WonderlandWonderland A) Teacher’s Guide yx Scope and Sequence 2 ye Introduction 4 yx Lesson Notes 8 ye Resource Bank 113 © Gares 113 @ Quiz Answer Key 115 © Photocopiable Quizzes 116 © Photocopiable Progress Tests 128 @ Video Notes 136 © Photocopiable Video Worksheets 138 © End of Year Certificate 144Unit Language Topics Pupils’ Book Page The alphabet *& Numbers ‘ey 16 %& Colours h 7 Revision A-Z i233 18-19 (Colours, Numbers) %& What's your name? Introductions 20-24 & What's this? Classroom Language 22-23 @ it's a rhino! Ws a/an.. Isit.? Animals 24.29 It isn't .. @ That's apresent! — This/that, The Toys, Numbers 11-15 30-35 @ Vm Peter Pan! Tam (all persons) Nouns, Adjectives 36-41 Revision I Units 1, 2,3 42-43 @ This is my face These/those The face 44-49 Regular plurals @ Ive got six eyes T/you've got Numbers 16-20 50-55 Have I/you got ..? The head T/you haven't got .. @ She's got my hat! —_He/she's got ~ The body 56-61 Has he/she got ..? He/she hasn't got .. Irregular pluralsUnit Language Topics Pupils’ Book Page %& Revision 2 Units 4, 5, 6 62-63 @ My famity My, your, his, her, its The family 64-69 @ Where's the Genie? Where is/are ..? Rooms, Furniture 70-75 In, on, under @ [can do that! Tean Verbs, Animals 76-81 (all forms, all persons) te Revision 3 Units 7, 8,9 82-83 oO What's he wearing? I'm wearing (all persons) Clothes 84-89 Our, your, their T'm singing Verbs 90-95 (all forms, all persons) @ 1 ike pizza T/you Uke . Food 96-101 Do I/you like .. 2 T/you don’t like .. & Revision 4 Units 10, 11, 12 102-103, % =~ Halloween 104 *& Christmas 105 * = Easter 106 %& End of year play The pretty ugly princess 107-108 *& = Picture dictionary 109-112Wonderland is a new three-level English course which can be used with young leamers who are beginning to learn English. Wonderland uses a wide range of educational strategies and materials suitable for this age group, and takes the pupils themselves as the starting point: their learning styles, the wey they interact with each other, and their needs and interests. Wonderiand aims to motivate pupils as they leam through the Disney characters that they meet in each unit. Along with the Disney characters, pupils listen to stories, carry out activities, games, songs, chants, and above all enjoy learning English For the pupil Pupils’ Book The Junior A Pupils’ Book consists of: an introductory section, which covers the alphabet, greetings and basic classroom language; twelve presentation units and four revision units (with end of unit quizes and progress tests in this Teacher's Guide’; a picture dictionary; a bank of Festivals materials (Halloween, Christmas and Easter) which can be incorporated into the teaching programme as the events arise; and an end of year play. Songs and Stories CD The Songs and Stories CD which accompanies the Pupils’ Book contains all of the songs and stories from Wonderland. The pupils can take it home and listen to and learn the songs at their leisure. Activity Book The Activity Book follows the same structure as the Pupils’ Book and provides reinforcement and consolidation of the language developed in each unit with further activities in motivating formats. ¢D-ROM The CD-ROM can be used either in the classroom or at home. It includes interactive games and activities based on the key language in each unit of Wonderland. It also includes all of the songs and chants from Wonderfand, and some new songs which will help to reinforce the language that pupils have learnt. This provides extra listening practice or simply allows pupils to enjoy these recordings outside the classroom, For the teacher Teacher's Guide This Teacher's Guide offers lesson-by-lesson teaching notes alongside reduced-size Pupils’ Book pages for all lessons. Each lesson takes a step-by-step approach and includes ideas for extra activities (Extension Activities) and Teaching Tips. The Introduction includes information about the organisation of the material and the teaching methodology. Each unit also contains information about the Disney characters and a summary of the story. The Resource Bank at the back of this Teacher's Guide contains twelve Unit Quizzes, four Progress Tests, six Video Worksheets, games and an End of Year Certificate, Audio material The audio cassette and CD contain all of the stories, dialogues, pronunciation activities, songs and chants, from the course. Scripts for those recordings not in the Pupils’ Book can be found at the appropriate part of each unit in this Teacher's Guide. Video The Wonderland video contains six episodes. Each episode is based on a Disney film and is divided into three sections: 1) a studio presentation of a song or @ game; 2) clip from the film, specially scripted to match the level of the pupils; and 3) a clip of authentic material related to the theme of the episode. There are Video Worksheets at the back of this Teacher's Guide, which include teaching notes and photocopiable activities to use alongside the episodes. Flashcards A pack of 48 Flashcards represents the key vocabulary from Wonderland Junior A This Teacher's Guide explains how to use the Flashcards to present, practise and consolidate the language through a variety of games and activities. There are further suggestions for Flashcards and games at the back of this Teacher's Guide Objectives Wonderland focusses on the following key objectives: * to develop a positive attitude in young learners towards learning a foreign language by providing engaging topics which will motivate leainers to participate in language-learning activities.* to provide lenguage-learning activities in which the learners take an active role, where they have the chance to use the language alone, in pairs and in ‘groups. * to attend to the different ways in which pupils learn through a wide variety of activity types and materials. In this way, all pupils will find something to capture and maintain their interest, and will experience success in many, if not all types of activity, * to establish a solid linguistic base on which pupils can continue to build, and remain motivated as language leamers in future years of study. The language and skills content ‘All new language in Wonderland is presented through the Disney characters. The language presented includes the main grammatical and functional items. for pupils beginning to learn English, e.g. the alphabet, basic classroom language, exchanging personal information, identifying objects and people, ‘expressing possession, talking about abilities, talking about what is happening at the moment, and likes and dislikes. The language skills developed are focussed on the early stages of reading, writing, listening and speaking. Examples of this are: giving and asking for personal information, listening to and reading short passages for simple details, and writing simple sentences, building up to short texts. Organisation of the material Wonderland Junior A has an introductory section which focusses on the alphabet, the numbers one to ten, colours, personal information and classroom language. This is followed by twelve core units. Each Unit has a regular structure and comprises three lessons: *+ Lesson a presents the key vocabulary, introduces the language point, and practises the vocabulary. * Lesson b provides further language and vocabulary practice and develops listening, reading and speaking skils. * Lasson c provides a grammar summary, further language practice and a Fun Time page which focusses on reading, listening, songs and games. ‘+ There is a review section after every three units. + There is @ picture dictionary, materials for Festivals and an end of year play at the end of the book The lesson structure Each lesson has been designed for a duration of between 45 minutes and one hour and follows a basic pattern. This Teacher's Guide provides step-by- step teaching procedures for each lesson. A warm-up activity provides an introduction to the lesson, or revises previous lessons. Step-by-step guidance is provided on the exploitation of the activities in the Pupils’ Book, plus Teaching Tips with techniques or advice relevant to the lesson, and Extension Actvities, adding a degree of flexibility to be able to attend to the different rhythm and pace of any one class, Pupils at this age and level In racent years, we have become more aware of the differences which exist in the classroom, and that purils in any one class show considerable diversity different levels, different rates of progress, different ways of learning, different attitudes and motivation. Wonderland attends to these differences through the variety of activity types and the variety of materials included. Throughout the course, there is an underlying awareness that pupils have different talents, all of which need to be given the opportunity to flourish. This is taken into account in the choice of activities inclided. Further, many of these activities involve punils in tasks, games, songs and stories where the language itself is not overtly analysed, but which allow the language to emerge naturally, This provides pupils with @ secure framework within which they can make progress and feel confident. Furthermore, it is recognised that: * cupils at this age are inquisitive and receptive, are easily motivated and show an uninhibited attitude towards participating in classroom activities. * heir interests are focussed on the here and now, and they are able to concentrate for relatively short Feriods of time, * cupils at this age are quite dependent on the teacher and may not be confident enough to Farticipate autonomously unless given careful reparation and confidence-building by the teacher. * language learning is largely intuitive and not very analytical at this age, and it is important to recycle language from previous units. © in the classroom there is a need for activities vwihere learning takes place through physical movement, arts and crafts, games and puzzles. © upils may feel emotionally insecure in formal learning environments, and may not have very well developed social skills. * pupils are receptive to topics that are related to their immediate social sphere and are able to engage well with the world of fantasy and imagination.* their skills in reading and writing are developing in their first language and the four skills in the foreign language can be developed at a basic level. The teacher and the pupils In Wondertand, the pupils are encouraged to play as active a role as possible. They will therefore feel more important, their motivation and interest will increase, and their learning will be more meaningful (and thus more memorable). Developing an active role in the classroom also fosters a sense of responsibility and cooperation, promotes confidence in the pupil's own capacity to learn a foreign language, and teaches a number of skills and strategies necessary for more autonomous learning. The teaching notes provide guidance for achieving active pupil participation. In addition, the relationship between the teacher and the pupils is critical. Pupils are happy with a secure and predictable framework in lessons, and this is achieved by the set format of each unit. They are likely to make the best progress when they are praised and encouraged, and are made aware that errors are not, ‘bad’ but important in leariing. This can be achieved by sensitive language correction and a lot of positive reinforcement. Evaluation Evaluation is an integral part of the learning process, 2s it allows pupils to revise material previously taught and allows the teacher to plan remedial work. There are twelve end of unit Quizzes so that pupils can test themselves, possibly at home. The four Progress Tests are a more formal way of testing what has been leamt, and include a marking scheme, A photocopiable End of Year Certificate is provided at the back of this Teacher's Guide which can be used at a class awards ceremony, inspiring @ sense of achievement at finishing the course. Encourage pupils to praise themselves and others. The teaching methodology The ‘communicative approach’ is a methodology Which provides meaningful language presentation and practice for learners. It is based on the idea that English language is not an academic subject for study, but a way to communicate with real people in the world outside the classroom. This approach also recognises that pupils do not simply answer ‘questions put by the teacher, but also initiate conversational exchanges. The use of pairwork and group work in class provides ideal rehearsal opportunities for future exchanges outside the lesson Using the materials Working with the Disney presentation stories In line with communicative methodology, the Disney picture stories provide a meaningful context in which new language is introduced, * Look at the pictures first, and discuss and describe the story (the themes and characters, their names, ‘what they are doing, how they are feeling, etc), using L1 where necessary, with pupils. Ask pupils if they know the film, and what happens. * New words can be introduced most effectively through pictures. New vocabulary is recorded and can also be seen in the word box at the top of the page. While you are discussing the picture story you can introduce words and ask pupils to find them in the box or in the pictures. In this way, pupils are prepared for the listening activity. * The new grammar points are embedded in the story dialogue, but there is no need to analyse them at this point. Play the recording, and ask the pupils to follow the story in their books. They can also point at the words in the vocabulary box, or raise their hands when they hear them. ‘Ask the pupils to read the comprehension questions at the bottom of the page, and then play the recording again. Pupils can think about the answers as they listen * Ask the pupils to discuss in pairs what they think the answers are (play the recording again if necessary}, and then to circle or write their answers. Check the answers with the class. * Alter listening to the recording, repetition work is important to build confidence, and pronunciation can be worked on. Finally, acting out the dialogue in pairs or threes allows more repetition to take place with a fun element. Working with Lesson b pictures Most ‘Lesson b’ pages have a distinctive double-page illustration with activities. These pictures are rich and stimulating to pupils and an important key to motivation. It is vital 1o exploit the picture as much as possible before or after doing the activities, Suggestions are given in the teaching notes, or in Extension Activities, but you can always exploit the picture in any way you like. Some possibilities are’ * Questions to revise language points: Ask, How many / much ... are /is there? What colour is/are ... ? What is / are ... doing? What is/are wearing? What has / have ... got? and so on. You ‘can also ask pupils to write their own questions about the picture for their partner to answer in a pairwork activity.* Games: Memory Game Ask the pupils to look at the picture for a minute, and then to close their books. Ask them to say or to write down as many objects from the picture as they can remember. Kim's Game Study the picture as before, close the books, and you write all the characters, or animals fF objects on the board, but miss out one or two. The pupils must tell you what's missing Spy Say, e.g. / spy something beginning with M. Pupils look at the picture and make guesses, ¢.g ‘Man. I they're wrong, they try again until you can say Yes! This can also be played by pupils in pairs. Working with songs and chants ‘The songs and chants are a good way to practise listening, pronunciation and the stress and rhythm of English. It is important to look at or provide visuals to understand the context of the song or chant first. The song should first be played through while pupils listen. They can point at the pictures in the story illustration which they hear in the song. Then play the song a second time, line by line if necessary, encouraging pupils to repeat the lines and slowly build up to the pupils singing the song along with the recording. Many songs can be accompanied by actions which help to reinforce and memorise the language. After many of the songs there is a ‘Now ‘you sing’ section, where there is a karaoke version of the song for the pupils to sing along to, or they can make up their own words to the same music You may find it useful to make song posters to help the class memorise a song. Write the song lyrics on a large piece of paper and stick it on the wall. Pupils can decorate it with illustrations and use it as a prompt for singing the song. Pupils can also make their own song books. Working with games Games are a good way of practising the language in a natural way. The pupils will be focussed on the outcome of the game rather than analysing the grammar. This is also a good wey for you to observe the leamers using the language and to make decisions about remedial work. It is important to set up the game carefully first, by demonstrating exactly what to do with the class or a willing pupil. It is also important to be sensitive to the competitive nature of, games, and to recognise that not all pupils enjoy them. The best games are those which require the pupils to cooperate, There is a selection of games ‘which can be played in class at the back of this Teacher's Guide. Working with arts and crafts ‘Some activities ask the pupils to colour, or to make simple things. This is an excellent way of developing receptive skills (listening and reading), and allows learners with talent in this area to experience success. It is important to set up these activities carefully so that the pupils know exactly what they have to do. Projects At the end of each unit pupils will have the opportunity to carry out a project related to the theme of the unit, e.g. making masks, making animal posters, etc. Pupils can do this work in their own time if you don't have time to do it in class, but they can bring their work to class to show each other. You can make posters or displays of the pupils’ work and encourage them to talk in English about what they have produced, Working with the video material Each video episode focusses on language from the Pupils’ Book, recycled in new situations, Occasionally new words are introduced, with clear references to show their meaning, There are two presenters, Ted and Lucy, who use key language as they talk, sing and play together. Short clips from the Disney and Disney / Pixar films are used to illustrate language. There are three parts to each episode: Song Time, Film Time and Real Time. There is a Video Worksheet for each video episode which helps to consolidate the language. The Video Worksheets can be found on pages 138 to 143 of this Teacher's Guide. * Step 1: Watch the episode from start to finish. Ask the pupils if they know the Disney film, and elicit any words they remember hearing ‘+ Step 2: Watch the first part only, Song Time. Ask the pupils to follow the words and actions of the presenters. As they become more confident, they can join in with the words and the actions. Play this part as many times as needed * Step 3: Now watch the Film Time part. Elicit key words by asking the pupils who / what they saw. Watch again, pausing to ask questions for the pupils to answer. You can also watch without sound, pausing at key moments to ask questions related to the image. * Step 4: Pupils complete the Video Worksheet for the episode.The alphabet Key Structures Hil Im Vocabulary Focus The alphabet Pupils’ Book (pp. 4-5) Warm-up. To introduce pupils to the book, let them look through it and use Li to talk about the Disney films they «an see. Then talk about the first part of the book - the alphabet. (U1) Ask them to recite their own alphabet, then ask them to open their books to look at the English alphabet. Look at the picture and talk about what can be seen in the picture Introduce Pete and Ruby. Explain that Pete and Ruby wil be helping to teach them English, and that they will occur in every unit. Ask Pupils to repeat the names. Point to the picture of Pete and Ruby and wave your hand and say, bil 'm Pete! while pointing at Pete in the picture, Encourage pupils to repeat after you. Do the same with the picture of Ruby. Introduce yourself to the class in the same way. Then go around the class, asking pupils to introduce themselves, saying, Hi I'm Then get them to introduce themselves to each other. Show pupils the letters on the side Of the train, Say each letter clearly, then ask pupils to repeat. Point to letters at random and ask pupils to say them Do an alphabet chain round the class. The first pupil says a, then ‘everyone claps their hands. The second pupil says (clap). Continue in this way round the class, encouraging pupils to keep up a thythm. If a pupil forgets a letter, encourage the others to prompt them. Once pupils are confident, you can ask them to do this more quickly.Create a sense of excitement, set 2 positive atmosphere in the class ‘and encourage pupils to try to say as much as they can in English. At this stage, this may simply be repeating after you. Encourage ‘pupils to realy fook at the pictures in the Pupils’ Book, and to be inquisitive and interested in knowing the English words for things. * (L1) Look at the picture in the Pupils’ Book again, and talk about the animals in the train. Then, using Flashcards of the hippo, the lion and the zebra, say the animal names clearly in English and ask pupils to repeat them. Ask pupil if they can see these animals in the train, Is there a hippo in the train? (Yes.) Then get pupils to point to the animals in the train and to say ‘their names ‘+ Make a set of alphabet cards. Write each letter clearly on a piece of card and hand some or all of these out to pupils. Call out a letter of the alphabet. The pupil who has the corresponding card should stand up and show the card, and then say the letter. To extend this, call out a sequence of letters, e.g. k, p, 5, a, I. The pupils holding up these letters should come to the front of the class and stand in the correct order.The alphabet Vocabulary Focus apple, bag, cat, dog, egg Pupils’ Book (pp. 6-7) Warm-up * Encourage pupils to chant the alphabet as they did in the first lesson, Tell them that in this lesson they are going to focus on the letters a toe. @ Go Listen, point and say. + Ask pupils to look at the letters and to say them. Then point to the pictures and say the words, one by ‘one. Say the sound of the letter at the beginning of each word and ask pupils to repeat, and to point to the letter. * Play Recording 2, and ask pupils to repeat the letter, the sound of the letter and the word, in the pauses. ‘Ask pupils to point to Pete and Ruby while you say their names. Point to the apple that Pete is holding and ask, What's this? Encourage pupils to say apple. Do the same for the cat. RECORDING 2 Pete A... a... apple Ruby B... b... bag Pete C... C... cat Ruby D...d... dog Pete E... ©. egg Q write. #"Demonstrate the way to write each leter, by writing the letters very large on the board. As you form each letter, count the strokes (2 shown in the Pupis’ Book}. Do this demonstration three or four times for each letter. ‘Ask pupils to write the letters in the air. Monitor progress Ask pupils to write the letters in their books. Go around the class and help. Allow quite a lot of time for this and alow pupils to get the feel of their pen forming the letters 10 @ Wo Listen, poine and say. Aa apple Bb bag Cc *# Check answers by asking pupils to come to the board and to write each letter correctly. Teaching Tip Help pupils with the pronunciation of the letters, especially the vowels. Teach them the pronunciation of the name of the letter and the phonetic sound, e.g. a ~ Jet! and feel, €~ fil and fe Sanwa Introduce pairwork to pupi after doing Activity 1. Put pupils together and tell them they are all going to speak to each other to practise. Tell them to look at Activity 1, and demonstrate what they have to do. Pupil A chooses a picture, and points at it; Pupil B says, e.g, c, cat. Then they swap roles. Go around the class, listening, correcting pronunciation and helping.Sane a + Make a set of alphabet cards for the letters a to e. Hold up a card and ask pupils to tell you a word beginning with that letter (r, you can say a word beginning with a to e, and ask pupils to tell you which is the initial letter. ‘+ Play a team game. Divide the lass into two teams. You call out a letter from a to e and ask ‘a pupil from each team to come and write the letter on the board. The pupil who does this most quickly and accurately ‘wins a point for their team. * For homework, ask pupils to draw one of the new words that they have learnt. Ask them to bring in their drawings and make a class poster of the new ‘words to put on the classroom wall. Pupils can add to these words as they learn new ones. Activity Book (p. 2) 1 Write. © Check answers. Q match. @ Choose and write. {(L1) Look at the picture with the Look at the pictures and ask pupils class and talk about what pupils to name the objects. ‘can see. Ask them to name the ‘© Ask pupils to match the pictures things they can see in English, with the words, and to write the + Ask pupils to read the words missing letter. Show pupils that aloud. Show them how to do the they can look back at Activity 1 for activity by pointing out the help. example. Key: Dog Bag Egg Cat + Ask pupils to point to a word and a trace their fingers to the Se one ae corresponding picture. They can do this in pairs, discussing and checking with each other to build confidence. Then they can draw lines connecting the words and the pictures. * Check answers, 11The alphabet Vocabulary Focus fish, goat, hat, insect, jelly Pupils’ Book (pp. 8-9) ‘Warm-up + Ask pupils to tell you the letters ‘and words that they can remember learning in the previous lesson. Tell ‘them that they are going to focus ‘on letters f to in this lesson. © Fs Listen, point and say. ++ Ask pupils to look at the letters and to say them. Then point to the pictures and say the words, one by one. Say the sound of the letter at the beginning of each word and ask pupils to repeat, and to point at the letter. + Play Recording 3, and ask pupils to repeat the letter, the sound of the letter and the word, in the pauses. + Ask pupils to point to Pete and to Ruby while you say their names. Point to Pete's hat and say, What's this? Encourage pupils to say hat Do the same for the insect. RECORDING 3 Ruby F... f... fish Pete G...g... goat Ruby H...h... hat Pete 1... i. insect Ruby J... j... jelly O write. * Demonstrate the way to write each letter, by writing the letters very large on the board. As you form each letter, count the strokes (@s shown in the Pupils’ Book). Do this demonstration three or four times for each letter. * Ask pupils to write the letters in the air. Monitor progress. + Ask pupils to write the letters in their books. Go around the class and help, Allow quite a lot of time {or this and allow pupils to get the feel of their pen forming the letters, * Check answers by asking pupils to come to the board and to write each letter correctly 12 © Zo Listen, point and say. Fr = ® fish Gg %)" goat Hh Lid hat li gs insect The pronunciation of some of these letters is problematic for Greek pupils, but accept the Greek equivalents for g and j Pupils may get the names of these letters confused — /dsi:! and /ageu, With h try to get pupils to pronounce it more softly, a5 they will probably substitute the Greek /x/ sound: ask them to hold a piece of paper in front of their mouths and to puff air gently from their throats. The paper should move slightly but there should be no sound made. Then ask them to ‘add at to this, making the word hat. EuHe Mesias Play a dictation game. Say the names of letters to the class, and pupils should write down the letter they hear. They can then play this game together in is good practice for distinguishing g and j. For further challenge, include the letters from the first lesson too.ish oa nsect é oat -, & nsect = elly Q moter. + (Lt) Look at the picture with the dass and talk about what pupils an see. Ask them to name the things they can see in English ‘Ask pupils to read the words aloud. Show them how to do the activity by pointing out the example. ‘Ask pupils to point to a word and trace their fingers to the corresponding picture. They can di this in pairs, discussing and checking with each other to build confidence. Then they can draw @ Choose and write. * Look at the pictures and ask pupils to name the objects ‘+ Ask pupils to match the pictures with the words, and to write the missing letter. Show pupils that they can look back at Activity 1 for help, Key: Jelly Fish Goat Insect fish hat insect jelly io lines connecting the words and the pictures * Check answers. Sunes ‘Make a set of alphabet cards: one for capital letters, one for lower case. Use only the letters taught so far. Shuffle the cards and spread them over the desk. ‘Ask pupils to gather round the desk. Pupils take it in turns to pick up a matching pair of cards. You can also get pupils to make their own sets of cards to play different games: Pelmanism: The cards are shuffled and are spread out face down, Pupils take it in turns to pick up two cards. If they match (lower and upper case), the pupil gets to keep the cards. if they don't match, the cards must be turned back over in the same position. Snap: Pupils have their own set of shuffled cards, held in their hands face down. One pupil has only lower-case cards, the other only upper case. They each put a card down on the desk. If the upper and lower case match, the pupil who shouts Snap! first collects the two cards. The one with all the cards at the end is the winner, or the one with the most cards after a set time. Activity Book (pp. 2-3) 3 Write. * Check answers. 