, draw ‘body and face, numbers, spor and leisure plurals, possessves, have aot, presen simple, can Reading and Writing Part Test: Reading and Wing Part’ inmy elethes cupboard Clothes, family and frends, the home plurals tities, questions, present simple and continuous, there ore Listening Part, Reading and Wing Parts 3,4and5: ‘body and face, colours ‘hove got, present continuous, questions Listaning Part 4, Reading and Writing Part 2, Speaking Part 2 io Ourfomiies Tamlyn, animals “questions, pronouns, present simple, have got thisthese Reading and Writing Par, Speaking Pars 2nd 3 Ti Whose si ‘names, sports and leisure 32 questions and | short prepositions, Listening Part2, Speaking Parts 1 and Test Reading and Writing Part DWho'sgot the red balloon? ‘amily and fiends, the het Fave gt, plurals, questions with present simpleand continuous Reading and WeitingParts 2and 3, Speaking Part 3 Test Reading and. writing Part 513 Who can do this? Topi sports and leisure, names con/eant, present continuous, hhave got, conjunctions Reading and Weting Part2, Speaking Pars Test: Listening Part’ 140g small happy oF sad? Theworld around us adjectives, prepositions, articles, questions, present Continuous, this/these,havegot Reading and Wing Pars ands, SpeakingParts 1, 2and 3 Test: Reading and WetingPart2 35 One, two, three animals ‘questions, adjectives Prepositions, can Lstening Par, Reading and Writing Pars 3,4and5 Test Speaking Parts 1,2 and 3 {eWhats your favourite fruit Yeod and afnk colours family and rienes resentsiniple and continuaus plurals, questions Reading and witing Parts3 and, Speakingparts Land2 TT What's onthe menu? ood and drink, colours, the home ‘questions, can, present simple, would ike ., prepositions LUstening Pare 3, Reading and Writing Parts 1 and 3, Speaking Parts 1,2 and ‘Test Listening Part TeAcolourul house Thehame there iar, questions, prepositions, present simple ‘Reading and Wilting Part, Speaking Parts i, 2and 3 Test: Reading and Writing Parca 1S What's in your bedroom? ‘colours, the home ‘adjectives, prepositions, ‘questions, there is/are Listening Parts and 4, Reading and \Wrting Parts 3 and 4, Speaking Parts 4,2 and 3 BD Ben and Kim ve herel The ome, places, fail and Friends ‘here kore, possessive, ‘questions, prepositions, no, Uistening Part2, Reading and Walting Parts and 4, Speaking Part’3 ‘Test Listening Part 4, Reading and Winting Pare Zi Play with ust Twansport, toys, names resent continuous, would lie... prepositions, possessive, questions Reading and Writing Pars 2,3 0nd, Speaking Parts 1,2and3, Test: Listening Part’ Tin aurbags and in our school ‘choal present simple and continuous, ‘ticles, plural, prepositions Reading and wating Parts Test: Reading and Writing Part ZAour school ‘school, numbers, names possessive, questions, present, Simple, prepositions Listening Part, Reading and Writing Parts Land , Speaking Part 3 Test: Listening Part224 What's the class doing? School, names ‘present continuous, questions Lstening Part 4, Reading and Writing Parts2 ands, Speaking Part2 25 Animal challenge ‘animals, body and face ‘an/can't, prepositions, possessives Listening Part2, Reading and Writing Parts 3 and 4, Speaking Part Test Listening Parts 25 How many pets? ‘animals, thehome names, umbers ‘lurals, present simple and Continuous, questions, there is) are thithese, have (got) Speaking Parts2ands Test: Listening Part2, Reading and welting Pan 27 Food | ell kel ood and drink ‘questions, can/cant ike ing Ustening Pare, Reading and Writing Part3, Speaking Farts and 2 Test Listening Part’ 26 My favoutte food day ood and drink ‘resent simple questions, would like* noun ‘Reading and writing Pare, Speaking Parts1,2.and3 ‘Test: Reading and Writing Part 29 Werein the ty shop today places toys, colours, numbers ‘questions, prepositions, present continuous, would ike imperatives Listening Parts 1 and2, Speaking, Pars Test: Reading and Writing Parts and 5 {30 Monstersin the park the ome colours names ‘questions, prepositions, present continuous, imperatives Listening Parts 2and 4, Reading and Wiring Parts 2 ands Test: Speaking Parts 1,2 and3 31 Coming and going transport, colours prepositions, present simple ‘and continuous, have + object + infiritive Lstening Part, Speaking Part 3 Test: Reading and Writing Parts 3 and, Speaking Parts 1 and 2 “32 Happy Birthday ood and drink, clothes, colours | Questions prepoatons, {Ustening Porta, Reading and wating present simple and continuous, | Parts 1,3 and, Speaking Parts and 3 ronouns,possessives Test Lstening Part 330n the beach the world around us, numbers, | present simple and continuous, | Reading and Writing Pats 3,4 and S colours ike + sing, questions Test Listening Part, Speaking Parts 1 and? 34 Lets goto the park ‘animals colours sports an leisure Questions present continuous, repostions, articles Listening Par, Reading and writing Parts, Speaking Parts 2 and 3rors 35 What, who and where? the home, possessions, colours prepositions, present ‘continuous, thisthese, there lore LUstening Part 4, Reading and Waiting Parts2 ands, Speaking Parts 1,2and3, 35Gieat games great | sportsand sure colows | presentsimple and continuous | Listening Parcs, Readingana Wing hobbies! Pronouns, questions, e+ ing, | Parts 2 and 4, Speaking Parts 2 and 3 Prepositions ‘Test: Listening Part 4 Reading and Weng Part aT Lets play sperts and leisure places | questions, present simple and Listening Part 3 Reading and Writing «continuous, Let's+ifiive, | Pats 4and 5, Speaking Par 3 would ike, ike ng Test: Listening Part 3, Reading and Writing Pare SS My lavourtes evel reson ‘questions, conjunctions, Reading and Witng Parts, Speaking pronouns, possessive, present simple Parts 39 One foot, wo feet numbers, people the world around us plurals, here are, present continuous, prepsitons, ‘questions Listening Pare , Reading and Writing Parts 2, 3and5, Speaking Parts 2 and 3 Test Reading and Writing Part, Speaking Parts 1 and2. -0Nightand day Time, number prepositions present simple ‘and continuous storing Part 3, speaking Pants Test Listening Patt 2 42 Tain, boats and planes ‘ranspon, sports and leisure, theworld around us ‘questions, present simple and present continuous Reading and Weting Parts? nd3, Speaking Par 3 Tes: Listening Part 3, Reading and Writing Parts, Speaking Parts and? 42 About a phone places, thehome ‘present aimple and continuous, prepositions plurals, there is ore thisthese Ustening Parts 1and 4 Readingand Whiting Parts 3 and 4, Speaking Part Test: Listening Par , Speaking Patt 75 What are they saying? clothes, family and tends possessive, adjectives, ‘questions, present continuous, hav (get! UUstening Pare 4, Reading ane Writing Part 2, Speaking Parts 1,2 and ABIES general revision Pronouns, possesives, Fave (got), ove ke (enjoy ing {stoning Pars and, Speaving Para #5 Happy ending! ‘general revision ‘adjectives, verbs, nouns, present simple like +-ng Reading and Waiting Pars, and, Speaking ParFun for Starters topic index a a eee Numbers, names and colours 1Say hello 2 Numbers, numbers, numbers '3What's your name? 4 ed, biue and yellow School ‘Answering questions ‘Animals, family and friends, body and face | 6Animals and aliens 7 Look, listen smile, draw 8inmy clothes cupboard 9 Funny monsters 100urfamiles ‘Sports and lesure, thehome i Whose sit 12 Who's got thered balloon? 13Who can do tis? 186i, small happy or sad? 15 0ne, two, three animals Food and dink, colours, the home 16 What's your favourite frat? 1TWhat’s onthe menu? 18Acolourfu house 19 What's in your bedroom? 20.Ben and kim live here! “anspor, toysand school 21 Play withus 22 nourbags andinour school 23 tour school 24 Whats the cass doing? ‘animals 25 Animal challenge 26 How many pets? Food and drink 27 Food| really tke 28 My favourite fod day Toys, transport, the world around us| 30 Monsters inthe park 31 Coming and going 32 Happy Binthday! 33 Onthe beach Sports and eisure BH Lets go to the park 35 What, who and where? +36 Great games, great hobbies! 37 Let'splay ‘Numbers, time and transport 38 My favourites 39 One foot, two feet 40 Night and cay 41 Trains, boats and places laces clothes, he home “2 Abauta phone 43 What arethey saying? 6 About us 45 Happy ending!Fun for Starters grammar index adjectives 14,15, 19,43, 45 articles 22,34, confor 7,33) 15,27, 25,27 conjunetions 13,20,38, have oot) 57,9, 10,10, 12 16,26, 51,68 Imperatives 529,30 lets 3 Then 27,36 57,44 45 plurals 7,8, 12, 16,22,26,33,35, 82 [Possessives 2,6, 711,20, 28,23, 25, 32,38, 43, 48 prepesitions 2,4,5, 10,14, 15, 17,18, 19,20, 21,22, 23, 25,29, 30,31, 32,36, 35,40, a resent continuous | 4,5, 8,9, 12,15, 14, 16,21, 22,24, 26,28, 30,31, 32 33,34, 35,36,37, 35,4041, 42,4, presentsimple | 2,7, 9, 10,12, 16,47, 18,22, 23,26, 28,31, 32,33, 36,37, 38, 40,41, 42, 4“ pronouns 610,14, 32,365, 38,44 ‘questions 7, 2,3,4,8, 910,44, 12, 15,1627, 8, 19,20,21, 23,24, 26,27, 28,28, 30, 32,33, 34 37, 38,39, 41,43 Tortenswers [1,20 ere are 24,5) 6 18,15, 20,26, 35,39, [Bisrhavztese | 1,4,6,8, 10, 14,26, 35,42 Soe 34) ould ke 17,21, 28 29,37,Say hello! = @@D Equipment needed © Starter audio 18,20, 2 © Colouringencis or pens. © Acard foreach letter ofthe alphabet, handmade o printed and cutout from wwn.cambridgeorptuntor. See 6, © Hetto! say, spelt and write names. (© Introduce yoursel Say: Hel, my nome is (Lind). Spel yaur name .35ou write iton the board. Ask 3-8 diferent learners: Whats your ‘name? Learners answer: (Mote, Suzy, Lee) Ask the class: How do ‘you spell Matice's name? Learners spell the names ss you write them on the board (© Inpairs, learners ask and answer: My name i... What's your ‘name? They write teirname and their partners name onthe lines Learners can write their names in a decorative way and use pencils ‘orpens to add colourif they want For example *matilde* © D know your tetters! Starters Practise saying and writing the letters ofthe alphabet which se problems for your lerers, When speling words, make learners know the sounds for naming vowels and Itconsonants rw, ee). Also practise pairs of consonants that your learners might confuse (and f'n! and o's and'¢p' and ‘bt Note: f your clas needs longer to learn the alphabet, you might prefer to teach only the eters needed for2-3of the learners” names (mentioned in ) to begin with, Give learners practice saying and writing these letters and then Introduce and practise saying and writing the remaining letters (© White the followingleters onthe board Each ine represents a missing letter inthe alphabet. 2b_def_hij_im_o pa_stu_wx_z (© Point tothe missing eters and ask: What's this eter? (eg ks. ‘Add the missing letters tothe boar. As you write exch one, practise its pronunciation by asking 4-5 learners: What's this letter? © (© Groupletters onthe board, Ina cicle write: hj ‘Say the letters. Learners listen and repeat. Show learners that these letters all share an /i/ sound, othe samewith bcdeg ptv. These eters al share an/i sound. ‘othe same with fn. These share ane! sound. Do the same with gu w. These share a /js/ sound. Do the same with. These share an /at/ sound, Note: ‘0, and 2 are the only letters that do not ft into these Phonemic groups (© Learners look tthe letter pond in B, Say Find the ltrs in your ‘name. Leamersuse a coloured pen or pencil to draw a smal Circle around the letters they need to write their own fist name. Ifleamers know how to spell hei surnames, they could use 2 different colour to aso circle those letters (© Make sure learners have grey green, red and blue colouring penclis among.athers. Say Liston othe eters now. Play the audi, ‘stopping at thefist pause. Learners fnd'3h''and"'in B, find thei grey pencil and colourin thei lef shapes (© Play the other groups pausing between each one while earners find letters ad colour them again. Repeat au, (© Attheend ofthe audio, ask: Which letters have no colour?‘ ‘ane'2) (© Learners show each other their coloured letters. Ak 2-3 learners ‘What colourisyourh??5?u? Learners answer. grey, green ed, blue) (© Inpats,learnersaskand answer: What colourisyour..? questions. (© Askquestions about sound groups, for example: Which ettr Sounds key; Which sound ike 9, w; Which eter sounds ike (2,0) e000 Audioscript Listen and say the letters. One: ahjke ahjand kare grey! Find your grey pene They're greyt Two: bedegptv bedegptandvaregiwen! LUsten again! They're green! Hlmnsez Almnsxand2are red! ‘They/teredtThey'rered! qu ‘quandw are blue Yes! They're blue! Now andy andar... You choose the colour Yu choose! Four Poe: @ braw a red tine (a-z) from the baby spider to its dad ‘The whole lass say the alphabet again. Pinto the animals in € an as: there’ the Baby spider? Where's its dod? Learersfnd the two spiders. sk: Where the leer 07 ‘nd'8?And © Leaner point to the eters, bande © Make sure larnershave red penis Say: Draw redolphobet ne! Learners daw ared line to link the 26 eters o-) acos8 the bo ry© Dtistent praw a tine from the baby frog to ies unt (© Mae srenners have ren penal Sy: Lt rem ogre ine fetahabety oy eba pom afi aco stem and dram ace ine athe by fog fin smu Pay seanaznecery. Optional etension: Divide eresinto Aan parr choose parent an baby ial for examples at an ate) and crm se th oe ef the tea thout showngeach ether alee dow pupleline beens theless inserter by trina totspart Bleicher a own ne butween he laters nth eter boc the prent aby Aleames then sy te letersi ht pple ne or eres teen and eau tio prple line Benes thn sy he lates inthe ron nord Atamerstsen ade own foes Para then compare th eterbores, Audloseipt cecbaheerliwaiiiail in © What's this? write the word, eas, © Lamers lok at the pure Ak Homan nial ono sre ‘Ask Where's the ish? Learners pontto the sh. Ask about the other animals. Where's the frog goat / duck /spider /sheep? © _Checkthe animal words again. Point to the ish and ask: What's ths? {fish} Continue nthe same way pointing and asking What's this? questions about the frog, goat, duck, spider and sheep. Learners look tthe piture and answer. © Point atthe sic pudles. Say Look! The letters forthe animal words ‘ren the woter Point othe example and the answer fish’ on theline. © Inpais, learners took a the numbers and find the right puddle for ath animal. Crossing of the ltters asthe use them to spell the animal words, learners writ the answers onthe ins. © Check answers by asking ferent pits: How do you spell duck/ sheep / fog /goat/ spider? Learners say the letters to spell the words Check answers: duck 2sheep 3tog Agoat_Sspider © Ask what noises fish frog / goat / duck sheep makes. Demonstrate itnecessary! © Learners work n pais. They take tin turns to ask: Whar’ this? and then make animal noises. Partners say which animal tis. Extend ‘hisifleamers know more animals. Note: The picture could aso be used to ask What colours the... ‘questions. (Theiss red. The frogs green. The goat is brown. The writing, Pointto the picturein € and say: What can you seen this picture? Talf me! When learners say 3 word, they come tothe board to write ittoo, Continue until earners have run out of words. Leave the ‘words on the board, Suggestions: apple, all, bee, book, boy car, dog, door, lower, frog, gt har, it, paint, tree, trousers, Tshirt, wall, window Say; Let's doo test now Point othe sentences below the picture nd say ead these sentences and look atthe exomples in. What do you do? (Read the sentences ook atthe picture and write yes orn) Point to and readout the first example sentence: One ofthe boys is sleeping. Point tothe boy who's sleeping inthe picture and asks {his boy sleeping? yes) Read out te second example: The gin the tree has black hark Wht colours thi gi’ hair? (brown Is his Sentence correct? (no) insilence its atest), learners read sentences 1-5 and write yes if they are correct and nol they are not correct. Cheek anewers: ino 2yes 3no ayes 510 Tel learners to putticks next to their corect answers anda cross ‘ext to any wrong answers. Anyone who getsall ve answers right can draw a star! Askleamers why they wrote no ater sentences 1,3 and 5, (There ‘re four apples, not sin, The chiléen ae in the garden, not the house. Theftog isn't on a book) Point tothe words on the board the words for things in the picture. Explain that to clean the boar, you wl rub off words they tse to tlk about the picture, To start, they can use the sentences below the picture inthe hooks. Ask learners to use any words left on the board in sentences (help ‘them as necessary). Sef you can clean the boar! ae Listening J. Read out the instructions Listen and draw lines. Ask: Do Juries" 220" (no) Do putatick oracross?(n0) Dol crow lines? yes) Point tothe line between the name Mark and the boy sleeping. inthe picture and say: This tine goes between Mark and thi oy. Play the examplecon the aucio. Aske shi line correct? ls Mark sleeping? ls Mok the boy with the black hair? (yes) Say: Now listen and draw tines between five nomes and the people in the picture, Pla the rest ofthe audio twice Ramcesi ie mec te tebe ‘Check answers: lines between 1kim gif intree Eva giripainting bee 3 Hugo boy with ball Pat lrlwith kite ‘55am git reading book ‘Aske Which nome has nin? (Ben) Audioscript Look at the picture Listen and lok. Theres one evample Boy: Hi, Miss Street! Here's a photo of meand my friendsin | ‘ur garden, We're having lots of fun! Woman: Oh, yes! But one child is sleeping... Who's that? ‘Boy: Theboy with black har? His name's Mark. Woman: Mack? That's aniee name. ‘Can you see the ne? This ison exomple. Now you listen ond aw lines 3 Woman: ‘Theresa gir here, too. She's inthe tree! Boy: Yes, She loves tres! Her name's Kim ‘Woman: What's Kim doing in that tree? ‘She's getting some apples. 