Professional Documents
Culture Documents
State of Libya
Ministry of Education
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Curricula and Educational Research Centre
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English for Libya Primary 1 has been specially developed for pupils in
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Primary Grade 1.
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Components of English for Libya Primary 1
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of key vocabulary for each unit and word cards that pupils can cut out and
use at home.
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designed to give pupils confidence and to prepare them for the beginning
of independent writing.
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The Teacher’s Book contains an introduction with practical advice and
procedures for using the course effectively. The underlying methodology is
explained, and the teaching techniques used in the course are highlighted.
Step-by-step procedures for individual lessons provide a solid framework
for lesson preparation. Appendices at the end of the book provide essential
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reference for the teacher.
هـ1442–1441
11000102 م2021–2020
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Published by
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The right of the authors to be identified as authors of this work has been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission
of the C.E.R.C (Libya). Any person who does any unauthorized act in relation to this
publication may be liable to criminal prosecution and civil claims for damages.
Introduction ��������������������������������������������������������������������������������������������� 4
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Unit 3 My Body ���������������������������������������������������������������������������������������� 60
21st Century English for Libya is a modern, engaging In the primary levels of the course, 21st century
course, which integrates a general English syllabus skills are featured in the lessons through activities
with an element of 21st century skills, such as like pairwork, puzzles, stories, ‘find the difference’
study skills, teamwork, critical thinking and activities, dialogue practice and games. Specific
problem-solving – the essential skills for 21st century skills are not individually flagged
students of English to thrive in the 21st century. in the primary levels, but the four basic skills of
communication, collaboration (working effectively
This level of 21st Century English for Libya has with others), critical thinking and creativity are
been developed for teaching English to children in regularly built in to lessons.
the first year of primary. The course is a colourful,
engaging way to introduce children to English. It The course provides integrated speaking activities
follows an integrated approach to skills development that give opportunities to repeat language, practise
and initiates children in literacy in English through pronunciation and develop fluency in a meaningful
a systematic programme of motivating activities context. The recorded materials also provide a
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for pre-writing, initial letter and sound recognition, model for speaking activities and a pronunciation
blending letters together, and ultimately whole word reference for both children and teachers.
recognition, as well as games, songs and stories.
The Primary grades of 21st Century English for Libya Key features
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follow a very specific approach for teaching young
learners about phonics, reading and writing. In Unit • Lively pupil-centred activities
1, pupils learn the English alphabet, to understand • A range of communicative speaking activities
the alphabetical order of the letters, the letter sounds • Core language is presented by friendly, visually
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and also, though less importantly at this stage, the appealing characters in familiar contexts
name of each letter. Both capital (upper case) letters • Gradual introduction to 21st century skills
and small (lower case) letters are presented, so pupils through level-appropriate activities
are exposed to both forms at the same time. By the • Audio files (including songs and rhymes, look,
end of Unit 1, pupils should be able to recognize all listen and repeat activities, dialogues and stories)
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the English letters. However, from Unit 2 onwards, • Teacher’s reference audio (with all key material for
lessons look at the individual English letters in a modelling, pronunciation and lesson preparation)
lot more depth, following a phonics approach that • Systematic initial sound recognition practised
will help pupils to develop skills in reading and through fun activities
writing English letters. The focus is on forming, • Lots of pre-writing and tracing practice
sounding and blending the letters to make words. • Picture/word flashcards for all target vocabulary
The letters are presented in a different order (i.e., not • Posters: alphabet posters (lower case and lower
alphabetically), so pupils can start to blend letters with upper case), colours and numbers, house
and form words as quickly as possible. and family scene
• The Teacher’s Book contains comprehensive
Throughout the 21st Century English for Libya teaching notes with ideas for both extension and
course, there is inclusion of 21st century skills – the support activities.
skills that will enable young people to live and
work effectively in modern society. Skills such as
collaboration, communication, critical thinking and Components
creativity are developed and recycled all the way
through the course. • Pupil’s Book (PB)
• Activity Book (AB)
4
Introduction
• Pupil’s picture/word cards then forming the letters and numbers properly;
• Teacher’s Book learning the left-to-right direction of written English;
• Teacher’s Resources (including pronunciation developing early writing, spelling, word-recognition
audio) and pre-reading skills.
• Website with a range of resources for teacher
support: www.englishforlibya.com
Teacher’s Book
Pupil’s Book (PB) This book has been written in order to give teachers
as much support as possible. It includes detailed
This book presents the core activities and language lesson notes, listening scripts, additional activities
through its large, colourful pictures, songs, rhymes, (extension and support), homework ideas and
listening to stories, and speaking activities. language games.
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Stories There is also an audio file which provides model
The Pupil’s Book includes five stories [Sarah’s Little pronunciation of the letter and digraph sounds, as
Fish, In The Toy Shop, At The Zoo, At The Circus well as the key vocabulary and language covered
and Sami’s Rocket]. See pages 184–185 for ideas in the course.
about how you can use stories with your pupils.
Picture/word cards
n The lesson notes clearly explain the procedure
for teaching the sound and form of the letters or
These are provided at the end of the Activity Book digraphs to be introduced in each lesson.
for pupils to cut out and keep. They are a very useful
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resource for teachers and pupils, especially in big There is a traffic light system to help pupils learn
classes. The teaching notes provide suggestions as to how to form the letter shapes. Pupils start on the
how these can be used in the lesson. You will need green dot and follow the arrows; they pause at the
to explain to pupils (and parents) what these cards orange dot, and stop at the red dot.
are for and how they can cut them up and keep them
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safe. They should bring them to their English lessons Teacher’s Resources
together with their Pupil’s Book and Activity Book. Teacher’s Book
Audio (rhymes, songs, texts, stories, pronunciation)
Book map Picture/word cards
At the beginning of the PB there is a Book map which Number cards
provides a summary of the aims of each unit, together Colour cards
with a summary of the letters, digraphs, words and Poster 1: alphabet, lower case
language covered in each lesson. The Book map is Poster 2: colours and numbers
not intended for pupils to use but it will be helpful Poster 3: alphabet, lower and upper case
for parents, giving them a clear picture of what their Poster 4: house, furniture and family scene
children are learning throughout the academic year.
Audio
The audio provides a rich variety of recorded
Activity Book (AB) materials, such as songs, dialogues, stories, look,
listen and say activities, rhymes, instructions and
In the Activity Book, children develop and practise descriptions. Children are encouraged to show their
their pre-writing and literacy skills: first of all understanding non-verbally by matching, circling,
learning to recognize the letters of the alphabet, ticking, pointing and doing actions.
5
Introduction
The recorded materials give children an opportunity discussions relating to aspirations and dreams of the
to listen to the natural stress and rhythm of English. children, and what they want to be in the future.
The audio tracks provide an accurate model for
speaking activities and serve as a useful reference for Lesson structure
pronunciation. Lessons in Primary 1 are heavily based on receptive
skills (listening and pre-reading), but some productive
skills (speaking and pre-writing) are included.
The course
It is very important to note that there is no pressure
Course structure on the children to start writing any sooner than they
This course has nine units per PB for the first four are ready to, though every encouragement is given
levels, and in Primary 1, there are ten lessons in to them developing their pre-writing skills. Children
each unit. All lesson material is introduced in the are encouraged from early in the course to be active
full-colour Pupil’s Book and is supported by a variety participants in their own learning and to develop
of activities in the Activity Book. age-appropriate learning skills. The Activity Book,
whilst included as part of the lesson throughout these
Topics teaching notes, can be used as extended learning for
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Each unit is centred on a topic. The topics create a pupils to do in their own time. This would help to
context for vocabulary sets and reflect the fact that encourage independent learning and encourage pupils
children of this age are interested in themselves and to start to take responsibility for their own learning.
the immediate world around them. Topics include
My Family, My House and My Classroom. Listening
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However, there are three strands to most units: together
It is important to remember that, in addition to the
audio material, you also provide listening practice:
with the unit topic, which is reflected in vocabulary your greetings, explanations, requests, instructions,
sets, pupils are also presented with high-frequency and praise are all meaningful examples of listening for
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words and phrases which will build up their lexical children. They also help the pupils to become more
knowledge and provide a good foundation for familiar with the sound of English. Remember to check
functional language. In addition to the topic vocabulary your intonation and pronunciation with the materials
and the high-frequency phrases, there is also the recorded on the audio, and with your colleagues,
presentation of letter sounds and word formation. By because your pupils will listen to you and copy you.
the end of Primary 1, pupils will have learned all the
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6
Introduction
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introducing the letters and digraphs individually 1 Children learn through doing things that they
and in the context of words and simple sentences; enjoy. Try to make the learning experience fun.
7 apply taught skills through the medium of 21st 2 Lessons need to have a variety of activities.
Century practice that encourage critical thinking, Follow the advice in the lesson notes. Vary the
problem solving, research skills, team work, pace of the lesson when possible.
collaboration and other skills, at a very young age.
n 3 Children learn best in a stress-free environment
and some of them are often nervous and timid
Teaching English to very young children and need more time than others to feel at ease.
There are some important characteristics of young Don’t expect instant production from every
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learners which affect teaching and learning and child; don’t put pressure on the children to
which have been taken into account in the design of respond or co-operate immediately. Give them
the course. These are: time. Do not over correct or make correct
utterance the only goal.
• Emotional characteristics: 4 It is important to have realistic objectives in
- likes talking about self and is more interested in terms of language goals for very young learners.
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7
Introduction
cooperation, comparing and sharing, for example, the pupils feel comfortable with this activity. The
when finding and counting objects hidden in a pupils should never come to a listening activity
picture, looking at one another’s work, and such like. without preparation. In the real world, listeners
usually have visual clues to help them, e.g., setting,
gestures and the attitude of the speaker. This is
Using 21st Century English for Libya, why the teaching notes include suggestions for
Primary 1 introducing the listening, except where the same
type of text is repeated frequently. The Pupil’s Book
The activities in the course are designed to promote illustrations should be used as much as possible to
understanding and enjoyment and the following help understanding.
specific language-learning aims:
• imitating the rhythm and sounds of the language; Classroom instructions
• carrying out spoken instructions and commands Listening to and following instructions is a basic
within the syllabus; requirement in the classroom. This can be exploited
• naming people and objects and using a limited in the English classroom to give the pupils the
number of structures within the syllabus; opportunity to listen and respond to authentic
• recognizing the lower and upper-case letters of language. There are four simple requirements:
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the alphabet and their sounds and names; 1 Instructions should be given when the pupils are
• recognizing a limited number of words, phrases quiet and paying attention.
and sentences; 2 They should be supported by clear gestures.
• understanding that English is written from 3 They should be accompanied by demonstration,
left to right; if appropriate.
• taking the first steps in writing in the English script.
n 4 The language should be clear and simple. The
same language for the same instruction should
Teaching the four skills – listening, reading, be used every time.
speaking and writing
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There are four types of listening text in 21st Century There are also instructions in the recordings that
English for Libya, Primary 1. pupils that will hear over and over again. For example,
1 Look, listen and say or Trace and say: These are many sections begin: Listen and look at the board/
pronunciation models for pronouncing letters, the picture. Where this first occurs, you are advised
digraphs, words and whole utterances. to explain each instruction and this should always be
2 Instructions: These include the instructions in done with new instructions.
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8
Introduction
classroom language, instructions or reading stories. words, phrases or grammatical features that the
TPR is also a good tool for varying the pace of the pupils have not yet studied. It is not necessary to
lesson or for giving excited young learners the chance teach such items; pupils can enjoy songs and rhymes
to move around and get rid of some of their ‘energy’ without knowing the meaning of every word.
before they settle down to work. TPR is a fun tool, it’s
memorable and so aids learning, and it is also good Stories
for kinaesthetic learners. TPR works well in both The picture stories in Primary 1 are intended to
small and large classes and is also effective in mixed- encourage the habit of listening to stories extensively
ability groups. Children can understand information and for pleasure. Pupils will not be familiar with
they hear much more easily than they can produce much of the language when they first listen, but they
it. So TPR enables the learner to focus on listening will begin to develop a feeling for the rhythm of
to an instruction or a command and respond with a English and will be able to understand by associating
physical movement without having to make a spoken the pictures with the words they hear.
response. A good example of this is the game Salman
Says. As TPR activities are so appealing to energetic The stories provide good listening practice, as well
young children, you may wish to add some of your as the opportunity to contextualize language that
own throughout the year. has been presented. The recommended procedure
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suggests inviting the pupils to join in with the words
Songs and rhymes in the stories after hearing them several times. This
Songs and rhymes are an important feature of 21st also provides good speaking practice.
Century English for Libya, Primary 1. They have a
very useful role to play in the early years of learning. If possible, you can build up a ‘book corner’ in the
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Young children enjoy songs and rhymes, so they find
them motivating. Songs and rhymes also provide
classroom. If possible, set aside a regular half lesson
each week for ‘story time’. This is a special time
excellent practice in the rhythm and stress of the for you to sit with the class (or smaller groups, if
language. The pupils are not expected to learn all the you can organize this) and tell them the story, or
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words immediately, but they can join in the repeated talk about the pictures with them. You can also use
lines as they listen. The focus should be on enjoyment, selected flashcards and other drawings to help you
with an emphasis on rhythm and rhyme. Some are tell a story to the whole class.
action songs, which always appeal to young children.
Suggestions for using the stories:
A basic procedure for songs and rhymes is as
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9
Introduction
pupils to say the next bit of the story – either the Vocabulary is recycled in activities throughout the
next word, or the next few words. If they can, course, as well as through games and using the
they will do this automatically. If they are not yet picture/word cards. It is essential that you use games
ready to respond in English during the pauses, from time to time; the pupils will enjoy them and
don’t be discouraged. Let them produce the they are an excellent learning tool.
target language in their own time.
5 Recycle the stories in other lessons. Tell the story Talking about pictures
yourself, but make intentional mistakes. The Pupils often want to comment on or ask about
pupils should listen and put up their hands when pictures and you should actively encourage them
they hear a mistake. They can tell you what the to do this to maintain their interest. The discussion
correct version of the story is. will provide opportunities for you to present new
vocabulary and also correct language, without
Speaking presenting it formally. For example:
There are many activities to encourage speaking in Teacher: What can you see in the picture?
the course. Details are given in the relevant lessons. Pupil 1: (An) apple.
It is important to remember, however, that some Teacher: Yes, who has an apple?
children may take longer than others before they feel Pupil 1: Teacher.
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ready to produce language, especially individually. Teacher: Yes, the teacher has a green apple.
They can be encouraged, but should not be put under Class: No, red!
pressure to perform until they are ready to do so. Teacher: Oh, yes! Sorry! The teacher has a red apple.
10
Introduction
Now listen and say. at this stage. It is important to go very much at the
sss pace of the pupils. The tracing, colouring, drawing
sister sister sister and copying activities help children develop fine
son son son motor-skill control and give you time to ensure that
children are sitting correctly, holding their pencils
Listen and say again. correctly, and positioning their books correctly.
sss
sister sister sister Note: Some children will develop pen control before
son son son others. For these children, you may like to use the
free-practice copying activities; for pupils who take
Note: The procedure for introducing the sound of longer to develop pen control, you may keep them
each letter is given in full in the teaching notes. In on tracing activities until they are ready for copying.
addition, the names of the letters of the alphabet are
presented gradually throughout Unit 1, using The
Individual learning
Alphabet Song and Posters 1 and 3.
Children naturally develop and learn at different rates.
The teaching notes provide ideas for some Extra!
Note: It is recommended that you keep Posters 1
activities, which can be used in whatever way you feel
and 3 on the classroom wall at all times.
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is most suitable to meet the needs of your pupils. In
some cases, fast finishers may be able to do an extra
Recognition of key words
activity while the other pupils catch up, for example.
Following presentation of the alphabet, recognition
of initial sounds and the linked key words begins
Whatever the children are doing, and however
from Unit 2. All letter and digraph sounds are
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introduced in Primary 1, meaning that pupils are
very well prepared to move on to fully developing
quickly or slowly they are progressing, do praise
them at every possible opportunity, and keep
corrections to a minimum. At this stage in their
their reading and writing skills in the next grade.
English language learning, your pupils need plenty
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The lesson notes contain suggestions for recognition,
of support and encouragement, and they need to
familiarization, presentation and practice.
know it is OK for them to make some mistakes.
Remember that all types of participation in the
Pre-writing activities
classroom activities offer learning opportunities, not
In 21st Century English for Libya, Primary 1,
just completing formal tasks.
from Unit 2 onwards the letters are introduced in
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11
Introduction
ensure that the pupils continue hearing English Tip 1: Use gestures to support your English
throughout the lesson and they can sing or hum instructions. Say Ssh! when you want quiet, and put
along quietly as they work, if they wish. your finger to your lips; say Go! when you want the
• If the pupils do not have their own colouring pupils to begin, and wave your arm as if starting a
pencils or crayons, sets will be needed in the class. race, and say Tiptoe! when you want pupils to move
• Blu-tack® or magnets are useful to fix picture from one place to another quietly, and mime tip-
cards to the board. toeing in front of your desk.
Classroom organization Tip 2: Make use of a small bell, squeaky toy or other
Because language is a social activity, pupils need to ‘friendly’ device to signal that you want the pupils to
be able to communicate and interact with each other stop an activity.
in the classroom. Many classrooms have fixed desks
and seating which will restrict how easily pupils can Classroom language
move around. Teachers have to make the best of the Try to avoid using Arabic in the lessons. There will
physical space and limitations of their classrooms. be times when it is tempting to explain something in
However, if desks are fixed or too heavy to move the pupils’ first language, but there are other ways to
and space is limited, try to keep an area where convey meaning and Arabic should only be used as
a last resort. If you can use mime or board drawings
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children can stand up and move around for games
and activities. Even with very limited, desk-only to aid understanding, do so. You can provide pupils
space, children can still stand up and do TPR-type with a great deal of real language by frequently
activities next to their desks. using classroom instructions in English, supported
by mime and gesture. Gradually, the pupils will
Classroom discipline understand the English, and some will even be able
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Though young children are active and energetic, to produce it. Instructions on the audio are intended
to work in the same way.
they expect and respect rules and enjoy clear
classroom routines. You need to establish firm and
The list of essential classroom language below is
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fair classroom rules from the beginning, within
a secure atmosphere. Young children appreciate included in the pronunciation audio material. It is
routine and like repetition. Therefore, from the start not an exhaustive list, but is a good starting point.
of the school year, set routines and expectations (e.g., Sit down, please.; Stand up, please.; Ssh! Quietly,
how children come into the classroom, where they please.; Hands up!; Come here, please.; Listen.;
sit, what they do with their bags and other things, Listen again.; Listen and say.; Look at the board.;
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whether they take their books out straightaway, etc.). Look at me.; Look at the picture.; Look at page
8.; Open your book at page 8, please.; Close your
book.; Altogether.; Point to the picture.; You need
The teaching notes encourage you to establish lesson
your colouring pencils.; Let’s sing a song.; Let’s play
routines (e.g., begin every lesson by greeting the
a game.; Good!; Well done!; Excellent!; Yes, that’s
children and getting their response, end the lesson in a
right.; Can I have a pencil, please?; Thank you.
similar way, use standard classroom instructions (Open
your book at page 8, please.). You will have your own
preferences and routines, but taking time to establish Assessment
class rules and routines has long-term advantages. Your There is no formal assessment in the early primary
pupils will probably like to be involved in discussing grades. This occurs for the first time in Primary 4.
what rules and routines they think are best! However, you should evaluate your pupils’ progress
on a regular basis, starting in Primary 1.