4 Choose and write. Key: goat insect jelly fish 13The alphabet Vocabulary Focus ey, lemon, mouse, notebook, ‘octopus Pupils' Book (pp. 10-11) Warm-up ‘Ask pupils to tell you the letters and words that they can remember learning in the previous lesson. Tell them that they are going to focus on letters & to 0 in this lesson. © [Es Listen, point and say. © Ask pupils to look at the letters and to say them. Then point to the pictures and say the words, one by one. Say the sound of the letter at the beginning of each word and ask pupils to repeat, and to point at the letter. * Play Recording 4, and ask pupils to repeat the letter, the sound of the letter and the word, in the pauses. ‘+ Ask pupils to point to Pete and to Ruby while you say their names. Point to Pete's notebook and say, What's this? Encourage pupils to say notebook. Do the same for (one of the keys. RECORDING 4 Ruby K... k... key Pete L... 1... lemon Ruby M_...m.... mouse Pete N... n... notebook Ruby 0... 0... octopus Q write. ‘Demonstrate the way to write each letter, by writing the letters very large on the board. As you form each letter, count the strokes {@s shown in the Pupis’ Book). Do this demonstration three or four times for each letter. * Ask pupils to write the letters in the ait. Monitor progress. ‘Ask pupils to write the letters in their books. Go around the class and help. Allow quite a lot of time for this and allow pupils to get the feel of their pen forming the letters 14 uo =6® Mm & Nn @ ye -#=e0 3 e 2y= o°z>e3r-x oo Q 5 Listen, point and say. Kk On, key lemon mouse notebook Oo octopus © Check answers by asking pupils to come to the board and to write each letter correctly. Teaching Tip Itis not necessary to translate Words into L1 when the picture ‘makes the meaning very clear. However, some wards may be very close to the Greek (here, lemon and octopus), and itis a good idea to point this out. The similarity may be a strong memory clue when recalling the words at a later time. When you elicit the Greek word, ask them to listen carefully for the differences in pronunciation. EXTENSION ACTIVITY In pairs, one pupil says a letter name, and the other says the ‘word, e.g. Pupil A says, m /em/ and Pupil B says, mouse. Swap toles. Include other letters and words already learnt when pupils are ready. This can also be done by one pupil saying the word (e.g. mouse) and then the other pupil saying the first letter.© choose ond write Mouse = otebook O~, copes, OP Bonen ® : 2otebook Zenon copes ey Q Match. * (LI) Look at the picture with the class and talk about what pupils can see. Ask them to name the letters and things that they can @ Choose and write. * Look at the pictures and ask pupils to name the objects, '* Ask pupils to match the pictures with the words, and to write the see in English, ‘missing letter. Show pupils that + Show pupils how to do the activity they can look back at Activity 1 for by pointing out the example. Ask help. them to point at a lower-case leter and to trace their fingers to ‘Key? Notebook Octopus Lemon the corresponding picture, and p y aes ? then to point to the capital letter omen > “octomas! bey They can do this in pairs, discussing and checking with each ‘ther to build confidence. Then they can write the correct letters ‘on the blocks. * Check answers. Sareea a Make a wall chart of the letters of the alphabet to hang in the classroom, and pupils can also make one in their notebooks. I should be divided into categories according to the sound of the letter name: Fil: b, 6, 4, €, & Prt feil:a,j,k Jef: f, 1m, 5X Auch = q Pkjw, u Liv, ww /dabolju:/ Jail:i,y Odd ones: h /eit{/, 0 /au/, rlas,z/zedl ‘As you teach each letter name, elicit which category the new letter should belong to, and write it on the wall chart. Pupils do the same in their books. You ‘can use the phonetic symbols as headings for the categories. They are simple, and pupils will find them easy to understand. ‘Activity Book (p. 3) 5 Write. * Check answers. 6 Match. Key: lemon key mouse notebook 15The alphabet Vocabulary Focus parrot, queen, ring, sun, tree Pupils' Book (pp. 12-13) Warm-up * Ask pupils to tell you the letters and words that they can remember learning in the previous lesson. Tell them that they are going to focus On letters p to rin this lesson, ® {fs Listen, point and say. ‘Ask pupils to look at the letters and to say them. Then point to the pictures and say the words, one by ‘one. Say the sound of the letter at the beginning of each word and ‘ask pupils to repeat, and to point at the letter. Play Recording 5, and ask pupils to repeat the letter, the sound of the letter and the word, in the pauses. ‘Ask pupils to point to Pete and to Ruby while you say their names. Point to the parrot on Pete's head and say, What's this? Encourage pupils to say parrot. (L1) Ask pupils What Ruby thinks she is, and get them to answer in English, queen, RECORDING 5 Pete P... p... parrot Ruby Q...q... queen Pete Raw fan. fing Ruby S$... s... sun Pete T... ta. tree @ write. * Demonstrate the way to write each letter, by writing the letters very large on the board. As you form each letter, count the strokes (as shown in the Pupils’ Book). Do this demonstration three or four times for each letter. + Ask pupils to write the letters in the ait. Monitor progress. * Ask pupils to write the leters in their books. Go around the class and help. Allow quite alot of time for this and allow pupils to get the feel of their pen forming the letters. 16 ® LFS Listen, point and say. Pp f parrot | Qq y queen Rr 6 ring Ss e sun tree ‘= Check answers by asking pupils to come to the board and to write each letter correctly Teaching Tip The pronunciation of the names and sounds of the letters here shouldn't be a problem, except for lai. To help pupils to say ring, show them the mouth shape to make — with rounded lips. Then tell them that their tongue mustn‘t touch the inside of their mouth. This may be hard for pupils to grasp at first, but accept any effort that is close Play a Bingo game with all the letters learnt so far. Ask pupils to make a grid of five spaces by five in their notebooks. Ask them to choose any letters from the alphabet pages and write them in their grids. Some letters can be repeated, but if you want each letter to be used only once, make the grid four by four. When pupils are ready, call out letters at random and ask them to cross off each letter they hear if itis on their grid. The first to cross off all the letters is the winner. Pupils can also play the game in pairs.© choose and write. f=) = Queen ree fing ueen oun ree Sane wea aha Play the Dictation game in pairs. Ask pupils to pick five words from the alphabet pages so far covered. They should write them down in th notebooks, but not show them to their partner. Pupil A then spells their first word, and Pupil B writes it down. Then Pupil B must look through the Pupils” Book pages to find the word and its picture. Then Pupil B spells their fist word. Continue, taking it in turns. Alternatively, Pupil B can draw a picture of the word after writing it down. Activity Book (p. 4) 7 wri * Check answers. 8 Match. Key: ring sun tree queen ing un arrot arrot tone 13 © match. (Lt) Look at the picture with the cass and talk about what pupils can see. Ask them to name the things they can see in English ‘sk pupils to read the words aloud. Show them how to do the activity by pointing out the example. * Ask pupils to point to a word and trace their fingers to the corresponding picture. They can do this in pairs, discussing and checking with each other to build confidence. Then they can draw lines connecting the wards and the pictures * Check answers @ Choose and write. * Look at the pictures and ask pupils to name the objects, * Ask pupils to match the pictures with the words, and to write the missing letter. Show pupils *hat they can look back at Activity 1 for help. Key: Ring Sun Parrot Tree queen sun parrot tree 17The alphabet Vocabulary Focus umbrella, vase, wallet, box, yoyo, zip Puy * Book (pp. 14-15) Warm-up * Ask pupils to tell you the letters and words that they can remember learning in the previous lesson. Tell them that they are going to focus ‘on letters u to z in this lesson, @ Go Listen, point and say. * Ask pupils to look at the letters and to say them. Then point to the pictures and say the words, one by ne. Say the sound of the ietter at the beginning of each word and ask pupils to repeat, and to point at the letter. + Play Recording 6, and ask pupils to repeat the letter, the sound of the letter and the word, in the pauses. Ask pupils to point to Pete and to Ruby while you say their nares Point to Pete's umbrella and say, What's this? Encourage pupils to say umbrella, Do the same for the yoyo. RECORDING 6 Pete U... u... umbrella Ruby Vv... vase Pete W...w... wallet Ruby X... x... box Pete Yu. y... yoyo Ruby Z.. 2... zip Ow * Demonstrate the way to write each letter, by writing the letters very large on the board. As you form each letter, count the strokes {as shown in the Pupils’ Book). Do this demonstration three or four times for each letter. * Ask pupils to write the letters in the air. Monitor progress. ‘+ Ask pupils to write the letters in their books. Go around the class and help. Allow quite a lot of time for this and allow pupils to get the feel of their pen forming the letters. 18 @D Us ison, point and say. Uu @ VW 3g umbrella Yy @ yoyo vase Ww @ wallet Xx WH box et zip * Check answers by asking pupils to come to the board and to write each letter correctly. Teaching Tip There may be an element of L1 interference here with u and v, and it may be worth pointing out that one way to pronounce the v sound in Greek looks similar to an English u. The sound of usin umbrella is also difficult for Greek leamers and may be produced ‘more like fel. Helo them to make the /s/ sound by hoiding their mouths in a neutral relaxed position SUHCnwaas Play the Hangman game. Demonstrate the game first with the class. Choose a word rom any of the alphabet pages and draw on the board a number of dashes, one for each letter. Pupils shout out letters as guesses for what might be in ‘the word. Write each correct ‘guess in the correct space. For each wrong letter, draw one line of the hangman picture. If the picture is completed, you win. If the word is completed, the pupils win. Pupils can then play the game in pairs.@ Crees onset, Vase allet oyo ip mbrella Wallet i mbrella oyo bo. : ase © Match. *(L1) Look at the picture with the dass and talk about what pupils Can see. Ask them to name the things they can see in English, + Ask pupils to read the words aloud. Show them how to do the activity by pointing out the example. + Ask pupils to point to. a word and trace their fingers to the cortesponding picture, They can do this in pairs, discussing and checking with each other to build confidence. Then they can draw lines connecting the words and the pictures. * Check answers. @ Choose and write. Look at the pictures and ask pupils to name the objects. ‘+ Ask pupils to match the pictures, with the words, and to write the missing letter. Show pupils that they can look back at Activity 1 for help. Key: Wallet Yoyo Zip. Umbrella zip umbrella yoyo box vase EXTENSION ACTIVITIES * Explain the word abbreviation to pupils using L1. Ask them to give you some examples of any abbreviations they know (e.g. football teams — AEK, PAOK), Put some English abbreviations on the board - TV, DVD, CD, CNN, MTV, email, etc. Ask pupils to say them, and then play a dictation game. * With a full set of alphabet cards, you can play any of the ‘games described in these pages. (Pelmanism, Snap, Bingo, Dictation). You can also play ‘Mistakes. Write words from the alphabet pages on the board, with one letter incorrect. Pupils can work in pairs to discuss and correct the mistakes. After a few minutes, elicit answers from the class, and correct the words ‘on the board. * Write the alphabet on the board. Encourage pupils to read out the letters of the alphabet. Then rub out one or two letters and ask pupils to tell you which ones are missing. Activity Book (pp. 4-5) 9 Write. © Check answers. 10 Match. Key: box vase zip wallet yoyo 19Numbers Vocabulary Focus ‘one, two, three, four, five, six, seven, eight, nine, ten Pupils! Book (p. 16) Warm-up «Pupils may know how to count to ten in English, but if you can't elicit the numbers, hold up your fingers and say the words clearly, e.g. hold up one finger and say one, two fingers and say two, and 50 on. Then hold up your fingers and ask pupils to count @ LWF¢ Listen, point and say. + Play Recording 7 all the way through and ask pupils to listen They can hold up the number of fingers for the number they hear, or point at the number in the book Play the recording again, and ask pupils to repeat after the pause. + Pupils point to the numbers at random, and test each other. * Draw pupils’ attention to the picture of Pete and Ruby at the top of the page. (L1) Use the picture to teach cake. Ask pupils to ‘count how many cakes there are ‘on the table (nine). Ask them to point to cake number ten (Ruby's hiding i) @ Count and match. ‘Ask each pupil to say the numbers on the white butions, round the Class. Build up speed to make it fun * Ask them to count aloud each of the coloured groups of buttons, then draw a line to the corresponding white button © Check answers, 20 = one two three 3 four 4 five 5 © count and match, @ 26 Listen, point and sey. Teaching Tip Numbers and colours should be Iso rhi Isit eis + kes an elephont. © Write, then read and circle 1 See Bit ue? ah a thin? 31, us 0 hippo? +2 an lephon? 5) an iguana? Is itn elephant? rhino? Yes, it No, it isn't = Yes, itis. (No, it isn't) Yes, itis. | No, it isn't. No, - No, Yes, itis. | No, it isn't. isn't 6 Oo o lion? Yes, it is. | No, it isn't O write. 1% 2 on oppier 4 fo) o on? ‘ce itis wee 2% Bt 1 dog? an octopus? % Shewi? ? 3 ® an egg? m 0 bog? 28 ey sine Key: 3 Isit Yes, itis. Sone 4 n't. It's a dog. ae 5 itis. ‘+ Pupils can do a variation on 6 Isit No, itisn’t. it’s an ‘Activity 10. Each pupil draws an Teaching Tip Pupils can occasionally come up to the board and write their questions, answers and ideas. In Activity 10, ask a few pupils to write their questions on the board. Get other pupils to come up and waite the answers. This can be a fun way to check answers for many exercises, which adds variety, and physical movement. object and hides their picture from their partner. Their partner has to ask, Is it a... ?, until they guess correctly. « [rut cet your pupils to bring to class animal pictures from magazines or newspapers. Pupils work in groups to make posters. They must choose four or five animals, cut them out, and stick them onto a large piece of card. Get them to write on the posters (e.g. It’s. an elephant. It's big and grey.). Display the posters on the wall.FT coon ond writ. Af aera @ isn't Mary: Look at number six... J. slohn:. Yes, it Mary: Look ot number one. fs it John: No, isnt W's @ Look at number five. I it No, i os Mary ® fA tisen and sing. Ws yellow ama vou, Ws a geabie! inv purple, IKisn't green. hat is 7 Whatis #7 whakis it? ANIMALS John girote? hippo? elephant. © [imi] choose ana write, + incourge pup ofok a the Ghlrens project poster and to identify the animals. Explain that tre words n the wordbonk should bewiten nto the dalogue, one ora for eae space. Do the activity orally first with class. + pis act out the dalogue in pars check pronunciation '* Pupils write their answers. * As a follow-up, pupils can do the projet suggested nthe Extension fey, Key: is, a, it, zebra, a, isn’t, an @ (é¢ listen and sing. + Tell pupils that they are going to listen to a song about animals. Play Recording 21. Pupils follow the words in their books. Ask pupils to point to the picture of the animal in the song. Play the recording again, and get the pupils to repeat line by line + Play the recording again and all sing together. ‘The ‘Now you sing’ on the recording is a karaoke version of the song for pupils to sing along to, or they can make up their own words to the same music RECORDING 21 Woman It isn't purple. It isn’t green. It’s yellow and brown. Children What is it? What is it? What is it? Woman It’s a giraffe! Woman — Itisn’t pink. It isn’t red It’s black and white Children What is it? What is it? What is it? Woman It'sa zebra! Woman Itisn’t orange. It isn’t blue. It’s grey, all grey. Children What is it? What is it? What is it? Woman It’sa rhino! ‘Activity Book (pp. 12-1 3) 10 Answer Yes, it is or No, it isn’t. Yes itis. 3 No, itisn’t. Yes, itis. 5 No it isn’t Key 11 Put the words in the right order. Key: 2 It’s a small elephant. 3'It's a red apple. 4s ita zebra? 5 It's a big fish. 12 What's this? Key Tacat. 2 tsa fish. 3it'sanegg. 41's an umbrella. Sitsakey. 6 t's a notebook. End of unit activities ‘Ask pupils to turn to the Picture Dictionary on page 109 of the Pupils’ Book and to fil in the word for each picture for Unit 1. Check answers, + Pupils can now complete Quiz 1 (on page 116 of this Teacher's Guide. See also the Answer Key on page 115. * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 13. Tell them that they must decide if their work in this unit was ‘OK’, ‘good’ or ‘fantastic’, and that they should colour in the appropriate smiley face. It's important to let pupils ‘make this decision for themselves. 33Lesson 2a Key Structures The + NOUN This is a / an That is.a fan .. Is that .. ? 15 this... ? Revision What's this? Isita/an...? No, itn't. Open Vocabulary Focus ‘ball, boat, car, doll, kite, present, spaceship, toy, train Story: Lilo and Stitch Its Christmas time. Lilo and Stitch are opening their presents with Lilo’ sister Nani, Jumba is dressed Up as Father Christmas. He asks Lilo to open his present first. Lilo tries to find his present, asking him what it looks like. Eventually she finds the big square present and opens it up. Lilo is delighted to find a giant toy car which she can ride in. Just then Stitch rides in on his Christmas present which is identical to Lilo’s except that he's using it as a spaceship! Lilo is surprised because she doesn’t know that Stitch isn't a pet but that he comes from space Pupils! Book (pp. 30-31) Warm-up + (L1) With books closed, talk about Christmas. Teach the words present and toy, and revise open. Ask pupiis about their favourite presents. * Ask pupils to open their books and to look at the story pictures. Talk about the story and the characters, (C1) Explain spaceship @ Es Look and listen. Then read. * Exploit the story with Recording 22 5 outlined on page 6 of this 34 resent thot toy spaceship @ Fs Look and tisten, Then read Te that your 74 y 1 Is the present smell? Yes/No 2 Is iva spaceship? Yes | No Teacher's Guide (Using the Teaching Tip ‘materials: Working with the Disney presentation stories). « Play the recording and get pups follow the pictures as they listen, ‘Ask pupils to look at the word box at the top of the page. Pupils read teach word and point to the pictures where they see the words. «Play the recording again, and get. pupils to repeat. They can then act Out the dialogue in pairs. * Pupils read the sentences in the comprehension exercise, and circle the correct answer It’s a good idea for pupils to have vocabulary notebooks. For each page, use a heading — e.g. ‘Animals’, or for this unit, ‘Toys’. As pupils learn new words, get them to write them in their notebook on the correct page They can draw pictures next to the words, andlor write the word in LT and English @ 5 Draw. then listen, point and repeat. * Write the numbers 10-15 on the board. Chant the numbers slowly with the class. Get pupils to clap on the stressed syllables: thirteen, fourteen, fifteen. (if you chant the Key: 1No 2 Yes© Mare. ten eleven car ball boat © weice the numbers 10 fen, " 3 4 numbers too quickly, the stress moves onto the frst syllable.) * Look at the pictures on the hopscotch grid. Ask, Number 70. What's this? Elicit and teach pronunciation. Do the same for 12 and 14. Ask, Number 17. What's this? Tell pupils to draw over the grey dots, Teach boat, Do the same for 13 and 15. * Play Recording 23. Pupils repeat the numbers after the pauses. * Play the second part of the recording. Pupils point to the pictures as they listen, and repeat f Say the numbers in mixed-up order, and get pupils to answer, for example, The boat is nurnber 11 Pairs: Pupil A says a number, Pupil B gives the answer thirteen fourteen fifteen train kite doll 2 5 RECORDING 23 Man Look at the numbers. ten, eleven, twelve, thirteen, fourteen, fifteen. Woman Number 10. Boy The ball is number 10, Woman Number 11 Girl The boat is number 11. Woman Number 12. Boy The kite is number 12. Woman Number 13, Girl The car is number 13. Woman Number 14, Boy The doll is number 14. Woman Number 15, Girl The train is number 15. Q Match. ‘Ask pupils to look at the picture, and revise the words for the objects. Pupils draw lines to each number, then to each object. To check the answers, ask, What number isthe car? Elicit the answer, The car is number fifteen. Make sure that pupils say the article the. Focus their attention on the model sentences in the red box if they need help. @ Write the numbers. ‘Ask pupils to spell the numbers orally first, then write + To check the answers, ask pupils to come to the board and write, spelling the words aloud as they write Key: I1eleven 12 twelve 13 thirteen 14 fourteen 15 fifteen Play a Bingo game: write numbers 1=15 on separate small pieces of paper and put them in a bag or box. Get pupils to draw a grid 3 squares by 3. They must each write a different number in each square. (Choose from numbers 1-15.) (L1) Explain the game. Take a number from your bag and call it out. Pupils put a cross over ‘the number if they have it on their paper. Continue until a pupil has crossed all the numbers - and shouts Bingo! Activity Book (pp. 14-15) 1 Colour the toys. * Check answers. 2 Circle the correct word. Key: 1 big / small 2 big / small 3 Find and write. Key: 2 The ball is number 14. 3 The car is number 13. 4 The kite is number 11. 5 The boat is number 12. 