2 And canyousee Eva? ": No, Whereis she? Eva's painting a bee. I's fantastic : Good! But she's getting paint on herclathes. nowt 2 ke the dog! ‘That's Hugo's pet dog. |sHugo the boy withthe bali? Yes, that's right, 4 Woman: One the gcse waving. Whats her name? Boy: Thegirtwith the kite inher hands? Woman: Yes. What's her name? Boy: That's Pt. Pat's fun! like her. '5 Woman: And what's that gs name? The gir with the book. Boy: That's Sam. She's in my class. Woman: Isshe? Whats she reading about? ‘Boy: Polarbears! They're her favourite animals ‘Woman: lke those too! @ Mime the sentence. © Pointto sentence lin B and ase How many words re therein sentence 1? (thee ‘Draw aline?) Lamers show thelr answer by showingthree fingers one for each word), Explain that youre going to mime a sentence. Fist show them hon many words arein the sentence by holding up a inge Tor each word For example: for Puta cros nthe bo’ show stingers, Learners say Sx words! ime the whole sentence fearers guess any ofthe words (or example: ‘ross of box), confirm that that word isin the sentence land point to your third or sich fingero show wheret comes nthe sentence Far example, learners guess draw point to your ist finger and nad your head) Continue like this unl the leamershave guessed the whole sentence. © _Playthegame nwo teams. Putthe sentence cards you have made from page 10 face down on a desk atthe ron ofthe classroom. ‘learner from one team comes up and picks up and reads sentence sient. They show how many wars ithasby using thelr fingers to show the numberof words and by mimingthe sentence. ‘The other peoplein the learner's team guess the sentence. they ues correct, they get a point. they cant guess the sentence nd the other team ea, the ler team gets a Bonus paint. Contnve lke this until teams have each mimed the same number of sentences ‘© Thetwioners are the team withthe most points Note: Large classes: pay this wth more teams. You wil need tomake more copies ofthe sentences. se ane o wa stronger learners to help you monitor the actity. ° °6 Animals and aliens ee ee (© Learners lookat the example in (an arm). Checkthat lamers Topi ou nd face, animals, food and drink Understand that because the fist letter of arm’ is‘ we say and esas re write 'an sem Arial and aliens Starters tip Inistening Part 1, candidates need to draw lines to fie more people in the picture. They should draw a clear, straight ine from each name to each person. They should NOT draw lines all. the way around the picture. This takes too much time. (© Leamers ok at the other words and draw purple lines between ‘an’ and the body words, or green lines between and the body words. Tell them to look carefully atthe ist letter of ech wor. ‘They could also highlight or underine te fst letters. (Gime ors er ee ae bin, Check answers: | a+ body, face, foot, hand, head, leg, mouth, nose, tail | SS Lente eee ee . - (© Wt an the board: an alien, on agg, onic cream, anoronge, an Z giymonster. reece Practise the pronunciation of each article + noun, making sure © One copy of page 107 for each group of 4 learners, See E. leamers link the final /n/ of ‘an’ with the first vowel sound in each noun Yes or no? Learners draw pictures of the five things in their notebooks and © _Teach/revise words for parts of the body. Point to your arm, body, “write: This is an alien. This is an egg., ete, under each drawing. 9%, ee, ae, foot, hand, head, eg, mouth and nose. Lamers ; i Ssytiewordon they dontanontyoussytheworéanathey ©) Look and read, Puta tick or acrossin the box. repestit: (© _Learnerslook atthe alien Rae out sentence 1: Thi @ hon Do this several times varyingthe order of the diferent face and Pinto thecrossin the box Say: Theres o ross here.This body parts. Stop when learners can say the words quickly and ‘sentence isnot correct. This line is going to its... (head). Learners confident ‘ead sentences2-9 and putatckin the box for'yes' sentences and © Show/remind learners how to write a tick and a cross. Do this on otisiiiannsihenieantnsasn Ue bord fst Next, daw abigtick and abigerssin the ai cane aan Point to parts of your face and body again. As you point, 23), for SUcaenavae ae ee fxample Thisis my hand These are my arms Make some ofthese sentences tue ye) and some alse (ro). © fs Con yournake the wrong sentences correct? Whats the correct Ifthe sentence is true Wes, learners awa tik in thea itis answer for3? (a hand) And 6? eyes) And 72 (an arm) fase (no), they draw acratsin hear © sk Con jou see the fie pinkletes inthe sentences? What ters Leamers continue this in pairs. Leamner A points to a part of their ‘re they? (|, 2, ¢, 1) Write the letters on the board. body and sysitsname, Learner ram 2 ss nthe a Ponto the lenin Band ask What thst bo? (va ito ‘2t? no) Lets make a word fom the ve blue eter fren) © Write the animals, then draw lines from a or an. earners write the letter forall’ on the lines in 10. (© 52y:Colour the alen! Learners use different colours forthe diferent, * partsofits body. © Teachirevse antinaane © _‘Aakalferent earners questions about ther petures For example 2 fay. This What colours the alien's ear green) a imoese In pairs learners ask and answer each other about ther alien ete ‘he board Dil the pronunciation, pictures. wesoy an elephant, buta mouse? e“tne the fst etter of ‘elephant’ and ‘mouse’ onthe boar. ai: We use ‘an before words beginning witha ¢,(,00ru. Before 95 thot begin with other letters, we use 0! Tel learnersto try and say's elephant - its very difficult Learners write ‘an elephant’ under the elephant pictureand'a mouse’ under the mouse pieture.@ Read and choose a word from the box. este reat er eke" se wscice asa nc ineamacn rime eb © Write giraffe on the board. (© Learners read about girafes and choose words from the box to complete the text. They write the words next to numbers 1-5 (© Checkanswers by reading out the completed text stopping atthe 1295 for ifferent learners to say the next word, ‘check answers: Lanimals legs 3eyes_Afruit_Swater © Askquestions Learners answer ‘Are giraffes big or smal? (big) Whee colour are girs’ eyes? (rom) Do giraffes eat meat? (n0} Do they like apples? yes) What colour isa gras body? (yellow, orange and brown) Where dots of rates ive? na house? (0) Ina garden?) Ino park no} 200? (yes) © write one word on the lines. © ointto the harseinB ane as nich nial thine). © sk What do you know obout horses? What colour are te? (orown white grey back) sethey big or smal? (is) Howmany legs hove they got? our Dothey havea tai? yes] that do horses ot? rut) hot do ores cin (watt) Aste questions again, earners write the answer to each ‘question inthe gapsin the text nD, ‘check answers: ‘Thisis horse andi’ very big animal Iteuns with ts four legs and ithas a very long tall face/body. Ie thes eating fruit, butt doesn't eat meat. It drinks water andit loves swimminginittoo! Horses are realy cool, Can you ride one? @ Play two game: Make the animals. ‘Give one set ofthe animal flashcards from page 107 to each group ‘of four learners. Tell hem to make five ctferen animalsby putting together the diferent parts ofthe bodies. ask: Which five animels do you have? (arog, afish, bird a crocodile, a lizard) (© Say: Listen and make this enim: Toke the frog’ hea, the bids body and the izards wat n their groups, learners put the cifferent parts together, Ask: Do you like your new animal? (© Different groups make new animals and tell the other groups which body parts to put together to make the same animal Have you got the lizards tall? (© Ingroupsof four leamers sit together in a circle. Divide a shufled sat of cards between the four learners in each group so each leamer has three cards. fone of the learners nds they already have three partsof the same animal, they place their thee cards face up onthe table, and say: Ths. (0 frog, et (© Learners must complete the aimalsin each set. One learner starts by asking another learner in ther group fr 9 part of an animal they need, for example: Hove you gt (he zor a) please? if that learner has the lizards tal they give it tothe learner who asked for itand the leaner asks for another animal pat. © Hfthey do nat have the lizards tal they answer: Sorry! The turn then passes tothe nex learner who asks fr the pat ofthe animal they want, ‘© when a learner has made a complete animal, they put the three cards face up onthe table and say: Thisis fog /creccile/ bird /izard fish). The winners the learner who has made the ‘mas animals. Note: You can also use these cards for example: When the music stop suggestions.) play other games, (See Introduction for' “Tple body and ec, numbers ports and iesure aea Not in YLE wordlists: dice : coe : eee a eee © cook at the pictures. Look at the Reading = letters. Write the words. ewrting 3 (© raw oundboth your hands onthe boar, Pint to onecfthe hands and ask What's (ahand) Pine to both hands and as: Whot ore these? (hands Wit onthe board! hand 2 hands Explain that we normally ad's tothe end of 2 wordif we are talking about more than one ting Point two boys andor wo Bicls and say: ov boys eno os Now point your foe or daw 3 foot onthe Boer. Ask Whats? te onthe bard: 1oc. Point you eto cra two feeton the board ‘Ask: What ore these? Ae they Toots (No, they're fet Explain tat some words he Yoo ae iegular and we don't add talking about more than one of them Dluratin the learners ret language ting Part3, candidates should cross ofthe Use them ta frm each word, Thi wl help them (© Pointe the example picture and ask: What can you see? an ea Pointto the lines and the lttersin the example and asle How many lines are there? (three) How many eters are there? (three). How do youspell'ar’? Point to the word'ear onthe lines inthe example. (© Learner put the letters from each speech bubble in the right order ‘tomake body words. For each word, they check that they are using all thefettersby crossing them out when they write them on thelines. ‘Check answers: face 2hand Snose_Afeet mouth Optional extension Learners draw ther own fcein their notebook and label their picture with the words ears, eves, nose, mouth and har. They can Just rite the words or they can write short sentences, fr example: Here's my nse! This 'smy mouth ® Look, listen, smile, draw © what's not there? Write the parts of the face. 1© Ponto the first pletute and ask Can you see the oy'seyes? yes) an you see his mouth? yes) Can you see his 23 (no Hs eors ‘arent there Pint tothe example answer ‘is ars! (© _Leamers ook atthe atherpictares and wrt the words forthe parts ofthe face that arent there. Check answers by asking Sierenteamers to come to the board towritethe answer Check answers: eyes Smouth 4nose Shar (© Telllearners to draw and colour the missing parts on the faces. Ask differen earners: What colour are the gis eyes in yur picture 22What colours he gis horn your pictures? Mote: Check that learners understand wiy they can see hie oF “her infront ofthe words they have written (his for a boy or man, “her fora irl or woman. Use tei frst language iPhelpfl to ‘explain this Point out that we use ‘his’ ander infront ofboth singular and plural words, for example: 2 her eyes 3 his nose. (© Learners chaose two parts ofthe body ar face from Ain Unit Sand ‘raw them in their notebooks. Next to each drawing learners draw line for each eter af the word. Then they daw a circle or box and put the letters from the word inside, jumbled up, Show learners how todo this before they start (© Learners exchange notebooks and putthe letters inthe right order ‘to make the words, How many? (© Wirite.on the board: bodies, ears, feet, ands, heads, noses. Learners workin pairs or small groups. Each palr or group counts the number af people in the classroom, then counts how many of these body pats on the board that there ae in the classroom. Ask different groups for their answers, Answers should be all the samel @ choose and write the correct word. © Talleamersto look atsentence Ln €'.th my mouth Pont {othe pletue ofthe smiling mouth anathe word smi’ Inthe box Hime the words: Aske hot am doing with my mouth? u're smiling) sy: Torsght. sm wih ny mouth Lamers wie sec th nein (© Learners complete sentences?-5 with the ather words kc answer 2ook, se any order) listen wave Skick run (© Asklearmers: What cn you do with your mouth? (Mime actions to teach or revise: drink, eat, talk) Mime aetions with your hands and ase What can you do with your hands? (wrt, draw, paint point, throw, catch, pick up, hel) Teach any new words Ido it with my... (© Sayanaction wor, for example: ston Leamers point tothe part ofthe body that they useto do that action and say the word (ea) (© Youcan play this as an elimination game. fleamers point to the wrong part of ther body, don't know the word or hesitate for too long they ae out (© _Leamers workin pairs. Learner says aver, for example, trite! Leamer B does the action and says which part oftheir body they do iewith wie with my hand! ‘Suggested actions: paint, walk, kick, look, point, eat, stand, see, write colour, draw, wave, smile, throw, listen© Look at Sam’s robot. Choose and write words on the lines. © Fointtotheboyin thepcturein Band say: This Sam. Hes making orabot Pointto the words Inthe box and ask: Can you se the computer/ lock socks tes? yes) Where’ the keyboordjlock? Where are the Socks kites? Learners point thes things inthe robot pete © Point to sentence 1 andto the wrdsin the box. Say: Look! The computer isthe rbot sfce Point tothe example answer computer. Say: Lookot Som rbot Write the word forthe pat of he boy in semences 2-5 © _Leamers compete the sentences. ‘Cheek answers: Dheyboard clock Asocks _Skites Now draw the robot's eyes, ears and nose. ‘© Draw computer screen and keyboard onthe boa. Say: The robot hasnt got eyes or... ? (nose. ASk: What con we put forthe robot's eves? What can we putfor its ers? What can we put foritsnase? Suggestions: eyes: suns, eggs, oranges, grapes, balls bananas, ice creams, flowers, crosses, shells rose: a phone, apenci,atick,acarot Draw two suns and a caroton the screen on the board and say: yrabot’s got sun yes and a comet nae, Dau 2 shell on each side ofthe sereen and say: And look! My rbot’ got shell ears! © Say: Nowyou choose! Learners decide what to draw fr the robot's tyes and nose and draw them onthe rabotinD. © Write.on the board: My robot has got..eyes anda... nse, Learners copy and complete the sentence with words for the objects they chose. Ask diferent learners to read out their Sentences and show their pictures. = )Find out about robots! ee Learersfind other examples of robots madefrom diferent objects. There ae some great examples onthe internet. You! they sea seareh engine ffnd photos ofthese They can pint letures snd show the robots they find to the cass ond expan ‘nat they are mage ofand what the robotscando. ‘Alternatively learners workin groups to design their own robot. They draw a picture and presetitt theclas, seyinguwhat her robots madeat and what lean and can't do. Look at the picture. Find words to complete the sentences. (© Point tothe man atthe Font of he picture and ask Wot’ the man doing? taking a photo Point the lay and say: This ithe mans family here are they? iv agarden) How many peplecanyousee? {seven =theman, ands people in hisfamiy) © Say: Lookat the words inthe Box Can you finda fog, ata ahand, Some boxes anda al a the pete sane person sing? Waving? Readout the words inthe word box agen. eames point to vhere they can see the word oration nthe picture nE (Learners read the sentences and write words from the box on thetines [ cheek answers: waving 2ball_3bowes ahand Strog Stall (© Learners look atthe picture again. ASk What colour and How many questions: Wat colour the boy's Fshirt? yellow) And whot colours the fiog? green) And the cat? (brown) How many eyes can you see? {seventeen} How many chairs are inthis garden? (three) How many shoes can yousee? ten) (© Say: want totake a photo of you! Sit down, please! Look atthe camera! Smite! Don'tclose your eyes! Thanks! if yw havea camera or phone, take the photo, but make sure you have parents’ permission to take tand share fst. @ Play the game! Draw the monkey. © Pointto the eight parts of the body pictures and ask: What can you 207 (two eyes, anose,a mouth, ata two arms, two legs, ahead with ears, a bod} ‘Ask Which anima’ eyes and cars con you se? (a monkey) © Aske What can you see next the monkey's body? (adie) What ‘number can yu see onthe dc? (6) Ak earners otl you what numbers are on each of the other dice. © Gwveeach group of 4-5 earners dice. They also need peels and paper Explain that they are gong to draw a monkey. Show them howto play. Throw the dice. They nee t throw 26 to star. Then they can draw monkey's body on their piece of paper. they throw 1, 2,3, 40r 5, they have to throw thecie again until they get 36. When they havea body, they can draw ahead (5), ale an atm (3) o tall {2}. Todrawa mouth nose or eyes (2), they need the head (5) fist. (© Point out that they need two arms and legs an that they need to throw 22 fourtimes tobe able to raw two eyes, a nose and amouth (© Learners play this ame in groups of 4-5, The winner in each group isthe first person to draw the whole monkey. Note: You could make this game mare exciting by only leting learners draw thecfferent body parts they ean say or do ‘thes things Todraw ‘body. Soy andspellthre colours ‘arms Say and spellthree animals legs Say andspel three boys names tail Say the alphabet ‘aface Say and spell three girls names ‘anose Say and spell three numbers ‘eyes Say and spell three toys ‘ears Say our actions you do with your hands8 ‘Topic clothes, family and friends, the home gw my clothes cupboarg Om (hw 9 Equipment needed © Starters auio 88, © Pictures clothes See Aand. ° (See also: wwwcambridgeorg/funfor. Colouring pencils orpens. © write the words for the pictures. ° ‘Teachjtevise words for clothes by pointing to learners’ clothes and) ‘orto magazine or computer photos. Starters clothes words: bag, boot, baseball cap, dress, lasses, handbag, hat, acke, jeans, shirt, shoe, shors, skit, sock, trousers, Thiet watch. Leamers lok at the pictures and write the words inthe boxes in the crossword. They can check spelling inthe list on page 103 ‘check answers Down [leftto right} dres, shirt, jeans, shoe, glasses, sock, hat Across (top to bottom): handbag, jacket, ski, shorts, trousers Pointto the pictues in Aand ask Which picture am talking about? Thisisgreen and yellow. the sock) Theseare blue. thejeans) These are pink. (the skirt andthe shit) Thishas an opplecn tthe hat) Thishas thr lowerson‘t. (the handbag) These are orange. the shorts) Learners work in groups oft ive each leammerin the group 2 ‘umber 1-6. Explain that you are going to tell each learner in the {r0up to colour one of the clothes inthe circled pictures. Point othe jacket and say: Number 1s! Pease colour the jacket! You choose the colour forthe jacket! Now pumber 2s! What colour would you lke to colour the trousers with? Choose a colour and colour the trousers, please! ‘Number 6s. ind the hat. Colour it your favourite colour! ‘Number 3. You con colour the shoe! Which colour? dan'tknow! Yu choose! ‘Number The hondbag is yours. Court Number 4s, Con you see the dress? Colout, please! Intheir groups, Learner 1 tells the others what colour to make the jacket, He/she says: Colour the jacket (ive, please. Learners 2,3, 4, 5,6 do the same forthe thing they coloured What am | drawing? Draw these clothesin the air with 2 pointed finger adress a sock, ask hat. ® In my clothes cupboard Learners watch and say each word as you'drawit (© Inpairs learners draw one ofthe clothes items from Ain the ‘airwith theietinges. Their parner watches and says what they have drawn, (© Drawacapin the airwith a pointed finger (or draw acap onthe board). Aske Wht’ this? What om drawing? (a cap Allthe learners ‘draw’ acapin the ar. Ask Can you draw boots? Who con draw boots? Angel/Bori), draw some boots onthe board, pleasel A learer draws some boots on the board © Diiisten and tick the box. ‘Starters tip In Listening Part3, candidates need to look carefully atthe three pictures and to notice the ciferences between them. (© Pointto the pictures in and ask: Whats the boy wearing? [A yellow roucers, a green Tshirt, red shoes and aha. 8 bluetrousers, a yellow Tshirt and red shoes. € blue trousers, an orange T-shirt, plasses and blue shoes. (© Pay the audi stopping ater 1. (Which boy is Tom? Learners puta tickin the corect box. 14) (© Pointto thepicturesin 2. Ask: What's the man wearing? ‘Check anewers: [AA ihite shirt and brown shoes, BAred and yellow T-shirt and white shoes, CAbrown jacket, white Tshirt ané brown shoes Play the audio for 2 (Which Is Kim's dad, Leammerslisten and tick the correctbox: (28) (© Play the est ofthe audo, Learners tick the correct boxes for {questions 3and 4 ‘check answers: lac 4a Audioscript ‘ook at the pictures, Listen and tick the box. One Which Boy's Tom? : Fite Boy: Here's a photo of our class 2 ‘Woman: Oh? Which boy is Tom? Does Tom wear gasses? Boy: No,hedoesn’t, - Woman: isTom the boy with the hat? Boy: Yes. And ed shoes! z Two whichis Kis daa? Boy: _Isthat your dad, kim? The man intheacket and trousers? Girt No. My dad isn't wearing jacket today. Boy: What's he wearing? Girt Jeansand a Tshirt. Which woman is Dan's teacher? Isthat your new musi teacher, Dan? “The woman in the skirt? No, that'snot er. Isyour teacher the woman inthe trousers then? No. Our teachers wearing a yellow dress today. Ohyes! can seeher. ike her green bag! Wheres the F shi? Iean'tfind my white Tshirt, Dad Isiten your bed? 4 No. Isiton the chairin the garden? No. Oh, know! t's in the ear! 2My favourite / new / clean / beautiful © Write on the boar This 'smyfovourte These ae my fvourt © Hold upa picture ofa jacket and say: This is my favourite jacket. Give the picture toa learner. They holdup the picture and say the same sentence. (This my favourite jacket) This continues round ‘the clas, with each leamer showing the picture and saying the sentence, © Holdup a picture ofa par of jeans and ask: What are these? (jeans) Say: Thisis my favourite jeans. Or: These are my favourite jeens. hich sentenee is correct? (These are my favourite Jeans) Pass the picture round the class, Learners show the picture and say the Sentence. (These are my fvourite jeans) Pass the diferent pictures around, starting with diferent learner zachtime. The fist learner says Thisis mfaveurte..or These ore ‘ry favourte.. Then the others repeat the sentence and show the picture. Give out more pictures so that learners are showing and speaking about several pictures atthe same time. “ter awhile, change the adjective in the sentences: “his is/ These are my new ... clean... beautiful Suggested clothes: trousers, dress, Tshirt, lasses, hat, handbag, shir shoes, skirt, socks @ Look at the picture. Write one-word answers to the questions. 2 -ssrers wit letersintheienctbooks to make word Listen ond write these eters: AM. Can you moke a word thes eters You can see this in the picture nC, What's the = checkanswers by asking diferent learners to point tothe picture Sod to say the letters to spel the word Optional extension: ers work n pairs, Each learner chooses ating inthe pture 6 writes the word, then jumble the eters. They say the letters hei partner, who writes them and then writes the correct, lingof the word and points toitin the pictur. 1d the two example questions and answers. Ask Can you see the ‘red Fshrtand the sofa? Leamers point ta these things inthe ute Pintto the answersin the two examples and ask: How any words or numbers do you write in your answers? one) mers ead and answer questions 1-5. iffrent learners: Can you spellyour answer to question (1/2/ = 5, please? Write the words onthe boar 523: Point tothe choioronge sitbIve sockoon the baby’ foot) ack hair Learners pint tothe correct part af the picture. Check answer Achair_25/fve orange 4sock slack 2 sk more questions about the pictur: eres the man's jocket (on the chat) rot colours his jacket? (grey) notre the boy and hisfother doing? laying a game) here's theic game? onthe table} ots the gi inthe green dress listening o? (her mum /a story) ‘ow manycats hos this fomiy gat? (890) © count and then make sentences. Use There is or There are. (© Pointto1. Explain that his sentence about the picture butit is infour parts and they ace nat inthe corect order. Ask Can you ‘make the sentence? (There ate fur green chairs) Witeiton the board, Leamers copy the sentence ont the linen Pointo theend ofthe sentence. Ask Whats missing? (the fl stop). Make sure earners put the ull stop atthe end of the sentence in theirbooks, © Learners write the sentence for2.(There oe two white omps) © Point tothe baby and ask: How mony babes oe therein the picture? one) Paint tthe words Thee on thesecond green art of 3. Say: Theres one... (baby Pint to the baby and ask Isthe bby hoppy or sed? (happy) There isone happy baby. that righ? yes wate hat sentence a the nen 3 Leamers write the senence (© Pointto the boxes fr 4 Explain that some words are missing. Ask What colour are te ctsin pictur lac Say reba nthe fast boe Say: Count the cots. How any ats are there? (wo Write “two'n the second box ‘Ask which words go inbox 4 Yell ieamers they can ind the missing wordsin sentences 1 and 2 (There are) Learners write There ae in the last bom They then writethe sentence under the Bowes snd put the fl stop atthe en. (There oe two blackcats) © Point the werd owes’ inthe last orange box in 5. Say: Count {he omers. How mary fewer re there? thee) Learners write three in oneo the short orange boxes in. Ask: What colour are the flowers (pink) Learners wt pink in the other shor orange box. ‘Aske Bowe say ‘There thvee'or There re three’? (There are) Write “There are'in the fang orange box! Learners write the sentence onthe linen: Theve ae tree pink ower Play the game! The long clothes sentence. © Saysmorniag. min ey besoom. open my cupboard (wime ‘openingtwo big cupboard doors) Say:iny cupboard, there reboots, Make sute your voice (ietonation) falls athe endothe sentence (boot) Say the sentence again, but donot finish (your voieyintonation rises): ny cupboor, here are bootsané ‘ne earner epeas the sentence and ads another word, for ‘example, dresses. Tei intanation should fal atthe end af the Sentence 6resses). The net learner epeat that sentence and adds ‘and’ plus one more word jackets). Theirintonation rises when they Say shoes, ree, then lls when they sy jckets at theend ofthe sentence Learner A: in ny cupboard, there ore boot and dresses. ‘Learner B: ny cupboard, tere ore boos, dresses and jackets © Play severaltimes. Learners try to make the longest sentence Large classes: you coud play this ame in grou. ‘Stronger lasses: earners add the colours of the clothes. For example: In my cupboor there are brown boots,9 Topic body and face, colours Equipment needed © Colouringpens orpencis, © Startersaudio9n © Look, read and writ colour the clothes. (© Pointto the monster an ask: How many heads hos the monster _got? (two) Point tothe number 2on the ine. Ask: How many eyes has this monster got? And noses? Feet? Arms? Can you count them? Count them ond write the numbers onthe lines. numbers. Then, draw and ‘check answers: si eyes, 3/three noses, 2/two funny tals, Sve feet, Aifour arms (© Read autthe sentence about the monster’ clothes: Today, i's wearing basebollcops and boots anda big Tshirt. Ask: Con you see the monster's baseball caps and boots oF Tshirt? (no} Say these sentences, pausing to give leamers time to draw the Clothes: Take a pencil ond drow two baseball cops. This manster needs two baseball cops. got to heads! Now, draw boots onthe five fet Tha’ five boots! Oh, onda big Fshirton the monster’ body. Note: Learners donot colour the monsters body or clothes yet (they dois in), © Read and colour the monster (© Learners read the sentences and colour the monster andits clothes. (© 5ay:Now, colour the monsters tel and legs. You choose the colours! In alts, earner ak and answer questions about the tals and legs: Wht colour are your monster's egs? Yes or no? (© Read outthe folowing sentences about the monster. Learners put {her thumbs upifhesertenceis igh about pietureand down ities wrong, 1 its gotfive fet. (Yes thumbs up) I's gotone nese. (No -thumbs down.) I’ got wo funy tals. Yes thumbs up} The monster's eyes are pink. (Yes ~ thumbs up.) les gottwo green faces. No thumbs down.) Funny monsters @ choose words and write about the monster! (© Point the monster in again an say: This monster nome Bounce! You know, that's good name for this monster bounces tvhen twos Iebounce when rune Show lesnershow Bounce ‘walks and uns! They could stand up anc move ike Bounce toa! Read the fist patofthe sentence: vey. ‘Ase s Boune very big orvery smal? vey bg) Learer puta cele round ig inthe st sentence Saye Bounce doesnt have o mouth, sont sing, buts Bounce hapey or sad? You choses Bounce very beout oa ery ugly monster? Croce! Learners cele "happyor sad then beau? oral: Saye Bounce bigs Bounce scary to, ors Bounce sly? Scary or {i You choose. Leamers decide whether Bounces Cayo ly dnd cele te word to complete their sentence (© sk What oes Bounce nik? MK?! What does itt? Write words about ounces fovourte dink and fod! © Sayverysonly: Bounce ver big, (Show eamershow we put ut ep and bottom lips together tay 7b an put our top teeth Spina the inside of ur bottom ip ty Say the sentence Bin. earners sy itoo. ri tie several times Do the same with Bounces very beaut (© Learners ed aut and show each othe their sentences in smal sroups Wall around and isten,checkingthatlearners are Pronouncing/ and [by caret. Tell the cacs what you think are {he beet answers forthe monsters favourite dink and food (© Telilesrees to craw line down the mda ofthe page in ther notebooks o make two columns, [They donot need to use te ‘whole page seven ines are enouah) They write the ltrs at {he top a te fst column and athe top athe cond column, Say: Lite and rit the word unde or For exon: big, can you heor'b'or Vin that werd?) Where do yout big? Under” ov) Say these words, Leamerslisten and wrt: tbl, ovurite 7, bag, number, ve bro, ov, oboe, wove, body ‘check answers: able, bag, number, brown, robot, body ve favourite, Vv, love, wave© which monster am 1? Look at our; the correct number. Starters tip In Reading and wring Part2, candidates need o understand sentences that describe (or don't describe) a particular scene picture. They need practcein matching sentences to diferent pictures like they do here. They also need training in spotting ‘words that make sentences incorrect, for example, prepositions ofplace, numbers, adjectives, ete © _Learmerslook atthe Five monsters, Read out the fist sentence: ve gat flower in my hot. Ask: Con you see a lower? Whereis it? (Monster 4 has aflowerin her hair] Point tothe example answer: 4 © _Learmersread sentences 2-5 and write the numbers ofthe ‘mansters onthe lines Check answers: 23°35 42 51 Look at the monsters. Write colours. © _Say-Lookat the monsters in Dagin. Point to the first monster and tothe wordsin line Lin Ean say This manstrhas got a blue bod, black hoi ed eyes and eue nose. He hos na orm and is fet arered © Learners write the colours or inthe boxes for monsters 2,3 and 4 ‘Check answers: onster2:@ green body, orange hair, biue eyes, ablacknose, green arms, green fet. Monster3:a grey body, redhal, green eyes, an orangenose, grey arms, grey fest. Monster 4: a pink body, yellow alr, green eyes,apurplenose, | pink arms, white feet. Point to monster. Ask What's this monster doing? (smiling) Fointto monsters 2,3 and 4in tum. Askethe same question: What's this monster doing? (2 waving eating dancing) S2y: Look at monster 5. How many eet has tis monster got? {tw} lhe colour are its feet (green) What's this monster doing? ‘ceading) © Weteon the board: How many... haste monster got? Ask learners to suggest words to complete the question (eyes, orms, 0ses, fet). iit these words on the board, © Wete to more questions on the board: What colour are they? what's this monster doing? learner chooses a monster n pairs, learners take tin tums to ‘ask and answer the three questions about monster 5 © write names for monsters 1-4. © Point tothe monsten picture inthe Plture Hall and say This tmonstersnome & Cond. She ell Ives her name and se hes tetng pink candy Oo you lke pink ond 00? Oh! And you spell har trae CAN-D4! Con you write that ome onthe line under picture, please? CANDY! Thonks! (© _Leamers think ofa name for monsters 1-3 and wate the names on the ings under the petures inthe monster pieture hal © Ackdiferent earners hats monte (shame? Happ) Ask: How do you spl oopy? The learner spells the name, Ak the sane questions toother learners about the other monsters @ Listen and complete the sentences about monster 5. © Pinto monster Sand say (nun vie: Hy names (Lar) Sand ove rein ear) stories ond eornng abou (lens) nthe lessons) atmy ne sel Sy the sentences agin Point the sentencsin 6. Say Hil nome's Lary. Thats LAs FicLeamers wrt the tes on the st ine ead out the second sentence, pausing forleamerstosaythe words and wrt them on hein: lve eong (cary) stories {and eoning about alls) ne. lessons) cy ew schoo Walkaround and check that eames ae wing the wore cary, allen’ and eons corey Draw then write about your monster. (© Learess raw arnosteandcolourt. They gveit 3 nametoo. iwitnstronger classes, tre ould write whet ter monster kes dining, eting and reading 35a) © write onthe bear g/mol. heods 67 outs les. fet ands armas copy ths and wie the numbers and olous for each part after monster. © Leamers workin pas LeamerA describes their monster Learner Bisons and dans the monet theirnetsbook, The, they ak tach ather hats your monster’ name? Mow do you spell Tey tite each others monster names, and compare thei monster pictures © Guay the game! cotour the wall. © Palnttowallinthe picture and ast What's tis? (0 wal) Whats behind be wo? (a monste) Say Usten tothe monster Clore wo. Telleamesto colour eachrow ofbrids inthe wa Use her stlanguagelinecssey/ posse to exlin tis Not: if boxls hie, eames dont need to colour Audioscript {re green, yliow 2blach, rey brown, orenge 3 pink, purple yellow, re, brown 4 white, ed blue, grey, brown, green 5 yellow, pink white, purple red black, orange Thankyou! (© Playthe audio several times to give learners time to colour all the boxes. Pause between each line as necessary.| 40 Our families ‘Topies family, names, animals Coburngpenclsorpen: == Photos of learners! pets. See D. BS : Paper for drawing emiles. See, optional extension, Questions for. See wnw.cambridge.orgfunfor © boo Read about Sam. Which picture is Sam’s family? Starters tip There ae nearly always questions about families Starters. Give learners practice n talking about their own family thei ames, ages, numberof brothers and sisters / cousins et) (© Pointto the boyin the top picture in Aand say: There are three letters in this boy's name! Read sentence 1. What's is name? (Sam) Which letters ere inthe nanre Sam? (S--¥4) Read the start ofthe next sentence live in abig house with my ‘mum... Point tothe word "mum Oraw a circle nthe ai and sy: ‘Mum sa fomily word and that's why there's circle roundit Listen tome. When soya family wor, draw acirle! Read out theres of the text in A. Learners crawacirlein the air with theirhand when they hear a family word. (© Pointto the tree pictures ofthe famills and ask Whichs Sam's family? Picture 1,20" (pietur 2) © put circles round the family words. © Learners ed the text and, witha pen or pen draw crles round theother family werds c= ee ad, sisters, brothers, grandpa, grandma, grandparents Note: Explain that randfather/grandpa,grandmatherfrandma, father/dad and mother/mum' mean the same, but ‘grandpa, grandma, dad! and ‘mum are more familar. Use the earners fist language'f necessary. Teach/evise ‘parents’ and grandparents! © Aske How many peopl ven Sams house? eight] Which pts has ‘Som got (a donkey and a doe) How many pets do hs grandparents hove? four) (© Pointtopicture2 and say: Le’ choose names forthe people in ‘Somis family, Learners can choose names from page 10 (Unit) Wet the chosen names on the board Suggestions: grandparents: Mrand Mrs white Parents: Mr and Mrs Love, brothers: Tom and ick, sisters: Pot, Kim and Lucy. Learners could also guess the ages of Sam's brothers and sisters. sk: How dis (ome)? ® (© Askequestions about the picture of Sam's family: 1 Who’ wearing ared Tshirt? (one of Sam's sisters) 2 Whatcalour s Sam's Fshir? green and ted) 3 Which people are wearing glasses? (two sisters, Sam's mother and grandmother) 4 tho’ got white hor? (Sam's granetather) '5 Which people ore weoring jackets? (Sam's grandma) {grandmother and grandpa(grandather) 6 Who’ wearing white shoes? (Sam) Who’ wearing red and white shoes? (one of Sams sisters} Optional extension: In pairs, learners could write questions about the people in Pictures 1 and 2. Then, two pairsjoin together and ask and answer the questions. @ complete the sentences about Sam's family’s pets. a ee ee eee eee oa ‘Starters tip In Reading and Writing Pat, the pictures wil show one or more ‘ofeach named item and, nthe defining sentence, the named item willbe singular or plural. ee right and wrong answer ‘@amples below: (@pictureofa fish) Thisisa sh. | Thisis afoot.) (apictureoftwo cakes) These are cakes.) These arecats. (© Point tothe picture of Sam's grandpa and grandma and as: Who ‘ore these people? (Sam's grandparents) Pont to the cat and ask ‘Wher’ this (aca) Who's gota cat Sam or hs grandparents? (his {grandparents Point tothe first bubble and ead: This sour (cat). Learners write caton the tne. (© Leamersvarite the words for the other animals onthe lines in 2 ‘and 3.