Note: If a whole class is participating in a language
activity, the room cannot be totally silent. Some Evaluating pupils’ progress
activities will be quite noisy. However, this is In order to keep track of every child in a class, it
different from uncontrolled noise, which should not is useful to keep a progress chart. You should note
be encouraged. progress in the following areas for each pupil:
12
Introduction
Try to make sure you get opportunities to observe Evaluating your lessons
each pupil individually, to assess their progress in Questions for you to ask yourself, and to note at the
general. In addition, look regularly at each pupils’ end of lesson plans, are:
work (drawing, colouring, tracing) to see how well 1 How well did the lesson achieve its learning aim?
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their motor skills are developing. If the answer is ‘not very well’, ask yourself: Was
there too much or not enough material? Was
When you are assessing progress, focus on: there something wrong with the material? Was it
the methodology? Was it my lesson plan?
Listening 2 Were the pupils engaged throughout the lesson?
Why (not)?
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• ability to concentrate on what is being heard;
• ability to imitate pronunciation models; 3 How do the pupils feel about the lesson? It is a
• ability to carry out TPR tasks; very good idea to ask a few questions at the
• degree of understanding of what is heard. end of any lesson to try to find out. For
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example, Did you enjoy the lesson today? Did
you like the song/rhyme/game today? Will you
Speaking
tell Mum and Dad about your lesson today?
• ability to name people, colours and objects
Wherever possible, use the language presented in
presented in the course;
lessons to ask questions relating to the
• ability to respond to questions presented in
pupils themselves.
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the course;
4 Good lesson planning often takes time at the
• ability to initiate as well as respond in English;
beginning, but pays dividends later on and
• pronunciation;
makes your daily teaching commitment easier;
• performance in ‘ask and answer’
your pupils will enjoy their lessons more and
pairwork activities.
they will learn more. Teachers will naturally feel
Pre-reading and pre-writing more confident and more relaxed if they go into
• recognition of letters and digraphs, numbers and a lesson with a well-thought out lesson plan and
the words and phrases that are presented; that will help the pupils feel more confident and
• understanding of the sounds of letters; relaxed about the lesson, too.
• ability to blend letter sounds to make words; 5 Finally, remember that sharing ideas, successes
• motor skill development; and frustrations with other colleagues is really
• understanding of left-to-right direction for important and very beneficial.
reading and writing.
13
Introduction
Aims Activities
• Learn the letters of the English alphabet in order. • Say Good morning and Good afternoon.
• Begin to recognize shapes and sounds of English letters. • Listen and repeat sounds and words.
• Learn the difference between lower case and upper case letters. • Recognize different letter shapes.
Unit 1: The Alphabet
• Begin to understand the left-to-right direction of written English. • Identify letter sounds.
• Begin to understand simple classroom instructions. • Repeat sounds and words.
• Identify and name a number of objects. • Sing songs.
• Begin to participate in classroom activities in English. • Play games.
• Make a poster.
Aims Activities
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• Begin to become familiar with the sound of some English letters. • Say Hello and Goodbye.
• Continue to recognize more letter shapes. • Introduce self: I’m (name).
• Begin to blend the sounds of English letters. • Practise asking and answering basic questions.
Unit 2: My Family
• Begin to become familiar with the sound of English words. • Identify and name objects, colours, family
• Identify and name a number of objects. members and characters.
•
•
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Continue to understand that English is written from left to right.
Learn how to hold a pencil correctly.
•
•
Carry out simple classroom instructions (TPR).
Sing songs.
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Aims Activities
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• Continue to become familiar with the sound of more • Practise asking and answering more basic
English letters. questions.
• Continue to recognize more letter shapes. • Learn words to talk about bodies.
• Continue to blend the sounds of English letters. • Talk about bathroom routines.
Unit 3: My Body
• Become familiar with the sound of more English words. • Identify and name objects, colours
• Learn and name more objects. and numbers.
• Continue to understand that English is written from left to right. • Carry out simple classroom instructions (TPR).
14
Introduction
Aims Activities
• Continue to become familiar with the sound of more • Start talking in simple sentences.
English letters. • Learn words connected with houses.
• Continue to recognize more letter shapes. • Talk about houses.
Unit 4: My House
• Continue to blend the sounds of English letters. • Say what things are.
• Become familiar with the sound of more English words. • Ask and answer about what things are.
• Start to form simple sentences. • Carry out simple classroom instructions (TPR).
• Learn and name more objects.
• Continue to understand that English is written from left to right.
• Continue to learn how to hold a pencil correctly and develop
pencil control.
Aims Activities
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• Continue to learn the sounds and shapes of more English letters. • Continue talking in short phrases and
• Become familiar with the form and sound of digraphs. simple sentences.
Unit 5: Things Around Us
• Continue to blend letters and digraphs to form words. • Ask and answer questions about objects,
numbers and colours.
• Carry out simple classroom instructions (TPR).
• Talk about things around you.
• Learn the numbers 1–10.
• Continue to form simple sentences.
•
•
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Identify named objects.
Continue developing pencil control and hand-eye coordination.
• Identify and name objects, saying There’s a …/
There are …
• Join in songs.
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Aims Activities
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• Continue to learn the sounds and shapes of more English letters. • Continue to blend letters and digraphs to
• Continue to become familiar with the form and sound of digraphs. form words.
• Continue talking in short phrases and
Unit 6: My Classroom
15
Introduction
Aims Activities
• Begin to feel confident about the sound of English letters • Talk about toys.
and words. • Learn and say more new words.
• Be able to repeat words, phrases and sentences confidently. • Ask and answer How many …?
• Be more confident in reading and writing English from left • Understand and use this, that, these, those.
Unit 7: My Toys
to right.
• Identify and name objects.
• Recognize the shapes of almost all the letters of the alphabet.
• Join in songs.
• Develop confidence and skill in drawing and/or writing from left
to right.
• Carry out classroom instructions (TPR).
• Listen and identify pictures.
Aims Activities
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• Get further practice with the sound of English letters, • Say the names of animals.
words and sentences. • Talk about animals.
• Continue learning the names and sounds of letters. • Ask and answer Where’s the …?
Unit 8: At The Zoo
• Continue practising alphabetical order. • Find the differences between two pictures.
• Begin working with adjectives. • Ask and answer about where things are.
•
•
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Carry out classroom instructions (TPR).
Identify a variety of named objects.
•
•
Colour and trace according to instructions.
Join in songs.
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Aims Activities
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• Practise the sound of English letters, words and phrases. • Rhyming words.
• Practise blending letters/digraphs to make words. • Respond to questions about a story.
Unit 9: Things I Know
16
Introduction
Phonetic Chart
Vowels Diphthongs
i: I υ u: Iə eI
see sit book too here day
e ə : ɔ: υə ɔI əυ
men america word sort tour boy go
{
cat
but
n ɑ:
part
ɒ
et
not
eə aI aυ
wear my how
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Consonants
p b t d T D k g
G
f v θ ð s z ʃ Z
five very think the six zoo short casual
m n ŋ h l r w
milk no sing hello live read window yes
17
Unit 1 The Alphabet
Objectives
Listening
• Listen to and learn the letters of the English alphabet in order.
• Begin to become familiar with the sound of English letters.
• Begin to become familiar with the sound of English words.
• Listen to English songs and learn the names of English letters.
• Listen to and carry out simple classroom instructions.
• Listen and identify English letters.
Speaking
et
• Repeat English letters.
• Repeat English words.
• Point to letters and say the letter sounds.
Skills
n
• Understand that English is written from left to right.
• Learn the letters of the English alphabet in order.
ar
• Begin to recognize the sounds of English letters.
• Begin to recognize the shapes of English letters.
• Learn a number of English words.
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18
Unit 1 The Alphabet
Word list
Lesson 1 Lesson 2 tomato – /təˈmɑːtəʊ/
apple – /ˈæpəl/ apple – /ˈæpəl/ umbrella – /ʌmˈbrelə/
ball – /bɔːl/ ball – /bɔːl/ violin – /ˌvaɪəˈlɪn/
car – /kɑː/ car – /kɑː/
duck – /dʌk/ duck – /dʌk/ Lesson 6
elephant – /ˈelɪfənt/ elephant – /ˈelɪfənt/ watch – /wɒtʃ/
flower – /ˈflaʊə/ flower – /ˈflaʊə/ x-ray – /ˈeksreɪ/
gate – /ɡeɪt/ gate – /ɡeɪt/ yo-yo – /jəʊ jəʊ/
hand – /hænd/ zebra – /ˈzebrə/
insect – /ˈɪnsekt/ Lesson 3
jam – /dʒæm/ hand – /hænd/
et
kite – /kaɪt/ insect – /ˈɪnsekt/
lemon – /ˈlemən/ jam – /dʒæm/
monkey – /ˈmʌŋki/ kite – /kaɪt/
nose – /nəʊz/
orange – /ˈɒrɪndʒ/ Lesson 4
plane – /pleɪn/
queen – /kwiːn/
n lemon – /ˈlemən/
monkey – /ˈmʌŋki/
rocket – /ˈrɒkɪt/ nose – /nəʊz/
sun – /sʌn/
ar
orange – /ˈɒrɪndʒ/
tomato – /təˈmɑːtəʊ/ plane – /pleɪn/
umbrella – /ʌmˈbrelə/
violin – /ˌvaɪəˈlɪn/
Lesson 5
watch – /wɒtʃ/
queen – /kwiːn/
x-ray – /ˈeksreɪ/
rocket – /ˈrɒkɪt/
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19
Unit 1 The Alphabet
et
Lower-case alphabet poster
Before the lesson, put both alphabet posters on a
Lower-case and capitals
wall in the classroom in a place where all pupils can
alphabet poster
see them. It is suggested that you have these posters
Alphabet cards
on the classroom wall for every English lesson, so
Picture cards for all the
n
alphabet words
pupils can refer to them at any time.
20
Unit 1 The Alphabet
et
alphabet (28). s s sun sun
• Find out if anyone knows the sounds or names t t tomato tomato
of any of the letters or the words for any of the u u umbrella umbrella
items in the pictures. v v violin violin
• Explain that they are going to learn the sounds w w watch watch
and names of the letters in this unit, and that x x x-ray x-ray
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they will learn one word for each letter. y y yo-yo yo-yo
• Tell pupils they are going to hear the sound for z z zebra zebra
each letter, and the word for each letter. Explain
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that they learn the complete alphabet and 26 • There is no need for the pupils to remember the
alphabet words but point out this is simply letter sounds or the words at this stage. This is
for them to start familiarizing themselves with simply an introduction. But if any of them can
English sounds. In the following lessons they will remember, encourage them to say the sounds/
hear a few words and letters at a time and will words, and give them plenty of praise.
repeat them. But for now, pupils can just listen.
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21
Unit 1 The Alphabet
et
shapes for every letter in their Pupil’s Book. Tell
Warmer 5 mins
them these are called capital or upper-case letters
(A, B, C, etc.) and small or lower-case letters (a,
• Greet the class. Say: Hello, boys/girls. Encourage
b, c, etc.). It’s not important that the pupils learn
them to say either Hello followed by your name
these words, but they do need to know that we
or Hello, teacher. You could also introduce
n
usually see capital letters at the beginning of a
word, and that they will use a capital letter at
Good morning or Good afternoon, as an
alternative greeting for your pupils to start
the beginning of their name.
becoming familiar with.
• Explain that each line has a capital letter
ar
• Briefly revise what you did in the previous
followed by four lower-case letters. Pupils need
lesson. As pupils are settling themselves at
to add a circle round the lower-case letter that
the start of the lesson, you could replay
matches the capital letter. Point out the example.
• When pupils are ready, they can start circling
Track 1, so they start to remember the
sounds of the alphabet.
the lower-case letters. Walk around the class and
• Explain that in today’s lesson pupils will be
offer help as needed. Give pupils plenty of praise
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22
Unit 1 The Alphabet
• Repeat the process for /b/ and ball, /k/ and car, Listen and say again.
/d/ and duck, /e/ and elephant, /f/ and flower, aaa
and /g/ and gate. apple apple apple
• If you feel pupils need it, repeat this process with bbb
the alphabet cards once more. ball ball ball
• Say Now listen and look at your book or look at ccc
the poster. Explain say using gestures to support car car car
the word, e.g., put your hand to your mouth. Then ddd
play the first part of Track 2. Pupils listen. duck duck duck
• Say Now listen and say. Play the next part of eee
Track 2. Pause after each section, repeat elephant elephant elephant
the letter and word, and ask pupils to say them fff
after you. flower flower flower
• Say Listen and say again. Play the third part of ggg
Track 2. Pause after each section and ask gate gate gate
pupils to repeat.
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Track 2 Sing 7 mins
Listen and look at your book or look at the • Tell pupils they are going to sing an English
alphabet poster. song. If they want to stand by their desks and
aaa move along to the song, they can.
apple apple apple • Explain that pupils are going to hear the letter
bbb
n sounds and words for each sound. Tell them
ball ball ball that at the end of the song, they will also hear
ccc the names for the letters. They need to know the
ar
car car car letter names but shouldn’t worry about them
ddd too much at this stage, as it is the sounds of the
duck duck duck letters which are most important.
eee • Say Listen to the song. Play Track 3.
elephant elephant elephant • Say Listen again. Play Track 3 again.
fff • Say Listen and sing. Play Track 3 again.
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23
Unit 1 The Alphabet
et
letters h–k.
afternoon to individual pupils. Encourage them
Learn words for the letters h–k.
to reply using the same phrase.
Sing a song.
Identify capital letters.
Track 4 Language: letters h–k
24
Unit 1 The Alphabet
write each of the letters (both upper case and Listen and say again.
lower-case) on the board and each time invite a hhh
pupil to come up and point to the letter on one hand hand hand
of the alphabet posters. iii
• Hold up the alphabet card for h. Say the sound insect insect insect
/h/ as in hand. Say the word hand. Say Hold jjj
up your hand and put your hand in the air to jam jam jam
demonstrate. Get pupils to hold up their hand. kkk
Say the sound and the word again. Don’t ask kite kite kite
pupils to repeat at this stage, as they will hear all
the letters and words on the audio.
• Repeat the process for /i/ and insect, // and Sing 10 mins
et
understand these instructions now without you children to join in. Tell children they will have
using gestures to support them. Then play the plenty of chances to clap their hands as they
first part of Track 5. Pupils listen. listen to the song.
• Say Now listen and say. Play the next part of • Explain that pupils are going to hear the letter
Track 5. Pause after each section, repeat sounds and words for each sound. Tell them
the letter and word, and ask pupils to say that at the end of the song, they will also hear
them after you.
n the names for the letters. Remind them that
• Say Listen and say again. Play the third part of they need to know the letter names but
Track 5. Pause after each section and ask shouldn’t worry about them too much at
ar
pupils to repeat. this stage, as it is the sounds of the letters
which are most important.
Track 5 • Say Listen to the song. Play Track 6.
• Say Listen again. Play Track 6 again.
Listen and look at your book or look at the • Say Listen and sing. Play Track 6 again.
alphabet poster. Encourage pupils to join in with the song
G
hhh
wherever they can. Don’t worry if some of
hand hand hand
them can’t. Some of your pupils will learn more
iii
quickly than others, and some will be more
insect insect insect
confident than others, too.
jjj
jam jam jam Track 6
kkk
kite kite kite Listen to the song.
h for hand, h for hand.
Now listen and say.
Clap your hands! Clap your hands!
hhh
hand hand hand
i for insect, i for insect.
iii
Clap your hands! Clap your hands!
insect insect insect
jjj
j for jam, j for jam.
jam jam jam
Clap your hands! Clap your hands!
kkk
kite kite kite
25
Unit 1 The Alphabet
et
Activity Book 7 mins j [jam]
k [kite]
1 Tick (3) or cross (7)
• Ask pupils to look at Activity Book page 6.
Remind pupils which letters they looked at in
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their Pupil’s Book (h, i, j, k). Unit 1 Lesson 4
• Explain that the letters pupils have learned in the
lesson are on the page, both capital letters and Aims: Learn the capital and lower-case
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lower-case. But in each row, the capital letter is letters l–p.
matched with the correct lower-case letter and Learn words for the letters l–p.
also with the wrong lower-case letter. Pupils tick Sing a song.
the correct pair of letters and put a cross next Play a game.
to the incorrect pair. Draw their attention to the Language: letters l–p
example tick in the ‘Hh’ box. Explain that they lemon, monkey, nose,
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26
Unit 1 The Alphabet
et
lll
mime eating a lemon and pull a ‘sour’ face.
lemon lemon lemon
Encourage pupils to copy you. Say the sound
mmm
and the word again. Don’t ask pupils to repeat
monkey monkey monkey
at this stage, as they will hear all the letters and
nnn
words on the audio.
nose nose nose
n
• Repeat the process for /m/ and monkey, /n/ and
nose, /ɒ/ and orange, and /p/ and plane.
ooo
orange orange orange
• If you feel pupils need it, repeat this process with
ppp
the alphabet cards once more.
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plane plane plane
• Say Now listen and look at your book or
look at the poster. See if pupils are starting to
understand these instructions now without you
Sing 8 mins
using gestures to support them. Then play the
first part of Track 7. Pupils listen.