4 Colour the balloons. © Check answers 35Lesson 2b Key Structures 1S the + NOUN + COLOUR ? Revision Itsa Yes, it is No, it isn’t Vocabulary Focus ball, boat, car, dol, kite, teddy bear, train, yoyo Revision ‘one to fifteen blue, brown, green, pink, purple, red, white Pupils’ Book (pp. 32-33) Warm-up * Bring in some children’s toys (the objects in this unit), each one in a separate bag. Take one bag (do ‘not open it or take out the toy yetl) and feel the shape of the toy. Say, What's this? and give it to Pupils to feel. Pupils should guess the toy inside. ) ii Listen, find and say. Look at the picture. Revise vocabulary of objects, colours and numbers by asking pupils questions about the picture, e.g What's this? What colour is it? I it acd Explain that they will hear a word (on the recording, and they have to find the number. Do the first one as an example Play Recording 24, and pause while pupils ook for the number. Check answer, then play recording answer RECORDING 24 ‘Woman a ball Boy It's number 2. Woman a doll Girl it’s number 4, Woman a boat Boy It’s number 1 Woman a teddy bear Girl It's number 8. Woman a car Boy, It's number 3, Woman a yoyo Girl it's number 7, 36 Fe Listen, find and soy, Zs Listen, number and say. Oi tes dort J Ws o teddy bear 1D tes 0 yoy. D bese train Ie a bal es a boat, les a cor Wes a kite Woman a kite Boy Boy It’s number 5. Man Woman a train Boy Girl It’snumber 6. Girl Man > Fs Listen, numberand = Gin say. Boy + Explain the activity. When pupils ‘ian hear the answer, they must find t poy in the lst and number it. Play Recording 25 and do the first one Gil as an example. Man Girl RECORDING 25 Boy Man Number 1 Man Boy What's this? Boy Girl It’s a boat. Girl Man Number 5. Man Girl What's this? Girl Boy Ws a kite. Number 4 What's this? It’s a doll. Number 2. What's this? It’s a ball Number 6 What's this? It’s a train Number 7. What's this? W's a yoyo. Number 3. What's this? It’s a car. Number 8. What's this? It’s a teddy bear.ink red purple 1 Number tenis 2 Number twelve is 3 Number is green Ask and answer. kitelred carlpink teddy beorlwhite dolligreen Teaching Tip It's important to encourage co- operative work in class, so that weaker pupils can build their confidence, and all pupils feel that the lesson is supportive father than testing, Allow pupils to find answers to exercises together, and to discuss the answers 5 Number thirteen is 6 Number fifteen ie D Choose and write Look at the numbers in the picture and ask pupils to tell you what they are. There is one number missing (9). Ask pups to tell you the missing number, ‘Ask pupils to do the activity orally first, then write in the answers, Using the wordbank CCheck the answers and ask pupils to spell their answers to you D Ask and answer. ‘Ask pupils to look at the prompts at the bottom first. Say, teddy bear (pause) white (pause). isthe teddy bear white? Pupils repeat then answer, Yes, its. or No, it n't. Then give each prompt and get the pupils to make the questions and answers. Do choral and individual repetition until pupils are confident. + Pupils do the activity in closed pairs, looking at the picture on pages 32-33. Encourage them to make up more questions of their own about the picture, Key: Is the car pink? No, it isn't. 1s the doll green? Yes, its. Is the yoyo red? No, it isn't. Is the boat blue? Yes, Play the Memory game. Tell pupils to look at the picture on pages 32-33 for a minute. Then, with books closed, they must answer the questions in Activity 8. Pupils can make up their own ‘questions to ask each other in pairs. Activity Book (pp. 16-17) 5 Match. © Check answers, 6 Find the words and write. Key: doll2 kite@ cart train2 boatS yoyo3 teddy bear 1 7 Find the numbers and write. Key: Across: thirteen, fourteen Down: twelve, 8 Read and draw. = Check answers. 37Lesson 2c Key Structures This / That is a... Vocabulary Focus ‘ball, boat, car, doll, kite, teddy bear, Pupils! Book (pp. 34-35) Warm-up * Look at the pictures of Pete and Ruby. (L1) Ask pupils to tell you What is different, and what is the same in the two pictures. Elicit the idea that one car is near and the other one far away. Point to something very near to you, and say, this. Point to something far away and say, that. (L1 translation could be used at this point) @ Circle the right word. # Do the exercise orally first; pupils read out the correct sentence with either this or that. Make sure that pupils understand the hand symbols. * Pupils complete the activity by circing the correct word, this or that. Key: 3 That 4 This 5 This 6 That Read and write This or That. ‘* Ask pupils to look at the pictures of Pete and Ruby and the objects, Point to the yellow boat and indicate that its near to Pete. Say, This is a yellow boat. Repeat for the brown boat, saying, That is a brown boat. Pupils then complete the sentences. * Check answers, That 4 This 6 That Key: 5 This 38 © Circle the right word. " ® @ This /Thadds a yoyo, 3 This / That iso kite © fed and write Tht oF The Teaching Tip Another way to encourage co- operative work is to get pupils to -swvap books to check answers. They can discuss answers if they have differences. This develops the key skill of evaluating the correctness of language. @ Read and match. ‘Ask pupils to identify and name the objects in the pictures. Elicit the idea that the gir! is pointing to and holding the pictures that are near to the children, and that the boy is pointing to pictures that are further away from them. Do the ‘example with pupils, making sure This | That is 6 dol. me This | That is a bel 1 ~ x This | That is a cor. 1 This... is 0 yellow boot. 2st ee kwn ten. Be pein pears asceseenue 2a sane a o, ¢ a aer that they understand that itis the Girl who is saying, This isa teddy ear Get all of the gis in the class to say which of the sentences the gil will say, and all of the boys to do the same for the boy's sentences. * Pupils then draw lines to match the correct picture and speech bubble «+ [mutt] Ask pupils to draw and to colour their own pictures of toys. They can make a class poster of their favourite toys. Alternatively, you could ask them ta bring some toys from home, and to tell the class about them.© (nea and meth TOYS —_ @ Play a game. * Copy enough sets of the toy Flashcards for each pair in the clas, or get pupils to draw their ‘vn pictures. Put the cards face own on the desk. Pupil B takes one, which is kept hidden. Pupil A turns the remaining cards over and $95, This isa... , Thisis a... , fc, and... (Pupil A must now point and say what Pupil BS hidden card is)... That's a... # Pupils must point while they are szying This and That to reinforce the meaning. Swap roles and play again. EXTENSION ACTIVITY For this game pupils will need a square piece of white paper. 4) Fold the paper diagonally both ways to crease it, 2) Open it out then fold each corner to the centre. 3) Tum the (now smaller) square over and fold ‘each corner to the centre again. 4) Fold this small square in haf. 5) You should now see four flaps which you can put your thumbs and first fingers under, and move the paper back and forth. 6) Now colour each of the four flaps a different colour. 7) Open up the paper and write ‘a number from 8 to 15 on each of the triangular shapes inside. 8) Open the paper once more and draw a toy on each of the triangular shapes in the inside. How to play. Work with a friend. Pupil A holds the paper ‘toy’ and Pupil B chooses a colour. Pupil A spells the colour, moving the paper back and forth with each letter, holding the paper open on the last letter. Pupil B chooses a number, and Pupil A does the same thing again, this time counting up to the number. Pupil B chooses one more number, Pupil A lifts the flap to show Pupil B what present they've got, saying, ta... J Activity Book (pp. 18-19) 9 Circle the correct word. Key: 2That 3 This 4 That SThis 6 That 10 Write This or That. Key: 2That 3 This 4 That SThat 6 This 11 Write the words. Then colour. Key: 2 That is a yellow train. 3 This is a red and green kite. 4 That is a brown yoyo. 5 This is a black car. 6 This is a blue boat. 12 Read and colour the picture. * Check answers. End of unit activities ‘+ Ask pupils to turn to the Picture Dictionary on page 109 of the Pupils’ Book and to fill in the word ‘or each picture for Unit 2. Check answers. + Pupils can now complete Quiz 2 ‘on page 117 of this Teacher's Guide. See also the Answer Key on page 115. * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 19. Tell them that they must decide if their work in this unit was ‘OK’, ‘good’ or fantastic’, and that they should colour in the appropriate smiley face, Its important to let pupils make this decision for themsehes. 39Lesson 3a Key Structures Jam / You are / HefShefit is We are / You are / They are I'm | You're / He's/She'sfit’s We're | You're / They're He/She is + NOUN He isn't... he... 7 NOUN + s+ NOUN. Vocabulary Focus ballerina, boy cowboy, fairy, fireman, gin, man, pirate, princess, woman bad, clothes, look, my Story: Peter Pan Wendy and John are at Peter’ home in Never Land. They are nervously looking at a mysterious figure who is coming towards them through the mist, As the figure gets closer they can see that he is wearing a big black hat and a long red coat. Convinced that itis Captain Hook, they get ready to run away. Then Peter takes off his disguise and shows them that it has been him all along in Hook's clothes. Wendy is cross with Peter for tricking them. Captain Hook is even crosser when he discovers that his clothes are missing! Pupils’ Book (pp. 36-37) Warm-up '* Pronouns chant. Say I'm NAME, he's NAME and she’s NAME,, picking out pupils in the class. The last pupil you name must carry on the chant, saying his/her own name and hoosing one girl and one boy. ‘arty on around the class, Make sure that pupils understand that he is used for boys and that she is Used for girls, @ 5 Look and listen. Then read. ‘+ Exploit the story with Recording 26 2 outlined on page 6 of this Teacher’s Guide (Using the materials: Working with the Disney presentation stories). * (L1) Ask pupils what they know about the Peter Pan story. Elicit names, and boy for Peter, girl for 40 @ EF6 Look and tisten. Then read. 1 Peter Pan a pirate 2 Captain Hook is « boy look oy pirate bed clothes Yes/No Yes | No Wendy and pirate for Captain Hook. Talk about the pictures in English, Focus on Captain Hook in Ficture 6, and ask, Is Captain Hook a boy? ‘Ask pupils to look at the word box at the top of the page. Play the recording, Pupils read each word and point to the pictures where they see the words Play the recording, Pupils listen and point to the pictures as they listen Play the recording again, and ask pupils to raise their hands when they hear the word he. Play the recording again and ask pupils to repeat. Pupils can then act out the dialogue in pairs. * Ask pupils to read the sentences, and to circle the correct answer. Key: 1No 2No Teaching Tip Reading aloud. This is a very difficult activity for pupils to do well, and should be supported by you. When reading aloud in Class, use it as an opportunity to work on pronunciation. This will help pupils to be able to do it more naturaly. However don't ask pupils to read an unknown text aloud. Make sure that they are all thoroughly familiar with a text first.@ Go Listen, read ond soy. © Cicte the right word 1 The cowboy is 6 man Ke 2 The pirate is a man | wor 3 The ballerina is a woman / gil wy Hes © man, She's @ woman, 4 The princess is @ woman J git 5 The fairy is a man / woman. 6 The fireman is a man { boy. | Ores one aren | BS & = ry ~~ QW Listen, read and say, RECORDING 27 # Focus attention on the pictures, and ask, he or she? for each picture, to establish the gender. * Phy Recording 27 and ask pupils to point to each person. Then play the recording again and ask pupils to repeat Closed pairs: Pupil A says, Number 4 and Pupil B responds, She's a ballerina. Check the correct use of the personal pronoun 1 He's a cowboy. 2 He's a pirate. 3 He'sa fireman. 4 She's a ballerina. 5 She's a fairy. 6 She's a princess. cle the right word. + Teach the words man, boy, woman and gir by looking at the words at the bottom of the picture in ‘Activity 2, and encourage pupils to say the words. Do the exercise orally fist, asking pupils to look at the grammar box and to repeat the sentences after you. Then ask them to look at the picture in Activity 2. You say, The cowboy is a man, Pupils answer Yes. or No. Continue until pupiis feel confident, Pupils then circle the correct answers. Check the activity by reading the sentences aloud with the pupil. Key: 2man — 3girl 4 gir 5 woman 6 boy @ Read and match. * (L1) Talk about the parts of the costumes in the picture. Ask, Who wears this? Elicit answers in English, + Pupils read the words aloud. Check pronunciation + Pupils draw lines to each picture from each word. Check the answers EXTENSION ACT! ina Pupils can mime the characters in the picture on page 37. The rest of the class must guess who they are: He's/She's a pirate! 1 Colour the boys. + Check answers 2 Match. © Check answers. 3 Match. * Check answers. 4 Choose and complete. Key: 2 fireman 3 cowboy princess 5 pirate 6 ballerina 41Lesson 3b Key Structures He's... / She's ... + ADIECTIVE He's ... She's ... + ADIECTIVE + NOUN Yes, he / she is. No, he (she isn’t. Vocabulary Focus fat, old, pretty, thin, ugly young Be fairy, girl, man, pirate four Pupils! Book (pp. 38-39) Warm-up * Bring in six pictures, three to show gly, fat and old, and three to show pretty, thin and young. Show ugly, fat and old to the class and teach the words. Check pronunciation, Then go back to the ugly picture and show pupils its opposite, pretty. Teach the remaining adjectives as before Show the class one picture at @ time. They say the opposite. Teaching Tip The use of L1 at this level is important for pupils to feel confident that they understand the contexts in which the language is presented. It’s also important to make English the language of the classroom, with gestures and mime to make the ‘meanings clear, and to use LI as a back-up, eg. give instructions in English, and only if pupils look puzzled, repeat them in LI BD lGFs Listen, find and say. * Look at the picture and ask pupils to name all of the characters that they know. (L1) Ask, How many pirates are there? How many boys are there? How many girls are there? etc. There are a lot of things in the picture to ask about, but pupils don’t yet have the vocabulary to answer in English, so Use L1 for question and answers about the shells, starfish, clothes, etc. Then ask, What colour is it? and elicit answers in English 42 (Fs Listen, find and say. ) Circle the right word. 1 She's(pretty)! ugly 2 He's old T young, ty | ugly * Ask questions about the characters using the adjectives taught in the vwatm-up, + Play Recording 28. Pupils point to the number when they hear it. ‘Play the recording again, and get pupils to repeat. RECORDING 28 Adult. Number 1 Boy a pretty girl Adult Number 3 Boy — anugly man Adult Number 2 Girl ayoung boy Adult Number 5. Boy anold man 4 He's fot thin 5 He's old J young, 6 He's fat | thin Adult Number 4. Girl a fat man ‘Adult Number 6. Girl a thinman D Circle the right word. * Do the exercise orally first in pairs. Make sure that pupils understand that the numbers in the activity match the numbers in the picture. Each pupil chooses one of the adjectives in the sentence and says it to Pupil B. Pupil B answers, Yes oF No, e.g. Number 4. He's fat Yes! Number 1. She's ugly. No! ete + Pupils circle the correct answer. Key: 2young 3ugly 4 fat Sold 6 thinGirl Look at number 4 Boy He's a fat pirate Girl Yes, he is. ) Read and say with a friend, * Drill the sentences with the class. For example, you say, A fat pirate and the class respond, He's a fat pirate. He's number four. Check that the personal pronouns are correct. ‘Pupils work in pairs, choosing sentences at random. Swap roles Key: She's a pretty fairy. She's number 7. He's a thin pirate. He's number 6. He's an old man. He's number 5. He's a young boy. He's number 2. She's a pretty girl. She's number 1 EUG The six pictures from the warm-up can be used to play y card games. Copy multiple sets - : for groups or pairs to use. Pelmanism, a matching game (see Lesson 1a, Extension @ [Fs Listen and say Yes, helshe is or No, heshe in" Activity) can be used here to Read and say with a friend. alehlp Opposiies ste can ) aa be played in pairs, but the 1 prety fairy ‘a young boy pictures show opposites. a thin pote 2 preity gi Activity Book (pp. 22-23) 5 Match. * Check answers, P 4 @ Wo Listen and say RECORDING 29 6 Find and write. Yes, he/she is or Boy Look at number 1 Key: 2old 3fat 4 pretty No, he/she isn't. Girl She's an ugly girl. Sahin’ 6 uly. # Check that pupils cen manage the Boy _No, she isn’t 7 Write. shart answers by asking questions Girl Look at number 5. aaa ean . vald bout the picture. e.g. is Wendy Boy He's an old pirate. 2 hocks: 8 young "42 Ugly? etc. Repeat and check Girl Yes, he is. aly y mencation. Boy Look at number 6. 8 Draw. ipHfay Recording 29 and pause after Girl He’s a young boy. © Check answers. the number. Pupils point to the Boy No, he isn't. correct number Release the pause ‘and continue. Pause the recording ‘again and elicit a short answer Girl Look at number 2. Boy He's an old man. fom the class. Release the pause --Girl_—_No, he isn’t. {and listen to the answer on the Boy Look at number 7. fecording. Ask, Right or wrong? Girl She's a pretty fairy. Continue with the other numbers. Boy Yes, she is 43Lesson 3c Key Structures Yam / You are / HefShedtt is. We are / You are | They are Vim 1 You're / He's/She sits We're / You're / They're... HelShe is + NOUN NOUN + is + NOUN. Vocabulary Focus happy, old, pretty sad, thin, ugly young ballerina, cowboy, fairy fireman, irate, princess Pupils? Book (pp. 40-41) Warm-up * Use the board to show the grammar items. Write the following sentences on the board with the verb form in a different colour: Point to yourself and say, 'm a teacher Point to one pupil and say / elicit You're a pupil Point to the class and say /elct, You're pupik. Point to yourself and the pupils and say, We're in the classroom Say, Look at Ruby. She's a rubber Say, Look at Pete. He's a pencil Say, Look at Ruby and Pete. They're stars! Draw a circle around the verb and a line back to the pronoun in each sentence Look at the grammar box and focus on the contracted forms. (U1) Explain briefly that we use contractions when we speak, and both are used when writing. Teaching Tip Don’t try to explain the grammar ina ‘theoretical’ way. Using colours, circles and lines can help the pupils to see patterns. You could consistently use certain colours for certain grammatical points, e.g. red for verb patterns, green for noun plurals, etc. Use lines and circles to show relationships in sentences 44 ere lam I'm You ore -+ You're HelShellt is > He's/She'st's © circle ene right word. 1 She are o fry 2 Yous | area cowboy 3 He tel ore young 4-11 we oma princess © choose and write @ By This ic Pete! He's o pencil This is Ruby! She's rubber. They're stars! We ore You are + You're ‘They are + They're = We're U1 we ore old They | she ore ballerinas. is are ugly They is [ore pirates. Sha They oe 1 hin He fat Tvore cowboys | 2 precy oly pacers 3 areal sed fomnen, | @ Circle the right word. Tell pupils to look at the grammar box to help them circle the correct words Key: 2 are 6 They 41 5We Bare @® Choose and write. + Pupils can co-operate to fill in the gaps, using the wordbank. Do the exercise orally first if pupils need more support, 2 She is, She is, They are 3 He is, He is, They are Sanwa Play Walk and find. Make some. wordcards with ballerina, cowboy, fairy, fireman, pirate and princess on them. Make enough sets so that everyone has a card. Pupils walk around and whisper their word to their classmates without showing their card. When they find a matching pair they stand together and show their cards.RET end and wre ne] 1 Kote and Peggy ae fairies, Pegay is the young fairy ® Pray o game. ‘a bollerina o cowboy 0 princess Find and write. * Ask pupils to look at the photos, and pick out the names from the fer. To encourage scanning, make it tace by saying, How quickly @nyou find the names? Elicit thatthe children are dressed up 4, 1 revise the vocabulary * Demonstrate what pupils should 0 with the first photo, ie read, then draw an arrow and write the name of each person in the photos. Point out that in Pictures 2 and 3, oly the fireman and the princess have names, + [rat] iF pupils have photos of themselves in fancy dress (ata cammival, for example) they can ‘bring them to class. Stick them up FANCY DRESS we 2 This is Som, Hes @ fireman, Aled 3 This is Gwen. She's a pretty princess 4 Adom and Bill are cowboys BIllis the ugly cowboy, ‘fireman 0 fairy a pirate around the walls. Pupils can look at the photos and try to identify who they are, e.g. This is Costas He's a cowboy. Give pupils any new words they might need. @ Play a game. ‘Work in pairs. Pupils will need a piece of paper. Tel them to choose word from the ist and to draw an article of clothing that their character might wear. Don’t make it 100 easy! Show the paper to their partner, who must guess which word on the ists shown Score a point for each correct guess. Swap roles Act ity Book (pp. 24-25) 9 Write, Key: 2 She's a ballerina, 3 We're young. 4 They're cowboys. 5 You're happy. 6 'm pretty. Tits a car. He's a fireman, 10 Look and write. Key: 2 She's a fairy. 3 They're firemen, 4 We're ballerinas. 5 1'm a princess. 6 It's a cowboy. 11 Write. Key: 2 She is young. 3 He is thin. 4 They are princesses. 5 He is sad. 6 They are happy. 12 Look and write. Key: 2 She's thin. 3 He's young. 4 He's old. 5 They're pretty. 6 They're ugly. End of unit activities ‘Ask pupils to turn to the Picture Dictionary on pages 109-110 of the Pupils’ Book and to fill in the word for each picture for Unit 3 Check answers. Pupils can now complete Quiz 3 on page 118 of this Teacher's Guide. See also the Answer Key on page 115. ** After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 25. Tell them that they must decide if their work in this unit was ‘OK’, ‘good or ‘fantastic’, and that they should colour in the appropriate smiley face. It's important to let pupils make this decision for themselves, 45Key Structures bit... ? Yes, it is. 7 No, it isn't. This is... He's / She's . They'te Vocabulary Focus elephant, giraffe, hippo, iguana, lion, zebra ball, boat, car dol, kite, teddy bear yoyo ten to fifteen boy, girl, man, woman ballerina, cowboy, fireman, pirate, princess ld, pretty, uaiy; young Pupils’ Book (pp. 42-43) Teaching Tip For revision units, get pupils to work together in pairs to discuss and write in the answers. All the activities can be done orally first to build confidence for writing, and to practise pronunciation. @ book and write. * Pupils look at the pictures and ask and answer the questions. Key Is it a giraffe? Yes, itis. 3 Is it an elephant? Yes, itis. 4s it an iguana? No, It’s a hippo. @ Match and write. + Make sure that pupils understand This and That. Then ask them to match the pictures with the words car, yoyo, ball, etc. and to write sentences using This or That Key 2 This is a yellow yoyo. 3 That is a pink ball a red and white boat. is a brown teddy bear. 6 That is a red and purple kite. 4 That 46 @ took and wre 1 Kite. Nit isn't Hs aon. zebra? 42 foyer 4 iguona? @ Choose and write. #Its important to do this orally first, 50 that pupils fully understand what to write when there are two numbers. Key: 2 She's a ballerina. 3 She's a princess. 2.& 3 They're pretty. 4 He's a pirate. 5 He's a fireman. 5&2 They're young. 4&1 They're ugly. @ count and write. * Pupils count the shapes and write the numbers Key: fourteen eleven twelve Sawai Hum a song from one of the previous units and let pupils ‘guess it and then join in, singing. thirteenees fireman pretty young cowboy ugly bollerina pirate princess 1 He's combou 2 htc 3 = 2ond 3 4 = 5. = Sond 2 fond 1 . Rpiconen ee AAAAAAAAAAA eoeeeseoooes ee ity Book (pp. 26-27) 4 Look and write. Key: 2 fireman 3 yoyo 1 Choose and write, Then ‘guile As vale colour. 6 pretty 7 fifteen Key: 2 Its an iguana. 8 cowboy Bits a zebra. Allts a giraffe. 2Look and write. Key: 2s it a doll? Bisita car? 4isita boat? Sisita kite? Read and draw. Key: inleft-hand box: a lion, a train, a giraffe (near to hand) intight-hand box: a ball, a boat, doll far away from hand) Progress Test 1 * Progress Test 1 (pages 128-129 of this Teacher's Guide) can be set now. Go through the example answers with the pupils, so that they are clear about what they have to do, Give them a reasonable time limit. Answer Key 1 Find and write. ‘cowboy 2elephant 3 boat lion Spirate 6 princess 7 kite Bgiraffe 9 girl 10 doll 2Are,‘mnot 31s, 5 Are, aren't 3 Write the numbers. eleven twelve fifteen sixteen 4 Write. Yteddy bear 2is, ball 3 This, a 4 That, kite 5 Choose and write. Ja,pretty 2an,old 3a, thin 4a, young San, ugly 6 Write the questions. 1 Are they young? 2 Ishe a fireman? 3s ita teddy bear? 4 Are we ballerinas? 5 ls she pretty? 6 sit yellow? 7 Are you a cowboy? 8 Is he thin? 47Lesson 4a Key Structures These are Noun plurals: boxes, jellies, toys Revision This | That is a /an What's this? Vocabulary Focus ear, eye, face, mouth, nose Revision ball, box, car, jelly, toy my ‘Story: Toy Story Mr Potato Head, Woody (the cowboy) and Bo Peep (the shepherdess) are in Andy's Room. Mr Potato Head is sad because he has lost his ear and his nose. Woody finds his ear and picks it up. Then Bo finds his nose and ‘ives it to him. Mr Potato Head feels very happy because he has all of the parts of his face again. Suddenly he fee's a big sneeze coming. He sneezes and all of the parts of his face come off again. He is sad because he has to pick Up all of the parts of his face again. Pupils! Book (pp. 44-45) Warm-up * Point to the features on your face ‘and teach pupils the vocabulary. ‘Write the words on the board in ‘two columns, one for singular, one for plural. Make sure you write the atticle a or an in the singular column. Show the plurals in a different colour, and check that pupils understand the concept. Show pupils the grammar box on page 45. Leave this on the board to add this and these later. * Say a word, e.g, nose. Pupils point at their noses. Continue, getting faster and faster. Pupils can play the game in pairs. * Irregular plurals. Show pupils that some words are ‘different’, Demonstrate the spelling changes needed for words ending in CONSONANT + y on the board in colour. Show es plurals by demonstrating with princess (princesses) and box (boxes). Don't 48 10 much of this, as these words are not overtly practised in this unit, @ Go Look and listen. Then read. + Exploit the story with Recording 30 as outlined on page 6 of this Teacher's Guide (Using the ‘materials: Working with the Disney presentation stories). + Ask pupils if they have seen the film. Look at the pictures and talk about the characters. Ask pupils to tell you all the words they know. {L1) Ask questions, eliciting the story from pupil. + Ask pupi to look at the word box at the top of the page. Play the recording. Ask pupils to point at each picture as they listen * Play the recording again. Pupils listen and point to the words. ‘When they hear a part of the face, they point to it + Pupils repeat the dialogue after the recording. Check pronunciation of this and these. Add this to the singular column on the board, and these to the plural column, * Comprehension exercise, Explain to pupils that they need to find the ‘words in the story. Pupils read and write the correct answer on the dotted lines. Key: Picture 2: What's thi icture 4: These are my ears.one b cone eye five bells two eyes @ Bo tiscen, point and say. 6 7 3 mouth ° Wie towne ‘o This foe This is an ear Thete are eye Q Poine and say. my ears ‘my mouth my nose This is an eye. This is 2 mouth “GB Tron cen toy thee oye jelly four jellies box ten boxes 4 eyes nr 5 ears acd =? fern 65 Q Fs Listen, point and say. # Pay Recording 31, and ask pupils to point to each number, then each word. Pupils repeat the words wwhen the recording pauses. Check pronunciation. Q write the number. Say the numbers in random order and ak pps to Say the wor, * pin te activity, and do the fist items an example ith the Cas, Ths san eye Number 4. Then ask pups 0 wrt thei answers Key: This is a nose. 6 This is a mouth. 