(2fish 3 donkey) Write on the board: This is ourcat. and These are our ish Ask: How ‘mony cats hove Sans grandparents got (one) There's ane ca. Point to the cat sentence onthe board and say: We sy This: How many ‘ish have they got? (three) Pont to the ish sentence and say: We say These oe because there are three fh, nat one. ‘Note: You can also explain thatthe words ‘our and ‘my’ donot ‘change fo singular or plural nouns. Point tothe ban 4. Ask What's his? a ball) Which petloves playing inthe garden? (Chocolate the dog} How many alls ore there? (one) Do we say "This ior These arefor one ll? (Tiss) Learners write This sand bol onthe ines in (© Pointto the cat in and ask: What colours this cat? (whit) What's the cot doing? sleeping What are the fish doing? (swimming) Whar’ the dog doing? (running/playing) (© Saye Look atthe pictures in and 8, Can you find Two blue things (Suggestions: Chocoate's ball Sam's trousers, one brothers sweater, one sister's shoes, one brother's shoes) Two brown chins (Chocolate /the dog, Sam's hal, his site's twousers) Two white things (the cat, randpals hai, Sam's shoes)© Answer the questions. ‘© Say: Now, answer questions about your family! Leamersread the {questions in D and writ their answers. For 1 they write ‘ong! or ‘short: For2 and 3, they write a number and for 4 and 5 they write sor, ‘© Learners stand up. Go up to one leaner (Learner A) and ask: How ‘many brothers ond sisters have you go? (two) Sayi ve got one brother. Stand Behind me. Learner Athen asks a different learner the same question: ‘How many brothers ond sisters have you got? {earner 8 answers the question and stands infront of Learner Ait ‘they have fewer brothers and sisters and behind Leamer Aifthey © Alllearners ask each other the question: How many brothers and sisters have you got? ‘They get into line inthe order ofthe number of brothers and sisters they have. Learners with no brothers or sisters stand at the front, those with the most stand at the back. © Learners now ask each other: How many cousins have you got? ‘They get into a line according to the number af cousin they have. '© Learners then ask and move to stand inthe order ofthe numberof ‘mals they have at home. = )uypett eects Learners draw a picture oftheirpet or bring ina photo and prsenttherpetottedas Z Ifthey havent gota pet, leamers can draw apetthat they would teed! eh ante dinhatatlan er ibe Complete the words. ‘© Wirt onthe board: fa and ask Can you tell me the four letters seed to add hereto make a word for ‘dod’? (tre) Whats the word ‘5r aa’ father Pott fe again and say: Now ell me fur eters fomake a word for your mum, dad, brothers and sisters. (my, ‘femiy) Write onthe board: pa mother father Ask: Which five letters con! putin frontof these words to make four family words? (-ra-n-d, grand) Write the letters on the board in frontof the four second parts. Point to and say each word. The wile class says the words after you, then diferent learners say ‘hem, then the whole lass agai, S2y: Grandpa is great My grondmo's name's Grace, Learners say these sentences too, Note: Fo a ot of learners, saying two consonants lke‘gr together 'seiffcult because this combination of letters doesnot exist in ‘hel frst language, or they pronounce them diferently. Always encourage correct pronunciation, but make sure leamers don't lose confidence. Explain that ismormal to make mistakes. Ifwe don't try to say new words (and make mistakes which is fine) we don't improve our language sil. @ Draw circles round words about your family and home and write names. © Pointtothefacein andy: Thi isyou! Complete the picture! Use Sams foe in or el nesta) Learners dr theta, nase, and yes. They can ten colour ther moth face, har and ‘yes an Tahir © Fointtotheline seri name’! atthe top of and sy: Mite our rome on this ie Askren lames: Dayeu lve inabouse ra ‘tc Leares ane Tl earners who liven ohouse to drow a, Ciee ound the wor "house inte Do Levner wh liven aft Grow cle round the word at Aakeiferent earner: your ft big or sa? Learners who ivein Sbighouse orfatcrw a ciel round bg a lene: who len Ssmallnovse orator acreleround smal ale Who nes with you? Drow cel round the people who nein Yourhoos oft. eamers raw ces. Peintto the secon ine in ontoIvesve inthe house next {0S and ask tho ves ne tou earers rte the name ofthe petson/eoplewholive net to hem onthe ine. Point the st in and ask: Do you ke animal? Da you ike gardens? Drow acre round anol: ees dogo Gorden Usarners en the et by raving acc round eat, og or “garden”, (Sams tex canbe used as amedet help with his cit.) © Goround andhelpand check answers © Ask3-tleamersto standup and ead out the txts beginning with “his isme pointing to the drwing and showing tothe clos Optiona extension: Learners make posters bout ther homes ther faiy members nd pet. They oe thei on dango photos ane te Captions ancora short continuous tert. er postr can then be ‘splayed around the casroom @ Play the game! Who's that? (© Each earner writes ist ofthe names of the people in ther family (including themselves) on a piece of paper. You could join inby ‘writing you family's names on the oar, For example: Jomes, Margoet, avid, John, Cristina, Victoria (© Withagreen pen, they number the names in alphabetical order. Ask diferent learners to read out the names. (© Withared pen, they number the names from the youngest person to the oldest person ferent learners read out the names. (© Withabiue pen, they number the names from thelongest the most letters) tothe shortest. Different learners read out the names. Note: Use learners’ fst language to explain the meaning of “youngest; oldest; longest and shortest necessary. (© inpars learners askand answer each other about the names. For example Learner A: Who's James? Learner 8: He my fther11 Whose is it? “Topics names, eee © See also: wn cambridge orto. © ook and read. Puta tick or a cross in the box. sading “a Eiwrtine Ask: Have you gota wotch? Learners who havea watch put up theirhands. Count hands. Ask: How mony chilren have gota watch? (three) Repeat this with: paints, hte, tennis bal, mouse and clock. Note: in some languages, the word for ‘clock’ and ‘watch’ isthe same.Ifthiss true for your learners, tll them that in English, there ‘are two words ~a clocks something we puton a wal or table oris ‘on our phones. A watchis something we wear on our arm. Point to the mouse and ask: Whose isthe mouse? Leamers follow the line from the mouse to Nic, (ts Nick’) Ask the same question about the kite, tennis ball and watch and clack: Whose is the ite /tennis ball watch /clok? Learners fllow the lines and answer: (The kites Jl’. The tens balls ills. The lock’: Annas. ‘The watch s Lucy's) Ask Whose are the paints? (Tom's) Note: Some learners confuse the words'clock’ and watch’ ‘because the word for both ofthese thingsis the same in thei fst language and because we use o clock ta talk about te time we see con both clocks and watches. Show the eifference by pointing to the watch and tothe clock in B Point to and readout the first question and answer. Whose mouse iO Ws Nick, Ask learners why there ison the end of Nick. i's his mouse - we put San the end of hs name to show thatthe mouse sis) Leamers complete the other answersin the first column, ‘check answers 2Lucy’s 3Bill's aAnna's Sills 6Tom's | Starters tip Some ofthe wordsin Reading and Writing Part look (and ‘often sound) very similar, for example game’ and "name" in Point thi outta your class and practise finding these small differences. (© Say:Lookat the pictures nA, Point tothe picture of the eyes and ask Whatare these? (eyes) Read out the example sentence: These ‘ore eyes. Ask: Is this sentence correct fr this picture? (yes) Can you see thetickin the box? This sentence correct. We tick the bo! Pinto the ear in the secand example and say: Can you see the This sentence is wrong. itisn'taskateboord. i'n... ? (ea putticks or crosses in boxes for sentences itsa.game! This says these sentences and points, inthe air and say: You're right Well he same with pictures: This ent cake, This sa belloont cint to and say: Tis isn'ta tablet. sa. (teddy Learners work nA and pais. Learner A points atone of the things in Aor Band says: This sta... saying a word that Is NOT corrector the peture) i's... [saying the carect word). Learner Blistens, draws tick and says: You're right! Well done! ‘Then Learner B says a different sentence about anather picture and ‘Adrawsatick nd says: Well done! © Look, read and write answers. ‘© Point tothe si children in the pictures and ask: What are their ‘names? (Nick, Lucy, Tom, Jil Bil, Anna) Where ae their names? (on their Tshirts) What's the fist letter of sil's name? (3) And of Anna's ‘name? {8} Can you say'J'ond X? How many letters are in their ‘names? (four What oe they doing? (ishing) (© Point tothe sik pictures ofthe objects and ask: re they catching fish? (no) Point tothe objects and ask: What con you see here? {atennis bala clock, a computer] mouse, akte, a watch, paints! 2 paintbox) ° Read out the second answer in 1: his Remind learners that we use his for boys’ and men’ things. Read out the second answer Jn: thers, We use‘hers'for gis and womens things. Leamers compete the second column with his or hers. ‘check answers: Bhis Ahers ShersGhis Point out that we use ‘they’ to talk about the paints because there smore than one paint here, @ Di tisten. what have the five friends got? Draw lines. Point tothe ve chilren nthe picture and say: The children aren't fishing now: Where ae they? (inthe park) Point tothe small pictures ‘and say: These are the children's things, Listen and draw lines between the chien and these pictures Play the example onthe audio, Ask: Whose nose do you put the glasses on? (Bil's) Make sure that they can see the line between the lasses and Bills nose. LLeamers listen and draw lines fom the things tothe children, Play therest of theaucio twice, In pairs, learers check each others answers [ Cheek answers: | Lines shouldbe drawn between: 1 radio andin Lucy's bag, 2pencilsand in Anna'shand_3.ulerand on Tom's book ‘4camera andin Nick’sbox 5 carand on Bills head© Ave they his or hers? Say: ill has sister. Her name's il Point tothe gi inthe green “shirt and say: This isl Write Bill's and is pares on thelr Tshirts please! Learers write the names on the Tshirts Point to the sellin Bill and Jl’ cupboard and ask Teacher: hots his? Learner: it 0 shell “Teacher: Con you spel shel? Learner: es, can. SHELL, Teacher: Thanks! Inpaits, learners write athe things they can see in the cupboard Intheir notebooks (phone, radio, robot (piture/érawing), shell, photo, camer, bal, pencils, guitar) Point to each thingin the cupboard and ask different learners: What's this? (l’s a.) or What are these? (They're...) Conyou ‘Al learners check their speling ‘Ask: Whose ste guitr~ Bil’ or sis? Learners say hose they think the guitars. Ask the same question about the ‘radio’ and the Learners read the sentences about ell and fill and write the words for il’ things onthe linesin the fist sentence and for Jil's tings ‘onthe lines in the second sentence. ‘Check answers: Bil’ things: camera, drawing/picture, penciscrayons, phone, photo sis things (beach) ball, radio, shel, guitar. ‘Aske Whose cameras this? 1st his or hers? (point to Bill and J) Learners put uptheirhands to answer: I's hist ‘Aske Whose beach bats this? (I's hers!) Learners ask and answer questions about the other things in pars {Go round and check they are using "his and ‘ers correctly Possible extension: lose... 2) hishers! Give more practice ‘with his by asking questions about» bay an gr ane their. ‘things Aska Boy and 2 ir to stand up. Point a things that they're ‘wearing orholding and ask: Whose dress/pen/shoe is this? Learners respond by calling out together: hist t's hers! @ Play the games! What have you got? ° ° Divide the class into two groups: A and 8. Allleamers in group A look at page 96 of their book. ll earners in group B look at page 98 ‘ofthe book. Learmers took at the pictues nthe fist column and write the name ‘ofeach object inthe second column. Learner A: a camera, watch, a bag/handbag,aruler, a computer, shoesjtrainers, a doll toys, a kite, pens Learner B: a piano, a rao, sweets, a phone, an eraser a rubber, ‘amiror, a cata skateboard, tennis racket, a shell Learners puts tick nextte the things they have and a cross nextto ‘the things they don’t have in the Me’ column. Leamers workin Aand 8 pairs. They rite ther partners name at ‘thetop of the last columa and ask eachother Have you go. ? ‘questions about the objects on their page. They put atickor 3 ‘rossin the lat column, ‘ay: Can you find the lettern some ofthe words on poge 96?Puto Cirle round all the ks! Different leamers write the words within their spelling on the board: sock, cake, keyboard, Nick, clock, kite Practise saying these words. Point out that we say the'c’ atthe start of cake’ and clock withthe same /k/sound.'C'infrontof the letters‘, 0° and“ sounds like Write: cypboard onthe board Say Listen keyboard. cupboard, /k kl! Leamers practise saying ‘the words on the board. ‘Say: Lsten and soy! Kim's keyboard's nthe kitchen! Learners Say ‘this sentence, then they witet in their notebooks. More games to play. 1 ‘Choose eight things from pages 96 or 98 and make list. Say: ve goteight things. They aren the pictures on page 9601 98. Learners Butup theiehandsto ask: Have you got (a camer)? Each leaner gets a point foreach question that you answer ‘yest. Learners play this game in groups of fur (They should not bein the same group as the partner they had earlier} Each learner looks _atall ofthe things on both page 96 and on page 98. They writea list ‘ofthe things they have. One learner tells the others how many of ‘the things they have and the others ask Hove you got... 2 questions ‘to guess which things. Then change and another learner answers ‘questions about the things they have. 2 In pairs, learners lok at pages 96 and 98. Say: Close your books! What isin those pictures? Write word! Different learners write ‘Words forthe pictures on the board, spellingthen saying the word asthey do ths. Pairs gt pints for every word on therlst thelr spalingis correct. Next clean the board. Different learners saya sentence about one ‘ofthe things, For example: The ball’ red. There are ive photos. Lamers erase the words frm the board as they say themin their sentence, Pictures: bag, camera cat, computer, dol, erasertubber, kt, ror, pens, phone, photos, piano, radio, robot, ruler, sweets, television/T\ toys, watch12 ‘Topics family and frends, the home, colours Mayers word: best Equipment needed : © Colouring pencils or pens. © Find the words and write them on the lines under the picture. Starters tip In most parts ofthe Starters Tests, words for people (baby, boy’, ‘gi et) appear. Make sue learners understand these words and are able to spel them correctly (© ite on the boarc: one man «women one woman two. ‘© Pointo the gap and ask One men, two men, one woman, two... ? Learners answer (women) Make sure learnets pronounce women” correctly aman. Show learners that we use’men’ inthe plurals ofboth these words ‘men’ and ‘women (© Wiriteon the board: one mon + one woman = two. Point to the gap and ask: Which word con frie here? {people} (© Write onthe board: one mon + one woman + ane boy + one gil= four Point tothe gap and ask: Which word can Iwrite here? (people) (© Write on the board: wo boys + two girs = our Pinto the gap and ask Which words can write here? (chldren/kis) Note: fyou have bath boys and gs in your class, demonstrate the difference between two boys and two chldren/kids. Ask two boys ‘to cometo the front. Say two boys, Ask another boy and one gto ‘ome othe front. Say: two children. Two kd. Explain that children and kids mean the same, but ‘kids is ‘more informa Use the lerner’ it language to explain this if necessary. (© Learners fin the words (they can circle them ifthey want) in the wordbox and complete the people words’ onthe lines under the pictures, ‘Check answers: fit children baby boy women kids ° Who's got the red balloon? ‘Ask2- diferent learners: How do you spell women/chiléren/baby? Learners say the letters to spll the words. ‘ay: Lok a the people inthe picture, Find the boy with the kite, the ‘baby the gi withthe ce crear, a man wit a phone anda woman with book. Tel learners to also find the two children two men and two women who are standing nextto eachother Aske Wheres the bay withthe kte in the picture? Learners point to ‘the boy, Say: Drow ole from that boy the werd boy! Learners then draw lines rom the ather people nthe picture to ‘their completed words. Walk around and check they are doing thiscorrecty © write yes orno. ° Leamers look tthe two example sentences. Aske Where are the two gil in this picture? Learners point tothe two is. Hove they gata duck? (yes) What colours the duck? (white) Pointto 'yes'on the line next tothe first example. Aske here ore the two men? Learners point othe two men (with the dog) Have they got ball (no) Point ono" on theline next to the second example. ‘Ask; What have the men got? (a dog) What colour her dog? (brown) In paits,leamers read sentences 1-10 and writeyes orn, ‘check answers: Ayes 2no ayes Ayes 3010 Sno Gyes To Bno Syes (Check pronunciation of bal’ and balloon \Wrteon the board: Bil’ got abe bal and Ben’ got a red balloon! Explain that “ball” and ‘balloon’ may look the same but they sound very ferent, "Ball sounds more ike "bot /ba:/ and when we say ‘balloon we don't hear the‘a'/balu:n (You could cross the'a’ out inthespeling) Dl the sentence with the whole cass. How much can you remember? Note: This activity isforstronger classes Divide learners into teams Aand B, Say to both teams: Look tthe picture of te peop inthe park again. Give learners 30 seconds to try toremember the picture ‘ays Close your books! Write onthe board Where? ow many? What colour? Who's got? ‘Teams think often questions to ask the other team about the Picture, They write these on apiece of paper. Walk around and help if necessary. When teams ae ready, sk one learner from each team to come and sit at the front af the clas, These two lamers sit with their books open to check ll the answers Note: f writing questions lke these istoo dificult for your learners, askeifferent leamers the questions on the next page.Where are these people? {in a park) heres the balloon? in the baby’s hand) Where ore the flowers? (under the tree) How many tees are thee inthis park? (hres) How many animals ore inthe pictur? (ree) How many people ae inthe picture? eleven) How many people aesitting down? (two) How many people ee standing up? (ine) How many men are there? (tree) ow many women are there? (three) What colouristhe balloon? (red) What eolouris the kt? (yellow and blue) What colours the bal? (tue) What colour isthe horse? (orown) hat colour is the woman's handbag? (brown) Who's got the phone? (the man} ros got an ice cream? the gi) ino got the duck? (the twa gle) no's got the kite? (the boy) Who's got the dog? the two men) who's got the horse? the two women) Who's got the book? the woman} Who's got the red bailoon? the baby) “Teams A and 8 ask and answer their ten questions with their books closed. The two judges check the answers and Keep the score (one point foreach corect answer). The team with the most points at the end of the quiz are the winners. @ Ask and answer questions about people. © Lamers ook atthe four questionsin the yellow speech bubbles, and write their answers onthe dotted lines inthe mall geen speech bubbles, © _Inpaits, learners ask and answer the four questions. Optional extension: Ask wo learners toro play a conversation, addinga greeting and ‘conversation close, For example Learner A: Hello! Learner: Hello! isyourbest rend boy ora gin? Leammer A: boy. His name's Kerem. LeammerB: OK. Thankyou! © Inpaits, learners repeat the roe play. Go round and help withthe sreetng and conversation clase necessary. Suggested greetings: Hello! Hi Good morning! Good afternoon! Suggested conversation clotes: Good! Great! Oh! OK! Thankyou! Thanks! Wow! © Look at the pictures and answer Reading 5 the questions. ‘& Writing. (© Lesrmestook at theft piture and choose names forthe gir and the bay Write suggestions on th board. Leamers vote forthe best, ‘names For example Peter and Hotle (© Ask: What colouris Peter) ht? (green) and Peters Tshirt? orange) brown} What eolouris the balloon (ee) (© Wite onthe board: the sof, the fom, the kite, the ewe dogs the car, te ory, Noto Tshirt, the tes. Point tothe words onthe board and ask: Wha colour are hese? You choose! Inpars learers choose colours for each of these things and colour them wherever they appear inthe pctres.Ak2-3 pas What ‘colours he ites fompyenronyin your picture? Wht colour ‘re the dogs/res your picture? © Learer looks the fst picture again and at the two examples Point toquestion one and ase What's (Notte) doing? (She's teadinga book) Remindlearners that they can ony wie a umber ora one-word answer nhs task, Ack aga: Has Natalie doing? racing, Learners write reading on the answer ine (© Leamers read question 2 andwrite the answers on the lng. check answers: 2phone 3s0fa garden 5 monkey (© Saycatthe end ofthis story, the monkey has gat the phone ond the... ?