• Tell pupils they are going to sing an English
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27
Unit 1 The Alphabet
et
Play a game 6 mins
turn and will find the ‘odd letter’ – the one that
is not the same as all the others in the line. Draw
• Explain what pupils are going to do: you will their attention to the example circle and explain
draw letters on the board – any letter that pupils that B is circled because all the other letters in
have already learned (Aa Bb Cc Dd Ee Ff Gg the line are A.
n
Hh Ii Jj Kk Ll Mm Nn Oo or Pp). The pupils
will put their hands up if they know the word
• When pupils are ready, they can start to look at
the letters and circle the odd one out in each line.
associated with that letter. For example, if you Walk around the class and offer help as needed.
write L, the pupil will say lemon. Give pupils plenty of praise and encouragement
ar
• Play the game. Praise pupils when they get the as they complete the activity.
word right and be very gentle with any that
make a mistake. This is a game for fun, to Answers:
reinforce letter sounds, so make sure your B
pupils enjoy themselves. b
• If any pupils can already write letters, they can e
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1 Circle
• Ask pupils to look at Activity Book page 7.
Remind pupils which letters they looked at in
their Pupil’s Book (l, m, n, o, p).
• Explain that in each line, there is a picture from
the lesson and five letters. Pupils will look at each
picture and will circle the letter that the word for
the thing in the picture starts with. Draw their
attention to the example circle round the letter m
and explain that monkey starts with the sound m.
28
Unit 1 The Alphabet
Unit 1 Lesson 5 • Repeat the process for /r/ and rocket, /s/ and
sun, /t/ and tomato, // and umbrella, and
/v/ and violin.
Aims: Learn the capital and lower-case • If you feel pupils need it, repeat this process with
letters q–v.
the alphabet cards once more.
Learn words for the letters q–v.
• Say Now listen and look at your book or
Sing a song.
look at the poster. See if pupils are starting to
Play a game.
understand these instructions now without you
Language: letters q–v using gestures to support them. Then play the
queen, rocket, sun, tomato,
first part of Track 9. Pupils listen.
umbrella, violin
• Say Now listen and say. Play the next part of
Materials: Pupil’s Book page 12
Track 9. Pause after each section, repeat
Activity Book page 8
the letter and word, and ask pupils to say them
Tracks 9 and 10 after you.
Alphabet posters
• Say Listen and say again. Play the third part of
Picture cards: queen, rocket, sun,
Track 9. Pause after each section and ask
tomato, umbrella, violin
pupils to repeat.
et
Warmer 3 mins
Track 9
Listen and look at your book or look at the
• Greet the class. Say Hello to the class and alphabet poster.
encourage them to reply and also to say Hello qqq
to each other.
n
• Briefly revise what you did in the previous
queen queen queen
rrr
lesson. As pupils are settling themselves at the rocket rocket rocket
start of the lesson, you could replay Track 7
ar
sss
to review letters l–p. sun sun sun
• Explain that in today’s lesson pupils will be ttt
learning the next six letters of the alphabet – q, tomato tomato tomato
r, s, t, u and v. Ask pupils to open their Pupil’s uuu
Books at page 12. umbrella umbrella umbrella
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vvv
violin violin violin
Listen and say 20 mins
Now listen and say.
• Introduce the letters. You could use the alphabet qqq
cards or point to them on the alphabet posters. queen queen queen
See if any pupils feel confident enough now to rrr
come up and point to the letters on one of the rocket rocket rocket
alphabet posters. sss
• Hold up the alphabet card for q. Say the sound sun sun sun
/kw/ as in queen. Say the word queen. You could ttt
mime putting a crown on your head and walking tomato tomato tomato
like a queen. Encourage pupils to copy you. Say uuu
the sound and the word again. Don’t ask pupils umbrella umbrella umbrella
to repeat at this stage, as they will hear all the vvv
letters and words on the audio. violin violin violin
29
Unit 1 The Alphabet
ttt
tomato tomato tomato • Explain that you will walk around the classroom
uuu carrying an object. It could be a bean bag, a ruler,
umbrella umbrella umbrella a toy – it doesn’t matter what it is. As you walk
vvv around, you stop by a pupil and pass the item to
violin violin violin him or her. As you hand over the item, you say
a letter sound from one of the sound pupils have
learned so far (a, b, c, d, e, f, g, h, i, j, k, l, m, n, o,
Sing 5 mins p, q, r, s, t, u, v). The pupil then says the word they
have learned that starts with that sound. If any of
et
• Tell pupils they are going to sing an English the pupils find it difficult, you could prompt them
song. If they want to stand by their desks and by whispering the word to them, or saying the first
move to the song, they can. and second letter sounds of the word.
• Explain that pupils are going to hear the letter • Play the game. Praise pupils when they get the
sounds and words for each sound. Tell them that word right and be very gentle with any that
at the end of the song, they will also hear the make a mistake. This is a game for fun, to
n
names for the letters. Remind them not to worry reinforce letter sounds, so make sure your pupils
about the names of the letters too much at this enjoy themselves.
stage, as it is the sounds of the letters which are
ar
most important.
• Say Listen to the song. Play Track 10. Activity Book 4 mins
started to feel more confident about voicing the their Pupil’s Book (q, r, s, t, u, v).
letter sounds out loud and joining in with a song. • Explain that there are lower-case letters on the left
If they do, don’t correct any mistakes; at this stage of the page, pictures in the middle of the page and
it is important that the pupils gain in confidence. capital letters on the right of the page. The pupils
with match the lower-case letter to the correct
Track 10 picture of the thing that starts with that letter
sound, then also match them to the capital letter.
Listen to the song. Draw their attention to the example matching line.
q for queen, q for queen.
• When pupils are ready, they can start to do the
r for rocket, r for rocket.
activity. Walk around the class and offer help
s for sun, s for sun.
as needed. Give pupils plenty of praise and
Sing a song. Sing a song.
encouragement as they complete the activity.
30
Unit 1 The Alphabet
et
activity. Walk around the class and offer help • Introduce the letters. You could use the alphabet
as needed. Give pupils plenty of praise and cards or point to them on the alphabet posters.
encouragement as they complete the activity. See if any pupils feel confident enough now to
Answers: come up and point to the letters on one of the
A B C D E 3 alphabet posters.
F G H K I 7
L M N O Q 7
n • Hold up the alphabet card for w. Say the sound
/w/ as in watch. Say the word watch. You could
R S T U V 3 mime looking at your watch to see the time.
Encourage pupils to copy you. Say the sound
ar
• Praise pupils for their hard work. Say goodbye and the word again. Don’t ask pupils to repeat
to them as they leave the lesson. at this stage, as they will hear all the letters and
words on the audio.
• Repeat the process for /x/ and x-ray, /y/ and
yo-yo, and /z/ and zebra.
Unit 1 Lesson 6 • If you feel pupils need it, repeat this process with
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31
Unit 1 The Alphabet
et
yyy In the zoo! In the zoo!
yo-yo yo-yo yo-yo
zzz A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R,
zebra zebra zebra S, T, U, V, W, X, Y, Z.
Letters and words, letters and words.
Listen and say again.
www
n We know the alphabet!
We know the alphabet!
watch watch watch
xxx
ar
x-ray x-ray x-ray Make a poster 14 mins
yyy
yo-yo yo-yo yo-yo • Remind pupils that they have now learned the
zzz English alphabet!
zebra zebra zebra • Explain what pupils are going to do: they will
work in pairs or groups to make an alphabet
G
• Congratulate your pupils as they have now poster. They can do whatever they want, so if
learned all the letters of the English alphabet. any of them do want to try to copy the shapes of
some of the English letters at this stage, let them
and don’t worry if they don’t form the letters in
Sing 5 mins
the correct way, they will start to learn correct
letter formation in the next unit. They might also
• Tell pupils they are going to sing an English like to draw some of the pictures of the things
song. If they want to tap along with the rhythm, they have learned words for throughout this
using their pencils on their desks, they can. unit. Make sure they understand that they can
• Remind pupils that they are going to hear the do whatever they like.
letter sounds and words for each sound. Tell • Allow time for the pupils to make their posters.
them that at the end of the song, they will also Walk around the class and help as needed. If
hear the names for the letters. Remind them not pupils ask you to write some of the letters for
to worry about the names of the letters too much. them, that’s fine.
• Say Listen to the song. Play Track 12. • Praise the pupils’ efforts and display their posters
• Say Listen again. Play Track 12 again. around the classroom.
• Say Listen and sing. Play Track 12 again.
32
Unit 1 The Alphabet
et
encouragement as they complete the activity.
Picture cards: apple, ball, car,
Answers: duck, elephant, flower, gate, hand,
Ww insect, jam, kite, lemon, monkey,
Xx nose, orange, plane, queen, rocket,
Yy sun, tomato, umbrella, violin,
Zz
n watch, x-ray, yo-yo, zebra
picture of the word that matches the letter each are settling themselves at the start of the lesson,
time. Draw their attention to the example tick you could replay Track 1 to review the letters
and remind pupils that watch starts with the and words they have learned in this unit.
w sound. Walk around the class and offer help • Remind pupils that they know the whole of the
as needed. Give pupils plenty of praise and English alphabet now and explain that in today’s
encouragement as they complete the activity. lesson they will be revising what they have
learned. Ask pupils to open their Pupil’s Book
Answers:
at page 14.
These pictures should be ticked:
W [watch]
X [x-ray]
Listen, point and say 14 mins
Y [yo-yo]
Z [zebra]
• Ask the pupils to count the capital letters on the
page and to put up their hand when they have
• Praise pupils for their hard work. Say goodbye
the number. Wait until all pupils have finished
to them as they leave the lesson.
counting before asking one of them to tell you
the number (26). Ask if this is the number of
letters in the English alphabet. Elicit yes.
33
Unit 1 The Alphabet
• Explain that pupils will hear the letters of the • Say Listen to the song. Play Track 14.
alphabet on the audio. As they hear them, they • Say Listen again. Play Track 14 again.
should point to the letters in their book and say • Say Listen and sing. Play Track 14 again.
the sound. The first time they listen, the letters Encourage pupils to join in as much as they can.
will be in alphabetical order but the second time, If they are a confident class, you could pause
they won’t be, and not all the letters will be the song from time to time and ask pupils what
included the second time. letter is next.
• Say Listen, point and say. Then play the first
part of Track 13. Pupils point to the letters as
Track 14
they listen and say the sounds.
• Say Now listen, point and say again. Play the Listen to the song.
next part of Track 13. Pause after each A and B and C and D
section, repeat the letter and word, and ask E and F and G.
pupils to say them after you. A, B, C, D, E, F, G.
• Say Listen and say again. Play the third part of
Track 13. Pause after each section and ask H and I and J and K
pupils to repeat. L and M and N.
et
H, I, J, K, L, M, N.
Track 13
O and P and Q and R
Listen, point and say. S and T and U.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, O, P, Q, R, S, T, U.
S, T, U, V, W, X, Y, Z
n
Now listen, point and say again. V and W and X
D…M…C…X…A…L…C…P…E…Q… Y and Z.
V…W…B…Z…Y…G…K V, W, X, Y, Z.
ar
Listen and say again. ABCD
D…M…C…X…A…L…C…P…E…Q… EFG
V…W…B…Z…Y…G…K HIJK
LMNOP
• You can extend this activity by calling out letter
G
QRS
sounds yourself and asking pupils to point to the TUV
letters in their books. Walk around the class so W X Y and Z.
you can check they are pointing to the correct
letters. Or say the letter sounds and ask pupils Now we know the alphabet!
to come and point to the letters on one of the
alphabet posters.
• Congratulate your pupils on knowing Listen and do 6 mins
the alphabet.
• Explain what pupils are going to do: they will
hear a letter sound and the pupils will do a mime
Sing 10 mins for the word associated with that sound. OR, if
they prefer, they can try to make themselves into
• Tell pupils they are going to sing an English the shape of the letter! For some letters, like Y,
alphabet song. This time, they will sing the that can be very easy – easier than miming the
names of the letters instead of the sounds. This word (yo-yo).
will help them to remember the order of the • Note: Some letters are easier for the pupils than
letters in the alphabet. others, but it doesn’t matter as they will have fun
with the more challenging ones!
34
Unit 1 The Alphabet
et
• Explain that there are six lines of letters –
capitals and lower-case. The pupils have to circle
the pair of letters in each line which is incorrect Aims: Review all the capital and
because the letters do not match. Draw the lower-case letters.
pupils’ attention to the example circle around De Match capital and lower-case
n
in the first line. Write the correct pair of letters
on the board: Dd.
letters.
Recognize letter shapes.
• When pupils are ready, they can start to do the Language: all the letters of the alphabet
activity. Walk around the class and offer help apple, car, elephant, gate, jam,
ar
as needed. Give pupils plenty of praise and lemon, queen, tomato, violin,
encouragement as they complete the activity. yo-yo
Materials: Pupil’s Book page 15
Answers:
Activity Book page 11
De
Tracks 16, 17 and 1
Gi
G
Alphabet posters
Jp
Picture cards: apple, car, elephant,
Nm
gate, jam, lemon, queen, tomato,
Tj
violin, yo-yo
Yv
Warmer 4 mins
Activity Book 5 mins
35
Unit 1 The Alphabet
• Remind pupils that they know the whole of the • Congratulate your pupils on saying all the letters
English alphabet now and explain that in today’s and sounds of the English alphabet!
lesson they will be revising what they have
learned. Ask pupils to open their Pupil’s Book at
page 15. Circle the odd one out 5 mins
et
e
Track 16 b
d
Listen and say.
u
A … a … apple
B … b … ball
C … c … car
n Listen and circle 6 mins
D … d … duck
E … e … elephant
• Explain what pupils are going to do: they will
ar
F … f … flower
hear different letters of the alphabet and will
G … g … gate
circle that letter in their books each time.
H … h … hand
• Say Listen and circle. Then play Track 17.
I … i … insect
Pupils listen and circle the letters in their books.
J … j … jam
• Ask the pupils to count how many letters they
K … k … kite
G
36
Unit 1 The Alphabet
et
• Praise pupils for their hard work. Tell them they
37
Unit 2 My Family
Objectives
Listening
• Continue to become familiar with the sound of English letters.
• Continue to become familiar with the sound of English words.
• Carry out simple classroom instructions (TPR).
• Learn numbers 1–10.
• Identify named objects.
Speaking
• Say Hello and Goodbye.
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• Introduce self: I’m (name).
• Ask and answer a question: What’s your name? I’m (Nadia).
• Ask and answer a question: How many …?
• Identify and name objects, colours, family members and characters in the book:
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Nadia, Ahmed, Sarah, Hani, Adam, Rosie.
• Join in songs.
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Skills
• Understand that English is written from left to right.
• Recognize the shapes of the letters s, a, t, p, i, n and their sounds.
• Begin to blend the sounds of English letters.
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• Develop awareness of drawing from left to right, learn how to hold a pencil correctly,
practise pencil control, develop hand-eye coordination.
• Learn the shape and direction of letters s, a, t, p, i, n.
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Unit 2 My Family
Word list
Lesson 1 three – /θriː/ Lesson 8
sister – /ˈsɪstə/ four – /fɔː/ tomato – /təˈmɑːtəʊ/
sun – /sʌn/ five – /faɪv/ ink – /ɪŋk/
hello – /həˈləʊ/ snake – /sneɪk/
goodbye – /ˌɡʊdˈbaɪ/ Lesson 5 net – /net/
ink – /ɪŋk/ plane – /pleɪn/
Lesson 2 insect – /ˈɪnsekt/ apple – /ˈæpəl/
apple – /ˈæpəl/ six – /sɪks/
ant – /ænt/ seven – /ˈsevən/ Lesson 9
blue – /bluː/ eight – /eɪt/ ant – /ænt/
green – /ɡriːn/ nine – /naɪn/ net – /net/
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red – /red/ ten – /ten/ tomato – /təˈmɑːtəʊ/
yellow – /ˈjeləʊ/ snake – /sneɪk/
Lesson 6 plane – /pleɪn/
Lesson 3 net – /net/ taxi – /ˈtæksi/
taxi – /ˈtæksi/ nose – /nəʊz/
tomato – /təˈmɑːtəʊ/ Lesson 10
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What’s your name? I’m … – Lesson 7
dad – /dæd/
sit – /sɪt/
/wɒts jɔː neɪm? aɪm …/ pat – /pæt/
mum – /mʌm/ tin – /tɪn/
Lesson 4 sister – /ˈsɪstə/
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pin – /pɪn/
plane – /pleɪn/ brother – /ˈbrʌðə/
pizza – /ˈpiːtsə/ grandma – /ˈɡrænmɑː/
one – /wʌn/ grandpa – /ˈɡrænpɑː/
two – /tuː/ He’s my … – /hiːz maɪ …/
She’s my … – /ʃiːz maɪ …/
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Unit 2 My Family
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in their books as they listen and say.
Alphabet card: s
Picture cards: sister, son Track 18
Listen and look at the board.
Remind pupils that they know all the letters of the s sister son
English alphabet. Explain that now they are going s sister son
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to learn how to write each letter and how to make
words from the letters.
Now listen and say.
sss
sister sister sister
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son son son
Warmer 5 mins
Listen and say again.
• Say Hello to the class. Say it clearly and smile. sss
Move round the class and say Hello to sister sister sister
different pupils. son son son
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Unit 2 My Family
• Stand with your back to the class and trace the Activity Book 14 mins
letter s in the air. Get pupils to stand up and do
the same. 1 Trace
• Ask pupils to open their Activity Books at page 12.
• Introduce the activity by explaining carefully
Listen and say 5 mins
that they are going to trace the letter s.
• Make sure everyone is seated correctly.
• Talk about the two pictures with the class. • There should be no pressure on pupils to use
• Introduce the characters (Ahmed and Adam the pencils – it’s perfectly OK for them to trace the
Astronaut). Ask the pupils what they think they letters with their fingers – but if some pupils
are saying in the first picture. Elicit Hello. Point want to use a pencil, check that it is sharpened
to the second picture and say the word Goodbye and that pupils know how to hold it correctly.
several times. Elicit what this means, pointing • Demonstrate how pupils can best position their
out the wall between the two characters and books on the desk or table.
explaining that one of them is leaving. • When pupils are ready, they can start tracing
• Reinforce the new words by opening the door the letters, starting by following the dotted
and walking into the classroom while saying lines of the first s. Remind them to work in the
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Hello! Then pretend to go out again and, as you direction of the arrow. Pupils can complete the
reach the door, turn to pupils, wave and say first two larger letters before moving on to the
Goodbye! Encourage individual pupils to model smaller letters. Monitor to make sure everyone is
the words in the same way. managing, providing support as necessary.
• Introduce the Listen and say activity (using
gestures to support the instructions). Play
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Track 19 and pause the track after Ahmed Activity Book 5 mins
says Hello the first time.