2 This is a face. 1 This is an ear. 3 These are eyes. 7 These are ears. 5 Teaching Tip There is a lot of recycling of language in all the units, but pupils will still make mistakes, or forget something. Try to be as encouraging as possible rather than focussing on mistakes too much, Always praise pupils for ‘making an effort even if they make a mistake. @ Point and say. + Ask pupils to read the words in the list, then to make sentences using the words while pointing to the features on their faces, Then ask them to do the seme, pointing to the boy in the photo or to pups in the class, Seas ‘= Bring magazine photos of faces to class. Pupils can cut them out and stick them into their notebooks. They can label the faces: encourage pupils to use adjectives that they have leamt with the new vocabulary. They can draw an arrow and write blue eyes, big ears, a small nose, etc. * Play a version of Hangman. Draw an outline only of a face cn the board. Then draw e.g. three dashes under the face (for €.g. ear). Pupils start to guess the letters. The pupil who guesses the last letter correctly then comes up to the board and draws an ear on the face. Continue until the face is complete, Activity Book (pp. 2 1-29) 1 Match, draw and colour. © Check answers. 2 Circle the right word. Key: 2mouth 3 face 4 eyes Sears 6eye 3 Match. = Check answers. 4 Read and write. Key: 2anose 3aneye 4ears Samouth 6a face 49Lesson 4b key Structures Noun plurals: ears, eyes, faces Vocabulary Focus (GES Listen, find and say. a id tice, oS happy face happy, sad * ear, eye, face, mouth Revision srmoteart fi. pin COP: IME EYEE ans FOC Adjectives + nouns: e.9 small ears ce See ee black, brown, pink big, small hat }Q count what you can see. Pupils’ Book (pp. 46-47) Warm-up * Revise the words happy and sad by miming the emotions. Ask pupils to show you happy and sad faces. * (L1) Look at the picture and talk about the names of the characters. Build up the story of why some are happy, some are sad. (The toys on the left have been looking for Woody and have come to rescue him. They are happy to find him, but the others are sad because he might be leaving.) * Ask other questions in English about the picture to revise language that the pupils have learnt, e.g. What colour is it? How many books can you see? Point the dog, Point to the girl. etc. (G6 Listen, find and say. * Play Recording 32, and pause it to alicit the answer for number 1 Get pupils to repeat the answer. Adult Look at number 7. eeching tl * Continue, getting pupils to answer What's this? | Ate pubes hate teheated and 1 when the recording pauses. Girl Thisis a sad face. practised the language, try to find | RECORDING 32 adult woah 3 an activity with an ‘information at's this? 12, as in the Extension Activity ait Look at nema Girl This isa happy face arnt Act 12. Language What's this? practice has more ‘point’ when Boy This is a happy face. Count what you can see. ‘one pupil has information Adult Look at number 8. # Do the activity orally first. Say, another pupil doesn’t have. What's this? How many smell ears can you Boy This isa sad face. count? and encourage pupils to Adult Look at number 4. answer What's this? pls read, count and write in the Girl This is a happy face. spaces. Adult Look at number 6. Key: pink ears 2 blue eyes 2 What's this? faces 8 Boy This is a sad face. 50yes or no. ® Demonstrate the activity with the fistitem, then play Recording 33 When the recording pauses, get the students to answer Yes. or No. RECORDING 33 Adult Number 3. These are small ears. Boy No. Adult This is a small nose. Boy Yes. Adult Number 2 These are blue eyes. Gil No. Adult This is a happy face. Gil Yes. FS Listen, find and say get or no. Ask and answer. Happy ocr bed happy face, pink ears sad face, big hat hhappy face, blue eyes brown ears, black nose big mouth, small eyes small nose, small mouth Adult Number 6. This is a small mouth. Boy Yes. Adult This is a happy face. Boy No. Adult Number 7. This is a small nose. Girl Yes. Adult These are big ears. Girl No. Adult Number 1 This is a small mouth. Boy No. Adult These are small eyes. Boy Yes. Ask and answer. ‘= Ask pupils to read the items in the activity and to find the characters * Pupils work in pairs to ask and answer. To make it more challenging, encourage pupils to say the phrases in random order. Key: sad face, big hat 7 happy face, blue eyes 4 brown ears, black nose 3 big mouth, small eyes 1 small nose, small mouth 6 Pupils work in pairs. Pupil A chooses one of the characters on the page, but doesn’t tel Pupil B who it is. Pupil B must ask, Small ears? etc. Pupil A answers, Yes. or No. until Pupil B guesses the chosen character. Activity Book (pp. 30-31) 5 Find the differences. Key: 2a a big white nose, a black face 2b a big black nose, a white face 3a two eyes, a big mouth 3b one eye, a small mouth 6 Draw your friend and write. Key: nose, mouth, face, ears 7 Find the words. Key:ear6 eyes mouth7 face 9 nose 1,8 8 Draw and write. Key: 2ears 3eyes 4 mouth 51Lesson 4c Key Structures What's that? That is... What are these / those? These / Those are Revision What's this? Vocabulary Focus 37, eye, mouth, nose ‘happy, sad Revision ‘at, dog, iguana, ion, mouse apple, e99 ag, ball, tree big, small black, brown, grey, white Pupils’ Book (pp. 48-49) Warm-up * Write the words this, that, these and those on the board in a 2 x 2 square, with these under this, and those Under that, Number the squares 1 to 4. + Say one of the words, and pupils tell you which number you said Stop and dill the pronunciation as necessary, especially with this and these. + Focus pupils on the grammar table and picture, Practise repeating the Questions and answers. Pupils can do the same in pais. Explain that these isthe plural form of this, and that those isthe plural form of that Teaching Tip When teaching and dling pronunciation, keep it very fast and short. When teaching the Jong vowel fil, get pupils 10 make their mouths into a big tin Wits the ‘happy face’ vowe)) ‘Show the short vowel A/ with neutral mouth shape. @ Circle the right word. (L1) Check the singular / plural distinction with the students: say if you see an 's’ on the word, it's plural. Which words go with the plural? (These or Those). ++ Pupils work together to do the activity and check their answers. 52 | ood ‘What's this? What are these? This is 0 big nose These ore big ears That's @ big mouth. Those are big eyes. What's thot? What are those? © circie the right word. 1 GRDL Thess ogy The | These oe Soc ats, 2 That | Those ore smell iguones ‘That | Those is « big iguana. 3 This | These ore brown dogs. This | These is a white dog 4 That / These is a hoppy lion. ‘That | Those are sod lions © Write th thet, these or those 1 What's . this? 2 What ore 3 What ore % What's 48 rep Key: 1 These 3 These, This 4 That, Those 2 Those, That SeCHCn waa ‘After completing Activity 10, get pupils to ask and answer the questions in pairs. Check that they remember It’s a / an... and They're ... for the answers, Write this, that, these or those. * Check the ‘near-distant’ concept with pupils by talking about the picture. Point to items in the picture and ask pupils to name them. Then you point to, e.g. the apple, and say, What's this? Then you point to the bag and say, What's... ? and encourage pupils to complete the question. + Pupils write the words in the spaces. Key: 2 these 3 these 4 this Sthat 6 those 7 those B thatFUNNY FACES @ [FHI read and match. red nose, red mouth, yellow eors? Read and match. * ak / ask questions about the photo before doing the reaging eercse, e.g. What's this? What aye these / those? What colour is It/are they? Revise colours Demonstrate the first iter as an tzample by pointing to the boy's nose and saying, This nose i red. * Pupils read and draw a line from the mask feature to the correct sentence. Check answers + [mist] (1) ask pupils if they ever rTake masks. Provide materials for them to make masks of thei own, oF a&k them to do this at horne Bd to bring their masks in to Show io the dass, They can Aescrbv their masks using the This nore gre That mouth pink. That face i yeloke These eyes are green. This mouths orange Thore eyes are blot. "at face pink That noe i green red nose red mouth - yes, yellow ears ~ no, language that they have learnt in the lesson, @® Play a game. + Pupils draw a face, choosing one item from each choice of two pictures. They should not show it to their partner. Pupil A makes uesses, Green eyes, red mouth, ‘yellow ears. Pupil B says Yes. or No. to each item. Score a point for each correct guess. Continue until the partner has correctly guessed all of the features in the picture Swap roles, Activity Book (pp. 32-33) 9 Write This is a / an or These / Those are. Key: 2 This isa cat. 3 This is a dog. 4 Those are dogs. 5 This is an elephant. 6 Those are elephants. 10 Write the question. Key: 2 Are these big lions? 3'ls this a blue fish? 4 Are these grey elephants? 5 Are these white cats? 6 Is this a small zebra? 11 Choose and write. Key: 2are 3 This 4 mouth 5 These 12 Draw a face and write. # Check answers. End of unit activities ‘+ Ask pupils to turn to the Picture Dictionary on page 110 of the Pupils’ Book and to fil in the word for each picture for Unit 4. Check answers * Fupils can now complete Quiz 4 (on page 119 of this Teacher's Guide. See also the Answer Key on page 115 * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 33. Tell them that they must decide if their work in this unit was ‘OK’, ‘good! or ‘fantastic’, and that they should colour in the appropriate smiley face. It's important to let pupils make this decision for themselves.Lesson 5a Key Structures Wve / You've got 11 You haven't got ... Have you got... ? No, Ihaven’t Vocabulary Focus head, teeth, monster, hair but sixteen to twenty Revision ear, eve, face, mouth, nose big fifteen Story: Monsters, Inc. Sulley (the blue monster), Mike (the green monster) and another monster friend are in the locker room, where they lke to spend time. The monsters’ job is to scare people, especially children, so that their screams can generate the power to run the city. The monster friend is boasting about all the things he has got that Suiley hasn't. Sulley gets bored as he listens to his friend boasting about his eyes, his ears and his teeth. in the end Sulley gets cross and roars very loudly to show the boastful monster how big his mouth is. The boastful monster runs away in fright and Sulley and Mike laugh Pupils! Book (pp. 50-51) Warm-up * Describe and draw the game Pupils draw a picture of a face, choosing big / small ears, mouth, nose and a colour and size for eyes. They mustn't show it to their partner. Pupil A asks, Small ears? Pupil B replies Yes. or No. Pupil A draws the face that Pupil 8 has described. When finished, compare the two drawings. @ [Fs Look and listen. Then read. + Exploit the story with Recording 34 2s outlined on page 6 of this Teacher's Guide (Using the materials: Working with the Disney presentation stories) « Teach the word monster. Ask about any monsters that pupils know about, e.g. from mythology. Look 54 @ Fs Look and tisten, Then read. Tve got six eyes. You haven't got sin eyes. Tee got big « hoven't got big ears. Have you got big teeth? p= 1 Blue monster: I've got © big mouth | nose! 2 Red monster: I've got two / six eyes! 50 ty at the pictures in the story. Ask questions / Describe the monster, e.g, by seying, Look at picture 1 ‘Then point to the red monster and ask, How many eyes? (si eves). Teach the new word teeth, by pointing to the picture. ‘* Ask pupils to look at the word box at the top of the page. Play the recording. Pupils repeat the words in the pauses, then listen to the story and point to the pictures * Play the recording again. Pupils repeat the dialogue after the recording + Pupils read and circle the correct answer in the comprehension activity Now that pupils have two verbs to use (to be and have got), add activities that are personalised. Use as many opportunities as possible to get pupils to talk ‘about themselves, other pupils in the class, and their lives outside class. Key: 1 mouth 2six@ is Listen and write. 1 a foce. 2 on. 3 teeth hie Q count ond wre 2 3. eeseneenseensenses (Go Listen and write. Pley Recording 35 and tell pupils to point to the face parts when they hear the words. Pause the recording if necessary. Pupils repeat the words after the recording, Focus particularly on the new Wwords hair, teeth and head. Ask pupils to talk about the faces, aiding colours and any other atiectves they can, e.g. a green face, an ualy black mouth, etc Encourage pupils to waite the ‘word for labels 2, 6, 7 and 8 4 hale @ Look ond match. o ®@ 5. @ mouth head eo @ Vv 16 Sixteen 17 seventeen 18 eighteen 14 wineteen 20 twenty 1 srersessenennen fifteen, RECORDING 35 a face an eye teeth hair ahead an ear a mouth anose © Look and match. Talk about the pictures first, adding colours (as in Activity 2), €.9 What's this? What are these? They're yellow teeth. etc + Pupils draw lines connecting the pictures to the correct words. Check answers avouswns @ Count and write. * Count up to fifteen around the cass, clapping the stressed parts of the words * Teach sixteen to twenty, checking pronunciation. Count again as above, this time up to twenty. * Pupils read, count and then write the words in the activity * Ask pupils to count how many ears and teeth they can find in the Picture story on page $0. Key: 2sixteen 3 twenty 4 seventeen 5 nineteen 6 eighteen Play a Who is it? game. Pupils think about a member of the class, but don't say who it is. Describe the person, saying He/She's got ... ADJECTIVES / FACIAL FEATURES. Other pupils guess who itis. Activity Book (pp. 34-35) 1 Colour the monster. * Check answers. 2 Look at the monster. Read and circle Yes or No. Key:2No 3Yes 4No 5No 6 Yes 3 Draw and write a or an. Key:2an 3an 4a 4 Read and draw. # Check answers. 55Lesson 5b Key Structures ve got / haven't got .. Vocabulary Focus hair, head, teeth, monster Revision a, eye, mouth, nose big, small blue, purple, red one, three, five Pupils’ Book (pp. 52-53) Warm-up * Ask pupils to look at the picture. (L1) Ask them which monster is the scariest, what the monsters are doing (practising being scary) and who is hiding (not a monster, but a child dressed up as one). In English, ask them, How many eyes can you see in the picture? Say Point to a big monster. Point to a small ‘monster. Point to a green monster, etc. Revise face parts from the previous lesson, using your own face or the picture. @ Wo Listen, point and say. + Play the first tem of Recording 36 as. an example. Explain that the recording will pause, and that pupils have to shout out the number before the answer on the recording, + Play the recording, but pause it briefly if pupis need a bit more time * Play the recording again, and get pupils to repeat the descriptions Check pronunciation, RECORDING 36 I've got a blue face and a big mouth. I'm monster number ... 1 I've got a pink face and purple hair. 'm monster number ... 7 H've got one eye and a green face. I'm monster number ... 4 I've got a red nose. 'm monster number ... 3. I've got a purple head and big teeth. I'm monster number ... 2. I've got five eyes. I'm monster number ... 6 56 © GS. Listen, point and say, © Revd on cirete Monster 6 te gor thres eyes Monster 4 ve goto head | move Monster 3 ve goto red mouth / nose Monster 2 ve got bg teth ears, Manse 7 ve got purple ees hee Monster 1 ve got © big mouth J eye @ Read and circle. *"Ask pupils to read the sentences Do the activity orally first, + Pupils circle the correct answers. Key: Monster 4—head Monster 3-nose Monster 2 teeth Monster 7- hair Monster 1-mouth Teaching Tip In classes with pupils of this age, physical movement is important. ‘t helps pupils’ concentration and improves memory. Try to find opportunities to allow pupils t0 change seats (by changing the partner they work with in poainwork) or move around the class in an activity. EXTENSION ACTIVITY Write the numbers 1 to 7 on Post-it™ notes, and make enough for each pupil to have ‘one. Stick each one on pupi backs or foreheads. The idea is _ that they can't see their own number, but the others can. Pupil A looks at the number of Pupil B, and then finds which ‘monster this isin the picture. Pupil A describes the monster ! to pupil B, who must listen and ‘guess which one it is.@ Fe Look at the monsters, Listen and write Vor X. 4 Fe got @ small head. 5 Tve got big nose. C1 6 thaven't gota nose. 1 Ive got @big mouth. 2 thaven't got big teeth. 1 3 ivegot redears, = Te got a red nose. I haven't got big teeth. yellow face ¥ ears X ID Aecced anes, red nose ¥ big teeth blue head ¥ small mouth X one eye hair X five eyes nose X Look at the monsters. Listen and write ¥ RECORDING 37 Adult I'm monster number 1 or x. "ve got a big mouth. Ask pupis to read the sentences Boy Right. aloud. Check pronunciation Adult {'m monster number 2. plan that each number relates have oe Eis tect tothe monster in the picture. i>. ee Pay Recording 37, and pause for Adult I'm monster number 3. pupils to find the number of the : monster. Continue the recording a, pvegobrediearss {and pause after the description, Girl Wrong Get pupils to shout out Right. or Adult I'm monster number 4. Wrang. Remind pupils that the ticks and crosses are for them to Girl I've got a small head. Wrong. Show ‘right’ and ‘wrong’. Adult I'm monster number 5. * Fly the recording again and ask ve got a big nose. pupils to listen and write the Boy Wrong. psu. Adult I'm monster number 6. Key. 2x 3x 4x 5x 6v Ihaven’t got a nose. Girl Right. @ Ask and answer. * Demonstrate the activ first with cone pupil. Choose one monster in the picture and say, 've got a red nase. [haven't got big teeth. Ask the pupil to respond with the number of the monster. Then get all pupils to dill the statements and regatives in chorus. Remind pupils thatthe ticks and crosses ate for them to produce affirmative and negative sentences * Pupils play the game in pairs, taking two items each Key: Monster 4 Monster 6 Monster 5 Monster 1 Activity Book (pp. 36-37) 5 Look and write. Key: Tears, nose, mouth 2 hair, eyes, head 3 face, eye 6 Read and draw the monster. © Check answers, 7 Read and complete. Key: 2 You haven't got a ball. 3 | haven't got a car. 4 You've got a teddy bear. 5 haven't got a fish. 6 You've got a mouse. 7 I've got an umbrella. 8 You haven't got a boat. 8 Write. Key: 2 You have got a black cat. 3 | have got two kites. 4 You have got a small nose. 5 You have got ten pencils. 6 | have got big ears. 57Lesson 5c Key Structures ve | You've got Have I/ you got 1 You haven't got Vocabulary Focus hair, head, lots of, monster, teeth, scary, snap Revision ear, eye, face, mouth, nose elephant, fion boat, car doll, kite, teddy bear, train big black, blue, brown, pink, yellow nine Pupils? }ook (pp. 54-55) Warm-up * Ask pupils to look at the grammar box. Get pupils to look at the first section, and then tell you how the other two are different (second section: question marks, and the have and | have changed places; third section — there's a nat in the sentence). ‘+ Ask pupils to give you examples about themselves with each of the forms in the box, 2.9. I've got brown eyes. Have | got brown eyes? I haven't got a big mouth. Write I've got, have, got, haven't got. * Focus pupils’ attention on the ticks, crosses and question marks in the activity, Elict that they should write an affirmative sentence (V7), a negative sentence (X) or a question (2). Key: 2Have...got 3 haven't got ‘ve got 5 haven't got 6 Have ... got Read and write. Revise the vocabulary of toys by asking about the picture or by Using the toy Flashcards, e.g What's this? What colour is it? What's blue? (the car. * Get pupils to do the activity orally first in pairs, drilling the short answers if necessary + Pupils write the questions and Teaching Tip answers. Encourage pupils to use Key: contractions when speaking, 2 Have you got a car? Yes, | have. Show them on your fingers ~ 3 Have you got a doll? No, hhold up your hand, fingers J haven't. ‘open, and say have while 4 Have you got a kite? Yes, | have, pointing at your forefinger. Say 5 Have you got a teddy bear? Yes, not while pointing at your et : ‘middle finger. With your other ‘Gr Have youl goes train?) No, hand, close the two fingers i havent. together and say haven't 7 Have you got a boat? No, haven't. have not got Thaven's got .. ‘You have not got + You haven't got NYou have got + ou ‘ve)get -. © Weite Wve got have got hoven't got. Have you got? 118. a @ big mouth. 2 ee blue eye? 31 ieliow teeth OO 41 black hae) 5 You a pink face. 00 6 1 big nose? © Read ond write Hove you got ..on.seehentt elephant? HesTovert 1 2 2 cor? 3 2 doll? 4 2 kite? 5 teddy bear? 6 2 ain? 7 2 boot? 54 or® JA Listen and sing. pcan ask more questions the picture. Write some Yes, | have.) or the toys have at home. D Ws Listen. Then read and match. (U1) Ask pupils to look at the Fictues, and ask them if they recognise any of the monsters. Bict some sentences about the Ws seen. Then read ond meteh. Ke (eu) 3 monsters, e.g. ve got brovin hair, ‘ haven’t got hair, etc. Ask pupils they are scary — teach this word ‘Ask pupils to cover up the small texts under the pictures. Play Recording 38 and ask pupils to say which monster is being described Replay the recording if necessary. + Ask pupils to read the texts and draw a line from each text to the correct picture. Key: 1b 2¢ 3d 4a + [ruttt] Ask pupils to draw their own monsters and to write a short description, These can be displayed round the classroom. Or, they can find photos or pictures of monsters from magazines and make a class monster poster. © Fo Listen and sing. ‘Tell pupils that they are going to listen to a song about a monster. « Play Recording 39 and ask pupils to follow the words as they listen, * Phy the recording again, pause after each line and get pupils to repeat. '* Pay the recording again, and get, pupils to sing along, ‘+ Pupils can make up their own song to the same music for the ‘Now you sing’ section, or just sing the song, Activity Book (pp. 38-39) 9 Look and write. Key: 2 Have you got big eyes? Jim: No, | haven't. laura: Yes, | have. 3. Have you got big ears? Jim: Yes, have, laura: No, | haven't. 4 Have you got a small mouth? Jim: Yes, Ihave. Laura: No, I haven't. 5 Have you got a pretty face? Jim: No, | haven't Laura: Yes, Ihave. 10 Draw a monster. Then write. © Check answers, 11 Read, choose and write. Key: 2nose 3 haven't 4 big 5 got 12 Look at Activity 11. Write about yourself. * Check answers End of unit acti ies ‘Ask pupils to turn to the Picture Dictionary on page 110 of the Pupils’ Book and to filin the word for each picture for Unit 5. Check answers + Pupils can now complete Quiz 5 ‘or page 120 of this Teacher's Guide. See also the Answer Key on page 115. * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 39. Tell them that they must decide if their work inthis unit was ‘OK’, ‘good! or ‘fantastic’, and that they should colour in the appropriate smiley face. Its important to let pupils make this decision for themselves. 59Lesson 6a Key Structures He's / She's got ... He / She hasn't got Has he / she got ... Noun plurals: arms, bodies, boys, feet, men, teeth, toes, women ‘my, your Vocabulary Focus arm, body, finger, foot, hand, leg, toe long, short ‘boot, hat, the Beast Revision ‘big, small but head, hat ‘one, two, three, four six, ten, twenty Story: Beauty and the Beast Belle is getting dressed to go out ‘The coat-stand brings her the Beast’s boots by mistake. Belle can’t wear them because they are too big. She has got small feet. Belle and Lumiere look at the Beast’s boots and coat and think about the ways in which the Beast is different from her. He has got big feet and long arms. Then Belle tries on his hat and says that he has got a big head, too. Just then, the Beast arrives and is cross to find Belle with his hat on Pupils’ Book (pp. 56-57) Warm-up * Revise the vocabulary of the face, and this / these. Ask the class, while pointing at your face, What's this? / What are these? Get pupils to test each other in pairs. Revise big and small by pointing to big and small objects in the room, @ Ws Look and listen. Then read. * Exploit the story with Recording 40, as outlined on page 6 of this Teacher's Guide (Using the materials: Working with the Disney presentation stories). + (L1) Look at the pictures, and talk about the stony and characters, 60 @ Es Look and tisten. Then read. te hasn't got o small heed. This, hot is very big! 1 She's got big / small feet. 2 The Beost's got a big / small head. * Teach the new words foot / feet, boots and revise hat and head from the pictures and draw pupils’ attention to these in the word box at the top of the page. * Play the recording, while pupils follow the words and pictures. Ask, ‘Has she got big feet?, Has the Beast got a small head? + Play the recording again, and get pupils to repeat the dialogue Pupils can act out the dialogue in pairs ‘Pupils circle the correct answer in the comprehension activity Key: 1 small 2 big Has he got long arms, tool @z 4 ) r . 4 bei She's got my hat! Teaching Tip Teaching pronunciation. Don't do this in a formal way, but pick up on some common sounds. The most important one is the unstressed vowel a, as in woman Avoman” and finger ‘tinge, Help pupils to make this sound (the sound you might make if someone punched you gently in the stomach!)Q Es ston, read and soy, He's got short hair © wie Ss fone boy one body 1 sal feet @ small foot toe long erms small fet 2 4 one tooth twenty (Ge Listen, read and say. sk pupils to look at the picture and talk about the children, e.g HieS got... She's got ... e.g lang hai, short hair, a happy face) Te the class that they are going to Iean some new words about parts ifthe body, and get them to look atthe picture, Play Recording 41, false while pupil find the umber, continue and get pupils to Fepeat each word. ay a game to practise vocabulary. Gl out a number between one and eight, while pupils touch the {appropriate part of their own body. focus on the sentences under the ficures and ask pupils to read them, a body 2 finger @ hond oles 2 foot feet 8 She's got long hoir two boys wo bodies ‘one foot ‘one tooth two teeth wo feet long legs ‘big hand = big feet 2 finger 4 3 4 5 onetoe ten 6 one foot four 7 one mon three 8 one finger ten yas 57 © write. +"Ask pupils to look at the grammar box. Revise the irregular plural CONSONANT + y and show them how it works on the board. Write fairy, cross out the y and write ies over the top. Show them that Vowel + y doesn’t change. They just add 5 as usual * Ask pupils to tell you which words are not the same (i.e. do not follow the above rules). Teach the pronunciation of woman-women (swomon/ and finan) * Ask pupils to read the lst of words and to choose the correct answers, orally first. Then pupils write the words under each picture. Key: 2 long arms 3a toe 4a finger Q write. Pupils can use the grammar box for help to write the plural forms. if some pupils want more of a challenge, get them to cover up the grammar box. Key: 2 bodies 3hands 4 teeth Stoes 6 feet 7 men 8 fingers EXTENSION ACTIVITY ‘Ask pupils to draw a monster (whole body) in pairs. Encourage them to use their imagination to have any number of eyes, ears, legs, etc. The drawing can then be labelled with arrows pointing at the body parts, e.g. seven long arms, three purple eyes, etc. Display the pictures on the classroom wall. Pupils can look at the pictures and choose the ‘one that they like the most. Activity Book (pp. 40-41) 1 Read and match. Key: 1, 3 and Shave lines to the Beast. 