(fed balloon!) © Wirteontheboard: Where...? (© Asklearmersto write two questions about anythingin the pictures in their notebooks with this question starter. For example Where’ the red baloon? Where ae the dogs? (© Write onthe board: How mony ..? (© Askleamersto write two questions about anythingin the pictures intheir notebooks wth this question starter, For example: How many trees are there? ‘ow many books oe there? (© Write onthe board: Who’ got. ? (© Asklearners to writetwo questions about anythingin the pictures In their notebooks with this question starter now. Suggestions: Who's got brown hair? Whos goton oronge Tshirt? (© Each learner should now have six questions in ther notebook, (© Leamersaskand answer their questions in pairs Alternatively, one leamer ass the class a question and other learners put up their hand to answerit © [optional Givelesrers time to finish colouring the pictures. @ Play the game! Nine lives. (© Play Nine ives" with words from this unt (seepage 104 ofthe Student's Book). See page 7 or howto play‘Topics sports and leisure, names Hgent, © Starters auto 136, ‘© Magazine pictures of action/hobby verbs {someone swimming, jumping. reading, painting running, etc). See C, Project, Mime the verb. (© _Teach/revse the verbsin the table by miming fying, swimming, reading jumping, running and singing ‘Aske What am doing? fying) (© Change the order ofthe verbs and say: Sint Jump! Fy Sing! Run! Fea! Learners mime the actions (© Revise“be good at Say:1'm good ot swimming but 'mnct good ‘atjumping, Ask: What are you good at? Are you good ot reading? ‘Swimming? In pairs, learners tell each other what they are good atand not ‘ood at. © Five funny monsters! Look at the ticks and crosses. © Say Lookat these fue funny monster! Point to each monstrin tum and ask: Whats hisname?/ ht’ her name earners tll you thenames ofthe monsters (Alphabet, Been, Caro, al EBB) nese nomes? Ask has get very ong feet? (E58) arhas get long hair? (Dal) Which monster? Write the names. (© Leamerslock tthe ticks and crossesin the table. Say: tick shows ‘this monster can do this, Across shows this monster cont do this Leamers read the thee sentences and writ the names ofthe ‘monsters they describe ‘check answers: Bean 2Carrot_3 Ege (© Point to the boxes next to oll Say: Ther are no ticks or crosses ere Listen and put ticks ond crosses fr Doll. ol cantly ora ‘She con swim and read and sing. She con't jump. Learners put ticks and crosses for Dali: X vv KX v. © Who can do this? Write the words for Alphabet and Doll. (© Inpalrs learners write can/carit sentences in thelr notebooks ‘about Alphabet and Dell. Suggestions (verbs can bein ay order Alphabet can ly, jump and un. He can't swim, read or sing, ‘ol can swim, read and sing. Se can't jump or run. (© Saytoone learner You ae one ofthe monsters now. You choose, butdont tellus OK? Aslequestions to find out which monster the learners For ‘example: Con you jump? (yes) Con you rea? (ne) fs yourname Alphabet? yes) © Eachlearner chooses a monster and then, workingin pairs, learners ask and answer Con you. ?questions to guess the ‘monsters name, Optional extension: In pairs or smal groups, learners make their own monster poster showing tree or four aiferent monsters doing diferent activites. Leamers could choose and write the monsters names and label ‘them with ‘an do' sentences Paits/groups take turns to show their posters to others in the class. © Diisten and tick the box. ‘Starters tp: In Listening Part3, to ofthe pietures are wrong so candidates ae likely to hear negative replies, fr example: Le’ play tenis! No! not today, Sony, youcan'.., dont ike... et. Ifthey hear ‘a negative reply, they wl know that (in this example) the tennis picture must be wrong, } (© Learners read the example question and look at ts pictures A,B and ‘Ask: What's Eog dang in plture 2 (singing) Whats he doing in ‘picture 87 (playing the guitar) And what's he doing in picture C? (playing the piano) (© Saye Usten too woman anda boy. They're talking about Fog. What's ag doing now? Put tickunder the corect picture. Play the example ‘onthe audio, Learerslsten and tickthe pictre they thinkiscorect. ‘check answer: Ccggis playing the piano} ‘Aske Wiha does the boy soy? Is Egg playing the guitar? (Not now.) ‘nd i E99 singing? (No, he can'sing) (© Play the rest ofthe audio, Learners tick the correct picture (A, 8 oO), ‘Check answers: 1B 2A 3C 4A 5A Audioscript Look atthe pictures. Listen andtickthe box. There Sone example, Whois Egg doing now? Wioman: Is Egg playinghls guitarin your story? Boy: Not now, Mum. Hes playing the piano. Woman: IsEgasinging too? y: Nose can sing! Can ou se the ck? Now you listen and ck the box. 1 Whereis Doll? Man: Where's Dollis she at the park? Girt No sheisn't there. Man: leshein the street, then? Girt No,Dad. Shesin the sea. She's swimming!ere i Bean singing? Boy: Listen! Bean's singing! where’she singing? Girt nbs bed! Boy: _Doeshesingin the bath t00? irk No,and he can’sing on the TV, Heist good at singing! What is Carrot reading about? Woman: IsCarrot reading again? Boy: Yes, butshe sn't reading about spiders now. Woman: Is she reading about balloons? Boy: No. Shes reading about two funny cars. Wht can Eg9's boby brother do? Girt Can Ege’ baby brother idea bike? Boy: No, buthecan swim. Gif: Can gg'shaby brother eae? Boy: No,hecant. what can Alphabet drow? Woman: Alphabet good at drawing? Boy: He's OK He can't erawhorses Woman: Can he daw cats? Boy: Yes, buthecan'tdraw dogs! ‘ay: Alphabet can draw cats but he cant draw horses and he cant ‘ra ..?(dogs) Write onthe boar: raw dogs Ask learners to make the sentence. (Alphabet /He can't draw dogs) S2y: Icon draw dogs, but can't craw goats. \uhichonimels cen you raw? Which enim can't you draw? in pais, earners tell eachother which animals they cancant draw. Ask 2-3 pairs about their partners: Which animals can (sabelle/ Doniel drow? © _Centiouing in pais, learners askeach other questions about soother classmate: Learner A: Can Mora swim drive cor Ayo kite/sing very well? Learner B: Yes, he/she con. /No, he/she con. ©. RgSEEUUNTUTeTENERPTERERET Ve @ Read about me and my classmates. Write our names. S _Teach/rvie classmates! Point to one eamer and toa circle of {arers around him/her Say These caren oe your ends These Ehren oven your clas to. These chon ore your classmates. “ou could leo tall learners that ome people cal her iends, theives) Say: Look a he picture Ask: How many people can you see (en) How many chien are here? (nine) Where are they? inter classroom) © _52y:Look atthe nome nthe example. t's nex to number 1. What © (Allee) Point to this gil in the pletre anc readout her sentence Second from at) alee hs gata new tens racket. She loys zens with erste. Ask Con you sete tens boon tennis racket Alice hand? (yes) Say: Look Ace hos got tn bal in herons. Con you see her tm racket 207 (yes), Readout the fst description: Kin has got rely big garden He an pay badminton wit is dod thre Ask Where's Kim? Leaeners paint to Kimin the picture (classmates) Leamersiite Kim next umber 4on thetine © ln pairs, learners rea the ther sentences and writ the names unde the picture Cheek answer | zanna 3Grace 4kim SDan 6Nick TLucy May | aitrPage 108i ‘Asknine children to stand togetherin a group. Tey should take thelr books with them sothey can see the picture, The group should try to copy the children inthe picture so three should sit down and the otners stand. Putan empty chair to show where the ‘teachers sittingin the picture. Leamers should each stand or sit inthe same way asthe person they are copying inthe picture and, for xample, pretend tobe playing 2 guitar, taking a photo or painting a picture. When the ine children are ready ask others inthe class: What «can yu say about your classmates? Learners answer for example: Marina's painting, Tomas stoking a photo, Jess can ride a horse. Write on the board: Can you ..?¥es, but cant Pointto the question and answer onthe board. Learners take tums toask different classmates nthe picture group questions for example: Marina, can you paint? (Marina) Yes! @ut cant swim Ask questions about the group, fr example: Who's gota bike? ‘A guitar? camera? Which clossmates are siting? Standing? Learners answer, Thenine learners atthe front ofthe class return to their seats () Things we dot ‘Ask leamers to find and cut out magazine pictures, cartoons or photos of people doing different things. You could give learners a list of activities hobbies to look for (see below) and bring to the lesson. Bringin some of your ovin pictures toad tothe collection. You may also be able to download and print some ‘cartoon picture from online image searches. Divide learners into groups of 5-6 and give each group a large sheet of coloured paper. Leamers make acollage oftheir action/ hobby pictures and label them with the-ing form ofthe verb {loying games, writing, jumping, ec). Learners show thei finished collage to other groups, point to pictures and say the seb, This will help prepare leamers fr the Wht’. dolng? {questions in Speaking Part 3 end Reading and Writing Part 5. Display the collages onthe classroom wall if possible. ‘Suggested verbs: bouncing, cleaning, colouring, drawing, Man: Great eA cons ple Git OK. an you see the ed tree behind the number 10 ts? This isan exemple. Now yulsten ond colour 1 Man: Coleurthetree onthe lory now Git Pardon? Man: Coleurtheteeeon theory, “Gk OKI Cant colourityelion? Man: Yes,youcan! Thankyou. 2. Man: Thece'satreein rontof the bookshop, 0. Gift Ohyest ie to colourthe tee in front of the bookshop Man: OK! Se “Gi Thanks. There! i z 2. GitkIcansees tree inthe stret Can colourthot one now? “Mant. Yes, ake Ie orange, please. “Girt OK. t'vegot thatcolour z ‘Man: Fantastic! S 4 Man nd there's a treenext tothe clack. Girl: Yes. That's a funny tee, ve got purple here. Can Ieolourit —thatcolour? Man: Okt Girt: Right. colouring the tree nextto the clock now. 3n:_Now, the tree inthe par. I's behind the water. Can you see i Gir: Yes, 1 can, What colour for that ree? Man: Green! isthat OK? i Giri Yes.t'meolouringitnow. There : e “Man: Thanks lot. this street i great now. (© Learners finish colouring the picture ofthe street. They choose their oem colours and then show their pictures to their classmates. © Teachjcevise “all Pointtoa tal childin the class andthe flats in the picture of en's street and ass (Rasa/Tomas al? re these foes tat? (yes) (© Asklearners what they can see from ther windows at home. Point tothe picureof Ben's street and ask: Can you see a street ke this? Coan you see cars and lorries? pork? The sea? What con you see? ‘Ask wo or three confident leatnersin the elas then allow learners time task and answer in pair. © Askmore questions about Ben's street, for example: (s the park in Ben's street open or closed? (open) Ae the birds fying or eating in the park? (fying) (© Aske Whar’ the name of Ben's street? Learners suggest names. Write ‘popular answer onthe board, for example Park Street: ASK: Does Ben ive at umber 10 Park tret? You choose! Adel a number to the name of the street on the board, Say: So, where does Ben ve? Learners read out Ben's address together. check anewers: ] 2Kim 38en 4Ben Ben Kim TKim (© Ask questions about the street outside your own school to prompt ‘no! asa determiner. Point oa street tha's outside your classroom window and ask, for example: Are ther ets of cars / buses tall fats / tees in ths street? Different learners anewer: There are no ars /buses/tal flats / shops / resin ths street. @ Write five questions. (© Learners workin Aand 8 pairs. Give out the top half ofthe photocopy of page 110 to A, andthe bottom half to B, Point to the ‘example questions in and B: Is your garden big or smal? Is the window io your bathroom closed or open? Show leamers that the words to complete these questions arein the box. (© Learners find the second half of ech of the questions and writet conthelines. ‘Check answers: Rorclosed? Bordiny? Gorsad? Sornew? Check answers: Roreld? Sorlong? sorciean? Sorbeautiul? (© Learners workin Aand 8 pairs Asays the frst pat of their {questions and & finishes them. Then 8 reads the fst part oftheir {questions and finishes them, They donot answer the questions yet (© Each leamer answers their own questions. They underine the word hich i theiranswer. For example, a learner who has abig garden Lndetlnesthe word ‘big inte fst question, Ask different learners tosay ther answers, for example: The shops in my street are open (Ourschool is new, The children inthis clas are happy! (© Inpais, learners show their answers to each other. They say sentences about each othe’ street, house, flat, school oF classmates. Optional extension: Play the game! Spelling challenge. (© Say thefollowing words and ask learnersin pairs to write them in thelr notebooks. After each word, ask afferent learners to spell them out loud. Remind them that for double tters, we usualy say ‘double’ mirror bookcase, street, diner, wal, rubber, egg, bee, teddy (© Formteams (the number of teams will depend onthe size ofthe class). eamers in each team choose seven words that they think ae difficult to spel and write alist of those words. Go round the Class and make ure they have spelled the words correctly (© Each team has a counter which s stuck onthe board, You could use pictures of ctferent animals or ransport [one for each team) ‘The boards divided into five columns. Teamshave to move their ‘counters tothe end ofthe boar, (© Play the game. One team starts by asking the next team: How do youspell..? ‘The other team has to spel the word (afferent leamer each time). they spell the word correctly, their counter moves forward ‘one space. they spllitincortectly, they stay where they are, (© Thewinning team isthe team whose counter reaches the end of the board fst.21 Play with us! ‘Topics transport, oys, names “Movers words: move, ride (a), up Flyers words: high, shy Equipment needed ‘© {Optional Your own favourite toy or phato oft. 10 A pleceof card or paper foreach leammerto draw on. See © Photocopies of page 111, cut up ito 14 phrases (one set per - gyoup of steamers. See. Se © Starters audio220. {© (Optional) Colouring pencils and pens. See. © who's playing with the toys? Listen and write names. © Ifyouhave favourite childhood toy, oF a phat afi, how to learners Ask Do you he, 00? Ask 5 lesmers: What’ your favour toy Learners answer. © Revise possessive, Learers draw thelr favourite toy on apiece fear (or paper. Leamers then put her rawings ona abe ot fn the aor face-down so other learners cannot see the drawings Learners take turns to pckup card and guess whose tay son the card by saying, for example: Miguel's! they are caret, they ankeep the card, The winner ofthe game isthe learner with the mostcards. © ointtothenamesin A Ase Howmany nmescon you see (10) Feito the picture, sk How manychilen con you se? 10) How ‘many tose the got? (2) © Usethe pictares to techjrevise the transport words: bike, boat, bus, car helicopter, lorytrick, motorbike, pane ship ein. Explain that sips are always much bigger than boats Lats of people can travel ina ship and ships are avoysbig enough cross theses We might only se one or two people in aboat. © Askithore’ the kte/biloon ball? Learners point thetoysin the picture Stronger lees could answer in sentences, fr example: ls behind te oy sin the git’ hand. ts behind the ruck fs next tthe ed cae © Say:lookatte tne tote gi wih they bus. sk: Whos plying ‘i he oy bus? (i Pointto theboy withthe plane and ask: What's this boys name? Guest! Point to thei onthe motorbike and ase whats her nome? Guess! (Remind learers that Kin, Pat and Sam canbe boy’ or firs names} Learners choose one ofthe names for this bay andthis gr © Aske Areyournames right? Find pencil and sen! raw fe tines from names to ve citen ithe picture Note: Learners can use alert help them daw saight ines i they prefer but thse obligatory ithe est Say (pausing ater each sentence to give learners time to draw theirtine| \Whe'splayingwiththeplane? Dan Dan playing with the toy plone! Who'ssitingon the ruck? ‘eSB Bs sting on he tuck! Who'sholding the helicopter? Anna's! Anna's got the helicopter! Who'sploying withthe redcar? Pot That's ParSedcar! ho’ siting onthe toy motorbike? Sam! Somis goth ty motortike! {© Askclho's playing with te toy plane? (Dan) Who’ ga the toy ‘motorbike? (Sam) Ask learersif any of them guessed these names correctly before they heard the answers. (© Ask: Which children havent got names? The boy withthe... (boat) ‘nd the boy with he... tain) The gi with te... ? (yellow car) ‘nd the gion the... ?