• Choose individual pupils and say Hello to them, 2 Colour
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encouraging them to say Hello back. • Point to the large written Hello on page 12. Ask
• Play the rest of the track and mime leaving if anyone can remember what it says.
as you say Goodbye to individual pupils. • Begin to write Hello on the board and colour
Encourage them to say Goodbye to you as you in the H. Tell the pupils to colour in the letters,
pretend to leave. starting with H. Tell the pupils to use a different
colour for each letter. Tell them to try to do this
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Unit 2 My Family
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Track 20.
Alphabet posters
• Say Listen and say again. Play the third part of
Colours and numbers poster
Track 20.
Alphabet card: a
• Play Track 20 again, following the three
Picture cards: apple, ant
stages and the instructions. This time, get pupils
to point to the letter a and words apple and ant
Warmer 5 mins
n in their books as they listen and say the words.
Track 20
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• Greet the class. Say: Hello, boys/girls. Encourage Listen and look at the board.
them to say either Hello followed by your name a apple ant
or Hello, teacher. Greet individual pupils to help a apple ant
you get to know their names. If you prefer, do
Now listen and say.
the same process using Good morning or Good
aaa
afternoon – whichever is appropriate to the time
apple apple apple
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of the lesson.
ant ant ant
• Briefly revise what you did in the previous
lesson. You could hold up the card for the letter Listen and say again.
s, as well as the word cards for son and sister. aaa
Alternatively, you could point to these things in apple apple apple
the Pupil’s Book. Encourage pupils to say the ant ant ant
words and produce the s sound. Ask pupils if
they can find the letter s on the poster. Extra!
• Explain that, in today’s lesson, pupils will be • Hold up the picture card of the apple
learning a new letter and two more words. Ask and elicit the word in chorus. Make sure
pupils to open their Pupil’s Books at page 19. the pronunciation is correct. Ask groups,
then individuals to say the word. Repeat
with the picture card of the ant.
Look, listen and say 8 mins • Ask pupils to look at the alphabet poster.
Point to a and get pupils to do the mime
• Introduce the picture at the top of page 19. (eating an apple) and at the same time
Explain that, as in the previous lesson, Adam the say the sound //.
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Unit 2 My Family
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Tell the pupils to look at your lips very
carefully and try to work out which word
Listen and say 10 mins you are saying. Mouth a colour word
silently. When a pupil answers correctly, ask
• Ask pupils to look at the picture at the bottom him/her to point to (or hold up) something
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of page 19, and say the names of the colours of
the balloons Adam is holding. From left to right,
of the same colour. If there is time, ask
some pupils to come to the front and
these are: blue, green, red and yellow. mouth the colours. This activity is good for
• Ask pupils to look at the colours and numbers pronunciation practice.
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poster on the wall. Point to red on the poster
and get pupils to point to the same, say red and
get the class to chorus red. Repeat for the other
Activity Book 8 mins
three colours.
1 Trace
• Say Listen and look at the colours. Use gestures
• Ask pupils to look at Activity Book page 13.
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Unit 2 My Family
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next word (blue). • Invite pupils to identify the letters on the poster.
• Point to the letter t on the poster and explain
Note: Make sure you say goodbye to that, in today’s lesson, pupils will be learning
the class as a whole and to individual a new letter and two more words. Ask them to
pupils (adding their name) at the end of open their Pupil’s Books at page 20.
every lesson.
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Look, listen and say 8 mins
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Unit 2 Lesson 3 • Introduce the picture at the top of page 20.
Explain that, as in previous lessons, Adam the
Astronaut and his friend Rosie are holding up a
Aims: Name objects and recognize t and
board with a letter and words on it.
its sound.
• Hold up the alphabet card for t. Elicit or say the
Follow instructions and repeat
sound /t/. Ask the pupils to find two ts on the
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new language.
page. Explain that the names of the two objects
Continue learning how to form
(taxi and tomato) begin with the sound /t/. Get
letter shapes.
pupils to ‘tut’, maybe wagging a finger at the
Practise making the shape of the
same time, saying /t/, /t/, /t/.
letter t, lower-case and capital.
• Write t, taxi, tomato on the board, remembering
Learn to ask and answer about
to form the letters in the same way as
your name.
demonstrated in the book. Make sure you write
Language: ten, tomato, What’s your name?
the letters large enough for all pupils to see.
I’m …, letter t
• Say Listen and look at the board, miming listen
Materials: Pupil’s Book page 20
and look, and pointing to the board. Play the
Activity Book page 14
first part of Track 22.
Tracks 22 and 23 • Say Now listen and say. Explain say using
Alphabet posters
gestures to support the word, e.g., put your
Colours and numbers poster
hand to your mouth. Play the next part of
Alphabet card: t
Picture cards: taxi, tomato
Track 22.
• Say Listen and say again. Play the third part of
Track 22.
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Unit 2 My Family
• Play Track 22 again, following the three • Stand with your back to the class and trace the
stages and the instructions. This time, get pupils letter t in the air. Make sure to pause between
to point to the letter t and words taxi and the two movements, lowering your hand briefly,
tomato in their books as they listen and say so that pupils realize there are two different
the words. strokes. Get pupils to stand up and do the same.
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taxi taxi taxi Use one or more of these methods each time
tomato tomato tomato you introduce a new letter. Remember that
pupils will always learn both the capital and
Extra! the lower-case letter.
• Hold up the picture card of the taxi and
elicit the word in chorus. Make sure the
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pronunciation is correct. Ask groups, then Listen and say 10 mins
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Unit 2 My Family
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Nadia & Adam: What’s your name?
[music only for pupils to sing own names] Extra!
Nadia & Adam: What’s your name? Give each pupil a card with their name
[music only for pupils to sing own names] written on it in English in large letters. Say
This is your name in English. Point out any
names that contain the letters pupils have
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• Tell the pupils to listen to the rhyme again and
try to join in with Nadia, Ahmed and Adam this
done up to now (s, a and t). Pupils can take
their cards home and decorate them, but ask
time. Play the whole of Track 23.
them to bring them back so they can place
• Explain that I’m Nadia. and My name is Nadia.
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them on the desks in every English lesson. As
are two ways of saying the same thing. Then tell
each new letter is presented for recognition,
the pupils to listen and say the words after you.
ask the pupils if it is in their name.
Present and practise this question and answer:
What’s your name? I’m Nadia.
• Point to the picture on page 20 and Nadia,
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Unit 2 My Family
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of the objects on the poster and in their books. word. Repeat with the picture card of the pizza.
• Point to the letter p on the poster and explain • Ask pupils to look at the alphabet poster. Point
that, in today’s lesson, pupils will be learning to p and get pupils to make the sound /p/.
a new letter and two more words. Ask them to
open their Pupil’s Books at page 21.
Trace and say
n 8 mins
Look, listen and say 8 mins • Demonstrate the way the letter is formed by
using one or more of the methods mentioned
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• Introduce the picture at the top of page 21. Ask in the previous lesson (standing with your back
if any pupils know what Adam and Rosie are to the class, writing on the board, tracing over
holding up on the board. pupils’ books, or tracing the shape of the letter
• Hold up the alphabet card for p. Elicit or say on the desk). Get pupils to do the same.
the sound /p/. Ask the pupils to find two things • Ask pupils to look at the letter Pps on the page.
beginning with p on the page. Explain or elicit
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Unit 2 My Family
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count the balloons next to each number. the words say a balloon goes ‘bang’, clap your
• Introduce and play Track 25. hands and pull down one finger so that there are
only four left upright. Gesture to the pupils to do
Track 25 the same. Continue through the song like this.
Listen and say. Ask the pupils in Arabic how many balloons are
12345
12345
n left at the end of the song. Elicit none.
• Tell the pupils to use their fingers in the same
111 way as they listen to the song. Play Track 27.
222
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333 Track 27
444 5 Balloons
555 5 balloons in my hand.
1 balloon 1 balloon went ‘Bang!’
2 balloons 4 balloons in my hand.
1 balloon went ‘Bang!’
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3 balloons
4 balloons 3 balloons in my hand.
5 balloons 1 balloon went ‘Bang!’
2 balloons in my hand.
1 balloon went ‘Bang!’
• Tell the pupils that they will now hear The
1 balloon in my hand.
Balloon Song. First they listen and point, then
1 balloon went ‘Bang!’
they point and sing. Play Track 26.
Track 26 • Play the song again. Tell the pupils to hum the
Listen to the song. tune and join in saying bang.
1 balloon 1 balloon 1 balloon
2 balloons 2 balloons 2 balloons
3 balloons 3 balloons 3 balloons Activity Book 5 mins
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Unit 2 My Family
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Aims: Name objects and recognize i and
2 Trace the lines its sound.
• This exercise gives pupils extra practice at Learn numbers 6–10.
controlling their pencils and moving from left Revise colours.
to right on the page. Remind pupils how to sit Practise making the shape of the
properly and hold the pencil correctly. Point
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out the different movements of the lines (the
letter i, lower-case and capital.
Language: ink, insect, six, seven, eight, nine,
bouncing of a ball, the jumping of a frog and ten, letter i
the swooping of a bird). Explain that these are Materials: Pupil’s Book page 22
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slightly different each time, and that practising Activity Book page 16
now will help when they come to write. Tracks 28 and 29
• To begin with, pupils can trace the lines with Alphabet poster
their fingers, but if they want to use their pencils, colour and numbers poster
make sure they are holding them correctly. Alphabet card: i
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Warmer 4 mins
3 Trace
• Point to the first number and ask What is it? • Greet the class, saying Hello to as many pupils
Elicit 1. Show pupils that they must trace a 1 in as possible.
the box. • Briefly revise the numbers 1–5 from the
• Ask pupils to complete the remaining boxes by previous lesson.
tracing the numbers. • Revise the letters they have learned up to now
• Pupils should use their index finger or a pencil (s, a, t and p), either by holding up cards or
to trace the numbers 1–5. Make sure they start pointing to them in the Pupil’s Book. Ask
at the black dots each time. For 4 and 5 they pupils if they remember the words they learned
will need to lift their finger/pencil off the page beginning with those letters. Invite pupils to
to complete the final stroke. Make sure they identify the letters and pictures of the objects on
continue using the correct movements and write the poster and in their books.
from left to right.
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Unit 2 My Family
• Point to the letter i on the poster and explain Trace and say 8 mins
that, in today’s lesson, pupils will be learning
a new letter and two more words. Ask them to
• Demonstrate the way the letter Ii is formed by
open their Pupil’s Books at page 22.
using one or more of the methods mentioned
in the previous lesson. Get pupils to practise
the movements.
Look, listen and say 8 mins
• Ask pupils to look at the letter is on the page.
Elicit the correct order of the traffic light system
• Introduce the picture at the top of page 22. Ask
(green to orange to red). Explain that, for
if any pupils know what Adam and Rosie are
capital I pupils will need to use three separate
holding up on the board.
movements but that the second and third
• Hold up the alphabet card for i. Use Poster 1
movements are simply short lines at the top and
and point to the letter i and the ink.
bottom of the downward line, and for the letter
• Elicit or say the sound /I/. Ask the pupils to find
i, they will need to use two separate movements,
two things beginning with i on the page. Explain
but that the second movement is simply a dot.
or elicit that ink and insect both begin with that
• As they have done before, pupils use their index
sound. The mime for this could be moving their
fingers, starting on the green dot, following the
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fingers on the desk like the legs of a walking
direction of the arrow to the orange dot, and
insect, saying /I/, /I/, /I/.
finishing on the red dot, but for this letter they
• Write i, ink, insect on the board in the usual way.
need to take their finger off the page to do
• Say Listen and look at the board, miming listen
the lines on the capital letter, or the dot. Go
and look, and pointing to the board. Play the
round the class, checking that pupils use the
first part of Track 28.
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• Say Now listen and say. Play the next part of
correct movements.
Track 28.
• Say Listen and say again. Play the third part of Listen and say 8 mins
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Track 28.
• Say Now listen to this word. Play the fourth part
• Talk about the picture with the class.
of Track 28.
• Point to the picture of the 6 dots and tell the
• Play Track 28 again, following the four
pupils to point to the dots and count them
stages and the instructions. This time, get pupils
aloud with you. They should be able to say the
to point to the letter i and words ink and insect
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50
Unit 2 My Family
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count aloud. • Point to the first box and ask what the number
is. Elicit 6. Show pupils that they must trace a 6
Extra! in the box.
To give extra practice with numbers 1–10, • Ask pupils to complete the remaining boxes by
point to a pupil and say one. Indicate that tracing the numbers.
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you want the pupil to say the number 1.
Then point to another pupil and, if
• Pupils should use a finger or pencil to trace the
numbers 6–10. Make sure they start at the black
necessary, prompt with two, getting that dot each time. For 10, point out that they are
pupil to say two. Continue in this way until actually writing two numbers, so they will need
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pupils realize what they have to do. Get to lift the finger/pencil off the page. Make sure
them to count to ten, one pupil at a time. they continue using the correct movements and
Then start again, pointing at different pupils write from left to right.
in a different sequence.
Extra!
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Unit 2 My Family
Unit 2 Lesson 6 • Say Listen and look at the board, miming listen
and look, and pointing to the board. Play
Track 30.
Aims: Name objects and recognize n and
its sound. Track 30
Practise making the shape of the Listen and look at the board.
letter n, lower-case and capital. n net nose
Learn to ask and answer n net nose
about age.
Now listen and say.
Language: net, nose, letter n
nnn
Materials: Pupil’s Book page 23
net net net
Activity Book page 17
nose nose nose
Tracks 30 and 31
Alphabet poster Listen and say again.
Alphabet card: n nnn
Picture cards: net, nose net net net
nose nose nose
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Warmer 6 mins
Trace and say 8 mins
open their Pupil’s Books at page 23. will need to use two separate movements, firstly
a straight line down; then the rounded part.
Show them the strokes for each letter. Finally,
Look, listen and say 8 mins point to the third, completed letters.
• As they have done before, pupils use their index
• Introduce the picture at the top of page 23. Ask fingers, starting on the green dot, following the
if any pupils know what Adam and Rosie are direction of the arrow to the orange dot, and
holding up on the board. finishing on the red dot. Some pupils might find
• Hold up the alphabet card for n. Use the it easier to take their finger off the page to do the
alphabet poster and point to the letter n and rounded part. Others might be able to retrace
the net. part of the vertical line and write the letter in
• Elicit or say the sound /n/. Ask the pupils to find one go. Go round the class, checking that pupils
two things beginning with n on the page. Explain are producing an acceptable shape.
or elicit that net and nose both begin with that
sound. The mime for this could be wrinkling
their noses, saying /n/, /n/, /n/.
• Write n, net, nose on the board in the usual way.
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Unit 2 My Family
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Activity Book 8 mins as possible.
• Briefly revise the numbers 1–10 from the
1 Trace previous two lessons.
• Ask pupils to look at Activity Book page 17. As • Revise the letters they have learned up to now (s,
in previous lessons, check that pupils are seated a, t, p, i and n). Ask pupils if they remember the
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correctly and have their books in a suitable
position on the desks.
words they learned beginning with those letters.
Invite pupils to identify the letters and pictures
• Let pupils trace the letters with their fingers of the objects on the poster and in their books.
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or pencils. Monitor to make sure everyone is • Ask them to open their Pupil’s Books at page 24.
managing, and check there are no problems
holding the pencil for those using one.
• As they trace the letters, say the sound /n/ and Look, listen and say 10 mins
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Unit 2 My Family
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understand. Make sure they understand the
difference between he and she. Remember
not to spend a long time explaining grammar Activity Book 10 mins
at this stage.
• Tell the pupils that they are going to learn a song 2 Match
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Unit 2 My Family
Unit 2 Lesson 8
Answers:
s sister
a apple
Aims: Revise the letters learned so far, t tomato
together with key words.
p plane
Match initial letters with
i ink
key words.
n nose
Materials: Pupil’s Book page 25
Activity Book page 19
Alphabet poster Activity Book 14 mins
Picture cards: tomato, ink, sister,
nose, plane, apple 1 Match
• Ask pupils to open their Activity Books at
page 19.
Warmer 6 mins
• This exercise gives pupils practice at letter
recognition. Explain that each row contains two
• Greet the class. Ask them to tell you the letters
letters that are the same and that pupils have to
they have learned up to now (s, a, t, p, i and n).
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circle them.
Write these up on the board, in a column going
• Demonstrate the example by using a book or
downwards. Be careful to form the letters in the
other object to cover up all the rows except the
same way the pupils have learned.
first one. Then point out that the two letters
• Ask pupils if they remember the words they
which are the same are the letter s, both of which
learned beginning with those letters. They may
have been circled. Encourage pupils to make the
each letter.
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be able to remember one or two words for
s sound as soon as they understand. Move the
book or other object down to reveal the next
• Ask them to open their Pupil’s Books at page 25.
row so pupils know they have to look there next.
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• As pupils finish, ask them to show you their
work. Encourage them to make the sounds of
Trace and match 15 mins
the letters they have circled.
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Unit 2 My Family
Unit 2 Lesson 9
n N [net]
i I [ink]
p P [plane]
Aims: Learn the capitals for the letters
learned so far.
Match lower-case letters with Activity Book 9 mins
capitals.
Materials: Pupil’s Book page 26 1 Match
Activity Book page 20 • Ask pupils to look at Activity Book page 20.
Alphabet poster Explain that this is a matching exercise, and
that pupils have to match the small letter with
its capital. Do one of the letters as an example,
Warmer 6 mins taking a pencil and miming drawing a line
between the small letter and the capital. Ask
• Greet the class. Ask them to tell you the letters pupils to complete the task.
they have learned up to now (s, a, t, p, i and n).
Write these up on the board. Make sure you are
Activity Book 5 mins
forming the letters correctly – in the same way as
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shown in the book.
2 Trace the lines
• Ask pupils to make the sounds of the letters.
• As in previous lessons, check that pupils are
Point to a letter and then ask pupils to make the
seated correctly and have their books in a
sound, firstly as a class and then individually.
suitable position on the desks.
• Ask them to open their Pupil’s Books at page 26.
• This exercise gives pupils extra practice at
n controlling their pencils and moving from left
to right on the page. Remind pupils how to
Trace and match 15 mins
hold the pencil correctly. Point out the
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movement of the line.
• Explain that the pupils have to match the capital
• Pupils can trace the lines with their fingers or
and lower-case letters. And they have to match
their pencils. Remind pupils how to hold the
the pictures to the correct letters. Go over the
pencil correctly if they use one.
example with them, holding up your book and
indicating the line connecting the lower-case s
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Unit 2 My Family
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Activity Book page 21 sure you put plenty of emphasis on the sound of
Track 34 the initial letter each time. Then, holding up your
Alphabet poster book, indicate the line connecting the s with the
i, and then the i with the t.