2, 4 and 6 have lines to Belle. 2 Read and colour. © Check answers, 3 Read and match. Key: foot finger 6 leg 3 hand? arm1 — toe 4 body 5 4 Write. Key: 2 three men 3 ten fingers 4 two women Ssixteen teeth 6 two feet 61Lesson 6b Key Structures He's / She's got He / She hasn't got Yes, he has. / No, he hasnt. Vocabulary Focus arm, body, feet, foot, hair, hand, head, fong, short Pupils’ Book (pp. 58-59) Warm-up * (L1) Look at the picture and talk about the scene with the class Establish that the people think that the Beast is very scary, but that they have never seen him. Belle knows the Beast well and can correct their false ideas, Get pupils to look at the Beast and describe him in English. You could write the elicited sentences on the board, e.g. He’s big. He's got big teeth. etc @ Fs Look at the Beast, listen and say yes or no. * Play Recording 42, and pause just before the answer (yes or no). * Ask pupils to look at the picture of the Beast in Belle's mirror and to give the answer. Play the answer. It this is too hard, play all of the recording first, and get pupils to nod or shake their heads when they hear the answer, then do the activity as described above RECORDING 42 Adult The Beast’s got two heads Boy No. Adult The Beast’s got four legs Girl No. Adult The Beast's got big feet. Boy Yes Adult The Beast’s got long arms. Girl Yes Adult The Beast's got a small head. Boy No. Adult The Beast’s got big teeth Girl Yes. 62 3:5 MBok at te Beast, listen ‘and say yes oF no. [@ Look at the Beast and circle, 1 The Beast’ got(ong) shor eg. 2 He's got a big head / small feet. 3 He's goto big body / small head Look at the Beast and circle. he activity orally first. Ask the questions, Has he got a big head? Has he got big feet?, and elicit short answers Yes, he has. or No, he hasn't «Pupils read and circle the correct Key: 2a bighead 3 a big body 4 short 5 body 6 big feet 4 He's got short / long hair. 5 He's got a long body / arms 6 He's got big feet | big foot. Teaching Tip During painwork, ty to correct pupils sensitively Don’t inter if they are speaking flue enjoying the activity. You can make a note of any mistakes that you hear and put them on the board for correction withthe whole cass at the end of the activity. The best time for correction on the spot is when pupils ae repeating after the recording, or after yo1 BiShe's got short hair 2 ClHe hasn't gat small et. 3 Hes got short arms 4 He hasn't got a big head 5 Oshe hasn't got big hands 6 Clshe hasn't got big feet hhelshort ors shelbig feet @ Gs Listen, read and write v or x. # Ask pupils to look at the picture and tale about the characters in the box, using He's got / She's got * Remind pupils that the ticks and «aosses are for them to show right’ and ‘wrong’. Play Recording 43, and get pupils to answer Right! or Wrong! and to write 7 or Xin the boxes. * Feinwork. Pupil A reads the sentences, but in a mixed-up cde. Pupil B gives the answer. Swap roles Key: 2V 3K 4x Sv 6v @ Ls Listen, read and write vor x. @ Look and say with a friend. (Ree 95) hope haw shor arms )| He's got long arm. hellong legs aos ‘Write some adjectives in a box on the board, e.g. blue, brown, black, long, short, big, small, etc. In another box, put nouns, e.g. hair, feet, eyes, legs, etc Pupils think about another pupil in the class. One pupil describes them, using has got / hasn't got. The rest of the class must ‘guess who it is. This can also be done as a written activity. When pupils have finished writing, collect all the papers and read them aloud for the class to guess who is being described. Activity Book (pp. 42-43) 5 Read and circle. Key: 2No 3 Yes = S 4Yes 5No 6 Write. Key: 3 He is big 4 She has got long hair. 5 He has got big feet. 6 She is Belle. 7 Read and match. Key:2a 3d 4c shelshort hair 8 Complete. Key: 2long 3 big Sshort 6 small big @ Look and say with a friend. Demonstrate the activity first with 2 good pupil. Make full sentences Using the prompts given. Then get pupils to work in pairs to do the activity * Encourage pupils to extend the activity with other sentences, e.g He's got small hands ey She's got big feet. No, she hasn't She's got small feet. He's got long legs. No, he hasn't. He's got short legs. She's got short hair. No, she hasn't. She's got long ha 63Lesson 6c key Structures He's / She's got - He / She hasn't got Vocabulary Focus arm, finger, foot, hand, leg, toe keep moving Revision bag, cat, dog, hat, kite, yoyo Pupils’ Book (pp. 60-61) ‘Warm-up ‘© Write the following on the board and get pupils to write the words in the correct order. 1 not a has got he hat 2 blue she got eyes has 37 he has legs got long ‘+ Ask pupils to check their answers by looking at the grammar box. Focus on the contracted forms and on the inversion for the question form. Key: 1 He has not got a hat. 2 She has got blue eyes. 3 Has he got long legs? Read and circle. ‘Ask pupils to look at Pete and Ruby. Ask, Has Ruby got a hat? etc, to elicit the answers Yes, she has. No, she hasn't. Ask similar ‘questions about Pete. * Pupils read and circle the correct answers, Key: 2's got 3 hasn't got hasn't got 5's got 6 hasn't got @ Read and complete. ‘Ask pupils to work in pais, to ask and answer the questions about the pictues in Activity 9 + Pupils write the correct answers Key: 2got 3Has 4has 5 she 6 hasn't Teaching Tip Physical response is a good way to help pupils’ memory. When teaching vocabulary, get pupils to move (e.g. parts of the body) cr touch objects (e.g, toys, etc.) 64 Cer 2 He's got I hasn't got o yoyo 3 She's got / hesn't got o dos, © read and complete. 1 HS... she got @ hat? ves, she hes 2 Hos he No, he hes 3 the got dog? Nols hos co kite? He hasn't got => Hethson't ane He hos not got —+ She hes not got — 4 He's got / hasn't got o bag, She 's got [ hasn't got o cat. 6 He's got | hosn't got « hat. 4 Has he got © yoyo? Yes, he 5 Has she got a cat? Yes, has 6 Has he got o hat? No, he aH ‘Ask pupils to bring to class a picture of a famous person from a magazine or newspaper. They write four questions under the picture, using Has she / he got.... ? They then give the picture and questions to another pupil, who must. answer the questions. @ EF ¢ Listen and match. + Ask pupils to look at the pictures and describe the children, using as mony sentences a5 they can wth has got * Play Recording 44, while pupils listen and point at the picture they hear described. + Ask pupils to write the name of each child on the correct picture RECORDING 44 Girl Ann’s got blue eyes. Boy Helen's got long hair. Girl John’s got short hair. Boy Tom's got brown eyes. Key: 1Helen 2 John 3 Ann 4 Tom «+ [rm] ask pups 1 bring ina photo of themselves. Make 2 class poster, with a short description of each child under each photo.@ Ws Listen ond meteh ae Helen [proutt) Ann © J tien and sng. | leer meng ~ © We tisten and sing * Tell pupils that they are going to hear a song about parts of the body. Revise these with the class. Pupil 1 says a word, then Pupil 2 repeats it and adds another. Carty on round the class, repeating the previous words and adding another. As they say the words, they must move that part of the body. Teach keep moving Play Recording 45, which has the same idea. As soon as pupils get the idea, continue with the song, adding as many parts of the body as you want. Play the song two or three times until all of the pupils are able to join in. Ask pupils to point to their bodies as they hear the words, “one finger, ove haa, one foe, one Fork nom, one leg Feet meng PEOPLE (a) John Tom ‘ome Finger, ene hema Keer ming, | - Se agerachma ker neing ¢ ie Che Ragen ene hem, heer mang, Tas meee cle! fone Rage ne hand nc Heo eh «© The ‘Now you sing’ on the recording is a karaoke version of the song for the pupils to sing along to, or they can make up their ‘own words to the same music RECORDING 45 One finger, one hand, keep moving, One finger, one hand, keep moving, (One finger, one hand, keep moving, Keep moving, everyone! ‘One finger, one hand, one toe, one foot, keep moving, [Repeat twice.] Keep moving, everyone! ‘One finger, one hand, one toe, one foot, one arm, one leg, keep moving, [Repeat twice. Keep moving, everyone! One finger, one hand, one toe, one foot, one arm, one leg, one body, one head, keep moving, [Repeat twice.] Keep moving, everyone! Activity Book (pp. 44-45) 9 Look and write. Key: 3 He's got a rhino. 4 She hasn't got a zebra. 5 She's got an elephant. 6 He hasn't got a giraffe. 10 Write. Key: Belle: Has she got long legs? Yes, she has. Has she got a big nose? No, she hasn't. Beast: Has he got a big body? Yes, he has, Has he got small teeth? No, he hasn't. Has he got big feet? Yes, he has. Has he got small hands? No, he hasn't. 11 Read and write. Key: Reyes 3nose 4body Sarms Ghands 7legs 8 feet 12 Draw your friend. Look at Activity 11 and write. © Check answers, End of unit activities * Ask pupils to turn to the Picture Dictionary on page 110 of the Pupils’ Book and to fill in the word for each picture for Unit 6, Check answers, + Pupils can now complete Quiz 6 on page 121 of this Teadher’s Guide. See also the Answer Key on page 115. * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 45. Tell them that they must decide if their work in this unit was ‘OK, ‘good’ or ‘fantastic’, and that they should colour in the appropriate smiley face. It's important to let pupils make this decision for themselves. 65Revision 2 Key Structures Hve got You've got He's / She's / i's got Shaven’t got... You haven't got ... He / She / It hasn’t got This, That, These, Those Vocabulary Focus ear, eve, face, feet, finger, leg, nose, teeth, toe baby, cowboy, fireman, man, monster book, box, doll, kite, pen big, happy, long zebra black, blue, brown, red ‘one, three, sixteen to twenty Pupils’ Book (pp. 62-63) Teaching Tip Another way to do revision is to get half the class to do Activities 7 and 2, and the other half Activities 3 and 4. They swap books, and check the answers. This is good if time is short, but it also makes pupils think about the answers they are checking; in other words they still have to ‘do’ the activity. @ Look and write. ‘© Make sure that pupils understand that they have to write two sentences from the two prompts, Pupils look at the pictures and write the sentences, Key: 2. She's got long hair. She hasn't got blue eyes. 3. She's got long legs. She hasn't got big feet. 4 You haven't got a happy face. You've got a red nose. 5 He hasn't got black hair. He's got brown eyes. @ Look ond wriee 2 1 big earsibig teeth | 2 tong hoinibiue eyes She 3 long legs/big feet She | 4 hoppy facelred nose You 5 black hairibrown eyes He OQ wite, A cthseentar esbeerise co Thet monser Nos Gor Hn es 2 This baby hes got one tooth (4) Thet bay 8 fe got one box Nabe 4 Hes got one book. (10) Sas jor 5 Tiss one men, 2) ieee 6 Tis son foot @) hei 62 vepene He hasn't got bie ears. He's got bia teeth, Q write. "Tell pupils thatthe numbers in the brackets must be used in thei sentences. Key: 2 That baby has got four teeth. 3 You've got six boxes. 4 She's got ten books. 5 These are twelve men, 6 These are two feet. © Write These or Those. Make sure that pupils understand These and Those. Pupils look at the picture and write the answers. Key: 2These 3 Those 4 These SThose 6 Those @ Find and write. * Get pupis to follow the example line with their fingers, and make sure that they understand that the number and the picture 0, together. Pupils write the answers Key: 2 seventeen toes 3 eighteen heads 4 nineteen kites 5 twenty fingers Sonne aad ‘Ask pupils to tell you their favourite song so far. Sing it together and encourage pupils to make up extra lines.© Write These or Those. 1 These... are new dolls 4 are red pens. ae firemen. 5 ‘are cowboys, 3 old doll ‘ are blue ind and write. coon eb aa 4 sittgen 26008 0 »—____\ef 3 "Pn ‘ NS 5 ~@ saene 6 Adtiviey Bouk (pp. 46-47) 4 Write. Key: 2 Has she got long hair? ALook and write. Ney: 2These 3 These 4 Those SThose 6 Those 3 | haven't got big feet. 4 She hasn't got an ugly nose. 5 Has he got small ears? 6 I've got long fingers. 2Read. Then draw and colour the monster. * Check answers 3Count and write. Key: b twenty ears seventeen faces deighteen noses enineteen feet f sixteen eyes Progress Test 2 * Progress Test 2 (pages 130-131 of this Teacher's Guide) can be set now. Go through the example answers with the pupils, so that they are clear about what they have to do. Give them a reasonable time limit. ‘Answer Key 1 Write. 1 are, seventeen 2 Those, eighteen 3 sixteen feet 4 These, nineteen 5 twenty teeth 2 Look and write. 1Yes, she has. No, she hasn't. 3 Yes, she has. 4.No, she hasn't. 5 No, she hasn't. 3 Write the questions and answers. 1. Has he got a big hat? Yes, he has. 2. Has she got long hair? Yes, she has. 3. Have you got a big nose? No, | haven't. 4 Has he got a sad face? Yes, he has. 5. Has she got long legs? No, she hasn't. 4 Look and write. 1 these, noses 2 this, an arm 3 these, teeth 4 this, ahand 5 these, feet 5 Choose and write. 4. an, got 2 you, long Bhaven't, boots 4 hasn't, blue 6 Write and find the colour for number 7. teye 2 finger Stoe 6hand 3 hair 7 green leg 67Lesson 7a Key Structures He His She / Her Revision Vocabulary Focus baby, brother, dad, family, grandad, ‘granny, mum, sister king, princess Story: The Lion King 2: Simba’s Pride Simba's daughter, Kiara, and Kova are talking about their families, Kovu tells Kiara about his brother and sister. Then Kiara boasts that she is a princess and that her father is the Lion King. Kovu tells her sadly he doesn’t have a dad Just then Kovu's mum arrives. She doesn't like Kiara and snarls and growis at her. Simba arrives to protect his daughter. He roars at Kowu's mum to scare her away. Kiara is very proud of her dad and introduces him to Kovu. Warm-up * (L1) Tak to pupils about their families. As pupils mention the key vocabulary, say these words in English, write them on the board and get pupils to repeat them. If you have a photo of your own famity, bring it to show pupils and to talk about it * Pupils in pairs ask questions, Have {you got ... 7, using the words brother and sister @ is Look and listen. Then read. + Sxploit the story with Recording 46 a5 outlined on page 6 of this Teacher's Guide (Using the materials: Working with the Disney presentation stories). + Talk about the pictures with the class. Identify the two main characters, Kiara and Kovu. Teach the word king and revise princess, 68 1 Simba is J isn't the king 2 Zira is | isn't the princess's mum. 66 snepne focussing on the word box at the top of the page. * Play the recording, and ask pupils to raise their hands when they hear the words in the word box at the top of the page. * Play the recording, pupils repeat Pupils can act out the dialogue in pairs. ‘+ Pupils complete the comprehension activity Key: Tis 2isn’t Teaching Tip Encourage pupils to be independent and creative with the language. Get them to make their own exercises based on ‘ones they are familiar with, After Activity 4, for example, get pupil to make up their own anagrams for other pupils to solve[kelly © EE Listen and moteh Corot Alex mum Ron dod Danny ‘granny Lian grandod Q Find and write thbotre brother rarygn ade angeord Q Ws Listen, reod and soy. snes ode boby brother Now write abeut your Randy ayia 65 Q Lee Listen, read and say. * Look atthe picture and ask pupils tp find some ofthe words in the word box on page 64 of the Pupils" Book. Check the meanings of the other words + ay Recording 47, and get pupis tprepeat * Parwork: Pupil A says a word from the picture, Pupil B points to it Sep roles, Q GF 5 Listen and match. * Read the names aloud to pupil, ard ask them to repeat them, * Explain that on the recording Kelly i speaking about her family in the picture. Play Recording 48 and pause after each sentence to give pupil time to match the words by drawing a line to the correct person. ‘= Pupils write sentences about their ‘own family RECORDING 48 Hello! My name's Kelly. Look at the photo. This is my family. Jade is my sister. ‘Alex is my brother. Danny is my baby brother. James is my dad. Carol is my mum. Lilian is my granny, and Ron is my grandad. ind and write. + Pupils solve the anagrams and ‘write their answers. itis too difficult, write the answers on the board and ask pupils to match. ++ Focus on the red box and highlight the possessive adjectives his and her. Focus attention on the picture at the top of the page and point to the mum. Say, She's Kely’s mum. Her name is... . Encourage pupils to complete the sentences. fey: mum granny dad sister grandad EXTENSION ACTIVITY ‘Ask pupils to bring family photographs to class. Teach pupils the question, Who's this? In pairs, they can ask and answer questions about their photos, using the language in the red box on page 65 of the Pupils’ Book. Activity Book (pp. 48-49) 1 Read and choose. Key: 1 2 Look at pictures 1 and 2. Circle Yes or No. Key: 2No 3Yes 4 Yes 3 Find and write the numbers. Key: mum5 dad 6 sister9__ brother 7 Yasmin 8 granny 2, 4 baby brother 10 69Lesson 7b key Structures his her, my Revision ear, eve, feet, hair, head, nose, teeth ong, short, small lack, brown, green, white Pupils’ Book (pp. 66-67) Warm-up * Revise he-his, she-her. Pupils put three objects on their desks in front of them. Pupils volunteer by raising their hands. Choose one pupil, who points to one object Give an example: He's George. Thats his book. Continue with other pupils, eliciting the sentences from the class until they are confident with the language. (@F¢ Listen and point. (Li) Look at the picture and talk about it with pupils to establish the context. Revise family vocabulary and make sure that pupils know who Kiara is number 5). * Play Recording 49 all the way through, and ask pupils to point at each animal drawing before the answer is heard on the recording Then play the recording again stopping just before each answer. Encourage pupils to tell you the number. RECORDING 49 Adult Look. This is Kiara. She's small Boy She's number 5. Adult And this is her mum. She's got green eyes. Girl She's number 4. Adult Her dad's got a big head and long hair. He's got big teeth. Boy He's number 3. Adult This is her granny. She's got brown eyes. She hasn't got long hair. Girl She's number 2. 70 Number 5: les Number 2: k's her Number 4: I's her Adult Her grandad’s got a big head and brown hair. Boy He's number 1. (Go Listen and match. + Play Recording 50, and ask pupils to tell you the correct family member. Ask, Who is number 1? Pupils answer, t's Kiara / her grandad. * Play the recording again. Pupils varite the correct answers. Number 1: es her Number 3: les her RECORDING 50 Kiara is number 5. Her grandad's number 1 Her granny's number 2. Her dad’s number 3 Her mum’s number 4. Key: 2granny 4 mum ‘grandad 3 dad@ Reod and write yes or no. 1 His hair is long. 98 2 His teeth are black 3 His lege ore short. 4 His head is big [SJ 5 His feet are smal @ 00k, reed and sey. Her ears are small eorsismall _eyesigreen Teaching Tip Ifyou want to see who is correct ina ‘pointing’ activity, get the pupils to hold up the correct number of fingers for each answer In Activity 5, the pupils hold up one, two, three, four or five fingers to show which Bese tes ve chrasen teethiwhite This is my dad. His hair i long, nose/brown —feet/small @ Read and write yes or no. Do the activity orally first with the class. Point at Simba (the adult male lion) in the activity box and say, His hair is long. Pupils answer Yes. or No. Pupils can also do it in pairs. + Pupils write the correct answers Key: 2n0 3no 4yes Sno @ Look, read and say. ‘+ Ask pupils to say the example sentence. Check the pronunciation of are fy * Use the prompt words as a dil For example, you say, ears, small The class says, Her ears are small Pupils can then do this drill in pairs Key: Her eyes are greet Her teeth are white. Her nose is brown. Her fee: are small SEHR waia Pairwork: Fupil A looks at the picture on ages 66-67 and says four sentences (as in Activities 7 and 8). Pupil B has to guess waich drawing or character Pupil A is describing, Activity Book (pp. 50-51) 4 Circle the family words. Key: ‘Across: granny, mum, sister, brother Down: baby, dad 5 Read and colour. * Check answers, 6 Read and find. Circle the number. Key: 3 7 Colour and write. Key: 1 pink 2 short, red 3 big, yellow 4 long, white 71Lesson 7c Key Structures my, your his, her, its Revision have got / has got is/are Vocabulary Focus Revision er, eye, face, feet, finger, hai, nose bag, pen, teddy bear big, long, pretty, short, small ‘black, blue, brown, green, orange, purple, red, yellow Pupils’ Book (pp. 68-69) Warm-up + Write the words , you, he, she, it, my, your, his, her and its on the board, all mixed up. Ask pupils to find the paits of words that go together, and write them in their notebooks (/ goes with my, etc). * Ask pupils to look at the grammar box on page 68, and to check that their pairs are correct. Ask them which sentences match the pictures of Pete, Ruby and the mouse * In pairs, with books closed, pupils test each other. Pupil A says one word, and Pupil B says its correct partner. Teaching Tip When teaching grammar points to children of this age, try to avoid using too many grammatical terms in cess (uch as personal pronoun, and possessive adjective). Homever, words forthe basic parts of speech, such as noun, verb and adjective can be useful. In this unit, you could show pupils that pronouns come before verbs, and that possessives come before nouns. @ Read, choose and complete Do the exercise orally first, and then pupils write their answers, using the words from the wordbank. Key: 2 Her 6 its 3My 4Your 5His 72 Cee ive got blue eyes. You've got brown hair He's got 0 big nose She's got long fingers. e's got big cars © Feaus,cnoose and compete. My eyes ore bive Your hair is brown, His nose is big My Your is _Her Your His You've got a red nove, YOU, 1 2 She's got brown eyes. 3 Pve got small feet. 4 You've got a pretty face, 5 He's got short hair 6 Ws got big teeth took, read and write, @® Look, read and write. + Ask pupils to look at the pictures and ask questions, e.g. What colour is her hair? * Ask pupils to read the sentences aloud, and correct their pronunciation. * Elicit answers from the class orally, (or get pupils to do the activity in pairs. + Pupils write their answers Key: 2 No, his hair is orange. 3 No, its hair is green. 4 No, his nose is red. 5 No, its nose is yellow. 6 No, her nose is blue. 7 No, her feet are black. 8 No, his feet are brown. Her hoir is orange His hair is green. hes hair ts purple His nose is blue Its nose is red Her nose is yellow. Her feet are brown, His feet ore black. rose i red. ‘eyes are brown, fect ore smal face is pretty hair i short. teeth ore big, No, her hain is purple, ECU Pupils sit in pairs, and draw two columns in their notebooks, with their name at the top of column 11 and their partner's name at th top of column 2. They look at each other for similarities and differences in their appearance and belongings. In each column they write words, for example: Column 1 book = blue, eyes ~ brown, etc. Column 2 book - green, eyes - brown, etc. Then they use the words to make sentences about each other, eg. ‘My eyes are brown. His eyes are blue.Who's David? Who's Poul? © eee ana ss, Rosa [eyes nose ears ‘TWINS Sharon Vs Rosa and ths is ony thn sister, Sharon. My hair is brown. Her hair if bromn, teddy bear pen bog O We listen, read and choose. ® Ask pupils to look at the photos ‘on this page, talk about the thildren, and teach the word twin, Ask the class if anyone isa twin or has twins in their family. ® Look at the photos and ask pupils totell you about the boys' hair, fs, etc, e.g. He's got brown hair / blue eyes. Play Recording 51, and get pupils to follow the words. * ksk pupils to read the text silently, and to answer the question. Key: David is on the left. Paul is on the right. + [PET] Ask pupils to bring in photos of their family members. ‘Ask ther to show them to the class and to describe them, e.g This is my brother. He's got long hai. I've got short hai @® Look and say. Talk about the two girs. Ask, What is the same? (their appearance). What is different? {Gheir belongings) * Read the example sencences, and then ask pupils to make sentences with the prompt words in the box, as if they were Rosa, €.9. My nose is small. Her nose is small. My bag Js pink. Her bag is purple. Activity Book (pp. 52-53) 8 Read, choose and write. Key: 2His 3Her 4my 5Her 6 its 9 Read and write. Key: 2 are brown. 3 Her doll is pretty. 4 Its nose is red. 5 Your dog is smal 6 His mouth is big. 7 My kite is big. 8 Your hair is long. 10 Look and match. © Check answers. 11 Look, read and circle. key: 2big 3 Her Sbig 6 pretty 12 Write about someone in your family. © Check answers 4 small End of unit activities * Ask pupils to tur to the Picture Dictionary on pages 110-111 of ‘the Pupils’ Book and to fill in the ‘word for each picture for Unit 7 Check answers * Pupils can now complete Quiz 7 ‘on page 122 of this Teacher's Guide. See also the Answer Key on page 115. * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 53. Tell them that they must decide if their work in this unit was ‘OK’, ‘good' or ‘fantastic’, and that they should colour in the appropriate smiley ‘ace. Its important to let pupils ake this decision for themselves 7Lesson 8a Key Structures Where is... ? It / He's / She's / They're... Vocabulary Focus Genie, lamp, magic bed, carpet, chai, cupboard, table in, on, under Well done! Revision box, book, cat, doll, mouse, pen Story: Aladdin Jafar, the wicked vizir, is determined to steal the magic lamp. He sends his parrot lago to steal the lamp from the box where he thinks Aladdin keeps it. But Aladdin and the Genie have tricked them by filing the box with twenty other amps that all look the same. Jafar orders lago to rub all the lamps Until he finds the correct one. Meanwhile, Aladdin and the Genie are watching them from outside the window, on the Magic Carpet. Aladdin has the real magic lamp safely in his hands. Aladdin and the Genie are pleased that their trick has worked so well Pupils’ Book (pp. 70-71) Warm-up + (L1) Ask pupils if they know which film the pictures show. Talk about the characters and describe the story with the class. Ask pupils to look at the words in the word box at the top of the page, and to find the words in the story. Ask questions in English about the pictures, e.g, Picture 4 ~ how many lamps can you see? @ Wes Look and listen. Then read. + Exploit the story with Recording 52 25 outlined on page 6 of this Teacher's Guide (Using the materials: Working with the Disney presentation stories). * Play the recording and ask pupils to follow the speech bubbles by pointing at the words as they hear them 74 @ 25 Look and tsten.Then read. The Genie is in TA the magic lamp, 1 There are twenty lomps in the box 2 Is the Genie in the magic lamp? 10 sey * Play the recording, and ask pupils to raise their hands when they hear the words in the word box at the top of the page. * Play the recording again, and ppause after each picture. Pupils repeat * Pupils read and complete the comprehension by circling the correct answer. Key: 1 Yes 2 Yes rosie ‘amp where well done Yes | No Teaching Tip English sound-speliing correspondence provides problem for pupis. Start to raise pupils’ awareness of this by teaching the sound of a word first, then repeat the word, and then say the spelling. Foint out This is how we say it, and this is how we write it In this unit there is the silent r spelling in chair and carpet, for example.