(bke. inte on the board ‘5 playing withthe (© Inpairs,leaers write four sentences by choosing a name rom ‘the remaining four (Grace, Bil, May and Mark) and copying and ‘completing four sentences in thei notebooks, for example: Grace Is playing withthe yellow car (The words they need forthe toys are ing) © Askeitferent pairs to readout one or two oftheir sentences, © You can’t ride on or in one of the things. Cross it out! (© Teach/evse move Mime'moving and then ask: Can a pen move? {0} Conair move? yes) Learerslookat sets 1-6, Say: Lookatthe thre words. You con tide on orto ofthese things but you con ie ono none thing! Leamers cross out the word which sn part of these heck anewers (costed out): 2box Iphone hat Shobby bear (© Check that learners understand that lorry’ and ‘truck can be used totalkabout thesame thing. ‘Lorry’ is used in British Engish and “truck in American English. n British English, truck’ is offen used totalk about a smaller vehicle that caries thingsin an open back, like the truckin a, Optional extension: Teach leamers the tongue twister, ‘ed ory! Yellow erty" Divide learners into two groups and 8. To begin with, direct group ‘Ato just say Red ory! followed by group Bsaying Yellow ory! ‘Then diretthe whole class to chant both halves of the tongue twister faster and faster until they find it too hard to continue! @ what ami? (© Ueemers loka th ouramallichresinc Point the streetjoad picture and ask Whats ths (a sretroad) Reinet the watrseapieture anda thats wate the se) Forthetwocther pcures, ach sy” an iby ine! Pointing to thestret lture andthe example ‘ar readout 9000 these Make sure lamers understand that the the boxes under this feeding refer thing thal goon the street © Leaner decide which wordt rte undereach heading. They éanind ond copy aloftheten words hey nee rome ats n ‘Check answers: [streetiroad) bus, bike, lor, truck, motorbike, skateboard (shy) plane, helicopter (water/sea) boat, ship (raltwaytine) trainStronger classe (© Leamers work n groups of four Glveeach group a set of phrases to make up the poem from page 111 Groups divide up the phases into four ples of took lke cards Learners then tr to order the phrases from each ple so they make ‘one verse. The fst phrasein each verse begins with a capital eter and the last phrase in each verse ends with aul stop. Groups then choose how to order ther verses and take tums to recite their version ofthe poem tothe rest ofthe class. Possible answer: Buses, bikes and motorbikes, trucks, lories and cars start, cross and stop | n School Street. Helicopters and planes fly happy people /here and there fin the blue sky. Wave atthe train, ks there again /on the railway tne ‘nd look blue sea, / atthe boats and ships /big and small/on the blue, {Groups could glue their poem onto a large piece of paper and illustrate it Stronger learners could ad extra lines Display the finished poems on a classroom wallf possible. © Di iisten and tick the box. ‘Starters tip In Listening Part 3, train learners to read the question before they listen, they do tha, they wll know what information to listen for. They hear the question before each conversation and the questions often heard again atthe stato the conversation, (Option 1: Learners complete this task asa test on their own. (© Leamers ook atthe pictures. Play the audlo. Learners listen tothe ‘example then the five conversations. They tick the correct box A,B for) Play the audio a second time, Leamers check and complete their answers. Option 2: Learners complete thistaskas a class activity. © Say: Lookot the example pictures. This girl's names Sam. What's ‘Sam iding i picture A? 0. ?{horse) And in 82... ? bike) And what's she riding nn picture ?(a boat) © Playthe example con the auc, Ase What's Sam riding? A bike? (no) s ‘she no boat? (nos she riding a hose? yes) Pint at the tick bexin A © Playtherest ofthe audio. Learners tick the correct boxes. lay the audiaa second time, Learners check thelr answers. ‘check answers: 1p 2c 3A 48 SC Audioscript Locka the pictures Listen and look, There iene example. ina’ Sam riging? Man: IsSamridingher bike this morning? ‘No, she’s riding he friend's horse Wow! Her riend’s family have got a boat, too! But Sam can’ ride inthat Can you see thetck? Now you listen antic the Box. One What's Anna drawing? Woman: what areyou drawing anna? Are you drawing a crocodile? Gir No, Mum! Lookt Woman: Oh! t'sa plane t's very good. Gir Thanks. But! can't draw helicopters... Two Which boyis Tom? Girt Theres my brother. Hisname's Tom. Boy: Theboy with thetoy car? Gir That's right, Tom doesn’t tke playing with train, Do you Boy: No. like playing with robots! Three What's Sue pointing? Boy: Sue's painting one of her toys, Dad. Man: Which one? Hertoy bus? Boy: No, oneof her dolls. I's blue now. an: Like her blue monster! She loves that! Four Where's ick? Girl: lean'tfind Nick, Dad. she nthe garden? Man: No, anéheisn'tinkis bedroom. Girt, Ohlsen! He's inthe kitchen. Hes singing that song about aredlony! Man: Notagain..! Five: Whats Ben eoding about? Woman: What's Ben reading? Girt It’Sastory about a funny motorbike. Woman: And what are you reading about? That baseball game? Girt, No, Mum.t'm reading about giraffes. Talk about your ride on your flying bike! © Pointothe picture ofthe fyingbike and ask Weuldyou he rorie {ite ie yes/no) Say Ces your eyes! Listen tothe questions “idonsver then nyour bee. Dont tele the answers © Readout the questions paving ater each questions learners Canimagine her snare. Give learoers ser seconds to continue Colman hing then ail Say Open your ees, ro Youconseyour yng bike! hot beaut ie! hot colour et? etd you the ode ying be? Yeu‘ siting on your fhing bike nom Ae youhapy? Your fying bikes moving no's going up and p nt the sky Areyou 19 Arey hong fin? stacy Fantastic? Whot can you see? ere ore you going on your yng bie? Eny oud! inte great (© Inpar lamer ask and answer the questions in. Askaiferent Inamers ether questions. For example: Wot ours your ying Bike? Where sou goon your yng ie Tote Beceh Tepork? Your house? Hes your end got ying bike to? Where does your frend goon ther ying ihe? @ Let’s make a helicopter crossword! © SejLookatalthetysinAogain Whotore they? Learners answer tthe words onthe boat: i, ol bal loon buscar le, bot plone ra trek, oy, marble © Crassouthelzopterand wt helioptrsverieally onthe board instead (© _Leamars make acrossword inthe notebooks by wring the ty store around he eters oeoptors They shou ty tose wird ony once. De thi as whole clas att orearerswte the wordsin groups of3-« Suggestion: ship ite lors, motorbike, er, boat, plane, tuck, titer, borMovers word: take 2 Equipment needed © Abig (non-transparent) bag with the fll sailigei abluepen, an apple, a ue, somejuice,2 pair of gasses. SC. (© Large sheets of paper. See F © How many school words can you find? © Point tothe keyboard drawing and say Look at this funy eyboora There ore tos school words on Find the school words, Drow cies ound tem © When eamershave finished as: How mony school words are there? (20) Check answers an teachevise any words as necessary: book, bookcase, cupboard, boar, desk, crayon, poster, teacher, le, eraser, paper bog, computer, pen, pani, Keyboard, page, mous, ruber, tablet. © Say: Youcon see the word Boor in wo long words. Which words? (Cupboara keyboard} Youcan se boo ong word to, Which word? (bookcase) nich word con you penn (peel nich words are pos of compute? keyboard, mouse) Inch word so computer oo? (tale) (© Learners try and find ll 20thingsin their classroom, They say hare each thing i For example: The Board ison the wal, behind cur tscher. © Write the words for the pictures. Which word can you see in the blue box? (© Point to the pictures in Band ask: How many pictures ore there? (seven) Point tothe picture ofthe pencil and ask: What's his? (a pencil) Pointto the letters inthe boxes under 1 and say: Let's spel pencil Learners callout the letters (P-EN-C-L) ‘Say: Write the words for pictures 2, 4,5, rand 8 now, Write them under the numbers. Bont write the words for 30nd 6! Check answer Zplayground desk Sbookcase Thoard_B schoolbag Point tothe eraserrubber and the numbers 3 and 6, Ask: There are two diferent wore for this. What are they? eraser and rubber Wire ‘eraser and rubberon the boa. ® @ Write names. Ask your ° In our bags and in our school Explain that‘eraser’is used in American English and rubber is tsed more in British English. Tell learners to write eraserin the boxes under 3 and rubberin the bones under. Pointto the long word across the middle of the crossword and ask: hich word con you see here now ?(classcoom) How many desks ave therein this claseroam? there aboard? Can youseebaokcose 00? snds and write th answers. ‘ell earnersto choose four people inthe cass. They write the ‘names ofthese people on the linesin front af L-4 four diferent names) Learners stand up and move around to ask each ofthe four people the question after their name. They rite each answer [one-word nsuters) on the lines next tothe questions. Weteon the board 1... Serwseris, 2 .-has/heve got... tablet. 3 shas...on hisher desk 4 has gor. crayons Learners copy the four sentences in theirnotebooks and complete them with their classmates’ answers. Ask diferent earners to read out one of thelr sentences. Aske What colours are your erases? Has your mum ardad gota tablet? Have you got books, pens, crayons on your desk? Who hos got oot ofcrayons? What's in the bag? ‘Shows lamers the bag you have brought. Tel hem there are sb ‘school things inside itn pairs, learners write down sxthings they think could be inside it ‘Ask ferent earners to put theirhandinsie the bag and take ‘ut adliferent thing. They show tt the rest ofthe class and ask Whar’ hs? {isan apple /aruler/a pen /a book / juice. They're glasses etc) Learners tick the objects they guessed corel skit anyone guessed all ixthings. rite on the board: n my bag, ve got ‘Ask diferent earners to come tothe board and write the words for the sic things to complete the sentences Suggestion: inmiybag, Ive got on apple, ole, «pen, o book, some uice nd some glasses, Tell ieanersto write a sentence in theirnotebook about the things in thei own school bog In pais, leamers ry and gues the words that thle partner wrote about their bags. They ask questions, fr example: Haveyeu got Some pens books /oruler/orubberin your bag? ‘Ater2-3 minutes leamers show their partner the sentence that they wrote© Read this. choose a word from the box. Write the correct word next to numbers 1-: Starterstip In Reading and Writing Part 4, the words'a' ran’ before the gap wll help candidates choose their answers because they tell them ‘thatthe word they need is singular, and ‘antl them that the word starts witha vowel too inthis att, fr example, they have to choose’'an apple Reading © rte these sentences on the board 1 Jeaton 2 Iden 2 Idrawlineswitho 4% treed S$ Iweara..oF ..andsome 6 Icanfind...on he beach 1 torte with my Point to the pictures in Band ask: Can! eat shel? (no) Do we eat 2 ruler? (0) Can eat an apple? (yes) Point out thatthe word ‘an’ here tells usthat the word that comes next begins with 2, ¢,i,0, Ask earners where to put the other words for the pictures in Bin ‘the sentences on the board. Write the words inthe sentences: ‘Check answers: 2iuice Sruler Abock Sshirtjplasses Gshells_Tpens Note: Point out that in the frst gap in, we say a shire but we can't say glosses because 'glases'is a plural word, Explain to leamers that they are going to read about Pat's bag, Say: le the morning and Pats at home. 5 «school day today. 2 Read out thefirstrwo sentences of the text Point to the example \word "book onthe line, and tothe picture and word “book inthe ‘wordbax below © Learners read the text, choose the words and write them nex to the numbers, writing! ‘Check answers: ask learners to say which words helped them choose their answers. pens (and pencis) _2ruler (draws tines that) apple (an, lunch) 4 ce (That, ink) 5 glasses (ears, Those] (© Aske Inehis loss, who wears glasses? Do you eat an apple at school? ‘her's your foveurte drink? isan apple your favourite fruit? What's ‘yur favourite juice? @ Answer questions about Alex’s bag. © Say:Alexs Pats fiend Hehas a schoobog to, Pint to the picture and sy, This sles bg. © Readout question 1 andthe frst pat ofthe answer: What ut des Alex havein is bop? an apple and Feintto the apple and then te bn. ek Wha thi a banana} LeamerswrieDonana onthe nen © Leamers rite the answers tothe cher questions. ‘check answe 22}two 3 purple (green) book_S loor 6 opoie) juice @ Play the game! Close your eyes and draw! (© Learners take abig plece of paper and a pen or pencil. (© Read out the description of the classroom scene below. The rst time you ead tout, learners don’t draw anything. They ust listen ith theireyes closed so they can imagine the picture. Learners then open ther eyes to pickup a pencil then clase thelr eyes ‘again, Read out the description again. Learnes listen and, tis time, draw the picture of Alex's bag without opening their eyes. Pause between details if leamers need more time to complete thelr drawings. Drawing wth eyes closed i really ficult s0 make sure learners understand that thisis aun thing to do, that everyone's picture willbe diferent and most drawings willbe very messy! Say: Youcan see a classroom. Your teacher's standing in frontof the boo. He/Shes drawing onthe board with open. He/She's drawing Alex's bog. Can you drow Alex's bog now too? Alex's bog ison desk ‘Can you draw the bag onthe desk? Draw the bog, the apple and the ‘banana. Anal the epplejuice too! ut the ruler ond the book the bag. Drow the two pencils toe, please! (© When earners have finished drawing, they open theireyes and lookat their pictures so they can see how funny and how cifferent they all look. You could display the pictures onthe classroom walls.© write tetters on the lines to complete the words, (© ointtoa book. Ask: Whats this? fa book Point to the books onthe floor inthe pctre in And ase What are tese?(oo0ks) here ae these books (onthe oo" Point the oaks Inthe bookcase and ase And where are these books? (nthe bookease) Foliow th line with your tinge from the bookcase tothe blue word next tothe picture. Poin tothe fourines in ron of ‘case ‘Ask eamers: Which word goes here? (book) Leamers uit -0-2-k onthe our lines. (© Hold upa pencil and ask: hat’ his? (a pencil Say: We can put books ina bookcase. Where do we putpencs? Ina pencil case!) Point to the pencil case on the deskin the pctre, then follow the line othe purple word next tothe picture. sl Which word do trite her? (pene Learners write preset on the tne. © Point pair lasses. Aske Where do weput loses? ina fhasses case Where the glasses casein this picture? on the desk) Learners writ lasses on the lines inthe pink wor. © Explain that we can put (and keep] thingsin case. The fst word (book, penci lasses) tells us what we putin the case © Pointto the cupboard and ask: What's his? (a cupboard) Point tothe three lines in rot ofthe word ‘board the green word and ase Which eters do we pu here to write cupboard (eu) Lamers write the letters on the lines. Say There oe two more words with the word board Do you know what hey are? Point the keyboard and ase Who’ hi (a keyboard) that the first por ofthis word? key, lee) You could expan that the eters andmumberson a keyboard areon keys. Learners write ke on thelinesin the yelow word Point tothe whiteboard and ask: What colours this board? (white) Say: It white, so we can soy... ? whiteboard) Learners write the letersi. onthe tins. Note: you havea blackboard not a whiteboard, nthe classroom, you could explain that that's a Blackboard because it's black! Note: You could point out that we writ some compounds 35 one word (bookcase) but others s two words (pencil case! ‘© Biplan that in compounds ike these, which are made from two words the ist wad is usually stressed, Write onthe board: bookcase 0. pencilcose 0.00 glosses cose 000 cupboord00 keyboord00. whiteboard 00 Practise the pronunciation ofthese things. Poin toeach thing in the pieture orn your classroom. Learners say the word (© Point to al the things on the floor ofthe classroom nthe picture and say Listen and draw lines between these chings ond where tellyou to put them. Tel learners to listen to you and to draw lines between the things onthe flaor and where you tll them to put, them, For example, say: Put the open book in the bog. Learers draw aline from the open book to the bag Put the gloses in the glasses cose tone pea behind the pencil case onthe desk Pot the two closed books in the bookcase, please. Por the rule inthe pencil ose. Putone of the pecisin the school bag. Put the eraser in the pencil case, please Put the mouse next tothe keyoard, please Thankyou! ‘© fyouhavetheabjectsin the picture, put them inthe same position Inyour elassroom as they are inthe picture. Say the sentences agai, ‘Ask diferent learners to pick up the objects andto put them inthe places youtell them. Learners check they have drawn the seven lines from the correct objects ta the corec places inthe pictur © whose is it? Write his, her or their. Point picture 1 and ask ha con you se? ag witha tennis bag Say Look o the words under tha picture. Ask one earne to re0d it ut 8... ‘sk Which word goes here? Is ith; ‘her’ ther? her because it refers toa gil (© Learners look at the other two pictures and sentences and write his, her or tei. ‘Check answe 2his masculine, singular) _3 thei (plural) © As What colours the gis bag? red) Whats inher bog? Apian? (60) Her tennis things? (yes) The boy’: gotaruler. What colours his euler? (brown) Have you gat brown ule? yesino) What’ the dog doing? (jumpingypaying) This dig ives with this family thelr 09 big or small? (smal) Draw pictures and write about them. ‘© Learners draw thelr English book ona piece of paper or in thele notebook. © Say: Lets write about your English book. Write onthe board: Thisis imyEnglishbook. fs... and there ar... pages. Leamers copy this under their picture oftheir English book. Ask: Wat colour is your English Book? Learners write the colour oftheir book afters’ inthe fist gap. sk: How many pages are therein ‘your English book? Learners ook atthe numberof pages and write the number in the second gap. (© Learners draw a picture of something else they can seein the classroom. They then write two sentences about it. They could ‘write about its colour and where itis. For example: This is my (pencil ase. (purple) and you can se it (on my desk) @ Bread the question. Listen and write aname or a number. | starters tip In Listening Part2,partof aname (for example, ‘Street, Miss) might be onthe answer paper. Candidates wll hea these words onthe audio (for example, ‘Good Steet ‘Miss Hal! but they are not spelt out. The part of thename that they have to write (for example, ‘Good, Hall) is always spelt out onthe audio.'