• Point to the letters again. Elicit and demonstrate
Warmer 6 mins
n the sound of the word sit by pointing to the
letters and moving your finger slowly to the
• Greet the class. Ask them to tell you the letters right as you change sounds. Say the word sit
they have learned in this unit (s, a, t, p, i and very exaggeratedly (ssss-iiii-tttt). You may need
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n). Write these up on the board. Circle the three to do this several times but pupils should join in
letters, s, i, t. with you once they have understood that you are
• Ask pupils to make the sounds of the letters. blending the letter sounds to form a word.
Point to a letter and then ask pupils to make the • Now say the word sit at close to normal speed.
sound, firstly as a class and then individually. • Repeat this several times, pointing to the
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Then draw a line connecting the s and the i. individual letters being blended, and then to the
Draw another line connecting the i and the t. completed word (ssss-iiii-tttt – sit).
Still with the focus on the sounds of the letters, • Reinforce the meaning of sit by pointing to
demonstrate how the sounds can be joined the girl in the picture and saying sit, while
together to form a new word, s-i-t. motioning with your hands, just as you did in
• Get the class to say the word, slowly, the Warmer above.
emphasizing the individual letters. Then, • Repeat the above procedure to show how other
introduce it into a command – tell the class to letters are blended to form new words.
stand up, using exaggerated movements of the
hands. Then say Sit, this time using your hands
in a downward motion. Repeat sit several Listen and say 7 mins
times, saying the word sit very slowly. Finally,
say sit while pointing at the letters you joined • Tell the pupils to listen as you read out the
on the board and tracing the lines connecting words of the song. Read the words very
them together. slowly, each time, pointing to them in your
• Ask them to open their Pupil’s Books at page 27. book (pupils can point too if they recognize
the words). Ask the pupils in Arabic what the
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Unit 2 My Family
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are having difficulty with one of the statements,
you may want to go over it again with the whole
class; if only one or two pupils express difficulty,
Activity Book 10 mins
you might prefer to give those pupils some extra
help individually.
1 Trace
n
• Ask pupils to open their Activity Books at page 21.
• As in previous lessons, check that pupils are
seated correctly and have their books in a
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suitable position on the desks.
• Ask pupils to trace the initial letters of each
word. While they are doing so, they should make
the sound of that letter. They can also do the
any mimes they have learned associated with
the sounds.
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2 Colour
• For the final activity in the unit, tell pupils that
they are free to colour the flowers using colours
that they choose.
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Unit 3 My Body
Objectives
Listening
• Continue to become familiar with the sound of English letters.
• Continue to become familiar with the sound of English words.
• Carry out simple classroom instructions (TPR).
• Colour according to instructions.
• Identify named objects.
Speaking
• Ask and answer What are they?
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• Ask and answer How many?
• Talk about bodies.
• Talk about bathroom routines.
• Identify and name objects, colours and numbers.
• Join in songs.
n
Skills
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• Continue to understand that English is written from left to right.
• Recognize the shapes of the letters c, k, e, h, r, m and d and their sounds.
• Develop awareness of drawing from left to right, learn how to hold a pencil correctly,
practise pencil control, develop hand-eye coordination.
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Unit 3 My Body
Word list
Lesson 1 rabbit – /ˈræbɪt/ Lesson 7
car – /kɑː/ hair – /heə/ I wash my face. – /aɪ wɒʃ maɪ feɪs/
cat – /kæt/ head – /hed/ I wash my hands. – /aɪ wɒʃ maɪ
key – /kiː/ arm – /ɑːm/ hændz/
kite – /kaɪt/ body – /ˈbɒdi/ I brush my teeth. – /aɪ brʌʃ maɪ tiːθ/
cake – /keɪk/ leg – /leɡ/ I brush my hair. – /aɪ brʌʃ maɪ heə/
foot – /fʊt/
Lesson 2 elbow – /ˈɛlbəʊ/ Lesson 10
egg – /eɡ/ hit – /hɪt/
elephant – /ˈelɪfənt/ Lesson 5 ten – /ten/
What is it? It’s a kite. – /wɒt ɪz ɪt? monkey – /ˈmʌŋki/ hen – /hen/
et
ɪts ə kaɪt/ moon – /muːn/ make – /meɪk/
What are they? They are eggs. – ear – /ɪə/ cake – /keɪk/
/wɒt ɑː ðeɪ? ðeɪ ɑːr egz/ eye – /aɪ/ racket – /ˈrækɪt/
mouth – /maʊθ/ packet – /ˈpækɪt/
Lesson 3 nose – /nəʊz/
hand – /hænd/
n face – /feɪs/
hair – /heə/
how many …? – /haʊ ˈmeni …?/ Lesson 6
dog – /dɒɡ/
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duck – /dʌk/
Lesson 4 My nose. – /maɪ nəʊz/
red – /red/ My eyes. – /maɪ aɪz/
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Unit 3 My Body
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stroking an imaginary cat while saying /k/, /k/, /k/.
Picture cards: car, cat, key, • Write c, car, cat on the board, remembering to
kite, cake form the letters in the same way as demonstrated
in the book. Make sure you write the letters large
Note: Pupils should now be familiar with enough for all pupils to see. Repeat for k, key, kite.
the words hello and goodbye. Remember to • Say Listen and look at the board, using gestures
n
greet as many as possible with hello and a
smile. At the end of the lessons, make sure
to help pupils understand if necessary. Play
Track 35, pausing between the sections to
you say goodbye to as many pupils as you allow time for pupils to understand, follow and
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can. Encourage them to say it to you too. If repeat according to the instructions.
you prefer, use the greeting Good morning or
Good afternoon. Track 35
Listen and look at the board.
c car cat
Warmer 5 mins
k key kite
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c car cat
• Greet the class. Briefly revise the letters they have k key kite
learned up to now (s, a, t, p, i and n). Write these
up on the board. Now listen and say.
• Ask pupils to make the sounds of the letters. ccc
• Remind pupils that they have made some words car car car
with these letters. Elicit some of the words (if cat cat cat
pupils have difficulty remembering, you could kkk
remind them of, or play Track 34 for them key key key
to listen again to the song they heard in the last kite kite kite
lesson). Write the words sit, tap, pan, tin and pin Now listen and say again.
on the board. Illustrate (by drawing lines and/or ccc
pointing) that they are all formed from the same car car car
six letters. cat cat cat
• Get the class to say the words, emphasizing the kkk
individual sounds. Then, use cards and posters to key key key
further draw attention to the letters and words. kite kite kite
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Unit 3 My Body
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cat while saying /k/, /k/, /k/ and then to open
something with an imaginary key, again saying Aims: Name objects and recognize e and
/k/, /k/, /k/. its sound.
Continue learning how to form
Note: For now, pupils need to know that the letter shapes.
n
two letters, c and k, sound exactly the same.
They will be introduced to the soft c sound
Practise making the shape of the
letter e, lower-case and capital.
later. Ask What is it?/What are they?
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Answer using It’s a/an …/They
are …
Activity Book 9 mins
Language: egg, elbow, What is it? It’s a kite.
What are they? They are eggs.
1 Trace Materials: Pupil’s Book page 31
• Ask pupils to open their Activity Books at Activity Book page 23
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Unit 3 My Body
Point to the letter e in the book, on the alphabet Look and say 8 mins
card, or on the alphabet poster, and explain
that this is the letter they are going to learn in
Note: In this task, pupils will be exposed to
today’s lesson.
some basic elements of grammar for the first
time. It is NOT necessary at this level for you
Look, listen and say 8 mins
to explain the grammar structures. Pupils
will learn the phrases through repetition
• Introduce the picture at the top of page 31. and exposure. The phrases presented are
Explain that Adam and Rosie are holding up a commonly used or ‘high-frequency’ phrases,
board with a letter and words on it. and the more the pupils hear them at this
• Hold up the alphabet card for e. Elicit or say the stage, the better prepared they will be as
sound /e/. Ask the pupils to find two examples they progress through Primary 1 and move
of the e sound at the top of the page. Elicit or on to Primary 2. Make sure to go through
explain that the names of the two objects (egg the task slowly and use plenty of repetition,
and elbow) begin with the sound /e/. supported by mime and pointing where
The mime for e might be touching your elbow. necessary. Don’t expect pupils to be able to
Play Track 36. reproduce everything you say – it is enough
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that they start to hear the new phrases.
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Unit 3 My Body
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2 Look and say Picture cards: hand, hair
• Begin by demonstrating with as many pupils as
possible. Walk around the class, choose a pupil
and point to a picture at random in the activity, Warmer 5 mins
saying, What is it? When the pupil answers
n
correctly, move on to another pupil and another
picture in the activity.
• Greet the class. Briefly revise material from the
previous lesson (the letter e; the words egg and
• Put pupils in pairs. Tell them to take turns elbow; the questions and answers What is it? It’s
pointing to the pictures in their books and
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a …). Write these up on the board. Ask pupils to
asking What is it? The other pupil has to answer. repeat them after you.
Monitor as many pairs as possible. For more • Ask them to open their Pupil’s Books at page 32.
practice, get pupils to swap partners and repeat Point to the letter h in the book, on the alphabet
the activity. card, or on the alphabet poster, and explain
• If pupils are going to do this at home, tell that this is the letter they are going to learn in
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Unit 3 My Body
2 hands
Track 37
4 sisters
Listen and look at the board.
10 cars
h hand hair
1 kite
h hand hair
9 tomatoes
Now listen and say.
hhh • Ask pupils to look at the pictures again. This
hand hand hand time ask them to say what colour the things in
hair hair hair the pictures are.
Listen and say again. • Read out the question How many hands? Ask
hhh pupils to find the hands and count them. Point
hand hand hand to the answer 2. Then ask the same question
hair hair hair about other pictures, e.g., How many blue cats?
• Put pupils in pairs. Tell them to take turns
asking questions with How many …? The other
Trace and say 8 mins pupil has to answer, using the number and the
colour(s). Monitor as many pairs as possible. For
et
• Use one or more of your methods to demonstrate more practice, get pupils to swap partners and
the drawing of the letter Hh in the usual way. repeat the activity.
Get pupils to do the same.
• Point out that this is another letter that is written
in parts (green to orange; orange to red). Check Activity Book 7 mins
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that they are sitting in the correct position,
holding the pencil properly and tracing the shape 1 Trace
accurately. Go round and make sure pupils are • Ask pupils to open their Activity Books at
forming the letters correctly. page 24.
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• Get pupils to say the sound /h/ as they are doing • Explain that they are going to trace the
the task. When they finish, encourage them to letter Hh.
put their hands in the air and shake them about, • Make sure everyone is seated correctly and
making the sound /h/, /h/, /h/. holding pencils properly.
• Pupils start tracing the letters as they have
done previously. Remind them to work in the
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Look, listen and say 9 mins direction of the arrow. Monitor, providing
support as necessary.
• Introduce the picture at the bottom of page
32. Tell the pupils to look at all the individual
pictures quickly. Ask them how many words Activity Book 8 mins
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Unit 3 My Body
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Practise making the shape of the repeat the word red.
letter r, lower-case and capital.
Learn body words.
Language: red, rabbit, head, hair, hand, arm,
Trace and say 8 mins
Warmer 5 mins be careful when they are going over the previous
line so that it doesn’t look like two lines. Check
• Greet the class. Briefly revise material from the that they are sitting in the correct position,
previous lesson. Write the letter h and the words holding the pencil properly (if using one) and
hand and hair up on the board. Ask pupils to tracing the shape accurately. Go round and make
repeat them after you. Ask them to put their sure pupils are forming the letters correctly.
hands in the air and shake them about. Ask them • Get pupils to say the sound /r/ as they are doing
to point to their hair. the task. When they finish, encourage them to
mime twitching their nose like a rabbit while
saying /r/, /r/, /r/.
Look, listen and say 8 mins
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Unit 3 My Body
et
a part of the body themselves and continue
nose, face, ear, mouth
the chain. Monitor and make sure pupils are
touching the right part of the body each time.
Don’t worry about mistakes too much at this Warmer 5 mins
stage; make the game fun.
n • Greet the class. Use Hello or Good morning/
afternoon. Encourage pupils to respond in
Activity Book 8 mins
the same way. Briefly revise material from the
previous lesson. Make sure you revise Touch
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1 Trace
your arm, leg, etc., as it appears again in this
• Ask pupils to open their Activity Books at page 25.
lesson. Write the words from the last lesson up
• Explain that they are going to trace the letter Rr.
on the board (head, hair, hand, arm, body, leg,
• Make sure everyone is seated correctly and
foot). Ask pupils to repeat them after you and
holding pencils properly.
give them instructions to touch the parts of the
• Pupils start tracing the letters as they have
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Unit 3 My Body
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without stressing the point at this stage.
It is better that children feel comfortable Track 41
producing some English than insisting on Listen and do.
fully correct utterances. The word moon Touch your eyes.
is most commonly found with the definite Touch your nose.
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article (the), because we generally refer to
it as the only one in our planetary system.
Touch your mouth.
Touch your ears.
For children of this age ‘a moon’ is perfectly Touch your mouth.
acceptable. Touch your eyes.
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Touch your nose.
Touch your ears.
Trace and say 8 mins Touch your ears. Touch your mouth. Touch your eyes.
Touch your nose. Touch your nose.
• Use one or more of your methods to demonstrate Touch your mouth. Stop!
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69
Unit 3 My Body
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2 Trace • Write d, dog, duck on the board. Play Track
• Ask pupils to draw the lines to complete the 42, pausing after each section in the usual way.
picture of the face.
• If pupils finish early, they should then colour the
face. If pupils complete the activity in class, get
Track 42
Listen and look at the board.
n
them to talk in pairs about the pictures and the
words, taking it in turns to say Touch your eye,
d dog duck
d dog duck
nose, etc.
Now listen and say.
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ddd
dog dog dog
Unit 3 Lesson 6 duck duck duck
Listen and say again.
Aims: Name objects and recognize d and ddd
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Unit 3 My Body
correct position, holding the pencil properly (if • Remind them that when they have finished
using one) and tracing the shape accurately. Go drawing, they should draw the lines to the eyes
round and make sure pupils are forming the and the nose on their face picture.
letters correctly. • If pupils do the activity in class and finish early,
• Get pupils to say the sound /d/ as they are doing they can then colour the face. Get them to talk in
the task. When they finish, encourage them to pairs about the pictures and the words, taking it
mime a duck flying while saying /d/, /d/, /d/. in turns to say My eye/nose, etc.
• Ask pupils to talk about their pictures. They
can use other words for the body that they
Look, point and say 7 mins have learned pointing and saying My head/ears/
mouth, etc.
• Use the picture cards to revise the names of parts
of the body.
• Introduce the picture at the bottom of page 35.
Pupils should remember the words nose and eye Unit 3 Lesson 7
but they have not learned the plural eyes yet, so
draw attention to this by saying one eye; two Aims: Learn two new verbs
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eyes. Point out the meaning of my by pointing to (wash, brush).
a pupil’s nose and saying your nose. Then point Practise using words for parts of
to your own nose and say my nose, with lots of the body.
emphasis on my. Talk about bathroom routines.
• Draw attention to the fact that the children in Match sentences to pictures.
the picture are saying My nose and My eyes.
n
• Ask the pupils who they can see in the picture.
Perform actions to match a
sentence/picture.
Elicit Nadia and Ahmed. Tell them to listen as Language: I wash my face. I wash my hands.
you read out what Nadia and Ahmed are saying. I brush my teeth. I brush my hair.
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Read the text: My nose. My eyes. Materials: Pupil’s Book page 36
• Tell pupils to copy what Nadia and Ahmed are Activity Book page 28
doing and say My nose. My eyes. Pupils point Track 43
and repeat. Alphabet posters
• Continue using parts of the body from the
previous lesson (face, ear(s) and mouth).
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Warmer 7 mins
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Unit 3 My Body
up, get dressed, wash, eat breakfast, clean teeth). Rub, rub, rub,
Use mime to convey meaning. Splash, splash, splash.
• With books closed, mime the actions and ask I brush my teeth.
the pupils to say what you are doing or to point Clean, clean, clean,
to the correct picture in their books. When Splash, splash, splash.
everyone has guessed the mime, repeat the I brush my hair.
action, getting the pupils to copy the mime. Say Brush, brush, brush,
I wash my face. I wash my hands. I brush my Splash, splash, splash.
teeth. I brush my hair. as you do the actions.
Listen and sing again. Mime.
• Say the sentence and the pupils mime the action.
I wash my face.
Get the whole class and then individuals to mime
Wash, wash, wash,
and repeat the sentences.
Splash, splash, splash.
• Say Open your Pupil’s Book at page 36, please.
I wash my hands.
Read a sentence aloud and ask the pupils to say
Rub, rub, rub,
which character (Ahmed, Nadia, Tim or Sarah)
Splash, splash, splash.
is performing each action. Then reverse the
I brush my teeth.
procedure. Say the character’s name and ask the
Clean, clean, clean,
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class to say the sentence.
Splash, splash, splash.
I brush my hair.
Brush, brush, brush,
Sing 12 mins
Splash, splash, splash.
I wash my face.
Wash, wash, wash, Unit 3 Lesson 8
Splash, splash, splash.
I wash my hands. Aims: Revise letters and objects learned
Rub, rub, rub, so far.
Splash, splash, splash. Practice identifying and tracing
I brush my teeth. letters.
Clean, clean, clean, Materials: Pupil’s Book page 37
Splash, splash, splash. Activity Book page 29
I brush my hair. Track 44
Brush, brush, brush, Alphabet posters
Splash, splash, splash.
Now listen and sing. Warmer 5 mins
I wash my face.
Wash, wash, wash, • Greet the class. Briefly revise material from
Splash, splash, splash. the previous lesson. Write the letters they have
I wash my hands. learned so far on the board (s, a, t, p, i, n, c, k, h,
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Unit 3 My Body
r, m, d). Ask various pupils to mime drawing the Activity Book 10 mins
letters in the air. Make sure they stand with their
backs to the class so that the class can see that
1 Odd one out
the letter is the right way round.
• Ask pupils to open their Activity Books at
• Ask pupils to open their Pupil’s Book at page 37.
page 29.