@ Look ct Activity 2 and soy. QWs Linen and poine-Then soy y The dls inthe box. The lamps on the cupboard The book's under the tobe © Look ond write. 1 The mouse is... the box The cats. 9 the box 2 The mouse is the box. The cate the box. 23. The mouse is the box The cats the box ‘+ Ask pupils around the class to make as many correct sentences as they can from the table. * Pairwork, Ask pupils to use a pencil or rubper, etc., and a book. Pupil A puts the pencil in, on or under the 1 e tobe book. Pupil B says the sentence, 2 ob eg. The pencil ison the book 3 cupboard Encourage pupils to extend the 4 ater activity By using other objects 5 achatr 6 elomp EEC FS ee: Teach the question form Where's ... ? Get pupils to repeat questions using the words from the substitution table in Activity 4 as a drill. You say, doll. Pupils say, Where's the dolf? etc. Get pupils to look at the picture in Activity 2 for 30 seconds. Pupils then close their books and ask and answer questions about it in pairs, e.g. Pupil A, Where's the book? Pupil 8, 1's under the table. etc. — Activity Book (pp. 54-55) 1 Look, read and colour. dell ‘ox * Check answers Te sat) (Feats) [Shee | n = Check answer neh on the bed. } 0. i all 2 Choose and complete. lamp | under table Key: 2 cupboard 3 table (The dots) pea cupboard 4earpet — Sbox 6 chair under the table 3 Match. | Key: 1 amp 3 cupboard 4 chair - Shox Gtable 7 bed Q Fs Listen and point. © Look and write. 4 Read and write the number. Thenisay, ‘Talk about the pictures fist. You Key: b2 14 » Ply Recording 53, and pause after each number. Pupils point at the umber, then repeat after they tear the word. Check the correct pronunciation of cupboard kabel. * Fainvork: Pupil A says 3 number between 1 and 7. Pupil B says the correct word ‘Teach the prepositions in, on and under by miming or by drawing pupils’ attention to the pictures in the red box. Then read the sentences under the picture, and ask questions about the picture, Where's the ... ? Pupils answer, It's in on / under the say, €.9. Where's the mouse? and pupils respand, It’s in the box. Then pupils write in the correct prepositions. Key: 2 under, in 3 on, under @ Look at Activity 2 and say. + Ask pupils to read aloud the three sentences in the speech bubbles. + Write the frst sentence on the board with the words dol, in and box in a different colour to show these are the words from the substitution table. Underline The, is and the for pupils to see how the sentence is completed. 75Lesson 8b Key Structures Where is... ? It / He's | She's / They're Vocabulary Focus ‘in, on, under ‘bathroom, bedroom, kitchen, fiving room ‘bath, bed, carpet, table Revision box ‘brown, green, pink, yellow Pupils! Book (pp. 72-73) Warm-up * (Li) Talk about the pictures to establish the context. Ask pupils what they think of the rooms, if they would like to live there, ete * Revise the furniture vocabulary from Lesson 8a. Pupils point at the furniture in the pictures and ask their partner to say the word * Teach the words for the rooms, and bath from the pictures. Check that pupils understand the different rooms. You say, chairs, table, cupboard, carpet, and pupils respond with living room, etc. © Fé Listen, point and repeat. * Play Recording 54, while pupils look and point at each room as they hear the word, * Play the recording again, getting the pupils to repeat © Fs Listen, point and write. * Revise colours by asking, What colour is the box in the bedroom? etc. Ask pupils to look at the picture and then ask them, How many boxes can you see? (four) atc * Play Recording 55 and ask pupils to point at the room they hear in each sentence + Play the recording again, and pause while pupils write their answers. Explain that pupils should vwrite the names of the rooms, e.g bathroom, and not bath 76 © 5 Listen, point ond write, 1 The yellow box is in the bedroon. 2 The green boris inthe 3 The pink box is inthe 4 The brown box isin the Key: 2 living room 3 kitchen 4 bathroom RECORDING 55 1 The yellow box is in the bedroom 2 The green box is in the living room, 3 The pink box is in the kitchen, 4 The brown box is in the bathroom Teaching Tip With words of more than one syllable, get pupils used to the idea of word stress by clapping 2s you say the stressed syllable Get pupils to do this too, vihen repeating new vocabulary.@ Now took and match. 1 The brown box is — 2 The green box is 3 The pink box is 4 The yellow box is @ Asi ond answer brown box green box @Q Now look and match. + Revise the prepositions in, on and under using a pen and a book Then ask pupils to look at the boxes in the picture, Do the exerse orally first, either with the class or with pupils in pairs. Ask 89.5 the brown bax on the bed? and encourage pupils to reply, Yes. 01 No. + Pupils draw lines to show their answers. Key: 2 on the carpet 3 under the table 4on the bed on the bed. under the table. ‘on the carpet in the bath, yellow box pink box @ Ask and answer. * Ask pupils to repeat the question and answer in the speech bubbles. Point out the use of the contracted forms * Pupils ask and answer in pairs, Using Where's the .. and prompts from the list. * Ask pupils to ask and answer more ‘questions about the pictures in paits, using all the words they know. Sawai Copy or get pupils to draw a simple picture with three items of furniture in a room. All pupils must draw the same room. Write the words book, pen and rubber on the board. Pupils must draw each object on their picture wherever they like, keeping it hidden from their partner. Pupils ask and answer ‘questions without looking at their partner's picture, e.g. Pupil ‘A, Where's the pencil? Pu It’s on the table. Pupil A must draw Pupil B's objects on their ‘own picture in a different colour. At the end they can compare their pictures. Activity Book (pp. 56-57) 5 Write the rooms. Key: bottom left - living room ‘top right - bathroom bottom right - kitchen 6 Look, say and write. Key: 2kitchen 3 4 bathroom 7 Read and colour. * Check answers, 8 Choose and circle. Where's the bird? Key: 2in 3under 9 Circle the odd one out. * (L1) Check the concept of odd one cut bafore doing this activity Key: 2box 3 bathroom 4 under 77Lesson 8c Key Structures Where is fare... ? Is He's / She's / They're .. Vocabulary Focus bedroom, fiving room bed, carpet, chair, floor, lamp, room, table Revision boy, woman box, car, doll, pen cat, rabbit, snake, spider big, small; magic blue, red Pupils’ Book (pp. 74-75) Warm-up * Write on the board, Where ... the famp? Ask pupils what the missing ‘word is (5). Ask them to tell you the contracted form too ('s). Now write, Where ... the lamps? Elicit the plural (are). Then dill. You say, the books, pupils say, Where are the books? Continue, using both singular and plural nouns ‘= Ask pupils to open their books and look at the grammar box. @ Choose and write. ‘Ask pupils to decide if each sentence is about one thing / person or more than one before they write * Tell pupils to use the grammar box to help them write the correct answers Key: 2 Where are 3 Where's 4 Where are 5 Where are 6 Where's o Look and answer. + Ask pupils to look carefully at the picture. Ask questions, e.g. How many rabbits can you see? What colour isthe kite? and give instructions, eg. Point to the red cat + Painwork: get pupils to ask and answer the questions. + Pupils waite their answers. Key: 2 in the black hat 3 under the red car 4 on the brown chair 5 on the brown box 6 in the green box 78 en Where is Mork? Where's Helen? Br He's in the kitchen. She's in the living room the lamp? | It’s in the box Where are the boys? | They're in the kitchen. the girls? | They're in the living room. the lamps? | They're in the box. © choose and write, Wherds Where are 1 Mere’. Pet 4 the red pens? 2 Pete and Ruby? § the bot 3 theca 6 Hen Look and answer Teaching Tip When setting homework, go through the exercises orally in class first. It's still challenging to write the answers, but the pupils will feel more confident and motivated about working on their own at home if they have heard the correct answers in class. 1 Where's the doll? Ws In the.ned box, 2 Where ore the rabbits? They've 3 Where's the snake? Ws 4 Where's the woman? She's 5 Where ore the cats? Theyre 6 Where's the blue cor? I's Eon + Get pupils to bring to class magazine pictures of rooms (or provide them yourself). They should cut one out and stick it in their notebooks, or on a piece of card. Pupils can label the picture with all the words they know and write sentences about it using prepositions * Ask pupils to close their books. Write some prompts on the board, e.g. doll, and ask pupils to ask and answer ‘questions from memory.aaa and aliving room. Now it a bed the box. © SA Liscen end sin. @D Fs ister, read and say. Tht my magic room. 18 a bedroom Ws gets bed and lamp. The lamp ion aS ee MY ROOM Now a lving room 1 gota table, im | obig chain and a small oh Where the bed? mete 78 D Ws Listen, read and say. + Read the boy's speech bubble with the class. (L1) Talk about how Some boats are big enough to have bedrooms. Ask the class if they’d lke to live on a boat, and Wat it might be like * Look atthe two pictures and make sure that pupils understand that itis the same room in both pictures. Talk about the differences they can see. Name some vocabulary items, e.g. bed, chair sofa, cupboard, carpet, and ask pupils to tell you if they are in Picture 1 or Picture 2 or both + Play Recording 56 and get pupils to follow the texts silently. ‘© Focus an the last question. Talk about the answer and get pupils ‘to write it in the space. + [rauttt] ask pupils to invent their ‘own ‘magic room’, and get them to draw it. They can write about it and describe it to the rest of the ass, You can then make a wall display of all of the ‘magic rooms © GF ¢ Listen and sing. ‘= Tell pupils that they are going to listen to a song about a spider. Ask questions about the picture, e.9, Where's the spider? (in the box) Where's the box? (on the table) etc. (L1) Check the meaning of over there, floor and once more. Teach pupils some actions to go with the words: spider — fingers making crawling movements, over there = point to the distance, on the floor ~ stamp feet. « Play Recording 57 and ask pupils to do the actions when they hear ‘the words. Play the recording again, and pause ater the end of each line. Pupils repeat. Play the recording and ask pupils to do the actions and sing the song. ‘+ The ‘Now you sing’ on the recording is a karaoke version of the song for the pupils to sing along to, or they can make up their own words to the same music Activity Book (pp. 58-59) 10 Look and write. Key 11 Where's Ruby? She's on the book. 2 Where are the boys? They're in the box. Where are the girls? They're on the box. 3. Where's the bird? It's on the table. Where's the cat? It's under the table. 11 Choose and complete. Key: 2They're 3its 4 They're Sits 6 She's 7 He's 12 Read, draw and complete. * Check answers. 13 Find eight words. Key ‘Across: cupboard, bed, bath, lamp Down: chair, table, carpet End of unit activities ‘Ask pupils to turn to the Picture Dictionary on page 111 of the Pupils’ Book and to fill in the word for each picture for Unit 8. Check answers. + Pupis can now complete Quiz 8 on age 123 of this Teacher's Guide. See also the Answer Key on page 116. * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 59. Tell them that they must decide if their work in this unit was ‘OK’, ‘good’ or ‘fantastic’, and that they should colour in the appropriate smiley face. Its important to let pupils make this decision for themselves. 79Lesson 9a Key Structures can, can't Revision Ima Vocabulary Focus limb, dance, fy, hide, jump, run, ‘swim, walk ‘bear, monkey Revision big insect Story: The Jungle Book Baloo and Moweli are at King Louie's palace. Baloo is dressed up as a monkey and is trying to convince King Louie that he is a real monkey. King Louie is very suspicious. He tests Baloo by asking him to do all the things that 2 real monkey can do. Baloo dances and jumps. Then King Louie ‘asks him to climb a tree, Baloo falls from the tree and his costume falls off, The monkeys see that he is really Baloo and not a monkey Baloo and Mowgli have to run away very quickly. Pupils’ Book (pp. 76-77) ‘Warm-up * (L1) Talk about the story of The Jungle 800k and ask pupils what they know about it. Look at the pictures, teach the words monkey and bear, and elicit / name the characters, and what is happening in the story. From the pictures, elicit the actions dance, jump and climb. Ask pupils f they can do these actions (in English) and mime to help understanding. Ask if Baloo can do these things, too. @ Ep Look and listen. Then read. * Exploit the story with Recording 5B as outlined on page 6 of this Teacher's Guide (Using the materials: Working with the Disney presentation stories) 80 @ Fo Look and tscen, Then read. 1. Baloo ean / can't climb. 2 Boles is a monkey / bear. ‘+ Ask pupils to look at the words in the word box at the top of page 76. Say the words and get pupils to repeat them. Check the pronunciation of climb Aklaxm. + Play the recording and ask pupils to raise their hands when they hear these words. + Play the recording again and ask pupils to repeat. They can act out the dialogue in pairs. * Ask, Is Baloo a monkey? Can he limb? Then ask pupils to circle the correct answers. Key: 1can't 2 bear Teaching Tip {ts important to work on sentence stress when teaching can, so that pupils are intelligible when saying can /kon/ or can't /kamt/. Clap to show the stress: I can swim | can‘t swim. In short answers, both can and can’t are stressed: Yes, | can /kaen/, No, | can’t /ka:nt/.© Es Liston and tick, 1 walk 2 O 3 jmp O 4 dancel) ° 1 Tom can pujm, 2 The monkey can bieml 3 The insect con yff. 4 Anna con endae. ind and write, 5. Nick can misw. 6 Susan con nr. © GE Listen and point. Then say. 5 climb O 6 swim 0 7 hide O ayy O He con June, fe can Ie can ‘She con He con She can severpes 17 Q 76 Listen and point. Then say. "Set the scene; its in the gym. Ask pupils if they ike gym lessons at school | + Mime all the actions in the pictures and elicit the words. Ask, Can you walk? etc. Pupils should say Yes, except for number 8. To make this picture clear, ask, What animals can fly? * Play Recording 59, and get pupils to repeat the words efter the recording + In pairs, pupils can test each other. One says a number from 1 to 8, and the other says the word and mimes the action, Swap roles, RECORDING 59 1 Ian walk. 2 Ian run, 3 Ian jump. 4 [can dance. 5 I can climb. 6 Ican swim, 7 | can hide, 8 Ican fly © We tisten and tick. ‘+ Tell pupils that they will hear only five of the eight words in the list, and that they have to tick the ones that they hear. * Play Recording 60. There are pauses for pupils to write their ticks, Play the recording again if necessary, RECORDING 60 can walk. can dance. I can hide. can swim. ean run Key:2¥ 4v 6¥ Tv @ Find and write. * Write fawk on the board and mime the action of walking. Ask pupils to tell you what the ward is (walk) Then ask pupils to work out the anagrams in pairs and write their answers. ‘Ask pupils to read their answers aloud. They should read the whole sentence. Work on the correct pronunciation of can /kow/, and clap on the stressed word (the verb), Key: 2 climb 3 fly 4 dance Sswim 6 run SaHnw Xai Tas Play a Mime game. Get one pupil to come to the front of the class and mime an action. Ask the other pupils to write down what they see. Continue until five or six pupils have mimed an action. Get pupils to compare their answers and to check each other's spelling in pairs. Activity Book (pp. 60-61) 1 Read and write. Key:2b 3d 4a 2 Read and match. Key:2a 3¢ 3 Look and write. Key: 2walk 3fly 4jump Sswim 6climb 7 dance Bhide 4 Read and 7. Then draw yourself and write. + Check answers 81Lesson 9b key Structures an, can't Revision ima Vocabulary Focus bear, bird, fish, monkey, snake, tiger imb, dance, fly hide, jump, run, swim, walk Revision elephant Pupils’ Book (pp. 78-79) Warm-up. ‘* Look at the picture and ask pupils about the animals that they can see, Revise the animal names by miming them. (L1) Revise the word scary and ask which animal is the most scary. ‘+ Ask pupils to make sentences about what the animals can do to escape from the tiger, e.g. The monkey can climb. etc. Accept any answers that pupils give that make sense, EZ ¢ Listen and point Then say. Play Recording 61, and ask pups to point to the animal which i speaking Play the recording again, and pause it wile pupils repest RECORDING 61 1 I'ma tiger. | can jump. 2 I'ma monkey. | can climb. 3 I'ma bear. | can walk. 4 I'ma fish. | can swim, 5 I'man elephant. | can run. 6 I'ma bird. | can fly. 7 I'ma snake. | can dance Write. + Pupils work in pairs, using the prompts on the picture. Pupil A says, 'm an elephant. Pupil B says, You can run. etc. Swap roles, ‘* Pupils write their answers, starting with / 82 Write 1 Pm a tiger 2. I'ma monkey 3 I'ma bear 4 Pm a fish Key: 2! can climb. 3 I can walk, 4 can swim. Scan run. 6 | can fly. 7 Ian dance. If you have time in class, you can and many tasks. In Activity 8, you can get pupils to make a table in their notebooks so that they can ask three or four pupils. In this way, they can move around the class to interview each other, to provide a break from sitting at their desks. 5 I'm on lephont 6 I'ma bird 7 I'm @ snake, ‘Make a quiz about the picture Pupils write three questions for their partner: What colour ... ? Who can ... ? and Where's / Where are ... ? Monitor and help pupils as they are writing their questions. All pupils study the picture for 30 seconds, then close their books. Pupils ask and answer their questions in pairs.(@ Fs Liston and write v or x. 4 walk 5 hide O 6 dance) 1 jump Zo fy BW 2fy OD cimb O 3 dimbO wolk Ol @ Ge Listen and write v ork. * Explain that pupils must be able to hear the difference between can and can’t. Revise the sentence stress in the "Teaching Tip’ on page 20, * Play Recording 62 and ask pupi's to puta tick in the box for the things that the animal can do and acoss for the things that the animal can't do. Pause after each item if pupils need more time. + Practise repeating after the recording as necessary, @.9. you say,l'm a tiger. and pupils complete RECORDING 62 1 I'ma tiger. I can jump but | can't fly. 2 I'ma bird. | can fly but I can’t climb. 3. I'ma bear. | can’t climb but | can walk. 4 I'ma fish. | can’t walk but | can swim, 5 I'm an elephant. | can’t hide but I can run. 6 I'ma snake. | can dance but | can't fly. Key: 2 fly ¥ climb x 3 climb x walk 7 4 walk x swim ¥ S hide x run 7 6 dance v fly x OaAska ind and write 7 or x. * Pairwork, Drill the question with the class, checking the pronunciation of can kan, and the short answers can /ksen/ and can’t Fearn ‘+ Remind pupils that the ticks and crosses mean ‘yes’ and ‘no’. Ask pupils to choose a partner, and ‘write his/her name in the space in the box. Pairs then ask the questions and put a tick or a cross in the boxes. + Pupils can report to the class about what they found out about their partners, making sentences from their table, e.g, Maria can dance, etc Activity Book (pp. 62-63) 5 Read and write the number. Key: top right speech bubble 3 bottom left 1 bottom right 2 6 Find the words and circle. Then write. Key: 2snake fish 4 tiger Smonkey 6 bird 7 bear 7 Complet Key: tiger can ~ swim, run, walk, jump. fish can ~ swim bear can ~ swim, run, walk, jump bird can ~fly, run, walk, jump 8 Choose and write. * Check answers.Lesson 9c Key Structures can, can't Revision its got Ithasn’t got Vocabulary Focus climb, dance, fly, hide, jump, ride, ‘un, swim, walk bear, bird wall Revision elephant, fish ‘big, long, small arm, feet, leg, toe tree Pupils’ Book (pp. 80-81) Warm-up * With books closed, revise the action verbs from previous lessons, miming the actions. Pupils shout ‘out as soon as they recognise the action. * Write on the board Can swim? you He dance can't. 1 jump can. ‘Ask pupils to put these in the ‘correct order. They can then check if they are right by looking at the grammar box. Encourage pupils to look at the pictures of Pete and Ruby and ask, Can Ruby jump? (es, she can) @ Read and write can or can't. * Check that pupils understand the meaning of the ¥ (can), the x (can’t) and the ? (Can), and write them in the three columns in the grammar box, * Pupiis complete their answers, Using the grammar box to help them, key: 2 She can run. 3 Can we climb? 4 They can’t hide. 5 Can you swim? 6 It can walk. 7 You can’t jump. 8 Can Anna swim? 84 you ite) WD dees ais ele eer aan, climb? 4 lider ike og “8 ee ruoverin 2 Shao kam A. 8 Roe wav Sheen wading 7Mod soa jen 2 Togas sMAl Xe an Aaa Sin? © G5 Liseen, rood ond soy. Ruby: Can you mb? » Pete: No, | con't. o Ruby: Con you iy? Peet Nontaone, FP Ruby: Can you dance? Peter Yes, con Be Reegidee ou ibaa Peter Yes lam! an [a =o ee ser fe fx fe ee oe fe |v fe |e |e fy fe |x |x |e |e ttephon fx x |x [vy |x 20 ae @ Fé tisten, read and say. * Ask pupils to look at the table below the dialogue, at the first line bear. Play Recording 63 while Pupils point to the table for each question, * Play the recording again, and pause it for pupils to repeat ‘© Pupils read the dialogue aloud in pais. * Painwork. Pupil A chooses one of the animals in the table, but doesn't say which one, Pupil B ‘asks questions asin the dialogue, fe, Can you climb? Pupil A answers and Pupil 8 quesses which animal he / she has chosen Teaching Tip If some pupils need more of a challenge, get them to cover up the grammar box (or any other support material) and to try the activity without help. Encourage the faster learners to take this option, but don’t make the slower ones fee! left out. Ask ‘pupils to decide if they want to do this themselves.© Us Listen, read and match. AMAZING ANIMALS fa] 1 les got big feet. It can fy from tree to tre. 2 It hasn't got arms or legs but it can climb trees, I's very long, It can fy from tree to tree 3 ts got small fet and toes, It con climb up walls. © LA usten and sng. mR Tan walk. Yes, can walk. | . Lean ride. Yes, ean ride 7 Jan un. Tan hide Tean dance and jump, too Tean sing and 50 ean you! L @ Gs Listen, read and match ook at the pictures with the class (U1) Takk about the animals. Ask if they know what the animals are led (a: a gecko; b: a tree frog; fing snake), if they can find them in this country, etc. Teach and tree from the pictures. * Flay Recording 64 and ask pupils to follow the words on the page. * Ask pupils to read the texts silently and to match the sentences to the pictures. Key: 1b 2¢ 3a + [matt] Encourage pupils to bring to class photos of animals and to about them, Make a class book entitled Amazing Animals © Wo tisten and sing. + Tell pupils that they are going to listen to a song about activities CCheck the vocabulary in the song by eliciting the words from the pictures around the song, Play Recording 65, and ask pupils to follow the words with their fingers * Play the recording again, pause and get pupils to repeat line by line + Play the recording with the cass singing along + The ‘Now you sing’ on the recording i a karaoke version of the song for the pupils to sing along to, of they can make up their own words to the same music Sawa ae ‘Ask pupils to think about their pets, or their favourite animal They can draw a picture of it and write some short sentences about it, as in Activity 11. Display the results on the classroom wall, and let pupils go around and read the other Pupils’ work, Activity Book (pp. 64-65) 9 Read and write sentences. Key: 2 We can dance. 3 She can walk. 4 You can’t jump. 5 I can fly 6 He can'thide. 7 They ean swim, Bit can't climb. 10 Write questions and answers. Key: 2 fly, can't 3. Can Pete swim? No, he can't. 4 Can Ruby jump? Yes, she can. 5 6 dance? Yes, they can. Can Pete and Ruby hide? No, they can't. 11 Read, choose and complete. Key: 2dance 3 She Scant 6leg 4ean 12 Write about your friend. Then draw him/her, * Check answers, End of unit acti * Ask pupils to turn to the Picture Dictionary on pages 111-112 of the Pupiis’ Book and to fil in the word for each picture for Unit 9. Check answers. + Pupils can now complete Quiz 9 con page 124 of this Teacher Guide, See also the Answer Key on page 115. * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 65. Tell them that they must decide if their work in this unit was ‘OK’, ‘good’ or fantasti’, and that they should colour in the appropriate smiley face. Its important to let pupils make this decision for themselves 85Revision 3 Key Structures Where's... ? Its... ve / You've / He's/She'sit’s got can This is Vocabulary Focus bath, bed, carpet, chair, cupboard, lamp, table bathroom, bedroom, kitchen, living room ag, book, box, car, doll, teddy bear bear, monkey climb, dance, fly, hide, jump, walk baby, dad, family, grandad, granny mum, sister blue, green, red in, on, under Pupils’ Book (pp. 82-83) Teaching Tip The main concept to check is that of singular and plural, with both nouns and verbs. Before doing the revision unit, vite a ‘mix of singular and plural nouns (on the board, using the objects in the classroom (e.g. books, chairs, picture, bag, table, etc). Point to each word and ask pupils to make questions with Where's / Where are ... ? Pupils practise questions and answers ‘n pairs. Check the use of t's and They're Ask pupils to make two columns in their notebooks, with Where’s tS... at the top of column 1 and Where are ... They're ... at the top of column 2. Ask pupils to write the nouns on the board in the conect column @ Look and write. © Check that pupils understand that the questions can be singular or plural. Revise the two forms. Pupils look at the pictures and write the answers. Key: 2 Where are / They're on the bed in the bedroom. 