© Pointto the picture of the gi and say: Thisis Moy. Shes aking to this policeman about hor family ond her schook 12 Playthe fst partofthe audio. sk: Whose bithaey iI todoy? (May's) How do you spell Nick? (Nc) Point tothe two examples, Explain thatthe fist answer (8) is 3 number. May is eight years od, The second answerisa name (Nick) Asks Who's Mick? (May's brother) Pine tothe five questions and ask: Which questions ask about o name and which questions ask about «number? Answer: names -1,3,4 numbers 2,5. © Play the rest ofthe auc twice Learners write names or numbers | cheek ans | acood_2asifikeen _aKim atoll _safeight © _npairs learners ole pay the conversation between May and the policeman. Audioscript [Read the question. Liston and write @ name oro number. There ore eo examples Gir Hello, Mr Line! t's my birthday today? Happy birthday! How ald ae you now? Eight? ‘Yes, that’s right. might today. Is that your brother behind you? Yes. That's Nick, Does he spell hisname N-LCK? Gir: Yes. Con you se tho answers? Now you listen and write «name ora number. 41 Man: Where do yu goto school, May? Gir: {goto schootin Good Stree. Man: And how de you spell Good? Gir 6-0-0. Man: Ohyes.I know. 2 Man:. How many children are therein your cass? Girt Umm... there are teen. Man: Fiteen! That's asmall class. Girt Yes. like that. 3) Man: Now, May. who are your friendsin your class? Gir Well. lke Kim, Kim sitsnextto me. Han: Do youspel hername KM? Manz Girt ‘Girt Yes that'sright. 4 Man: Doyoutearn English at school May? it ‘Yes. 'm good at English, Who's your English teacher? Her name's miss Hal Oh, Mis Hall Do you spell that H-A-L? Yes. ‘And which class are you innow? Yminclass8, 3: Class 87 OK. Thank you for answering my questions. © Read about Grace’s school and complete the ‘questions. (© Pointto the git and sy: This s Grace Pointto the tablet and say Tiss Grace's tablet. Read the text about Graces school ‘Sve earners time to read the tert, then say the name and numbers below. Learners tell you what the names or numbers are. For ‘example Say: 25. (There are 25 children in Graces class) Clock: (Grace goes toCiock School) Mss Hal [Shes Grace's new teacher) Dan: (He's Grae’ fiend and he sitsnex to her) Wrote: (Graces schools in Watch Street.) © Pointto the questionsin D and say: Grace answers these questions. You can read her answversin the tet. Look at the questions and at Grace's answers. Which words are missing inthe questions? Learners write one word on ech line to complete the questions. (© _Inpais, one leamer asks the questions and the other learner answers thom, using the information in the toxin. ‘Check answers: school 2schoo! sit ‘class A chilren/students teacher @ Answer the questions from D about your school. (© Readout the fist question in Dino the nome your schoo! Takoelearer te! rer (ier) el Pets theft sentence in: 190%. school. eamerswte the nam of theischoo on thetine nthe fest sentene. © Point tothe next sentecein: ly schoo sn... Askone learner Ihre yourschoo?Lenmes wate te name cite tonto thestretwherethelrschoat son the secon ne nthe et © _Leames answer the other questions rom D and complete the sentences in © Chuck answers by asking diferent learners to readout sentences from thetecinE © Learners can make the text et poster by copying em & ‘nto piece of paper and adding pictures tos. They could also eral another school th their inormaton or put ion their schoolblog @ Read and write yes or no next to the words. (© Sayles ina room. Write on the bose aroom (© Ake What on you find no oom? Learners things youcan find ina room, Writ ther words onthe boar under naroom. Suggestions: bed char, tabl, sof, ee (© Say:itsonthewol Write onthe wo on the board nextto na room. ‘Ask What con you nd onthe well na room? Wit learners words contheboord (© Say: People lookott Write ook att on the bard neta na room, ‘onthe wel. Aske Wht do people look a on the wellina room? © Say: Children otschool point me. Ask: What docilren at school paintand okat ona wall ina room? \Wit paint onthe board next tin arom, onthe wal ook t Ask Do you painta photo? no) e yeu pant clock? no} Do you painea poste picture aro pointing? (es) (© Readoutthe first sentence in Fn house or lessroom. Ask: Is @ beachina classroom? (No Askthe same question about lower, 0 bookcase «computer 0 rubber, a penciland chicken and o lassmate Leomers wit yes ‘rn after each wad ‘Answers: naa chicken yes: lw, a Bookcase, a computer, ‘rubber, a pencil, classmate © Ina learners read sentences 2-4 and wie yes orn. Cheek anew 2yes: 2 flower; rubber, a computer a pencil no:a bookease,aclassmate $3yes: a computer a penciinea flower, a rubber ‘yes: 9 computer mo: 3 pencil © Learners write computeron the lines after eso (© Learners write threes.” sentences about the thing they drew and wrote about inthe Draw pletures activity. For example: esina classroom. It's on a desk People put pencils and pens in They show of rea out thei sentences, The other learners say ater teach sentence what the thing could be. (a pencil case)24 ‘Topics school, names Not in ¥LE wordlist: crossword Fyers word: rocket Equipment needed (© Photocopies ofpage 112 (large classes: one for every ten leamers;small clases: oe copy, made nto flashcards), Se 6 Listen and answer. © (Books closed) Ask questions: her are we? ina classroom) How many children ore there inthis rom? How many Byscre thee? How ‘many irre there? eames rout, © Say Now, open your books Lokatpoge 2 Lokatpcures ond? a ere ore the chron? inthe classroom) tow mony children are there? (even tow many bose there? our) ow many gts are there? (wee) ere'the toch? shein pcre 1021) inhi pete con you se the names (2 How many namescan ot aaa © Sep Lookat pire 2 Answermy questions Read outhe questions below, pausing ater each question to allo lesrerstimeto ‘nse Then, askthe questions tno cor thes times more nti Isamersnser prompt. Ak 1 Who eating (Sam) 2. Who’ seeping? (Ben) 3 Who’ jmping? ona} 4 Who’ painting tue) 5 Who’ crowing (Tom and Nick) & Who’ throwing bal? er © Nimedifrentacttes(eading/witing|slepinlsiting/ rawinglstenng, Aer each mite, se Whar am doing each time. earers newer Fr example: Yue reading Ute each never onthe board, Undertn ing © sektwo or tree questions abou ferent eanersinthe cass For example at's Mars ding? (e's tating) © Are you looking at picture 1 or picture 2? [starters tip “The pictures in Reading and Weting Part often show the same people doing diferent things orn diferent places. These differences ae often the focus of some ofthe questions forthe second and thid pictures. For example: What are the children oing now? Training learners to notice what different people inthe pictures are doing wll also help them with Reading and Weting Part2 What's the class doing? (© Read outthe fst sentence: The teachers reading a story. ASk: Wheres the teacher? In picture x02? (picture 1 Point tothe number Lon the line after sentence 1. Learners read the sentences Ifthe sentence istrue for piture 1, they write J after the sentence Ifitis true for picture 2, they write 2, ‘Check answers: 22 32 41 52 61 72 82 (© Askaquestions about picture x: What’ the teacher dong? (looking ata book j reading [a story) 2 Whatore the children doing? looking tthe teacher | siting) (© Wire the vers onthe board and underline the endings: ooking, reading, siting (© Ask questions about picture 2: 1 What's Som doing? eating) 2 What’ Ben doing? sleeping) 3 What’ Tom doing? drawing) 4) Wat's Lucy doing? (painting) 5 What’ Alexdoing? (throwing bal) (© Inpairs, learners askand answer ‘what’ about picture2. doing? questions @ Listen to the questions and write one-word answers about picture 2. (© le thot are Nickand Tom doing? (drawing) Point to the word “draving’on the line in. Ask hot are Nek aa Tom drawing? rocket} Pont tothe word rockt'on thelneinc ‘ipainthat when someone aks what a person is doing, me answer with ning’ verb (for example: drawing, eating. When we askhat a person i rawingor eating, we answer with noun or example: a picture, a sweet (© Ask hese questions about picture 2. Learners listen and write one ‘word asters onthe tnes in €. Remind them that some words, tennis) ae aiready written. They anly need to write ane word Whats Som eoing? her's Ben sleeping? What's Alex drawing? What's Lucy painting? ‘Check answers banana 2desk 2ball sheep Yes or no? (© Say: Now, listen to questions about youl fyouransweris es stand ‘up. tf your answers no st down! Ask: ‘Are you listening tome? ‘Are you wearing blue socks? ‘Are you standing up? ‘Are you writing witha black pen? ‘re yu sting ona chair? ‘re you drawing o funny face? 7 Areyousleeping? (© Different learners ask: Are you..? questions about their lass. Learners stand up or sitdown to answer.Put the words in the cupboard. Write these questions onthe board, Learners say and spell the missing word, Write the letters onthe board onthe lines. Are you banana? (eating) ‘Are you_______onachair? siting) ‘Are you_______witha pen? sting) ‘© Explain to learners that there are three ways of adding ing! to avers lat ing=eating (most verbs just add‘ing’) sit + ¢+ing=sitting (some vets - double the as etter, then ‘adding’ \write+ing= writing (some verbs take away thee, then adding) Explain: Verbs where the final consonant doubles before adding “ing’ only have one syllable and one vowel + ane consonant atthe ‘end (the 1-1-1 rule), (w’ andy’ are not classed as consonants for thisrule) '© Point tothe cupboard nD and say: This the “ing cupboard’ Learners look t the thre yellow sentences and at the three shelves in the cupboard. The example: “reading ison the ting! shelf because we don't change the verb before we add “ng. Learners wrte“eating’ there Now point to sitting: Explain that sitting? goes on the double shelf because we need to add another‘ before we add “ing. Point to ‘writing: Explain that ‘writing’ goes onthe goodbye” shelfbecauseitlosesits final’ before we adding! ‘check answers: ating (ing sting (double), writing (goodbye 'e’) {© Learners ook at the words in the box below the cupboard ‘They mite the ing forms fr the words inthe boxon the shelf ‘according to their ‘ng’ spelling group. Go round the class and help, if necessary. ‘Check answers: ‘ing (drawing, sleeping, counting), double runcing, stopping. ‘swimming, lapping), goodbye” (smiling, waving. ing) Learners find three more ‘ing’ wordsin the sentences in B and add them tothe cunbosrd, ‘Check answers: jumping painting, Iistening all go onthe ing shelf) Note: Starters verbs where the final consonant doubles before addingng’ are: get it, put, rn, si, stop, sw, © what are you doing? I'm doing a crossword. (© Point tothe smiling face ce at the top ofthe crossword Ask What’ tis person ding? (smiling) How do youspel smite? {smscbe) Point tothe example answer smiling’ inthe crossword Say: 'Smile'is@ goodbye verb oo! © Inpairs, learners look tthe other picture clues and complete the crossword withing’ words. Tel leamers that all ofthe answers ae inthe “ing cupboard ‘Check answers: ‘Across (top to bottom): drawing, sitting listening, eating, writing, unig Down (left to right): waving, reading, sleeping © what are the children doing now? © Pinto the picture ofthe children ouside the school and say: tes tecernoon no. Ae the chen inte elossor now no) dre they going home yes) Lamers workin pairs. Say Look atthe children nthe pictur, What’ Anna saying? (Hooray Is she happy? yes) Whats Ben 0g? (Bye) Who's he soying "bye" to? (Sam) What re the Kids doing? Whot ore they holding? Askaiferenparsto say what one ofthe chilérens doing or holding ‘Suggestions: Anna's jumping. Toms pointing. Wicks looking. Ben and Somare waving cys holding some paints /o box ofpaints. Alexis holding herbal Nick’ heiing @ book. Ben’ holding o gut. Saye t's the evening now. Te cilren nthe clos redoing different things. Divide the class into two groups ~A and B, Learners group A look at page 7. Learners ingroup B look at page 9. Each group talks about what the bay or gts doing inthe eiferent pltures. Suggestions: Group A: Tomi paying games with his grandmother. Nickis phoning talkingon the phone. Ben is doing a crossword. Anna is ving musi. Sam is makinga plane. Lucy clearing athe car. Alexis ing Group B: Lucy s phoning talking onthe phone. Beni playing games wth his grandmother. Anna s making plane. Tom's ‘wring musi. Sams doinga crossword Nickis fishing Alexis leaning» ca (© ake pars of learners—one learner from group A works with a tearner from group 8, Learner A saya sentence about thers pictur. (Tm playing {games with his grandmother) Leaner Bsays what Tom's doingin thee picture: (Toms writing musi) Then, earner Bsays a sentence about another boy or gir and Learner Asays what that boy or is doing nthe piture they have, Continue ie ths unl leaners havetalked about all the pictures, © Play the game! Action mimes. © Large classe Make copies of page 112 (one for every ten learners, cut up into word cards) (© Runacross the font ofthe classroom. Asklearners: What am doing? Leamers puttheir hands up to answer. (You're) running. ‘Thelearer who answers correctiy comes tothe front of the clas, takes a card and mimes the action on it. The other learners put theirhands up to answer. The learner who answers correctly then ‘mimes another action infront ofthe class and 30 on Learners continue this gamein groups of 8-10, divided into two teams (A and 8 of 4-5 leamers, wh compete to guess the most sentences. © Small classes: Make one photocopy of page 112. Cutup the words and make flashcards. Give aut one or two cards (depending onthe size of the class) to each earner. Each learner then mimes the activity they have been given Note: Fr stronger groups, you could add an extra challenges as ‘well as saying the sentence (for example: You're running}, learners have to say the verb is Ing”, ‘double’ or ‘goodbye 0°25 ‘Topics animals, ody and face warns ze overs words: fy gross plants Fiyers words: insects, wild Equipment needed ‘Starters audio-258, 250. Colouring pens or pencils. Large pieces of paper. See F ‘Amap of the world (nan atlas or online). See 6, (Seeaso: worv-cambridge.orgfuntor. e000 © Which animats can you see in the picture? © Teach wi! Sy: ihe cats and dogs ut ke watching wit animals 207 toa Point the picture nA oy: These onal conve in cur homes. These are wid animals Aske Whe your fvourte wilt onima? Which wl animal ore funnyPigimallgly? © Learners workin pals. Say Leok atthe pictur, Con you fnd ten wid animals here? Note: eamers should not dain the pcre or wie anthing yet Givers time oid the animals and say what they are (bird cocodle 3h, elephant graf, hippo, monkey, spider, tiger snakes) Note: here are sh sakes nthe picture. Point at ewoor thee flerent animals inthe pictre and sa: Lok! {to ?Leamers complete your sentences. (© Askaifeentleamers Do yu tke rowing animals? Which onimals Can you dan? Do yout reoding abou animals? Which anes? 19,eu ke watching animals on 77? What’s your fvourte wd animal’ Nake ais of ech learners favoute wd animals on the board Ask leamers to spel the animal words a you ‘ote them Point thet and ask which wid animals mst tearers favour © Dtisten and cotour the snakes. Starters tip In Listening Par 4, candidates only have 15 seconds to colour teach object inthe picture. Make sue they know that they don’ hhaveto nish colouring the objctn order to get the mark and there are no extra marks for beautiful colouring! ustening (© Saye There are six snakes the pictur. Can you find them all? Ask diferent leamersto point toa snake and say: Here a snake ‘Snakes are: nextto the flower, onthe elephant’ ear, in the water, under the tiger in the re, between the monkey and the bid (© Check earners have colouring pens or pencils. Play the example then stop the audio and ay: Can you ee the grey snake behind the big flower? This isan example. Now you lston and colour the five snakes. Play the audio twice, Leamerslisten and colour ® Animal challenge (© Inpars leamers compare pictures ‘Check answers: snake on elephant’ ear bie snakein the water red snake under tiger yellow snakein tree purple snakebetween monkey and bird brown (© they are happy with their answers, give learners time to complete theircolouring (© Write. the hoard: n my picture, there's. snake In the water. Learners repeat the sentence adding the colour (red) inthe gop. Repeat forthe snake that iin the tree (purple) and under the tiger (yellow) (© Say: Some people hove pet snakes. Would you like a pet snake? Audioscript ook atthe pictur. Liston andlook. There ix one example Girt There arelots of snakes in this piture! Man: Yes, there are. Can you see the snake behind the big flower Girt Thesnake behind the big flower? Yes! Can i colourit grey? Man: Yes. That'sa very good colour for‘, 1 Man: ‘There's a snake onthe elephant's ear. Colourthat sake Gr: OK. Which colourr Colour the snake onthe elephants ear blue, pleas OK! There! ‘Theresa snakein the water, to! ‘iknow! Colour that snake now. What colour? Colour the snake in thewater ed, (OK. 'mdoing that now. ‘And theresa snake under the tiger! Youre ight! Colour that snake yellow. Can you do that? Yes, can. makingitthat colour now. cond One snake sin the ree. Let's colour that ane now. K.Cantcolou it purple? v- Yes, you ca Great! The snake inthe trees my favouritecolournow, Look! 5 Man: can seea snake between the monkey and the bis, Gir: Me too, Can colour that one brown, please? an: Yes, you can, Git. The one between the monkey and the bid? Great! There! Han: Well done! Man: @ what can you see in the animal picture? Put a tick ora cross in the box. © Leamerslaokat he animal picture in Again. Witeontheboard: Canyouseethebiastai? = Con yousee the hippo’ fet? Read out the questions When learners answer yes tothe fist 4uestion, puta tick n the box onthe board so learners can clearly see what todo. When learners answer no tothe second question, Puta crossin the boxon the board. (© Learners workin and 8 pairs. Say to ALeamers Look at the ‘onimat picture again. Say to B Learners: Dont look ot the animal picture Look at page 99, B learners turn to page 98. Say toB Learners: Look a the to exemples and sentences 1-10 now.