• Tell them to look at the first picture. Ask them
what they can see. Elicit the words dog, duck
Find and say 10 mins
and ant. Then draw their attention to the letter
d in the corner of the box. Explain that they are
• Point to the letter c and elicit the sound. Then
looking for things that begin with the letter d.
elicit the word that begins with c (car) in the
• Ask pupils which one is different, i.e., which is
picture. Get pupils to say the sound and the
the odd one out in the first picture. Elicit ant
object repeatedly.
and explain that it is the odd one out because it
• Tell pupils, they are going to trace the letters
doesn’t start with d.
they have learned in this unit.
• Point to the letter c again, and explain that they Answers:
should start tracing where the dot is. Pupils should circle: d ant e ink
et
• Ask pupils to look at the picture of the car. Tell
them they will find two more letter cs in the
picture (they are in the wheels), and they should Activity Book 10 mins
• Tell pupils they will hear each row of letters to point to the sound and the two related
on the audio, to help them. Play Track 44. objects – saying them out loud as they point,
Encourage pupils to circle the odd letter out as e.g., k, kite, key.
they listen. Answers:
• Play the track again if necessary, for pupils to c [car] [cat]
check their answers or complete the activity, k [kite] [key]
e [egg] [elbow]
Track 44 h [hand] [hair]
Listen, find and circle.
t [tiger] [tomato]
c a c i n r i t r s
m [monkey] [moon]
k t i p k m n m a i
d [dog] [duck]
e s a e t d p s d t
h pnah
Answers:
c r
k m
e d
h
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Unit 3 My Body
Unit 3 Lesson 9 the other pupils. Give help and guidance where
necessary.
• Wipe the board clean and ask if any of the pupils
Aims: Review the capitals and lower-case would like to try writing the letters in both small
letters learned in this unit.
and capital form.
Match lower-case letters with
capitals.
Extra!
Materials: Pupil’s Book page 38
Help pupils think about letter formation by
Activity Book page 30
writing some ‘false pairs’ on the board. For
Alphabet posters
example, you could write a lower-case c and
a capital H and then tell pupils that they are
the same letter. Pupils should quickly protest,
Warmer 5 mins
so look surprised and then correct the letters
on the board so you have a lower-case c and
• Greet the class. Ask them to tell you the letters
a capital C. They will not be able to tell you
they have learned in this unit (c, k, e, h, r, m and
in English but they will be thinking about
d). Ask individual pupils to write these up on
how the letters are formed. Make sure the
the board. Check that pupils are forming the
et
correct pairs are clearly visible, and thank
letters correctly.
pupils for correcting you. Write another false
• Ask pupils to make the sounds of the letters.
pair on the board and repeat the procedure.
Point to a letter and then ask pupils to make the
sound, firstly as a class and then individually.
• Ask them to open their Pupil’s Books at page 38.
Trace
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Unit 3 My Body
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finger slowly to the right as you change sounds.
Say the word hit very exaggeratedly (hhhh-iiii-
tttt). You may need to do this several times but
Unit 3 Lesson 10 pupils should join in with you once they have
understood that you are blending the letter
Aims: Continuing to form new words sounds to form a word. Explain the meaning of
n
from the letters already learned. the word hit by hitting the desk with a book.
Language: hit, hen, make, cake, racket, packet • Repeat the word hit several times until you are
Materials: Pupil’s Book page 39 saying it at close to normal speed.
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Activity Book page 31 • Finally, ask pupils to trace the word hit on the
Track 45 right. Encourage them to say the word out loud
Alphabet posters as they trace.
• Repeat the procedure for the other words. For
the words ten, hen, make, cake, racket and
Warmer 5 mins packet, use the illustrations on the page.
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Unit 3 My Body
Listen
Can you … 2 Draw
hit the moon with your racket? • Tell pupils that you want them to draw
make a cake that’s ten feet tall? something beginning with the letter given in
put ten hens in a packet? each box. For example, the first box has a c, so
No! I can’t do that at all! they could draw a cat or a cake. Elicit the words
they have learned for the other letters (key, kite,
Listen and say.
moon, monkey, dog and duck). Then tell pupils
Can you …
to start drawing.
hit the moon with your racket?
make a cake that’s ten feet tall?
• Congratulate pupils on completing the third unit
put ten hens in a packet?
of the book.
No! I can’t do that at all!
Listen, say and mime.
Can you … Now I can …
hit the moon with your racket?
et
make a cake that’s ten feet tall? • Before moving on to the next Unit, take time
put ten hens in a packet? to look at the Now I can … statements with
No! I can’t do that at all! the class. You can either do this at the end of
this lesson or at the start of the next one. Read
Extra! through each statement individually, clarifying
n
Play the whole of Track 45 again, but
this time, ask pupils to ‘keep time’ by
meaning where necessary. Then ask pupils to
put up their hands if they agree they can now
tapping a finger on the desk. This will help do what the statement says. If they can, they
them to ‘tune in’ to the sounds of English, should tick the box. However, there may be
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and help them develop an understanding some pupils who don’t feel confident about one
of syllables. or more of the statements. Make it clear that
these pupils should not be afraid to say if they
are having difficulty. Pupils must feel free to
Activity Book 8 mins express this and need to know that teachers will
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77
Unit 4 My House
Objectives
Listening
• Continue to become familiar with the sound of English.
• Carry out simple classroom instructions (TPR).
• Colour according to instructions.
• Identify named objects.
• Repeat sounds, words and phrases correctly.
Speaking
• Start talking in simple sentences.
et
• Say words connected with houses.
• Say what things are.
• Join in songs.
Skills
n
• Continue to blend the sounds of English letters.
• Begin to form simple sentences.
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• Begin to recognize have/has.
• Recognize the shapes of the letters g, o, u, l, f, b and their sounds.
• Continue developing awareness of drawing from left to right, pencil control, and
hand-eye coordination.
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Unit 4 My House
Word list
Lesson 1 Lesson 4 Lesson 7
garden – /ˈɡɑːdən/ lemon – /ˈlemən/ sitting room – /ˈsɪtɪŋ ruːm/
gate – /ɡeɪt/ lion – /ˈlaɪən/ bedroom – /ˈbedruːm/
orange – /ˈɒrɪndʒ/ kitchen – /ˈkɪtʃən/
pink – /pɪŋk/ Lesson 5 garden – /ˈɡɑːdən/
black – /blæk/ flower – /ˈflaʊə/
white – /waɪt/ fish – /fɪʃ/ Lesson 8
brown – /braʊn/ roof – /ruːf/ legs – /leɡz/
grey – /ɡreɪ/ window – /ˈwɪndəʊ/ milk – /mɪlk/
wall – /wɔːl/ bags – /bæɡz/
Lesson 2 door – /dɔː/ nest – /nest/
et
orange – /ˈɒrɪndʒ/ fan – /fæn/
olive – /ˈɒlɪv/ Lesson 6
blanket – /ˈblæŋkɪt/ ball – /bɔːl/ Lesson 10
gate – /ɡeɪt/ bus – /bʌs/ The cat is in the hat. – /ðə kæt ɪz
carpet – /ˈkɑːpɪt/ bed – /bed/ ɪn ðə hæt/
table – /ˈteɪbəl/ The cat is on the mat. – /ðə kæt
Lesson 3
n bin – /bɪn/ ɪz ɒn ðə mæt/
umbrella – /ʌmˈbrelə/ chair – /tʃeə/
under – /ˈʌndə/ desk – /desk/
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I have a … – /aɪ hæv eɪ …/
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Unit 4 My House
et
correct picture and repeat the word.
• Hold up the picture card of the garden and elicit
Warmer 5 mins
the word in chorus. Make sure the pronunciation
is correct. Ask groups, then individuals to say the
• Greet the class. Briefly revise the letters pupils word. Repeat with the picture card of the gate.
n
learned in Unit 1 (s, a, t, p, i and n) and Unit
2 (c, k, e, h, r, m and d). Write these up on the
Trace and say 8 mins
board in two rows.
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• Ask pupils to make the sounds of the letters.
• Use one or more of your methods to demonstrate
Point to a letter and then ask pupils to make the
the drawing of the letter Gg (standing with your
sound, firstly as a class and then individually.
back to the class, writing on the board, tracing
• Using alphabet cards and/or the alphabet poster,
over pupils’ books, or tracing the shape of the
ask some pupils to identify the letters and make
letters on the desk). Get pupils to do the same.
the sounds.
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Unit 4 My House
Listen and say 8 mins • Play Track 48 again without pauses, unless
the children have difficulty. Then use all six
• Briefly revise the colours that pupils have learned colour picture cards for naming practice.
up to now. You can use cards, pictures, coloured • Ask individual pupils What’s your
pens, objects in the room or the Pupil’s Book favourite colour?
for this. You should also put the colours and
numbers poster on the wall.
• Tell the pupils they are going to learn two more Activity Book 9 mins
et
orange pink the first g. Remind them to work in the direction
orange pink of the arrow. Monitor to make sure everyone is
Now listen and say. managing, and provide support as necessary.
orange orange orange
pink pink pink
Activity Book
Listen and say again.
n 7 mins
Track 48
Listen and point to the colours.
black white brown grey
Now listen and say.
black black black
white white white
brown brown brown
grey grey grey
81
Unit 4 My House
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word. Repeat with the picture card of the olive.
Warmer 5 mins
82
Unit 4 My House
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show rain falling. Repeat the procedure for the
• Ask pupils to colour the picture. As they
word under. Play Track 51.
finish, go round and look at their work.
Encourage them to point at their work and Track 51
tell you the names of the colours they have Listen and look at the board.
used in the picture. u umbrella under
n u umbrella under
Now listen and say.
Unit 4 Lesson 3 uuu
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umbrella umbrella umbrella
under under under
Aims: Name objects and recognize u and
its sound. Listen and say again.
Practise making the shape of the uuu
letter u, lower-case and capital. umbrella umbrella umbrella
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83
Unit 4 My House
• Check that they are sitting in the correct Activity Book 7 mins
position, holding the pencil properly if they are
using one, and tracing the shape accurately.
2 Look and circle
• Get pupils to say the letter sound as they are
• Point to the example. Ask pupils to say what
doing the task. When they finish, encourage them
they can see in the picture (gate). Elicit that this
to perform their mime while saying //, //, //.
begins with the letter g, and that is why the letter
g is circled here.
• Ask pupils to complete the activity.
Look and find 10 mins
• Check answers by asking pupils to say the word
and make the sound of the initial letter as they
• Read out the sentences. Introduce I have … by
point to them in turn. Elicit moon, /m/; orange,
demonstrating with a pen or pencil that clearly
/ɒ/; nose, /n/.
belongs to you. Try to use other words that
pupils will know, such as book. Repeat I have (a Answers:
book, etc.) and get pupils to do the same, firstly g m
as a class and then individually. o n
• Ask pupils to look at the activity. In pairs, let
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them talk about what they can see in the three
pictures (e.g., a yellow house).
• Explain that they are going to listen and tick the Unit 4 Lesson 4
right picture for each sentence. Play Track 52.
Aims: Name objects and recognize l and
Track 52 its sound.
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Listen and tick the right picture.
1 We have a green garden.
Practise making the shape of the
letter l, lower-case and capital.
2 We have a white house.
Learn new words.
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3 We have a blue car.
Talk about pictures.
Language: lemon, lion
• Check the answers with the class. Say Number 1 Materials: Pupil’s Book page 45
and elicit green garden (the top picture). Activity Book page 35
• Repeat with 2 (the white house) and 3 (the Tracks 53 and 54
blue car). Alphabet posters
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84
Unit 4 My House
• Point to the letter l in the book, on the alphabet • Direct pupils’ attention to the picture at the
card, or on the alphabet posters, and explain bottom of the page.
that this is the letter they are going to learn in • Point to the speech bubbles and read out
today’s lesson. the first one. Ask pupils to point to the
• Point to the letter l and the lemon on the orange flowers.
alphabet posters. Elicit or say the sound /l/. • Repeat for the other speech bubbles on the page.
• The mime for the letter l might be drinking • Play Track 54. Ask pupils to listen. Play the
lemonade. Mime and ask pupils to copy you. track again and ask pupils to repeat.
Play Track 53.
Track 54
Track 53 Listen and say
Listen and look at the board. I have orange flowers.
l lemon lion I have a green door.
l lemon lion I have white windows.
I have blue flowers.
Now listen and say.
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lll
lemon lemon lemon
Activity Book 7 mins
lion lion lion
Listen and say again. 1 Trace
lll • Ask pupils to open their Activity Books at
lemon lemon lemon
n page 35.
lion lion lion • Make sure everyone is seated correctly. If pupils
are using pencils, make sure they are sharpened
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• Hold up the picture card of a lemon and elicit and pupils know how to hold them correctly.
the name chorally. Elicit the sound of the letter l • When pupils are ready, they can start tracing
at the beginning of the word. Do the same with the letters, starting by following the dotted
the /l/ sound in lion. lines of the first L. Remind them to work in
• Ask pupils to look at Poster 1. Point to l and get the direction of the arrow. Monitor to make
pupils to do the mime (drinking lemonade) and sure everyone is managing, and provide support
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85
Unit 4 My House
• Check answers by asking pupils to make the Look, listen and say 8 mins
sound of the initial letter and say the word as
they point to them in turn.
• Point to the letter f in the book, on the alphabet
Answers: card, or on the alphabet posters, and explain that
u [umbrella] [under] this is the letter they are going to learn in today’s
o [olive] [orange] lesson. Present the sound /f/ and ask pupils to
l [lemon] [lion] repeat it. Point out the pictures of the flower and
the fish and explain that both words begin with
this sound. Ask pupils to repeat the words. The
mime for f might be making the movement of a
Unit 4 Lesson 5 flower growing up from the ground, or pointing
the fingers away and holding the palm vertically
Aims: Name objects and recognize f and and making the movement of a fish swimming
its sound. though water. Play Track 55.
Practise making the shape of the
Track 55
letter f, lower-case and capital.
Listen and look at the board.
Learn new words for houses.
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f flower fish
Language: flower, fish, roof, window,
f flower fish
wall, door
Materials: Pupil’s Book page 46 Now listen and say.
Activity Book page 36 fff
Tracks 55 and 56 flower flower flower
Alphabet posters
Alphabet card: f
n fish fish fish
Listen and say again.
Picture cards: flower, fish, roof, fff
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window, wall, door flower flower flower
fish fish fish
Warmer 5 mins
• Put the picture card of flower on the board.
Elicit the name chorally. Elicit the sound of the
• Greet the class. Briefly revise the material from
letter Ff at the beginning of the word. Do the
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86
Unit 4 My House
Look, listen and say 8 mins Now listen and say the words.
This is my house.
• Ask pupils to look at the house. Point to the It’s a lovely house.
tins of paint and elicit or explain that Adam is It’s red and yellow and green.
painting the house. Ask How many colours are The door is red.
there? Elicit the four colours, yellow, red, green The windows are blue.
and blue. The walls are yellow and green.
• Hold up your book and point to the picture of
Extra!
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the house. Say the words roof, window, wall and
door as you point to them in the book. Pupils • Tell the pupils to draw and colour a
may not be familiar with some of the words and picture of a house on a piece of paper.
sounds. That isn’t a problem – just aim to get They can draw their real house or
them to listen for new words and repeat them as apartment block, or an imaginary one.
well as they can. Write each pupil’s name on his/her paper.
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• Ask How many windows are there? Elicit There • When they have finished, ask individual
are three windows. (The round shape on the pupils to hold up their drawings and talk
right is also a window.) Hold up your book and about them, e.g., This is my house.
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point to the walls and to the door. Each time, ask The door is (blue). The windows are
What’s this? Touch the classroom door and ask (yellow). The pictures can then be used
What’s this? Touch a wall and ask What’s this? as a wall display.
• Ask questions about the classroom, e.g.,
How many walls/doors/windows are there
in our classroom? Activity Book 7 mins
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Unit 4 My House
Track 4
Unit 4 Lesson 6 Listen and look at the board.
b ball bed
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b ball bed
Aims: Name objects and recognize b and
its sound. Now listen and say.
Practise making the shape of the bbb
letter b, lower-case and capital. ball ball ball
Learn new words for things in bed bed bed
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the house.
Language: ball, bed, table, bin, chair, desk
Listen and say again.
bbb
Materials: Pupil’s Book page 47 ball ball ball
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Activity Book page 37 bed bed bed
Track 57
Alphabet posters • Use the picture cards for ball and bed for extra
Alphabet card: b practice. Elicit the words chorally. Elicit the
Picture cards: ball, bus, bed, table, sound of the letter b at the beginning of each
bin, chair, desk word.
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Unit 4 My House
Extra!
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d e s k d
Ask pupils to tell you about the things they
have in their room at home. Write the phrase
I have a … in my room. on the board and c h a i r
remind them of the meanings. Using these,
they can practise talking to you in simple
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sentences. They can add colours too, so that
they should be able to produce sentences like
I have a green bed. I have a white desk in my Unit 4 Lesson 7
room., etc.
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Aims: Practise talking about things
in a house.
Activity Book 8 mins Learn new words for places
in a house.
1 Trace Language: bathroom, bedroom, sitting room,
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Unit 4 My House
et
• There are many objects in the house that pupils answers. Monitor and support as necessary.
have learned. Ask pupils to look carefully at the
picture and tell you any words they know for Extra!
things they can see in the picture. • Explain that pupils are going to play I
• Ask the pupils to tell you what they can see in the Spy and that you will start. Use objects
picture. Put pupils in pairs and give them time to
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talk about what they can see. Go round the class
from the picture. Say I spy (with my little
eye [add gestures]) something beginning
and elicit ideas, encourage pupils to say ‘I can with /b/. (book)
see …’: an orange and red bag, a yellow and blue • Pupils volunteer ideas. If necessary, give
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kite, a red bin, seven red apples, six eggs, etc. other clues: It’s red./There are five, etc.
• Explain that pupils are going to listen to some Pupils then take turns choosing an object
sentences about the picture. Some will be ‘true’ in the picture and saying I spy (with my
(right) and some will be ‘false’ (wrong). Tell little eye) something beginning with …
pupils that if the sentence is right, the pupils say
Yes. If the sentence is wrong, they say No.
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• Play Track 58 once and ask pupils to listen Activity Book 15 mins
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Unit 4 My House
et
[we need to add a completed outline of the
7
repeat after you /g/, gate.
illustration
5 here
6 – to be provided by Doug]
• Repeat for the other sounds/words.
• Greet the class. Briefly revise the material from 1 Find and write
the previous lessons. Elicit the letters pupils have • Ask pupils to open their Activity Books at
learned in this unit and write them on the board page 39.