3 Where's / It's under the chair in the kitchen. 86 1 Where. uuu the green lamp? a the dole? 3 the red cor? 4 teddy bear? 5 the books? 6 the boxes? To the blue cor? a the bags? @ choose and wri. It's on the table. in the living coon. His its Mg Her Fve got « green bag, He's got o big apple. 4 You've got « white cat She's got @ small umbrella, es got long legs. a Vve got @ blue car s 82 eahyoe 4 Where's / It's in the bath in the bathroom, 5 Where are / They're under the ‘table in the kitchen. 6 Where are / They're in the cupboard in the living room. 7 Where's / It's on the carpet in the bedroom. 8 Where are / They're on the carpet in the living room. @ Choose and write. Revise / / My etc. Pupils write their answers using the words from the box 2 His apple is bi 3 Your cat is white. 4 Her umbrella is small 5 Its legs are long, 6 My car is blue. @ Look, read and write. * Check that pupils understand that they have to write can or can’t, depending on the pictures. Pupils look at the pictures and write their answers. Key: 2 You can jump. 3 It can't hide. 4 Monkeys can climb. 5 She can fly. 6 I can’t walk. Q Mrite. + Revise family words. Pupils look at the picture and write the words 3grandad 4 dad 6 mum Key: 2 sister 5 baby1A bear/dance 2 Youljump 3 Whide 4 Monkeysiclimb 5 Shelfy 6 liwalk O wee. VEGA crn 2 on Activity Book (pp. 66-67) 1 Write his, her or my. Key: 2her 3my 4her Ghis 7my Bhis 2Choose and write. Key: 1 He's 2.Where are / They're 3 Where's / It's 4.Where’s / She's 5 Where are / They're 6 Where's / She's 3Read and complete. Key: tunder in on Bunder/on 4in/on ‘Atbac can dence, S his 4 Read and write. Key: 2 Can Justin climb? Yes, he can limb. 3. Can Timothy climb? No, he can’t climb. 4 Can Helen swim? No, she can’t 5 Can Tania jump? Yes, she can jump. ~6 Can Helen dance? Yes, she can dance. Progress Test 3 * Progress Test 3 (pages 132-133 of this Teacher's Guide) can be set now. Go through the example answers with the pupils, so that they are clear about what they have to do. Give them a reasonable time limit. Answer Key 1 Look and write. are, ‘re, in the kitchen. 2 Where is, It's in the kitchen. 3 Where are, Theyre, bedroom. 4 js, It’s in the bathroom. 5iis, It’s in the living room. 2 Write. 1'shis sister. 2's their boat, 3's your ball. 4'sher doll 5's my car. 3 Wri 1 They can't fly. 3 Can she jump? 5 You can run. 7 Can they walk? 2.Can you dance? 41 can't dmb. 6 She can't hide. 4 Look and write. 1 tiger, under 2 bird, on 3 fish, on 4 bear, under 5 snake, in 5 Write and match. 1 Have, Yes, (f) 2 Can, can't (a) 3 got, has (b) 4 Have, haven't. (d) 5 Can, Yes, can / No, can't (e) 6 Has, hasn't (e) 6 Write the family words. ‘brother 2 grandad 3 granny Asister 5 dad 6 baby EXTENSION ACTIVITY Prepare some wordeards with the names of classroom objects on them. Hide the cards under / inside / etc. the objects while pupils sit with their eyes closed You say, e.g. Where's the book?, and ask one pupil to answer. The pupils says, The book is under / inside / etc. . and goes to collect the card. 87Lesson 10a Key Structures Yam 1 You are / He/She is VeRs-ing We are You are / They are VERS-ing my, your, our, their Vocabulary Focus, do, wear boots, dress, hat, jeans, scarf, skirt, sweater, Fshirt, TV chicken; funny; be careful Revision cowboy bia, (ong, short, small beautiful black, blue, brown Story: Toy Story 2 Rex is watching TV. Woody is in the room with him but he isn’t looking at the TV screen. Suddenly Rex sees a cowboy on TV, He is wearing exactly the same clothes as Woody. When the cowboy turns round, Rex can see that itis Woody on TV! Buzz is very excited and runs over to have a look, too. He pushes past Rex and makes him step on the remote control by accident. The channel changes and by the time Woody comes to look at the screen all he can see is a rman in a big chicken costume — the man is Al, the evil toy store manager. Woody thinks that Rex was only teasing about seeing him con TV and he is annoyed. Pupils’ Book (pp. 84-85) Warm-up * Look around the class and choose ‘one pupil to stand up. Say what he/she is wearing, e.g. a red Tshirt. Repeat the word T-shirt, and 23k pupils to repeat, Choose another pupil and continue with other words from the vocabulary list that you can see in the class. Then ask pupils to stand up when you say what they are wearing, e.g. you say blue jeans, and all pupis wearing blue jeans must stand up. @ Ws Look and listen. Then read. + Exploit the story with Recording 66 a5 outlined on page 6 of this Teacher's Guide (Using the 88 By 86 ecptur materials: Working with the Disney presentation stories). * (L1) Look at the picture story with the class and talk about the characters, and what is happening Teach dinosaur and spaceman. Focus on picture 4, making sure that pupils understand that Rex has accidentally changed the channel when Buzz bumps into him. Teach Be carefull and Very funny! using Lt if necessary. '* Play the recording and ask pupils to follow by pointing at the words as they hear them, ‘+ Ask pupils to read the story and find the words in the word box Show them that wear and do have “ing, but it isn’t necessary to say why at this stage. 0 Us Loo ond teen, Then read 1. The cowboy on TV Is | isn't wearing boots 2 The cowboy on TV is | isn't Woody, v het do careful thicken He's wearing your hat. And he's wearing your boots * Play the recording again and ask pupils to repeat. * Pupils complete the comprehension activity. Key: tis 2is Teaching Tip The language being practised at this stage is getting more and more complex, and pupils have ‘more vocabulary to remember ~and longer sentences to say and write. It important to provide pupils with enough practice time for repetition, which really helps 10 build fluency. Increase the speed a litle with each repetition of a sentence.O wee hot 2 Tshirt 3 sweater 6 jeons 7 skirt © Gs Lsten and point. Then say. So VE~ 5 rcort 4 dress we —* our Our house is big {you —* your Your bags are gren, they — their Their dod i @ fireman, 1 We ore wearing blue skirts ur sks an be 2 They ore weoring brown hats. 3 You are wearing beautiful dresses. 4 We ore wearing black boats eine CO itsck chains andivticn Tahirt Jeons boots dress scarf hat sweater skirt Boy: My sweater... is long and my are short. My is long ond my is big Girl: My is small ond my is big My ‘re big ond my is small. teron OS € pupils to look at Activity 3 and the 19 Wis Listen and poin red grammar box to find the words Then say. + Revise words from the warm-up activity. Play Recording 67, and ask pupils to repeat the words. Check their pronunciation, especially the vowel sound in shirt /fxi/ and skirt ka (the ris silent) * Pairwork. Pupil A says a number fom 1 10 8, and Pupil B says the word. Swap roles. Q write. + Revise possessive adjectives. Write I, you, he, she and it on the board and elicit my, your, his, her and its from the pupils. Write them on the board next to their pronouns. Then ‘write we, you and they and ask to match them (our, your, their) Write them on the board. Teach beautiful, * Pupils complete the activity Key: 2 Their hats are brown. 3 Your dresses are beautiful. 4 Our boots are black. @ Look, choose and write. * Look at the pictures and talk about the children. Revise big / small and long / short. Ask, What's the boy wearing? What colour is his sweater? etc. ASk if the children are wearing their own clothes. Teach dress up, and ask if pupils like doing this. * Pupils read the sentences and choose the correct words from the wordbank for each space, Key: Bo) Gi ns, scarf, hat I: Tshirt, skirt, boots, dress EXTENSION ACTIVITY Play a Who is it? game. Ask pupils to look around the class and choose another pupil, but not to say who it is. Pupils take it in turns to say what their chosen pupil is wearing, e.g. blue sweater. The other pupils must guess who itis. Acti ity Book (pp. 68-69) 1 Look and ¥. What can you see? Key:2x 3x 4v Tv Bx ov sx wv ov 2 Choose and circle. Key: 2They 3 Your STheir 6 You 4We 3 Read and match. © Check answers, 4 Read and colour. * Check answers. 89Lesson 10b Key Structures Jam / You are | He/Shellt is VERB-ing We are / You are / They are VERB-ing Vocabulary Focus wear, glasses, jeans, shirt, shoes, trousers Revision boots, hat big black, blue, brown, green, red, yellow Pupils! Book (pp. 86-87) Warm-up. ** Play a word-chain game to revise the vocabulary from Lesson 10a Start by saying a sentence yourself, e.g. She's wearing a bive skirt. The ext person must repeat your sentence and add an item of clothing. The next person must repeat the previous sentence and ‘add another item. This goes on Until something is forgotten, and that person is out. The last person left is the winner. (GF Listen and repeat. #(L1) Look at the picture with the class and talk about the story - that Woody has been kidnapped by Al and that the other toys are trying to find him. Teach the words Glasses, trousers, shoes and shirt from the picture ‘* Play Recording 68, listen to the prompt words (e.g. A shirt?) and pause for pupils to say the sentence. Release the pause and listen to the sentence. Pupils repeat RECORDING 68 Girl Look at Al. What's he wearing? ‘Adult A shirt? Boy He's wearing a red shirt. Adult Glasses? Girl He's wearing black glasses. Adult Trousers? Boy He's wearing brown trousers. ‘Adult Shoes? Girl He's wearing black shoes. 90 | © Read ond circte. 1 Ats wearing brown (Glaed) shoes 2 He's wearing a yellow [red shire. } 3 He's weoring red J black glasses | 44 He’ weering green | brown trousers. Read and circle. za ‘aching Tip Ask pupils, What's Al wearing? to Some pupils ike competitive get them to talk about Als activities, and some don’t. There dlthes. Encourage them to is always a winner and a loser. produce full sentences, e.9. He's Be sensitive to the fact that some wearing a red shirt. etc * Pupils read the sentences and circle the correct answer ‘© Pupils can write sentences on the board or in their notebooks to describe what Mr Potato Head, Bo-Peep and Buzz are wearing, pupils may be upset or disappointed. Avoid giving prizes ‘or rewards, and be sure to praise everyone for taking part. Key: 2red 3black 4 brownT red shirt 2 a big hat 3 brown boots 4 black glosses 5 blue jeons 6 brown trousers Read and say with a friend. Is it Al or Woody? * Use the prompt words to get pupils to make sentences about Al ‘or Woody in the main picture, e.g you say, a red shirt, and pupils respond, He’s wearing a red shirt * Pairwork: Pupil A says, He's wearing a red shirt. Pupil B says, Al Pupils say three sentences each. Key: 1 Al 2 Woody 3Woody 4Al 5 Woody 6 Al @ Ue Listen and say: Pete or Woody? © L2Fs Listen and say: Pete ‘or Woody? * Ask pupils to look at the pictures of Woody and Pete in the activity box. Ask, What's Pete wearing? and What's Woody wearing? to elicit from pupils the names of the clothes, Play Recording 69 while pupils listen and look at the pictures. ‘Ask pupils to raise their hands if they think its Pete. Then do the same for Woody. «Play the recording again if there is a mixture of answers. Pause the recording if pupils need more time RECORDING 69 He's wearing a big hat, blue jeans and brown boots. He’s wearing a yellow shirt and a red scarf. Who is it? Key: Woody Snead ‘Ask pupils to bring to class some magazine pictures of hion photos, or provide them yourself. Pupils can label the pictures with the words they know, and write sentences. Alternatively they can draw a picture of themselves wearing their favourite clothes, and do the same. Activity Book (pp. 70-71) 5 Write the words and find a new word. Key: 1 sweater 2shorts 3 hat 4 ski Sjeans 6 dress 7 Tshi 8 boots The new word is trainers. 6 Read and match. What's he/she wearing? Key:2b 3a 4d 5a 6e 7b 8c 7 Draw. * Check answers. 8 Find. Then write. Key: 2 a sweater and jeans / trousers 3. wearing a T-shirt and shorts 4 He's wearing a shirt and trousers / jeans. 5 She's wearing a dress 1Lesson 10¢ key Structures Jam I You are / He/Sheftt i veR6-ing We are / You are / They are VER-ing. Vocabulary Focus wear boots, glasses, hat, jeons, scart, shirt, shoes, shorts, skirt, ‘sweater Fshirt trousers new Revision cousin, flm star, pirate big black, blue, brown, green, pink, purple, red, white, yellow Pupils’ Book (pp. 88-89) Warm-up * Revise the parts of the verb to be with the class. Write the pronouns ‘on the board, and some names eg, George, Maria, Ruby and Pete, Jack and Lucy. Point to one and elicit the verb, e.g. Ruby and Pete are Continue for 2 few minutes until the class are confident. Do the same with the pronouns only to check contracted forms. * Mime some verbs pupils have learnt and elicit the continuous forms, e.g. jump-jumping. @ Read and complete. + Focus attention on the grammar table and on Pete and Rubys placards. Highlight the form of the Present continuous, * Do the exercise orally first, and teach the meaning of nev. * Pupils write the correct answers. Encourage them to use the {grammar box for help, or cover it Up if they are more confident. Key: 3He's wearing 4 She's wearing Sits wearing 6 We're we ing 7 You're wearing 8 Theyre wearing O write. * Look at the pictures of Pete and Ruby. Ask, What's Pete wearing? Encourage pupils to tell you He's wearing a yellow shirt. etc. Do the same for Ruby. + Allow pupils to reac the activity and to complete it alone, 92 I'm wearing «hat, budaguag © feos and complete. 1.8. wearing @ white T-shirt 2 You're wear... a purple scart 3 He..... wearing brown boots 4 She's wear... 9 pink skirt Bw vag bot 6 Were weer... new trousers. 7 You..... wearing glasses 8 Theyre wear bg Boot | | @ write. | 1 Hesneoning 2 Shes.wearia \\s 88 cgmate ‘Ask pupils to close their books. Say a sentence about either Pete or Ruby, e.g. He's wearing a red hat. and ask pupils to tell you if it's true or false. key: 3 He's wearing 4 She's wearing 5 She's wearing 6 He's wearing 7 She's wearing 8 He's wearing Teaching Tip If some pupils work faster than others, set them work from the Activity Book so that they do not become bored or disruptive in class, You can also ask them to bring their work to you for correction, or to check answers with another fast-working pupil lasses. a hat. 2 yellow shir @ red sweater ted boots (2 blue Tshirt SECs ‘Make a set of wordcards with different items of clothing and colours, e.g. a blue sweater. You will need about ten different ones which you can copy (each pupil in your lass needs three cards), Shuffle the cards, and ask each pupil to pick three cards. They then have to draw a person wearing the items on the cards. if they pick two cards with the same items the pictures will be very funny, or you could ask them to put back the repeated card and choose again.@D Efe Listen, read and write, ‘boots block skirts hat jeans shoes shift trousers pink scarf o pink © J ten on What are you wearing? A sweater or a T-shirt? What are you wearing? Blue jeans or shorts Jock isa plrote, He's weering a white 1 © snnnn Boots, Ley is © cowgirl She's wearing a brown A nnennny FOE wioneniaoeny BID introns “Sarah and Sue ate film stars. Theyre wearing sen nnn IMSS ONE PINK (1) acne ack ‘ond brown Tm wearing a red T-shir A searf and a hat, Big red boots, And Ym wearing yellow shorty. @ Fe Listen, read and write. Takk about the children in the photo and ask questions about what they are wearing, e.g What's the boy wearing? (L1) Ask pupils what their favourite costumes are when they dress up for Camival * Say the words in the wordbank, and get pupils to point at the words as they hear them, * Pay Recording 70 and ask pupils to listen for the words in the wordbank, a5 they follow the ‘gapped text. Check the answers orally. * Pupils write in the correct answers + [riuuct] Ask pupils to bring some lothes from home to dress up for Carnival, Pupils then describe to the class what they are wearing and the class guess who they are RECORDING 70 Girl_Jack is a pirate. He's wearing a white shirt, black trousers and black boots. Boy Lucy is a cowgirl. She's wearing a brown hat, red scarf, blue jeans and brown boots. Girl Sarah and Sue are film stars. They're wearing pink skirts, pink glasses and pink shoes. © Es Listen and sing. * Tell pupils that they are going to listen to a song about clothes. Look at the clothes on the washing line in the picture and revise the vocabulary Teach pupiss the word shorts. Play Recording 71 and ask pupils to follow the words in their books. * Play the recording again, pause after each line and ask pupil to repeat + Play the recording while everyone sings along, + The ‘Now you sing’ on the recording is a karaoke version of the song for the pupils to sing along to, or they can make up their ‘own words to the same music. Activity Book (pp. 72-73) 9 Read, find the word and write sentences. Key: 2 He's wearing a green hat. 3 She's wearing a purple dress. 4 We're wearing brown glasses. 5 You're wearing a white shirt. 6 They're wearing black shoes. 10 Read and write. Key: 2 She's wearing a sweater and a skirt. 3. He's wearing a Fshirt and jeans / trousers. 4 She's wearing a hat and a dress. 11 Draw and write about your friend. What's he/she wearing? * Check answers End of unit activities ‘© Ask pupils to turn to the Picture Dictionary on page 112 of the Pupils’ Book and to fill in the word for each picture for Unit 10. Check answers + Pupiis can now complete Quiz 10 on page 125 of this Teacher's Guide. See also the Answer Key on page 115. * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 73. Tell them that they must decide if their work in this unit was ‘OK’, ‘good’ or ‘fantastic’, and that they should colour in the appropriate smiley face. It's important to let pupils make this decision for themselves. 93Lesson 11a Key Structures \VERB-ing: all forms, all persons Revision Yam 1 You are / He/Sheltt is VERB-ing Vocabulary Focus craw, laugh, read, sing, sleep, write bike, flower, music Help! Revision bedroom ‘book, name funny Story: Cinderella Lucifer (the nasty cat) has caught the mouse Gus and trapped him under a glass cup outside Grisella’s bedroom (Grisella is one of Cinderello’s ualy sisters). Gus's friend Jaq comes up with an idea to rescue him. He gathers some mice together and they make a tall tower outside Grisella’s bedroom door so that they can see through the keyhole. They try to see what Grisella is doing, She is reading a music book and when she starts singing the noise is so loud and terrible that the tower of mice falls down and makes the glass cup smash, Gus is released and runs away with all the other mice, followed by a very angry Lucifer. Pupils! Book (pp. 90-91) Warm-up + Mime some actions to revise some vocabulary from earlier lessons ump, walk, hide, run, dance, etc.) Elicit the verbs from pupis, then say I'm dancing / walking, etc. Ask a pupil to mine an action and elicit He's / She's ...ng, * Mime / Act singing, reading and sleeping to teach the new words in the fist activity Write sing-singing, etc. on the board, and underline the ~ng. @ EF 5 Look and listen. Then read. * Exploit the story with Recording 72 2 outlined on page 6 of this Teacher's Guide (Using the materials: Working with the Disney presentation stories) 94 3. She's eading 2 music book. 1 Whot has the cat got? 2 Grisella is singing, ls it good or bad? @ 5 Look ond listen, Then read. + (L1) Look at the picture story and talk about it wth the dass. Revise the ‘word mouse, and teach the ireqular plural mice, from the pictures. Play the recording. Ask pupils to look at the word box at the top of the page and to find the words in the story. Teach Help! from the first picture, and explain that Thanks! s less formal than Thank you. Play the recording and ask pupils to follow the words in their books Play the recording again and ask pupils to repeat. Pupils can act out the dialogue in pairs * Ask the comprehension questions, then ask pupils to write the answers, Ke) It’s got a mouse. 2 It’s bad. Teaching Tip If you have an odd number of pupils in your class, pairwork can be done in threes, with the pupils taking parts in a ‘circle’ Ty to make different groups of three so that the same pupils not always the ‘odd one out’Q write. '* Ask pupils to look at the pictures, and ask, What's he / she doing? Talk through the examples first. ‘ Pupils read the prompt and write compete sentences. OO: Key: 3 Samantha isn't reading. She's sleepin They e reedin laughing. ‘E Fee ‘oe 4 William is drawing. ‘ @ Ufo Listen and point. Then say. + Talk about the pictures and teach the new words writing, drawing and laughing from the pictures Elicit sentences from the class, e.g He's writing. etc. Ask pupils to look at the grammar box and to repeat the sentences after you. + Play Recording 73 and ask pupils to repeat. Check the pronunciation of writing rasun/ and laughing Ai. * Pairwork: Pupil A says a number between 1 and 6, Pupil B says the sentence. Swap roles. @ Read and circle. + Read the example together. Check the meaning of bike and flower Then look at the key words in each sentence (bedroom, book, flower, fname and funny) and elicit the vetb that matches * Pupils complete their answvers, Key: 2 in his bedroom 3 reading 4 drawing 5 writing 6 laughing write three sentences about their family. Activity Book (pp. 74-75) 1 Write ¥ or X. Then colour the pictures. Key:2K 3¥ 4x 2 Find and write six words. Key: ‘Across: sleeping, writing, drawing, running Down: reading, laughing 3 Match. * Check answers. 4 Read and draw. © Check answers. - 95Lesson 11b key Structures ver®-ing Al forms All persons Vocabulary Focus eat, laugh, play, sleep Revision fly. jump, swim, wear bird, fish, mice Pupils’ Book (pp. 92-93) Warm-up * Elicit words that pupils know in the picture. Put the words on the board ‘mouse, bird, apple, fish, ball and boat. Revise numbers by asking, @.9 How many mice are there? etc. + Look at the numbered words and elicit sentences from the class. You say, Number 4. Pupils say, It's swimming. © Ws Listen, point and say. * Play Recording 74 and ask pupils to point to each picture as they listen ‘* Play the recording again, and ask pupils to repeat RECORDING 74 1 Cinderella is laughing 2 The mice are playing. 3. The mouse is wearing a Tshirt. 4 The fish is swimming, 5 The birds are flying 6 The mice are eating. © Read, look and correct. ‘Check pupils’ pronunciation of isn't Avon and aren't fan Play the Teacher mistakes game. Say a sentence about the picture (e.g Ginderela is dancing.) and get pupils to correct it and say a negative sentence (e.g. Cinderella 'an't dancing. She's laughing.) Check that the verb forms are correct for singular and plural * Do the exercise orally first, checking that pupils know that the numbers are the numbers on the picture. Pupils write their answers. 96 & UFs: Listen, point and soy. © ead, took and correct 1 Cinderella is swimming, Cinderella int winning. She's laughing. 2 The mice ore eating 3 The mouse is weeting a red Tahir. 4 The fish i ying 5 The bids are sleeping {6 The mice ore jumping Key: SUAS Epa aA a Pupils look at the picture and 3 The mouse isn't wearing a red choose an animal to answer Tshirt tts wearing a yellow questions about. They mustn't Tshirt say what itis. In pais, pupils ask questions to find out, e.g. Pupil A, Is it swimming? Pupil 8, No, itisn’t etc 5 The birds aren't sleeping, They're flying. 6 The mice aren't jumping. They're eating. Teaching Tip Writing exercises need time for all pupils to finish. Don't pressurise them to finish in a set time. Allow your pupils to do as many items as they feel they can in, say ten minutes, and acceot what they do. Those who don't finish can check the answers of those who have.@ Fs Listen ond choose an answer No, he isnt No, she isn't Yes, tis. Yes, they ore. No, it isnt No, they aren‘. Yes, he is. Yes, she is. @ Ask and answer. “Look at number one. Ne, she tart. Is Cinderella singing?) (_ she's toughing the fishisleep the birds/eat the mice/laugh the micelplay Yes, they are. Adult Look at number 6. Are @ Fé Listen and choose an answer. + Ack questions about the picture the mice running? and elicit yes / no answers, e.g. Is Boy —_ No, they aren't. the mouse dancing? Adult Look at number 4. Is the + Play Recording 75, and pause it fish sleeping? for pupils to answer. Play the Girl No, itisn't. recording answer and ask, Are Adult Look at number 3. Is the we right or wrong? mouse wearing a yellow * Play the recording again and check Tshirt? answers. Boy Yes, iti Adult Look at number 5. Are the birds flying? Yes, they are. RECORDING 75 Adult Look at number 1. Is Girl Cinderella eating? Boy No, she isn’t, Adult Look at number 2. Are @ Ask and answer. = Drill the question form with the class, You say, Cinderella / singing? and pupils say, Cinderella singing? Continue until pupils are confident with both singular and plural forms * Ask pupils the questions, and elicit answers, * Pupils do the same activity in pairs. Key: Look at number 4. Is the fish sleeping? No, it isn’t. It’s swimming. Look at number 5. Are the birds eating? No, they aren’t. They're flying. Look at number 2 Are the mice laughing? No, they aren't. They're playing. Look at number 6 Are the mice playing? No, they aren‘. They're eating. Activity Book (pp. 76-77) 5 Read and colour six mice. * Check answers. 6 Find the word. Key: 2 sleeping 3 laughing ‘playing 5 singing 6 eating 7 Look, find and answer. “running? No, it isn't. It’s jumping. 3 the snake playing? No, it isn’t. It’s writing. 4 Is the elephant sleeping? No, it isn’t. It's singing. 5 Is the tiger walking? No, it isn’t. It’s readi 6 Is the bear jumping? No, it isn’t. It’s drawing. 8 Answer the questions. Key: 3 No, they aren't. 7.No, she isn’t. 8 Yes, they are. 97Lesson 11¢ Key Structures VERB-ing Al forms All persons Vocabulary draw, eat, laugh, play, read, sing, sleep, write ‘friends, ice cream, painting (n), volleyball Revision ‘ly, run, swim, wear ‘book, flower, name, shit, Tshirt Pupils! Book (pp. 94-95) Warm-up = Ask pupils to look at the grammar table, (L1) Ask them why there are three sections, why Ruby is crossing her arms and why Pete is circling not. @ write a negative sentence. + Ask pupils to tel you the difference in the sentences in the example, and where these different types of sentences are in the grammar table. * Ask pupils to write the negative form of each sentence, using the ‘grammar table to help them, Key: 2 We aren't reading. 31'm not running. 4 You aren't pl 5 They aren't singing. 6 He isn’t drawing. @ Ask and answer. + Draw pupils’ attention to the pictures of Pete and Ruby. Drill the ‘questions with the class. You say, e.g. Number 1 ~ Pete/ singing, and pupils respond, fs Pete singing? Bcit answers, too (No, he isn’t). * Pupils do the exercise in pairs, then vatite their answers. Ke 2 1s Pete writing? Yes, he is. 3 Is Ruby drawing? No, she isn't. 41s Ruby playing? Yes, she is. 5 ls Pete reading? Yes, he is. 6 ts Ruby eating? No, she isn’t. 98 SS singing. loughing. sleeping ‘Are you Ishe Is she swimming, © Wrice a negative sentence. She's writing, She isnt woiting We're reading, Fm running, You're playing. They're singing 6 Hes drawing, 2 3 4 5 © Asvand answer Js Pete singing, Ho he ia 2 Petelwriting? 