‘© Learners ask A Learers the example Can you see questions to check they understand what they need to do, They then ask other Con you se questions. & Learmers answer yes of no. B earners put atick ora crossin each box. © SaytoBLearners:Look atthe onimol picture. Say to A Learners: Look at the sentences on page 99.A Learners askthe Can you see ‘questions and 8 Learners answer yes orn. ALearers put the ticks and crosses, © Dibisten and write. Ask 3-4 learners: Have you goto cator dog at home? Wht’ its ‘name? What colours it © Leamers work in pairs. Say: Listen! Tom's got three animals at home, Leamerslookat the sentences in D.Say: Look t sentence 1. What animals has Tom got? Has Tom get thee cats? Thre lizards? Pairs {guess the missing animal word and write their guess for example: dog) on the frst dotted ine under ‘Our guesses: © Learners read the other four sentences and talk together in pais to guess the missing information (for example: Witchen, playing il, apples) © Say: Now stn to Tom. Hes talking about his pets. Write theanswers © Play the auco twice. Learners listen and write Before checking answers, ask: How many of your guesses arerighthwrong? Check answers: sheep, garden, playing, Pat, flowers Note: To give learners more suppor, write the answers plus some ‘wrong answersin random order on the board (see below), Lamers listen, choose and copy the right answers into the sentences, Suggested list: cows park playing Sue bananas flowers walking Pat garden’ sheep Audioscript “ell ty ames Tom: love animals. We've got three pets They're sheep! They say Ba00 Booa! Ou sheep liven ourgarden You “concomeand see them in our garden! rei ike playing with them, ‘They have funny nomes.Theinames are Lucyend Ben ind Pot, You ‘spell Pot, PAT. They'e funny sheep. They eat Mum's Rewers! Mum oes that! She love her flowers! The sheep love them toa! @ Read the sentences and write animal word answers. © Teachrevisethe folowing vers by tling emer to do the eon lu Run Sui Fy Sing Cate © Learerslookatthe pictures othe animals atthe top ofthe page ‘akciichonielsconyouseeaseep 8 muse 8s bee 2 jel, a lead ao! © Lennerseadthe eampleandsay the inporant wordsin the “Gocodl sentence (green r rows wate, Lamar wie the leteron he ines to complete the word rood: © Leareread sentences nit and ithe eters to complet the namescf te animals ‘Check answers: Lahippo 2amonkey 3asnake 4allzard Sa polarbear Gadonkey Taspider Basheep 9ajellyfish I0atiger Alacow I2afrog 13azebra_Idabee '©Wirte.on the board: (conf ean swim. Icon jump. give you mk (© Ask: Which animals can #2 Write learners’ answers under (con fy. bo the samewith the ather three headings: bhi animals con ‘vim jump / ive you milk (Learners can answer using animal ‘Words inthis une and in Unit 14) Note: The complete animals t Starters is: bear, ee, bird at, chicken, cow, crocoile, dog, donkey, duck, clephant, sh, og, gaffe, goat, hippo, horse, eliyfis, lizard, ‘monkey, mouse/mice, polarbear, sheep, spider, tiger, zebra (© Eachleamer chooses an animal nd writes ton a bigpieceof| paper. Read out the sentences below. fit iscorrect/trve for thelr ‘anima, leamers stand up and hold eu their animal paper. Sentences: om verybig.donthave legs ve n water. live in hot places. fect meat. Play the game! O and X. © Drawthe following grid on the board old young, beautiful long small i. short lean’ airy ° Divide the clas inte © and x tesms. Each team ties to ‘win squares inthe grid (© Team Ostarts, They have to make a shor sentence using any adjective in the grid and any animal word. The sentence has to be logical-the teacher ithe judge! For example: Myspider has long eos! Thisis acceptable, so write On the ong’ square. TeamX then tries towin another square inthe gi. eso beautiful word Thisis not acceptable because there ino animal in the sentence. ‘Team X cannot win that squareso you don’t writean Xin the “peautfequare (© Theteam which gets three squares forminga row (horizontally, vertically or diagonally) wins that round and te game starts again Each time an adjective is use, it must be about aiferent animal. © Pimeredesnimastvet (© Showieamerssmspafthewordinanatiasoronine. ‘Ask them ond and point: South Ameria, USA Ala. ae, > wld hippos coco, ties, ond gros ive? eamers can find out oni orn boa (© Learnerscould each dran a map ofthe word forpritone out), ‘hey abe the countris/continents above then they draw arrows to show where wliahppos, crocdies tigers elephants, zebras and giraffes tive, adding those animal words to their map _ too Leamats can alo ad otter animals to ther maps. _ Display learners’ animal maps on the classroom wall if possible. caer arrest aT ee Soe ne ‘General reference: ‘Wid hppeslveln ata cocols len Sout rei, aa Africa, India and Australia, tigers live in Asia, elephants live in ‘Africa, Asia and India, zebras and giraffes live in Africa. ze mentioned. eee© Ci tisten and writea name Es Pina oo) (© Pointto the picture and say: Look at this house. Point tothe gi and say: Noy lives here May has got alto ts. How many animals con ‘yusee? (nine) necessary, explain that’ pet isan anima that tives with persona family at home. (© Sayin pats, write the nimots you can seein the picture. (Learners write: enka, gers, ocrocodl, a gira, an elephon, hippo) ‘Ask How mony crocodles/tigers/meonkeys has May got? (one crocodile two tigers three monkeys) ‘Aske Where oe the gers? inthe house) Where ae the monkeys? {two arein the tree and one isnext tothe house) hich nimalis next the gir? (the crocodile) hich thee animals are next tothe house? (the elephant gate and hippo} hos ralkng? a man and May /the gf) Who's holding o ‘camera? (ave woman Who's writing (aman) © Pointtotheman who's talking to May and explain that his man isfrom the tleision studios. Pont othe questions under he lcture and say: He's asking lay some questions about he ets (© Play thetirst wo questions onthe suo. Learner look athe example answers: Reo and 10. Say Read's y'sfomiy nome ‘and Hay is'10'yearsold Look at questions 1-5 Which answers ‘are noes ond which are qumbers?(2and 4 ae names. 13,5 are umber) (© Sayer othe man and to May. ite names or numbers. Tellleamersto listen carefully tothe spelings when they write ‘ther answers. Play the conversation tice ‘Cheek answers Li8ieighteen 2Sve_35/fve_AMrBig_5 \/fourteen \Wite on the board: How many... ive yourhouse? What’sthe..ofyour house? What's the... ofyour street? Leaers suggest words tofllthe gaps (peoplanimals, colour! ‘number, name). (© Learners workin A and B pairs. Learner Ais the man from the TV Learner is May They ask and answer the questions on the board © comptete the man’s questions. Aske How many pets has May go? (18) Write on the board: 18. (Leave space above this number to write nine more numbers) Point tothe picture in A and ask: How many monkeys does May ‘nave? (three) Write 3at the top ofthe board above 18. ‘Asklearnersto tell you the questions you asked about May's pets and May's monkeys? (How many pets has May got? How many ‘monkeys does May hove?) Write both questions onthe board, ‘omitting the words pets and monkeys. Explain that have you got? and do you have? mean the same here. Point to the questions on the board and ask Can you ask his ‘question about Noy’s crocodile? (How many crocodiles does May have? /has May got) (one] Write onthe board under 3. Explain to learners that they need to use the plural form in his {question even ifthe answeris'One!) Learners ask and answer How many questions about the giraffe, tlephant, hippo and tigers Write the answers 1,1, ,2) onthe board above 18. Ask different learners to come tothe board and write the diferent animals after the numbers. monkeys crocodile, 1 graf 1 elephant, 1 hippo, 2 tigers, 18 pets Play the audio for questions 2 and 3 again. Ask: How many cats/ ‘dogs/mice does May have? Learners say the answer, then diferent learners add the numbers and animals to the iston the boar. (One cat, one dog, ve mice)‘Add up the numbers onthe board with lamers (ot including the number 28): 341+1+141+2474205=16 Say: May hos 18 pes. Which pets are ot on the boord? {he birds) How many birds has Moy got? (two) Alearner writes two birds inthe list on the board “Teach the word plus Pint to and say the ist two numbers:3+1 Is four) Point to each number in thelist on the board, Learners add the numbers together, saying: Tree plus one four Four plus one i five. Five plus one is sx, et, unt they have the total number (18) © Pointto tne man and May in B. Point to the fst question bubble {and ask: What's the man asking bout? Learners follow the line from this question to 18, May's answer. (about her pets) Learners uritepetson the linein question 1 Do the same with questions 2 and 3 Point othe yellow tne from (question to the number. Say: May hs ve... ?{mice). Learners Urite'mice onthe ine in question 2 Ask Which numbers the answer to question 3? (three) Say: Moy hs tre... (monkeys) Learners write’ monkeys" nthe line In {question 3 Point to question 4 and say: May has one... (cat, doe, {aff elephant, hippo, crocodile Learners write one ofthese {animals on te line in question 4, In pits, learners ask and answer the questions in, @ Let's talk about your pets! (© Leamers work in and B pairs (Greta and Jonas). Point othe ‘questions in € and say: (Geto), you ask these two questions about ets. (Jonas), you answer the questions. Leaner A asks and Learner B answers questions about the pets that they have or woul ike to have. © Says How mony pets does this class have? Learners whe have pets ometo the board and say and write the pets they have. (For ‘example, ve got a dog, The leamer writes one dog on the board) Continue lke this atthe end, add up the numbers and write, for ‘example: This class has (15) pes. © Write the words in the one or two bag. Starters tip Candidates write nounsin Reading and Writing Par 4 and also in some Reading and writingPart answers. Some of the nouns. are singular and some plural Make sure they know howto spell singular and plural versions of al Starters nouns. (© Pointtothebag labeled one’. Ask: How many cocodes has Moy get? one) Say: Write the word ‘rocodil'in this bag. Leamers write crocodile. Point to the bag labelled two’ Ask: How many tigers does May ‘have? (two) Write the word 'igersn this bag, please. May has two birds. Write the word ‘birds inthe bag too! (© Point tothe words nthe box. Explain that if word coulé follow ‘the number one they writ it inthe bag that says one: Ifa word ‘ould follow the number two (or higher they writeitin the bag that says ‘two! ‘Check answers: dress, story, cross, body, family, day, sausage, bee, meatball. beaches, toys, mats, babes, buses, al, classmates, tedles. (© Explain weadd “sto most wordsin English when we talk about two or more things, For example: one tiger, two tigers; one bird, ‘we birds; one bee, three bees. Say: tiger tigers. Learners repeat the words. Make sure they say the "= atthe end of tiger Do the same with bird, birds and bee, oes. (© Write onthe board: onetoy, wo ‘Aska learner to write toys on the board ater two. Write on the board: ay ey oy wy ‘Explain that when a word ends in a vowel (a, ¢,9,u) plus 'y, we add 's tothe end oft when we talk about two or mare toys, et (© Write onthe board: one baby two babies Explain that when a word ends ina consonant fr example,’ cor‘) plus'y, we take they’ away and add “ies. Write «family, three. Ask a earner to write fore onthe board aher thee’ Write: one... two teddies. Pint to the line after ‘one and ask: What dette? tec ask alenrer tote ted onthe board (© Write: one box, two bores. Circle the eters ‘es’ atthe end of ‘boxes: ‘plain that we add eto words thatend in --x,-ch or -sh Say: box, bowes Learners repeat the words. Make sure they pronounce the “es'endingin ‘boxes’ correctly: 2) Learners say the words. Check pronunciation. Say bus, buses sousage, sousages beach, beaches (© Divide earners into two groups: and . Learners in group Ammake the words from the ‘one’ bag in D plural. Leamnersin group B make ‘the words nthe ‘wo bag nD singular. Different learners from group A come tothe board and say and write the singular forms, Learners from group 8 come othe board landsay and write the plural forms (© Syste! Put the sausage inthe box Put the sausage'n the bo! Ask: How many sousages are there? one} How many bores are there (one) ‘ay: Listen agoin! Put the sausages nthe boxes! Put the sausages in the bores I there one usage or more? (more) Say: Put the scusagein the box. Sorry! Put the sausages nthe hoes! (© Saythe sentences again. Ask cfferent learners to cometo the board and write the next word inthe sentence. (Learner I: Put Learner? the, Learner 3: sausage, Learner én, etc} Continue until both sentences ae onthe board. (© Inpars, earner Asays one of the sentences, Leamer listens and says one sausage or more sausages, ay Ole aniteed vrajeeno eres) SO RRS Raaiar celta aEee ne pea Tatipeopece ng Sher Hunan too Con yu petra? (4,200) UPR eee and See ensteen mar acta cat =e SUS ete eee sane nets eat ante ea cer aes Fain neon eee ee ee Suaaen annie ed alee Tatas Se inane eee es ese eae. vee ee CCheckanswersiino 2yes ino Ayes _Syes (© Say: Sentence ane s wrong. Which wordin this sentence is wrong? (dog - The rogissitingon the duek'shead, notte dog's) Say: Sentence three not carec. Can you make this sentence correct? (One cats sleeping onthe house, notin the ee) (© Say: Lookat the pictures in and E. Ask earner to find things that are similar and things that arecfferent. Suggestions: ‘Similar: two animals inthe tee, two animals 2 the window, four people, one elephant, cracodile Different: gri/man, blue shir /yellow T-shirt, no animal/ goat on F shi, two tgersgirafes at window, door clasedopen, ‘monkeys/catsin tee, frog, abird, a cow, cat on house, one giraffe / two gaffes, no flowers /flowersin re, two windows / four windows @10» Anapple and an orange a ater _ Sectndanhien seth nk) Photocopies of the foo pictures on pages 313 and 134, made "into flashcards. See F (See also: wuw.cambridgeorgiuner) © Bits big breakfast. ‘© _fyouhave brought an apple and an orange to class, show these to leamers and ask: Do you lke opple juice? Orange juice? What do you {ike drinking with your breakfast? Learners answer. © Learners look tthe picture, Say: This il Point tothe food and drink onthe tray Ask: Where s Bll? (in his kitchen) What’ on the wal being him? (a clock, a cupboard) What's Bil oking at? (the food) Say: Bll loves eating! Bill wants this fod for his breakfast! (© Inpars,leamers draw lines from the blue words to each food item. To check answers, ask What's between the bread and the fruit? {an egg) that's between the beans and the bread? (some sweets) Whats behind the uice and nextto the beans? (the peas) What's ‘between the uice ond the egg? the fruit) (© Ask: How many purple grapes are ther? (eight) How many long ‘sweets can you see? (four| How many peas are there? (seven) © Ask: Which words have orange leters? Write these on the board. \Write on the board the other six food words underlining the two vowels in each one: breakfost, ful, peas, juice, beans, bread. Learners find two words in which the vowel pairs sounds lke the ‘el in ‘egg’ breakfast, bread) (© Inpairs, earmers find a sound pair with the /u/ sound in (fruit, juice) and another sound pair the /i/ sound in ‘sweets (peas, bears) © Say: Billeats sweets, peas, beans, fut juice, bread and an egg for Dreokfest (© Forward chain dil this, for example: Billeats sweets. Billeats sweets, peas Bil eats sweets, peas, beans Bill eats sweets, peas, beans, fut juice Bil eats sweets, peas, beans, fut juice, bread and an Bil eats sweets, peas, beans, fut juice, bead and an egg Bil eats sweets, peas, beans, fut juice, bread and an egg for, breakfast © 5 Food I really like! (© Make sue learners have yellow, re, brown, purple and bive «colouring pencils, Say-Listen and colour Read out the instructions, pausing between each one to give learners ime to colour five ‘things in the pitureif necessary. (© Read outthe instructions: ‘Con you se theclockin ll’ ktchen? Colour the clock yellow, please, Now the long sweets. Colour the long sweets red. Good. They ered ‘And colour Bl’ har Colour his hair brown. That’ right. Cofourit with your brow pencil ‘nd the peos, Colour the peas green. Can you find your green pencil? ‘ood! ‘Now colour the cupboard, Can you see t? 1s onthe wal beh the table. Colour the cupboard be. Blue she right colour for that (© Checkanswers by asking: What colour is/are the clock /the sweets / Bil’ hair/ th gropes/ the cupboard? Learners point to these things in the picture and say yelow/red/brown/purple/blve. © write six things that Lucy likes for lunch. © Pointto the picture ofthe i. Saye This Lucy. Lucy kes food ‘which hos the leter ‘ints word, or exomple icecream (© White ce cream onthe board. Say: Write ice ereom on Lucy's frst le, Tel ieaners tind five mare fads for cy in pairs, Ech food item should have the letter’ somewhere ints spelling Learners ‘write theirfood words onthe lines. Pars an look for wor in his ‘and previous unit for ideas. Alternatively they can lookin theit worst or dctionaisif they can think of enough answers. Suggested answers: cake, candy, carrots, chicken chips, chocolate, coconut, ce cream, jue rice. © write on the board: Ley kes... for lunch Ask diferent earner to come to the board and rite food words withthe letter iin he ap. Point out that ‘ein ‘ice and juice? soundslke fs anda in “caro, ‘cake’ anda in‘coconut,the'e sounds ike @ ban’s funny dinner. © Learnersiook atthe picture Point tothe egas and ase What are these? eggs) Point tothe basket with he eters for egg and to the word ‘eggs’ on the lines. © Learners ok tthe other fod onthe table flo the tines rom the food items to the baskets and unjumble the eters tows thewords ‘Check answers: 2oread Sapples burger _Spotatoes 6 pineapple (© Write on the board: Dans hovng.. for diane. Leave a big gap in ‘the midele ofthe sentence, Point tothe gap and ask: Which words can write here? (bread, eggs, apples, burger, potatoes, pineapple) ‘rite the words in the gap in the sentence onthe board Don's having 29g, bread, apples, «burger, potatoes and pineepple Tordioner. (© Underline the double letters inthe words. (Dan having eggs, bread, apples, a burger, pototoes ond pineogple fr dianer| Point to the undertined words and say: These words have double eters in them, Ask diferent lear to spell the words, using the word “double: For example: Diner: d-!~doublen -e (© Askthe whole clas, then diferent learners, to say the sentence about Dan, (© Challenge leamers to write, then say,all three sentences about Bills breakfast, Lucy's Lunch and Dan's dinner Bill eats sweets, peas, beans, fultuice, bread and an egg for breakfast! Lucy likes cakes, candies, carrots, chicken, chips and chocolate fer uneht Dan's having eggs, bread, apples, a burger, potatoes and pineapple for dinnert