(g, o, u, f, l, b). • Explain that the numbered puzzle pieces each
• Using cards, posters, objects and people in the have part of a larger picture. Pupils have to guess
room, get the class to say the sounds of the what the picture is and write the number of the
letters and to offer words beginning with picture after the correct word for that picture.
those letters.
• Ask pupils to open their Pupil’s Books at
page 49.
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Unit 4 My House
Warmer 5 mins
2 Match
• Point to the example. Ask pupils to say what • Greet the class. Explain that today you are going
letter it is (l). Follow the line and ask them what to revise all the letters pupils have learned so far.
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they can see in the picture (lemon). Elicit that • Using cards, posters, objects and people in
this begins with the letter l, and that is why the the room, get the class to say the sounds of
two are connected with a line. the letters and to offer words beginning with
• Ask pupils to complete the activity, drawing lines those letters. Write the letters up on the board
to connect the initial letters to the words that as pupils say them. It doesn’t matter what
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start with those letter sounds.
• Check answers by asking pupils to make the
order they are in; it helps to consolidate letter
recognition as pupils have to concentrate more
sound of the initial letter and say the word as on the shape of the letter if letters are presented
they point to them in turn.
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out of alphabetical order sometimes.
Answers: • Ask pupils to open their Pupil’s Books at
g [garden] page 50.
u [umbrella]
o [olive]
l [lemon] Match and trace 20 mins
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b [ball]
f [fish] • Explain that pupils will be matching the capitals
and lower-case letters.
• Look at the jumbled letters on the page and
point out the example. Ask pupils to draw lines
connecting the other letters.
• Ask pupils to trace the lower-case letters. If
any of them have difficulty, use one or more
of your methods to demonstrate the drawing
of the letters.
• Go round the class, checking that they are
sitting in the correct position, holding the pencil
properly if they are using one, and tracing the
shape accurately.
• Get pupils to say the sounds as they are doing the
task. When they finish each one, encourage them
to perform their mimes while saying the sounds.
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Unit 4 My House
et
• Greet the class. Briefly revise the letters pupils
1 Trace
practised in the previous lesson. You could write
• Ask pupils to open their Activity Books at
these on the board – a, b, c, d, e, f, g, h, i, k, l,
page 40.
m, n, o, p, r, s, t, u. Ask pupils to form words
• This gives pupils extra practice in forming the
beginning with each letter.
shapes of the capital letters – remember that they
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will usually see and write capital letters a lot less
• Ask pupils to open their Pupil’s Books at
page 51.
often than lower-case letters, so it is good for
them to practise writing the letters.
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• Ask pupils to trace the letters. Go around the
Listen and say 15 mins
class and help where necessary.
93
Unit 4 My House
animal or object on the mat. The pupil should Activity Book 10 mins
then say the sentence The (ruler) is on the mat.
• Play Track 59 and ask pupils to listen. Play
2 Trace and draw
the track again and ask pupils to repeat each
• Direct pupils to the sentence. Ask pupils to
sentence.
trace the letters in the sentence as they did in the
Track 59 activity above.
Listen and say. • Tell pupils that you want them to draw their
The cat, the cat, own picture for this sentence. If they have
The cat is in the hat. trouble, you can refer them back to the picture
Where is the cat? in the Pupil’s Book. Pupils who finish early can
It’s in the hat! colour in their picture.
et
• Before moving on to the next Unit, take time
Extra!
to look at the Now I can … statements with
Continue making sentences with the
the class. You can either do this at the end of
class. Focus on the words in and on, and
this lesson or at the start of the next one. Read
demonstrate a few examples, such as The
through each statement individually, clarifying
pencil is in the book./The bag is on the chair.
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Pupils can then make similar sentences. If
meaning where necessary. Then ask pupils to
put up their hands if they agree they can now
you run out of objects that pupils know the
do what the statement says. If they can, they
names of, use picture cards. Some of the
should tick the box. However, there may be
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words learned in this unit include: garden,
some pupils who don’t feel confident about one
gate, orange, olive, under, umbrella, lemon,
or more of the statements. Make it clear that
lion, flower, fish, ball, bus, bed, table, bin,
these pupils should not be afraid to say if they
chair, and desk. If there’s time, pupils can
are having difficulty. Pupils must feel free to
draw their own pictures and talk about
express this and need to know that teachers will
them. Here, they can let their imaginations
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net
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Unit 5 Things Around Us
Objectives
Listening
• Continue to become more familiar with the sound of English.
• Carry out simple classroom instructions (TPR).
• Listen to and say numbers 1–10.
• Identify named objects.
Speaking
• Continue talking in short phrases and simple sentences.
• Ask and answer Is it …?
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• Ask and answer How many …?
• Ask and answer What colour …?
• Talk about things around us.
• Identify and name objects, saying There’s a …/There are …
• Join in songs.
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Skills
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• Become familiar with the concept of digraphs.
• Recognize the shapes of the digraphs ai, oa, ie, ee, or.
• Continue to blend letters and digraphs to form words.
• Recognize the shapes of the letter j and its sound.
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Unit 5 Things Around Us
Word list
Lesson 1 Lesson 5 Lesson 9
train – /treɪn/ bee – /biː/ capital letters – /ˈkæpɪt(ə)l ˈletə(r)z/
tail – /teɪl/ tree – /triː/
Is it a bus? – /ɪz ɪt ə bʌs?/ How many? – /haʊ ˈmeni?/
Lesson 2 Lesson 6
jam – /dʒæm/ fork – /fɔː(r)k/
juice – /dʒuːs/ popcorn – /ˈpɒpˌkɔː(r)n/
What colour is the ball? – /wɒt
Lesson 3 ˈkʌlə(r) ɪz ðə bɔːl?/
boat – /bəʊt/ The ball is orange. – /ðə bɔːl ɪz
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coat – /kəʊt/ ˈɒrɪndʒ/
numbers – /ˈnʌmbə(r)z/
colours – /ˈkʌlə(r)z/ Lesson 7
things around us – /θɪŋz əˈraʊnd ʌs/
Lesson 4
pie – /paɪ/ Lesson 8
tie – /taɪ/
How many? – /haʊ ˈmeni?/
n train, jam, boat, tie, tree, fork –
treɪn, dʒæm, bəʊt, taɪ, triː,
/
fɔː(r)k/
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97
Unit 5 Things Around Us
Warmer 5 mins
• Ask the pupils to look at the train and the tail on
the page. Walk round the room saying Show me
• Greet the class. Briefly revise the letters pupils a train./Show me a tail. The pupils should point
et
have learned up to now (a, b, c, d, e, f, g, h, i, k, and repeat the word.
l, m, n, o, p, r, s, t and u). You could write these • Hold up the picture card of the train and elicit
on the board, flick through the Pupil’s Book, the word in chorus. Make sure the pronunciation
use the alphabet posters or use alphabet cards. is correct. Ask groups, then individuals to say the
Whichever method you choose, ask pupils to word. Repeat with the picture card of the tail.
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make the sounds and tell you words beginning
with each letter.
Trace and say 10 mins
• Ask pupils to open their Pupil’s Books at
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page 54.
Note: Pupils have already learned to form
the letters a and i, so this will be revision and
Look, listen and say 8 mins
further practice for them. Encourage them
to learn the new sound of the two letters
Note: In this lesson, pupils are introduced combined. They will only trace the lower-
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Unit 5 Things Around Us
et
Language: jam, juice
Note: When digraphs are presented, pupils Materials: Pupil’s Book page 55
are only asked to trace the lower-case letters Activity Book page 43
in the Activity Book, not the capitals. Both Track 61
the letters in the digraph are already known Alphabet posters
to pupils.
n Alphabet card: j
Picture cards: jam, bird, train
1 Trace
• Ask pupils to open their Activity Books at page 42.
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• Make sure everyone is seated correctly. If pupils Warmer 6 mins
they did before. Monitor to make sure everyone elicit or remind pupils that it can be made with
is managing, and provide support as necessary. the letters a and i together.
With digraphs such as this one, it is particularly • Revise some of the other words that pupils have
important that pupils recognize the sound, so say learned up to now. Do this with a selection of
it often and encourage them to repeat it, either in picture cards, eliciting the names of objects. You
isolation or in the example words (in this case, could also go back through the Pupil’s Book or
train and tail). use the poster to remind pupils of words.
• Point out that in today’s lesson, pupils are going
to learn a single letter.
Activity Book 6 mins • Ask pupils to open their Pupil’s Books at page 55.
2 Draw
• Point to the sentence It’s a tail. Elicit the Look, listen and say 8 mins
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Unit 5 Things Around Us
repeat it. Point out the pictures of the jam and Ask and answer 7 mins
the juice and explain that both words begin with
this sound. Ask pupils to repeat the words. The
• Tell the pupils they are going to play a game.
mime for j might be spreading jam on a piece of
Direct the pupils to the silhouettes of the objects
bread. Play Track 61.
and the speech bubbles. Elicit or explain that
Track 61 Adam is asking about the first object in the
Listen and look at the board. picture. He is trying to guess what it is (Is it a
j jam juice tomato?) Nadia then gives the answer (No, it
j jam juice isn’t.), so Adam guesses again. (Is it jam?) This
time, Nadia gives the answer (Yes, it is.).
Now listen and say. • Put pupils in pairs. Tell one pupil to choose an
jjj object but not say what it is. The other pupil
jam jam jam then has to ask questions to guess, in the same
juice juice juice way as Adam. When the second pupil guesses
Listen and say again. correctly, they swap roles.
jjj • In pairs, pupils take turns asking and answering.
jam jam jam Monitor and support as necessary.
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juice juice juice • Continue the game by keeping pupils in pairs
and handing out picture cards to each pupil. Tell
• Use the picture cards for jam and juice for Pupil 1 to look at the card, but not show Pupil 2.
extra practice. Elicit the words chorally. Elicit Pupil 2 then has to guess by asking Is it …?
the sound of the letter j at the beginning as before. If you have a lot of pupils, you can
of each word.
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• Ask pupils to look at the alphabet posters. Point
give them one card each and they can swap
after each turn.
to j and get pupils to do the mime and at the
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same time say the sound //.
Activity Book 8 mins
Extra!
To give extra revision practice, point to 1 Trace
other letters the pupils already know on the • Ask pupils to open their Activity Books at page 43.
posters. Each time, elicit the sound of the • Make sure everyone is seated correctly. If pupils
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letter and a word that starts with the letter. are using pencils, make sure they are sharpened
and pupils know how to hold them correctly.
• When pupils are ready, they can start tracing
Trace and say 8 mins the letters in the same way as they did before.
Remind them to work in the direction of the
• Use one or more of your methods to demonstrate arrow. Monitor to make sure everyone is
the drawing of the letter Jj. Get pupils to do the managing, and provide support as necessary.
same. Show pupils that the lower-case letter j has
a dot over it in the same way as the letter i.
• Go round the class, checking that they are Activity Book 8 mins
100
Unit 5 Things Around Us
• Ask pupils to complete the activity. Check the Look, listen and say 8 mins
answer by asking pupils Is it jam? Elicit the
correct answer – Yes, it is.
• Point to the letters oa in the book and explain
Answers: that this is the sound they are going to learn in
Is it a train? No, it isn’t. today’s lesson. Point to the pictures of the boat
Is it jam? Yes, it is. and the coat, and say the words slowly and
clearly, emphasizing the o sound in the middle.
Elicit or say the sound /əυ/. Play Track 63,
pausing after each section as usual.
Unit 5 Lesson 3 Track 62
Listen and look at the board.
Aims: Name objects and recognize oa oa boat coat
and its sound.
oa boat coat
Practise making the shape of the
digraph oa. Now listen and say.
Language: boat, coat, What colour is …? oa oa oa
Materials: Pupil’s Book page 56 boat boat boat
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Activity Book page 44 coat coat coat
Tracks 62 and 63 Listen and say again.
Alphabet posters oa oa oa
Picture cards: boat, coat, colours, boat boat boat
numbers 1–10 coat coat coat
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• Ask the pupils to look at the boat and the coat
Warmer 5 mins
on the page. Walk round the room saying Show
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me a boat./Show me a coat. The pupils should
• Greet the class. Briefly revise the colours that
point to the correct picture on their books and
pupils have learned so far. You can do this by
repeat the word.
pointing at things in the room and asking What
• Hold up the picture card of the boat and elicit
colour is (the wall)? Pupils will learn What
the word in chorus. Make sure the pronunciation
colour is the …? in today’s lesson so it doesn’t
is correct. Ask groups, then individuals to say the
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Unit 5 Things Around Us
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You and me! 1 Trace
• Ask pupils to open their Activity Books at
One, two, three and four. page 44.
I have a house with a yellow door. • Make sure everyone is seated correctly. If pupils
Five, six, seven and eight. are using pencils, make sure they are sharpened
and pupils know how to hold them correctly.
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I have a garden with an orange gate.
• When pupils are ready, they can start tracing
Nine and ten. the letters and words in the same way as they
Say the numbers again. did before. Monitor to make sure everyone is
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One, two, three, four, five, six, seven, eight, managing, and provide support as necessary.
nine, ten! Say the sound /əυ/ often and encourage pupils
to repeat it, both in isolation and in the example
Extra! words (in this case, coat and boat).
• Play a chain game around the class. Say
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102
Unit 5 Things Around Us
et
correct. Ask groups, then individuals to say the
work they did on the digraph ai in Lesson 1 of
word. Repeat with the picture card of the tie.
this unit. Elicit the words train and tail. Then
remind them of the digraph oa that they learned
in the last lesson and the words coat and boat.
Trace and say 8 mins
Finally, make sure pupils have understood that
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the sound produced by digraphs is different from
the sound of either of the individual letters.
• Briefly remind pupils how to form the i and e.
You can do this by using one or more of the
Explain that they will be learning a third digraph
methods you used before. Get pupils to do
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in today’s lesson.
the same.
• Ask pupils to open their Pupil’s Books at
• Check that pupils are sitting in the correct
page 57.
position and holding the pencil properly if they
are using one. Go round and make sure they are
forming the letters correctly.
Look, listen and say 8 mins
• Get pupils to say the sound /aI/ as they are doing
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the task.
• Point to the letters ie in the book and explain
that this is the sound they are going to learn in
today’s lesson. Point to the pictures of the pie
Ask and answer 6 mins
and the tie and say the words slowly and clearly.
Elicit or say the sound /aI/. Play Track 64,
• Direct the pupils to the speech bubbles. Read out
pausing after each section.
the question How many rabbits? and ask pupils
Track 64 to answer (Three rabbits.). Repeat while pointing
Listen and look at the board. to the words in your book at the same time.
ie pie tie • Put pupils in pairs and ask them to practise
ie pie tie asking and answering the same question. When
they have each had a turn, ask them to carry on
Now listen and say. asking and answering about the other items.
ie ie ie
• When they have finished, ask for pairs to
pie pie pie
volunteer to act out the dialogue for the class to
tie tie tie
hear. Choose a different pair for each item.
103
Unit 5 Things Around Us
Answers:
How many rabbits? Three rabbits.
Unit 5 Lesson 5
How many pies? Seven pies.
How many ties? Ten ties.
Aims: Name objects and recognize ee
and its sound.
Practise making the shape of the
Activity Book 8 mins digraph ee.
Language: bee, tree
1 Trace Materials: Pupil’s Book page 58
• Ask pupils to open their Activity Books at Activity Book page 46
page 45. Track 65
• Make sure everyone is seated correctly. If pupils Alphabet posters
are using pencils, make sure they are sharpened Picture cards: bee, tree
and pupils know how to hold them correctly.
• When pupils are ready, they can start tracing the
letters and words in the same way as they did
Warmer 5 mins
et
of the arrow. Monitor to make sure everyone
learned so far in this unit: ai, oa and ie. Make sure
is managing, and provide support as necessary.
pupils can make these sounds. Elicit a number of
Say the sound /aI/ often and encourage pupils to
the example words they have learned for them,
repeat it, both in isolation and in the example
e.g., train, boat and tie. Explain that they will be
words pie and tie.
learning a fourth digraph in today’s lesson.
n • Ask pupils to open their Pupil’s Books at page 58.
Activity Book 10 mins
104
Unit 5 Things Around Us
• Ask the pupils to look at the bee and the tree Answers:
on the page. Walk round the room saying Show How many boats? 4
me a bee./Show me a tree. The pupils should How many kites? 4
point to the correct picture in their book and How many cakes? 3
repeat the word. Make sure the pronunciation How many ducks? 5
is correct. Ask groups, then individuals to say How many bees? 2
the words. You could use flashcards to elicit How many apples? 6
the words. One idea is to hold up a picture card How many lions? 3
but with the picture hidden by, e.g., a piece of How many hands? 1
paper. Then reveal the picture slowly, starting at
one corner; pupils shout out the word as soon as
they recognize the picture and know what the Activity Book 8 mins
word is.
1 Trace
• Ask pupils to open their Activity Books at
Trace and say 8 mins page 46.
• Make sure everyone is seated correctly. If pupils
et
• Briefly remind pupils how to form the e. You can are using pencils, make sure they are sharpened
do this by using one or more of the methods you and pupils know how to hold them correctly.
used before. Get pupils to do the same. • When pupils are ready, they can start tracing the
• Check that pupils are sitting in the correct letters and words in the same way as they did
position and holding the pencil properly if they before. Remind them to work in the direction
are using one. Go round and make sure they are of the arrow. Monitor to make sure everyone
n
forming the letters correctly. is managing, and provide support as necessary.
• Get pupils to say the sound /i:/ as they are doing Say the sound /i:/ often and encourage pupils to
the task. repeat it, both in isolation and in the example
ar
words bee and tree.
tell you the answer (4). • Point to the first word bees. Ask pupils to count
• Practise the question again with another object how many bees there are in the picture. Tell
from the picture: How many (kites)? Prompt them they can choose from one of the numbers
the question with individual words. Do this a on the right. Elicit two.
number of times using the picture puzzle items. • Tell them to count the other items and write the
Each time, encourage pupils to count out loud numbers in the correct spaces. If pupils are not
and tell you the answer. writing yet, they can simply tell you the answers.
• Choose a pupil to ask a question. That pupil • Check answers by asking individual pupils to
says How many flowers can you see? The rest of give you a sentence beginning There is …/There
the class count quietly and as quickly as they can are …, e.g., There are two bees.
and, when they are ready, hold up their hands
Answers:
to answer.
There is one rabbit.
• Put pupils into pairs to ask and answer about the
There are two bees.
number of things in the picture.
There are five flowers.
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Unit 5 Things Around Us
et
the r. You can do this by using one or more of
pupils have learned. You can do this by pointing
the methods you used before. Get pupils to do
at things in the room and asking What colour is
the same.
the (wall/door/bag, etc.)?