1 Petelsinging 3. Rubyldraming? 4 Rubyiplaying? 5 Perelreading? 6 Rubyleating? Teaching Tip Ty to encourage pupils to read silently as often as possible. The comprehension activities will show you if they have read the text and understood it. Reading aloud is good for pronunciation work, but may not test understanding. = singing? loughing? sleeping? playing? flying? eating? running? swimming? singing. laughing, sleeping, You aren't He isn’t She isn't playing, Ieisn't fying. We aren't eating. You aren't They oren't | ; Pupils work in groups of three or four. One member of each ‘group closes their eyes, while another mimes an action. The pupil with eyes closed must ask questions, e.g. Is he / she dancing? etc. and the other ‘group members answer, Yes, he / she is. / No, he / she isn’t Until the correct answer is ‘guessed. Pupils in the group take it in turns to close their eyes, mime and answer questions. j@ Ploy 2 game. 8 valleyball a Flower avosk your mene a shiek @ Read. + Talk about the picture with the clas. (L1) Ask wat the children are doing, and ask ifthe pupils tke volleyball, ice cream, etc Teach the words volleyball, ce cream, painting and friends + Tell pupils that they are going to read silentiy, and to try to find al of the friends. Read the frst part of the text aloud to the class (up to Can you find them?) and translate into Lt if necessary + Ask pupils to read on and write the name of each friend on the picture. Key: 1 Adam = 2 lan 3 Lisa 4Karen 5 Ben 6 Elisabeth 7 Jade PAINTING Tis ny pling and these ait np Renee Cayo tind tren? Adams lovghing, Ben snteting a Tephirt Jades ting ani ream Tan and tise ave playing velleyball Koren drawing Eigabeth Eheabeths dering eae 98 + [rit] sk pups 0 ng in photos of themselves doing things with family or friends. Encourage them to write sentences similar to those is Activity 11. Other pupils should then name the people in the photos. Teach new vocabulary as necessary. @ Play a game. + Ask pupils, in pairs, to make wordcards (slips of paper will do. Pupil A makes cards for each of the words in ist A, and Pupil B makes cards for all of the words in list B. Shuffle the two packs of \wordcards separately and place them face down on the table in ‘wo piles. * In pairs, pupils take it in turns to pick up an A list card and a B list card. They look at their cards and try to make a question that makes sense. Some silly questions may be asked, but that is all part of the fun! The other pupil answers the question truthfully * Example: Pupil A picks up a card with wear and a card with shirt, and says, Are you wearing a shirt? Pupil B says, Yes, / ain. / No, I'm not. Swap roles. Activity Book (pp. 78-79) 9 Choose and complete. Key: 2reading 3we 4it Sis 6 drawing 10 Look, read and write, Key: 3 aren't playing volleyball. 4 Pete and Ruby are laughing. 5 Ruby isn’t drawing an apple. 6 Pete is writing his name. 7 Ruby isn’t sleeping. 8 Pete and Ruby aren't singing. 11 Read, choose and write. Key: 2 eating an apple 3 drawing 4 playing football 5 running 6 sleeping 12 Complete. Key: 2 1'm writing 3 Is your brother playing? “his friends aren't playing. 5 He's singing. 6 Are you laughing? 7 The cat's singing End of unit activities ‘= Ask pupils to turn to the Picture Dictionary on page 112 of the Pupils’ Book and to fill in the word for each picture for Unit 11. Check answers. + Pupils can now complete Quiz 11 on page 126 of this Teacher's Guide. See also the Answer Key on page 115. ‘After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 79. Tell them that they must decide if their work in this unit was ‘OK’, ‘good’ or fantastic’, and that they should colour in the appropriate smiley face. It's important to let pupils make this decision for themselves. 99Lesson 12a Key Structures Hike 11 don't like ... Do you like... ? Vocabulary Focus banana, bread, cheese, chicken, fish, ice cream, milk, peas, pizza, salad, spaghetti, hungry Revi green, yellow Story: The Sword in the Stone Wart is having lunch with Merlin He doesn't like any of the food that Merlin has to offer him. Then Merlin has an idea. He asks Wart if he likes chicken. When Wart says yes, Merlin conjures up a big chicken for them both Unfortunately the magic spell goes wrong and the chicken comes to life. tt runs away before Wart and Merlin can eat it. They are very disappointed because they are both very hungry. Pupils! Book (pp. 96-97) Warm-up + (L1) Talk about the pictures with the class. Ask pupils what they know about the story and name the characters. Ask, Why is the boy sad? (Picture 1), Why is he happy? (Picture 3) and Do you like chicken? ‘Teach the wards for the food in the pictures, and the word hungry. When you say the words, ask pupils to find them in the word box and in the story. Check the pronunciation of bread /bred/, @ F¢ Look and listen. Then read. ‘+ Exploit the story with Recording 76 as outlined on page 6 of this Teacher's Guide (Using the materials: Working with the Disney presentation stories) * Play the recording and ask pupils to follow the story, pointing at the pictures. * Play the recording again, and ask pupils to repeat. Pupils can act out the dialogue in pairs 100 Y/| don tke bod fe Gs es x ry Aa . 1 Look at picture 1: Whot is on the table? 2 Look at picture 6: What is the chicken doing? 96 mee @ Eo Look ond tisten. Then read. piszo breed cheese fish hungry like chicken ‘© Ask pupils to read silently and answer the comprehension questions. Key: 1 Bread and cheese. 2 Its running. Teaching Tip if one pupil makes a mistake when answering individual, correct them and ask the whole dass to repeat the correct sentence together. This helps the pupil to feel less embarrassed and gives the class a good: chance to practise. aso ‘Ask pupils to look at the wordbank in Activity 3. Ask them to make anagrams of four words on a piece of paper. They. then exchange papers with their partner and unscramble the words, You could do this as a team game, with the teams writing words on the board.© WS Listen and repeat. © Moke wo tats [spaghetti cheese © Mike @ fA ston and sing. eee ike spaghetti th chicken a cheese | chicken milk 8 saled fish lee exeam benana QA done tke | don't like bananas, 2 ‘Yellow or green, | don't like bananas meyer 97 0 G5 tisten and repeat. + (L1) Talk about the picture. Ask if the boy likes spaghetti and if the Gir likes ice cream, + Ask pupils to repeat the numbered words after you. Work on pronunciation, by asking pupils to repeat the words after you. + Play Recording 77 and ask pupils to sey the word after they hear the umber + Pairwork: Pupil A says a number between 1 and 8, and Pupil B says the word. Swap roles @ Make two lists. * Dill the sentences with individual pupils around the class. They should give a true sentence, e.9. you say, spaghetti, and the pupil says, I like spaghetti, This could also be done with Flashcards. Show one pupil the spaghetti Flashcard and they tell you, J ike spaghetti or I don’t ike spaghetti «Pupils write their likes and dislikes. * Check the activity with the clas. Then ask, How many people lke peas? etc. Ask pupils to put their hands up. @ EGFp Listen and sing. * Tell pupils that they are going to listen to a song about food. Ask pupils to read the words aloud with you. Clap to get the rhythm of each line ( ke spaghetti with salad and peas) + Play Recording 78 and pause for pupils to repeat after each line ‘Play the recording again, and all sing the song together. ‘The ‘Now you sing’ on the recording is a karaoke version of the song for pupils to sing along to, or they can make up their own words to the music. Activity Book (pp. 80-81) 1 What has Merlin got? Write York. Key: milk x cheese x chicken / peas x bananas x fish salad ¥ 2 Look and match. © Check answers. 3 Read and colour. * Check answers. 4 Read and match. * Check answers. 101Lesson 12b Key Structures ike 11 don’t like Vocabulary Focus banana, bread, cheese, chicken, chocolate, fish, ice cream, milk, peas, piza, salad, sandwiches, spaghetti Pupils’ Book (pp. 98-99) Warm-up + Ask pupils to look at the picture in groups of three or four and write the names of al of the objects they know (chair, table, books, umbrella, spaghetti, et.) Give them a time limit of, say, one minute. The group with the most words is the winner. © Ez Listen, point and say. + Teach the new words sandwich, pizza and chocolate from the picture, or using Flasheards + Play Recording 79, and ask pupils to repeat the question in the pause + Play the recording again, and pause after the prompt word. Pupils ask the question. Release the pause to check answers. Encourage pupils to point to the items in the picture as they hear the words. RECORDING 79 Man 1 sandwiches Girl Do you like sandwiches? Man 2 spaghetti Boy Do you like spaghetti? Man 3 ice cream Girl Do you like ice cream? Man 4 pizza Boy Do you like pizza? Man 5 chocolate Girl Do you like chocolate? 102 FG Listen, point and soy, OQ write. Use the prompt words in the exercise as an oral drill. You say, pizza, and the pupils say, ike pizza. You say, cheese, and the pupils say, I don’t ike cheese, ete ‘© Remind pupils that the ticks and crosses are for them to produce affirmative and negative sentences, Pupils write the sentences. Key: | ike milk. I don't like salad. {don't like peas. Like fish. don't like chicken. Hike chocolate. pecs x fish chicken X chocolate When doing a dill with affirmative, question and negative sentences, make three cards with a big tick, a question mark and a cross. When you say the prompt word, hold up the card for the form that you want the class to saySay what you like and don't like. * Pairwork: Pupil A picks a food prompt and Pupil B answers with, ike... 11 don't like ... . Swap roles. SeHe nwa Play a Musical word game. Make food picture cards. Cut ‘out pictures from magazines or ask pupils to draw two or three ‘each. Have some music on the ‘CD/cassette player, or use the song on Pupils” Book page 97. Sit all the pupils around a table with the pictures in the middle. Decide who starts. Play the music. A pupil picks up a picture from the pile, says the word, and passes it to the next @ GS Look, tisten ond say right or wrong. person, who says the word too. Continue passing and saying the word until the music stops. The pupil left holding the card must say, I like ... / don't like. @ sey whet you tke and dont tke. (Tike chcken pizza soled bread {done iéee sheets Activity Book (pp. 82-83) spaghetti peas. bananas aahaati aes fish tee cream sandwiches g Reed and ers cheese milk chicken chocolate 6 Circle and write. Key: 2 bananas 3 peas spaghetti 5 bread Gsalad 7 fish 8 milk i RECORDING 80 @ Es Look, listen and say 7 Match. Then draw © or ®. right or wrong. Adult the chon, o check asia + Ask pupils to look at the pictures inl Rig ‘ and say which food Merlin likes. Adult | don't like chicken. Birra Meier oe donee ike + Play Recording 80, and pause after Boy Wrong. is the first iter. Elicit the answer Adult | don’t like bananas. Chek rene from pupis. Do the same with the Girl Wrong. second item. Adult | don’t like pizza * Continue playing the recording, Boy — Right. and ask pupis to answer in the Adult | like milk. pause, before the answer's ven. Git. Wrong, 103Lesson 12c Key Structures Ike 14 don’t tke You like... / You don't like ... Do you like ... ? Vocabulary Focus banana, cheese, chicken, chocolate, fish, ice cream, milk, pizza, Pupils! Book (pp. 100-101) Warm-up * Revise the three forms of the verb like. Write an affirmative sentence, and its negative and question forms on the board, each with the words mixed up. Ask pupils to say cor write the answers. ‘Ask pupils to look at the grammar table and find where each example ‘on the board belongs in the table. ‘Ask pupils what the special word is in the last three columns (do, don’t). Write do + not and do + n't ? on the board. Read and complete with like or don’t like. * Do the exercise orally frst. Remind pupils that the ticks and crosses are for them to produce affirmative and negative sentences. + Pupils write their answers, Key: 2like 3don'tlike 4 like Slike 6 don't like © Ask and answer. + Practise the questions as a drill with the class first. Look at the picture prompts and say the word (4g. salad), and get the class to respond with the question, Do you ike salad? Pupils practise in pairs, acting as Pete and Ruby. ‘+ Pupils write the questions and answers. Pupils need to look at the pictures of Ruby to get their answers 104 I ike pizza. 1 don't lke fish, You like cheese. 11 dont the spaghet. 2 You Tecan? 3 Yeu sh. Ack and answer. 1 Doyouike salad? 9 ‘es, do. Key: 2. Do you like chicken? No, | don’t. 3. Do you like peas? No, I don't. 4 Do you like pizza? Yes, | do. 5 Do you like chocolate? Yes, | do. 6 Do you like spaghetti? No, | don't. Teaching Tip When practising the question form, help pupils to say Kiaja/ or ‘hsa/ for Do you. Tell ther fo try and say this part very fast. This will help them to sound more natural. The stress will be on the noun. e.g. D'you like pizza? You don’t like milk, © heed end complete with tke oF don tte Do I tike Do you like sandwiches? 1 lee cream, YOU vwvennns bananas. 1 sandwiches, Sache waa Pupils can make their own questions about other things, and ask each other in pairs. Ask them to look in the Pupils’ Book and find words that can be used for Do you like ... ? questions (clothes, toys, etc). They write three questions to@ Answer the questions HEALTHY FOOD © [HUI] ask three friends and put a V oF x. Then choose four things your friends like for the party. @ Answer the questions. + (L1) Takk about the food that pupils love. Teach the word healthy and write it on the board. | Ask pupils to think about the food words they have learnt and to shout out the ‘healthy’ ones. Write | their words on the board. = + Ask pupils to look at the | questionnaire. Tell them they are going to find out if they eat healthy food (or not). Ask pupils to read he questions silently and to write a ¥ ora X next to each question, Ask pupils to look at the score key Under the questionnaire. They write their score next to each question, add up the points, then read how healthy they are. They can compare their answers wath others Ask three friends and put av or X. Then choose four things your friends like for the party. * Explain that the class are going to find out about favourite food for a class party. Get pupils to choose three pupils in the class to ask, and to write their names in the table * Check the question form and short answers with a few of the prompt words in the table. Remind pupils that ticks and crosses should be used for ‘Yes’ and ‘No’. ‘Pupils get up and find the people on their list, ask them the questions and note their answers with a7 or x. + Pupils look at their table, and count how many ticks there are for each food item. The food items with the most ticks are written on the party menu . Extend the favourite food survey t0 include the whole class. Pupils can then rake a graph or a pie chart showing the favourite foods of the class, decorated with drawings or magazine pictures of their favourite foods. Activity Book (pp. 84-85) 9 Ask a friend and put a ¥ or ax. * Check answers. 10 Look and write. Key: 21 don't like cheese. 3 Ilike spaghetti. 4 Mike ice cream, 5 I don't Ii 6 I like pizza. 11 Read and complete. Key:2do 3Do don't Slike 6 don't and ask a friend or your family. Now write your questions and their answers. * Check answers. End of unit activities + Ask pupils to turn to the Picture Dictionary on page 112 of the Pupils’ Book and to fill n the word for each picture for Unit 12. Check answers. + Pupils can now complete Quiz 12 on page 127 of this Teacher's Guide, See also the Answer Key on page 115. * After the Quiz, ask pupils to look at the smiley faces at the bottom of Activity Book page 85. Tell them that they must decide if their work in this unit was ‘OK’, ‘good’ or ‘fantastic’, and that they should colour in the appropriate smiley face. It's important to let pupils make this decision for themselves. 105 ed eC PTC _Revision 4 Key Structures He I She is VEKs-ing. Is he | she vER8-ing? They are VERB-ing. Are they veRe-ing? We're / You're / They're Do you like ... ? Yes, ! do. No, | don’t. Yes, .. is Fare. No, .. isn't / aren't, Our, Your, Their Vocabulary Focus eat, laugh, like, play, read, sing, sleep, write baby, ballerina, boy fireman, gin, ‘monster, pirate, princess fire engine face, feet, foot, hand beautiful, big, small cheese, chicken, fish, ice cream, milk, peas, pizza, spaghetti dress, glasses, hat, scarf, shirt, shoes, skirt, sweater, trousers black, green, pink, red Pupils’ Book (pp. 102-103) Teaching Tip The main language point here is the two kinds of verb forms and the two auxiliaries used. This is a difficult idea for pupils to grasp ina theoretical way, so it should be explained very simply at this stage. Before doing the revision exercises, write some sentences on the board with auxiliary verb mistakes, e.g. Are you like ice cream? Do you wearing a shirt? I'm not like cheese. etc. Tell pupils that there is one mistake in each sentence, and ask them to discuss in pairs and find the mistakes. Elicit the answers from the class and correct the sentences on the board. Finally, underline the ing and draw a line to the verb to be. Make the point that ing and the verb to be go together. Show also that do and don't go with lke. 106 1 shelloughing? 1 he aoshingt 2 the boys/writing? the girlsleating? 3 helsinging? shelreading? Q Hever 3 We're pirates. 4 You're firemen 5 We're princesses. 6 They're babies, 102 helreading? - fag ala ee eer Zhe ennaer \ Your SG eneeetGiantied Seaeeeaee fe eons ae ieee Thee heise avert caaeeaseeae @ 100k, read and write. + Check that pupils understand that they need to write the questions and the answers. Revise the singular and plural forms of the questions. Pupils look at the pictures and waite their answers, key: 1 Is he reading? No, he isn’t. He's sleeping. 2 Are the boys writing? No, they aren't. They're playing football. Are the girls eating? Yes, they are. 3 Ishesi writing. Is she reading? Yes, she is. ing? No, he isn't. He's Q match Tell pupils that they should read through all of the sentences before they start to match them. Pupils draw lines matching the correct sentences. Key: 2 Their faces are green. 3 Our trousers are black 4 Your big and red, 5 6 Our dresses are beautiful. Their hands and feet are very small. © book and write, ‘© Check that pupils can name all of the food items in the pictures. Pup look atthe pictures and write the questions and answers.Peoyou ike peast 1 2 3 i 5 ‘ 5 8 Q boot ane wre, bat chet ed rs 102 Key: 2Do you like chicken? Yes, I do. 3 Do you like milk? No, | don’t. 40 you lke fish? No, | don't. 5 Do you like ice cream? Yes, | do. 6 Do you like pizza? Yes, I do. 7 Do you like cheese? No, | don't. 8 Do you like spaghetti? Yes, | do. @ Look and wi + Revise the names of the items of clothing, Pupils look atthe picture and fil in the words Key: 2scarf 3 sweater trousers 5 boots 6shoes 7 glasses Bshirt 9 skirt Activity Book (pp. 86-87) 1 Read and colour. * Check answers. 2 Read and write. Key: 2your 3 thei Sour 6 their 4 your 3 Look and write. Key: 3is eating 4 ani 5 drawing (singing / sleeping / reading flying / eating) 6 Squeaky 4 Match. Then write. # Check answers, Progress Test 4 + Progress Test 4 (pages 134-135 of this Teacher's Guide) can be set now. Go through the example answers with the pupils, so that they are clear about what they have to do. Give them a reasonable time limit, Answer Key 1 Write. Then match. 1 Is he sleeping in the bedroom? (e) 2 Are they drawing a picture? (d) 3 Is she playing football? (a) 4 Are you reading a book? («) 5 Are we laughing? (b) 2 Match. That —-2shirt_ 3 sweater 4skirt 5 dress 6 shoes Trrousers 8 scarf 9 Tshirt 10 boots 3 Write. 1 Do you like cheese? 2 like chocolate. 3 You don't like ice cream. 41 don’t like bananas. 5 Do you like salad? 4 Write. tour 2his 3 their 4her 5 your 5 Choose and write. 1Are 2are Baren’t. 4am Sls Garen't 7 Are 6 Find and write. (singing 2reading 3 wearing 4sleeping Sdrawing 6 laughing 7 play Beating 107Halloween Revision Ive got .../1 haven't got . Vocabulary ghost, mask, pumpkin, witch, wizard Revision apple, ear, eye, hair, hat, mouth, ‘nose; green, yellow Warm-up * Using Li, talk about the date 31 October. Elicit what pupils know about Halloween, and any words in English that they know. @ Wo Listen and point. Then say. + Ask pupils to look at the picture and talk about what the children are doing + Play Recording 81, and get pupils to repeat in the pauses ‘= Pupils work in pairs, e.g. Pupil A says, one, and Pupil B says, 9 vteard, etc @ We Listen and answer. * Play Recording 82, and pause after I'ma witch. Ask pupils to point to the corect child in the picture. * Play the second question (Have / got a hat?), pause the recording, and ask pupils to answer. * Continue withthe other items in the some way. Pups can write the missing names of the children on the picture RECORDING 82 ‘Yasmin Who am I? I've got black hair. I'm a witch. ... I'm Yasmin. Have | got a hat? ... Yes Beth Who am 7 I've got green hair. 'm a witch I'm Beth. Have I got an apple? ... No. Harry Who am I? I've got a purple mask. 'm a wizard. ... I'm Harry. Have I got a pumpkin? No. Tom — Who am I? I've got one 108 © Es Listen ond answer © Reed and say. Who ise 1 Te got @ yellow mask 2 Theven't got two eyes 104 ore hie onto @ Fs Listen and point. Then say, 3 ve got green heir. 4 Thover't got a mouth, a nose, ears ond hair. eye. I'm a monster. .. I'm Tom. Have I got a green face? ... Yes. Joe Who am I? I've got a white face. I'm a ghost. I'm Joe. Have | got a mask? ... No, Emma Who am I? I've got purple hair. 'm a witch. . I'm Emma. Have | got a big nose? © Read and say. Who is it? * Pupils work in pairs. Pupil A says, {ve got a yellow mask. Pupil B answers, You're Emma., etc. ‘© Pupils can make sentences for the other children in the picture and ask and answer, e.g. ve got a purple mask, / ve got an apple. (Tom.) I've got a red mask. / I've got black hair. (Yasmin.) Key: 1You're Emma. 2 You're Tom. 3 You're Beth. 4 You're the ghost, SUE w sis Provide the class with card and elastic to make their own Halloween masks. If you think handling scissors may be dangerous, prepare mask shapes yourself before class for pupils to decorate and colour. Punch a hole on each side so that pupils can thread elastic though them.Christmas Revision Has he / she got ... 7 Pupils’ book (p. 105) Warm-up + Using L1, ask pupils what they do at Christmas. In English, ask, Do you eat special food? Do you give presents? etc. @ EEF 5 tisten and point. Then say. ‘* Ask pupils to look at the picture and talk about what is happening. ‘Ask them if this picture of a Britisy Chestmas looks the same as ther own celebrations * Play Recording 83, and get pupils to repeat in the pauses. ‘© Pupils work in pairs to test each other on the vocabulary. © 6 Listen and chant. ‘* Tell pupils that they are going to listen to a chant about Christmas. {Ask questions about the picture, e.g, How many presents are there? What colour are the presents? + Ask pupils to read the chant in their books silently, Then read aloud in class: the first pupil reads the first line, the second pupil reads the second line, and so on Until each pupil has read at least cone line. Help with pronunciation, Play Recording @4, and ask pupils to follow the words in their books. Pause after each line, and ask pupils to repeat. Play the recording, and tell pupils to join in when they are ready. You may need to play the recording several times until everyone has joined in ‘* The ‘Now you sing’ on the recording is a karaoke version of the song for pupils to sing along to, or they can make up their own words to the same music, © We Listen and say yes or no. * Check that pupils can say and recognise the names on the presents, + Play Recording 85, and pause after ‘each question for pupils to answer. + Play the answer and ask, Are we right or wrong? RECORDING 85 Adult Has Joe got a dog? Child No. ‘Adult Has mum got a book? Child Yes. Adult Has Beth got a spaceman? Child No. Adult Has Harry got a car? Child Yes. Sanwa Provide card for pupils to make Christmas cards for their friends in the class, or for their family at home. They can draw pictures on the front and write @ message inside: To ... Happy Christmas! Love from ... 109Easter Revision Where's... ? How many ... ? Who's got ‘ike 1 don’t like 1 Do you like Vocabulary chocolate egg, sweets Revision flower, rabbit, wall Pupils’ Book (p. 106) Warm-up * Ask pupils how they celebrate Easter. Ask them which festival (of the three presented here) they like ‘the most, and why. ten and point. Then say. + Ask pupils to look at the picture and to talk about what is happening, * Play Recording 86, and get pupils to repeat in the pauses * Pupils work in pairs to test each ‘other on the vocabulary. D EFS Look, answer. * Play Recording 87, and pause after the fist question, Give pupils time to understand the question and then search the picture * Play the other questions, pause the recording, and ask pupils 10 answer. They can work in pairs and verte their ansivers if needed d ten and RECORDING 87 Can you find nine eggs in the picture? Where's the blue egg? It’s under the hat. Where's the yellow and red egg? It’s in the tree. ‘Where's the green egg? It’s on the wall How many eggs in the tree? Two. How many eggs in the bag? Two. 110 UK Nes, Tike’chocolate. ~ And 1 like sweets. A) like chocolate eggs; (And Easter treats: Who's got the orange egg? The rabbit! } UF Listen, read and chant. + Tell pupis that they are going to listen to @ chant about Easter. Ask pupils to read the chant in their books silently. Translate treats into u Play Recording 88, and ask pupils to follow the words in their books. Pause after each line, and ask pupils to repeat * Play the recording, and tell pupils to join in when they are ready. You may need to play the recording several times until everyone has joined in I don't like chocolate, Tdon'tlike sweets. Tdon't like chocolate e995 ‘Aad Easter treats. * The ‘Now you sing’ on the recording is a karaoke version of the song for pupils to sing along to, or they can make up their own ‘words to the same music. EXTENSION ACTIVITY Bring enough small chocolate ‘eggs for each pupil in the class (or more if you want!). Before pupils come into the room, hide them around the classroom. Tell pupils that they must find only ‘one egg each, then they go back to their desk and write where they found it, i's in / on / under the ...