• Check that pupils are sitting in the correct
• Ask pupils to tell you the sounds they have
position and holding the pencil properly if they
learned so far in this unit (j, ai, oa, ie, and ee).
are using one. Go round and make sure they are
n
Make sure pupils can make these sounds. Elicit a
number of the example words they have learned
forming the letters correctly.
• Get pupils to say the sound /ɔ/ as they are doing
for them, e.g., jam, train, boat, tie and bee.
the task.
ar
Explain that they will be learning another sound
in today’s lesson.
• Ask pupils to open their Pupil’s Books at Ask and answer 7 mins
page 59.
• Ask pupils to look at the picture. Elicit the six
colours used for the letters (yellow, orange, red,
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106
Unit 5 Things Around Us
Warmer 7 mins
1 Trace
et
• Ask pupils to open their Activity Books at • Greet the class. Briefly revise sounds for the
page 47. letters they have learned so far in this unit (the
• Make sure everyone is seated correctly. If pupils letter j, and the digraphs ai, oa, ie, ee and or).
are using pencils, make sure they are sharpened Make sure pupils can make these sounds. Elicit a
and pupils know how to hold them correctly. number of the example words they have learned
n
• When pupils are ready, they can start tracing the
letters and words in the same way as they did
for them, using these picture cards: jam, tail,
coat, pie, bee and fork.
before. Remind them to work in the direction • Use picture cards to help pupils remember
of the arrow. Monitor to make sure everyone
ar
some of the words they have covered in the
is managing, and provide support as necessary. book so far.
Say the sound /ɔ:/ often and encourage pupils to • Ask pupils to open their Pupil’s Books at
repeat it, both in isolation and in the example page 60.
words fork and popcorn.
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Unit 5 Things Around Us
et
bubble, e.g., There’s a house and a car. Do this a tree, fork
few times and then put pupils in pairs. They take
turns saying what’s in one of the bubbles and the
other pupil has to point to the correct bubble. Warmer 6 mins
Activity Book
n18 mins
they will need to use in this lesson (the letters
and the digraphs contained in the words train,
jam, boat, tie, tree and fork). You can do this by
ar
1 Match writing the words up on the board and/or using
• Ask pupils to open their Activity Books at page 48. picture cards. Elicit the correct pronunciation of
• Point to the first sound, ai. Elicit words such each word, and highlight the digraphs by circling
as train and tail. Get pupils to say the words, them on the board or in your book (circle the
emphasizing the ai sound. Do the same for the digraphs underlined here: train, jam, boat,
other sounds. tie, tree and fork). If any pupils are confident
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• Do the example with the class. Point to the enough, invite them to come to the board to
line connecting ai with the picture of the train. underline the digraphs in the words themselves.
Explain that the line is there because the word Make sure pupils can make all these sounds.
train contains the ai sound. • Ask pupils to open their Pupil’s Books at page 61.
• Ask if there is another picture with an ai sound.
Elicit tail. Tell pupils to draw a second line, this
time connecting ai and tail. Trace, say and colour 20 mins
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Unit 5 Things Around Us
et
no digraph, so the letters are all pronounced. read out the completed words.
Pupils will know the word jam, but demonstrate Answers:
blending the letters to form the word as you did c [car] [cat]
with train, and elicit the word. Ask pupils to a [ant] [apple]
trace the letters. j [jam] [juice]
• Demonstrate the remaining words in the same
n
way, taking care to treat the digraphs as you did
o [olive] [orange]
h [hand] [hair]
above. Encourage pupils to blend the sounds in
each case.
ar
• When pupils have formed and said all the words
and traced the letters, they can colour the pictures.
Unit 5 Lesson 9
Activity Book 9 mins
Aims: Revise the forming of lower-case
and capital letters.
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Unit 5 Things Around Us
write on the board). Take care to form the letters • Point out that there are capital letters at the top
in the way pupils have learned in the book. of the page and lower-case letters at the bottom
• Ask pupils to open their Pupil’s Books at page 62. of the page. Pupils will recognize that the letters
are presented in the alphabetical order here (A,
B, C, D, etc.). They may also notice that there
Trace and say 18 mins are only 21 letters on the page to be matched,
and that five letters are missing. These letters
• Point to Ss at the top of the page. Ask pupils (Q, W, X, Y, Z) are the ones that pupils haven’t
when we might need capital letters (at the start learned yet.
of a name or a sentence). • Explain that, in the middle of the page, there are
• Practise a little letter recognition by saying Show short sequences of letters, presented in order but
me the letter e. You can refer to the letter by with letters missing each time. Pupils have to fill
the sound it makes and also use the name of the in the missing letters. Make sure they understand
letter. Get pupils to point to the letter on the that they also need to choose between the lower-
page, or to come up and point to the letter on case and capital letters to fill in the gaps. If
one of the alphabet posters. Repeat for several pupils seem unsure, demonstrate the first item on
letters. Put pupils in pairs to continue this the board.
et
activity. Tell them to take it in turns to say Show • Check answers by asking pupils to show you their
me the letter (d). books. Those who have written the answers can
• Tell pupils to trace the letters (remember that point to what they have written in the gaps. If any
there is no pressure on them to use a pencil – if of your pupils are not comfortable writing, they
they want to use their finger, that’s fine). Go can point to the missing letter each time.
round the class checking that pupils are not
n
having difficulties.
Answers:
ABCDE
• For a follow-up activity, ask volunteers to
MNOP
demonstrate forming both the lower-case and the
fghij
ar
capital form of one of the letters. The volunteer
FGHI
can write the letter on the board, trace it on the
abcde
board, or trace it in the air with their back to the
IJKLM
class. Repeat with many different letters and as
mnop
many volunteers as possible. If your pupils are
RSTU
not writing yet, you can give them picture cards
G
CDEFG
to choose. One pupil holds up a picture card and
rstu
the others have to point to the relevant lower-
cdefg
case and capital letters.
ijklm
Extra!
Play a tracing game. In pairs, pupils trace
a letter on their partner’s back and their
partner has to guess what letter is being
Unit 5 Lesson 10
formed. Tell pupils to use a mixture of
lower-case and capital letters, but to try to Aims: Revise the sounds learned in
form them according to the method this unit.
shown in the book. Practise letter and digraph
formation.
Language: boat, juice, tie, bee, train
Activity Book 20 mins Materials: Pupil’s Book page 63
Activity Book page 51
1 Look and complete Alphabet posters
• Ask pupils to open their Activity Books at page 50. Picture cards: boat, juice, tie,
bee, train
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Unit 5 Things Around Us
Warmer 7 mins
• Monitor and help where necessary. Praise
pupils’ work.
• Greet the class. Briefly revise the letters, sounds
and digraphs they have learned in this unit (the
Activity Book 8 mins
letter j, and the digraphs ai, oa, ie, ee and or).
Make sure pupils can make these sounds. Elicit a
2 Draw and colour
number of the example words they have learned
• Tell pupils that they are going to draw and
for them, e.g., juice, train, boat, tie, tree and
colour a picture.
popcorn.
• Read the sentence in the box: A bee on a flower.
• Ask pupils to open their Pupil’s Books at page 63.
Or ask for a volunteer pupil to try to blend the
letters to make the words and read the sentence.
Trace and say. Match 20 mins
• Elicit what the sentence means, and tell pupils
that this is what you would like them to draw.
• Point to the letter and digraphs in the middle
of the page. Explain that, in a moment, you are • Congratulate pupils on completing Unit 5.
going to ask pupils to trace them.
et
• Point to the letter j. Ask pupils to tell you which
words they have learned with that sound in them
Now I can …
(jam and juice). Ask them if they can see a j
• Before moving on to the next Unit, take time
word on the page (elicit juice). Mime drawing a
to look at the Now I can … statements with
line from the letter j to the picture of the juice.
the class. You can either do this at the end of
n
• Make sure pupils understand that the digraphs
don’t come at the start of the word in the same
this lesson or at the start of the next one. Read
through each statement individually, clarifying
way as the letter j does. They will be looking
meaning where necessary. Then ask pupils to
for pictures representing words which have the
ar
put up their hands if they agree they can now
digraph in them somewhere.
do what the statement says. If they can, they
• Ask pupils to begin tracing letters and drawing
should tick the box. However, there may be
lines to connect the sounds to the objects. Go
some pupils who don’t feel confident about one
round the class and help where necessary.
or more of the statements. Make it clear that
• When everyone has finished, elicit other words
these pupils should not be afraid to say if they
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Unit 6 My Classroom
Objectives
Listening
• Continue to become more familiar with the sound of English.
• Recognize and respond to further classroom instructions (TPR).
• Move according to instructions.
• Identify named objects.
Speaking
• Continue talking in short phrases and simple sentences.
• Practise talking about plurals.
et
• Ask and answer Who’s this?
• Ask and answer What’s this?/What are these?
• Identify and name classroom objects.
• Join in songs and rhymes.
n
Skills
• Continue working with digraphs.
ar
• Recognize the shapes of the letters z, w, v, lower-case and capitals.
• Recognize the shape of the digraphs ng, oo.
• Recognize the two distinct sounds of the digraph oo.
• Continue to blend letters and digraphs to form words.
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Unit 6 My Classroom
Word list
Lesson 1 teacher – /ˈtiːtʃə(r)/ Lesson 6
zebra – /ˈzebrə/ ruler – /ˈruːlə(r)/ foot – /fʊt/
open – /ˈəʊpən/ pencil case – /ˈpens(ə)l ˌkeɪs/ book – /bʊk/
close – /kləʊz/ rubber – /ˈrʌbə(r)/
draw – /drɔː/ pen – /pen/ Lesson 7
pencil – /ˈpens(ə)l/ What’s this? It’s a … – /wɒts ðɪs?
Lesson 2 ɪts ə …/
window – /ˈwɪndəʊ/ Lesson 4
watch – /wɒtʃ/ van – /væn/ Lesson 8
stand up – /stænd ʌp/ violin – /ˌvaɪəˈlɪn/ book, zoo, foot, moon, boot,
sit down – /sɪt daʊn/ wood – /bʊk, zuː, fʊt, muːn,
Lesson 5
et
buːt, wʊd/
hands up – /hændz ʌp/
spoon – /spuːn/
hands down – /hændz daʊn/ Lesson 9
zoo – /zuː/
turn around – /tɜː(r)n əˈraʊnd/ capital letters – /ˈkæpɪt(ə)l ˈletə(r)z/
ruler – /ˈruːlə(r)/
Lesson 3 pencil case – /ˈpens(ə)l ˌkeɪs/
king – /kɪŋ/ bag – /bæɡ/
ring – /rɪŋ/
n rubber – /ˈrʌbə(r)/
book – /bʊk/ pen – /pen/
bag – /bæɡ/ pencil – /ˈpens(ə)l/
ar
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113
Unit 6 My Classroom
et
• Demonstrate how to form the letter Zz. You
• Greet the class. Briefly revise the letters pupils
can do this by using one or more of the methods
have learned up to now (a, b, c, d, e, f, g, h, i,
you used before (standing with your back to the
j, k, l, m, n, o, p, r, s, t and u). You could write
class, writing on the board, tracing over pupils’
these on the board, flick through the Pupil’s
books, or tracing the shape of the letter on the
n
Book, use the alphabet posters or use alphabet
cards. Whichever method you choose, ask
desk). Get pupils to do the same.
• Remember that some pupils might feel confident
pupils to make the sounds and tell you words
enough to start using a pencil, but there is no
ar
beginning with each letter. Tell the class you will
pressure on them to do this – they can carry on
be learning another letter today.
using their index finger for tracing. Go at the
• Ask pupils to open their Pupil’s Books at page 66.
pupils’ pace, and they will start when they are
ready. Check that pupils are sitting in the correct
position and holding the pencil properly if they
Look, listen and say 8 mins
are using one. Go round and make sure they are
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114
Unit 6 My Classroom
et
• Tell them to listen again and, this time, do what
the teacher says. If the pupils have notebooks, Activity Book 8 mins
tell them to draw in these. If they don’t, they
will need a piece of paper to draw on. Play 2 Trace and match
Track 68 again. • Point to the three words, open close draw. Elicit
Track 68
Listen.
n the meanings.
• Ask pupils to look at the pictures. Explain that
Open your books, please. in each picture, one of the three words is being
illustrated. Tell pupils to match the words with
ar
Draw a red pencil, please.
Close your books, please. the pictures.
Thank you! Answers:
open [book opening]
• Finally, give more commands yourself. Vary the close [door closing]
colour and the object, e.g., Draw a yellow cat, draw [pencil drawing a house]
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115
Unit 6 My Classroom
Unit 6 Lesson 2 • Ask the pupils to look at the window and the
watch on the page. Walk round the room saying
Show me a window./Show me a watch. The
Aims: Name objects and recognize w pupils should point to the correct picture in their
and its sound.
books and repeat the word.
Practise making the shape of the
• Hold up the picture card of the window
letter w, lower-case and capital.
and elicit the word in chorus. Make sure the
Language: window, watch, stand up, sit
pronunciation is correct. Ask groups, then
down, hands up, hands down,
individuals to say the word. Repeat with the
turn around
picture card of the watch.
Materials: Pupil’s Book page 67
Activity Book page 53
Tracks 69 and 70 Trace and say 7 mins
Alphabet posters
Picture cards: window, watch • Demonstrate how to form the letter Ww. You
can do this by using one or more of the methods
you used before. Get pupils to do the same.
Warmer 6 mins
et
• Remember that some pupils might feel confident
enough to start using a pencil, but there is no
• Greet the class. Briefly revise the letter z. Ask
pressure on them to do this. Check that pupils
pupils to make the sound and to tell you the
are sitting in the correct position and holding
words that start with z (zebra and zero). Tell the
the pencil properly if they are using one. Go
class you will be learning another letter today.
round and make sure they are forming the
page 67.
n
• Ask pupils to open their Pupil’s Books at
letters correctly.
• Get pupils to say the sound /w/ as they are doing
the task.
ar
Look, listen and say 8 mins
116
Unit 6 My Classroom
• Play the second part of Track 70 for the Say the sound /w/ often, and encourage pupils
pupils to repeat the words and do the actions at to repeat it, both in isolation and in the example
the same time. words (in this case, window and watch).
• Tell the pupils to listen to you and do the
actions. Give the commands several times,
getting faster and faster.
Activity Book 6 mins
et
Now listen and say.
Hands up!
Hands down!
Stand up!
Sit down! Unit 6 Lesson 3
Hands up!
Hands down!
n Aims: Name objects and recognize ng
Stand up! and its sound.
Turn round! Practise making the shape of the
ar
digraph ng.
Note: The commands Stand up. Hands up. Learn the names of classroom
Hands down. and Sit down. can become objects.
a part of your regular class routine if they Language: king, ring, ruler, book, bag,
haven’t already. Remember that pupils teacher, pencil case, pen, rubber,
benefit from hearing as much English as pencil
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Unit 6 My Classroom
and explain that you are going to learn some Trace and say 8 mins
more words in today’s lesson.
• Ask pupils to tell you the digraphs (two-letter
• Briefly remind pupils how to form the n and
sounds) they have learned so far in the book (ai,
the g. You can do this by using one or more of
oa, ie, ee and or). Make sure pupils can make
the methods you used before. Get pupils to do
these sounds. Elicit a number of the example
the same.
words they have learned for them, e.g., tail,
• Check that pupils are sitting in the correct
boat, pie, tree and fork. Explain that they will be
position and holding the pencil properly if they
learning another sound in today’s lesson.
are using one. Go round and make sure they are
• Ask pupils to open their Pupil’s Books at page 68.
forming the letters correctly.
• Get pupils to say the sound /ŋ/ as they are doing
the task.
Look, listen and say 8 mins
• Point to the letters ng in the book and explain Listen and say 10 mins
that this is the sound they are going to learn
in today’s lesson. Point to the pictures of the
• Ask pupils to look at the picture. Ask them what
et
king and the ring and say the words slowly and
they can see. Elicit that there is a child sitting
clearly. Elicit or say the sound /ŋ/. Play Track
down at a desk and a teacher standing up in a
71, pausing after each section in the usual way.
classroom. There are also lots of objects that we
Track 71 often find in a classroom.
Listen and look at the board. • To prepare the pupils for the listening, tell them
ng king ring
ng king ring
n to point to the objects you hold up. Hold up the
labelled objects on page 68 in the same order as
in Track 72. As you hold up an object, say
Now listen and say. What’s this? as you did in the warm-up activity.
ar
ng ng ng Then tell them to listen and point to the
king king king pictures in their books. Say that you will hold
ring ring ring up each object.
Listen and say again. • Play the first part of Track 72, holding up
ng ng ng the objects as they are heard. You may need to
G
king king king repeat this part. Then play the second part of
ring ring ring Track 72 and tell the pupils to listen, point to
the correct picture, and repeat the words as they
• Ask the pupils to look at the king and the ring hear them. Pause the audio as necessary to give
on the page or on picture cards. Walk round the pupils time to do everything.
room saying Show me a king./Show me a ring.
The pupils should point to the correct picture in
Track 72
Listen and point to the picture.
their books and repeat the word in chorus. Make
a ruler a ruler
sure the pronunciation is correct. Ask groups,
a pencil case a pencil case
then individuals to say the words. To add variety,
a pen a pen
show pupils the picture cards of king and ring
a rubber a rubber
and invite them to come to the alphabet posters
a pencil a pencil
and point to the matching picture on the poster.
a bag a bag
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Unit 6 My Classroom
Now point and say. of the arrows. Monitor to make sure everyone
a ruler is managing, and provide support as necessary.
a pencil case Say the sound /ŋ/ often and encourage pupils to
a pen repeat it, both in isolation and in the example
a rubber words king and ring.
a pencil
a bag
Activity Book 6 mins
et
cards of ruler, pencil case, rubber, pen, the picture. Get pupils to tell you. Do this with
pencil and bag for choral repetition of each as many pupils and as many coloured-in pictures
word with the indefinite article a. The pupils as you can.
need to get used to including a (or an if the
object starts with a vowel). Hold up the real
n
objects and ask individuals What’s this?
Unit 6 Lesson 4
Extra! Aims: Name objects and recognize v and
ar
Play Stand up with a pencil. Say Stand up its sound.
with a pencil, and see if any of the pupils Practise making the shape of the
understand/remember and follow your letter v, lower-case and capital.
instruction. Repeat and demonstrate holding Language: van, violin
a pencil and standing up. Ask the class Materials: Pupil’s Book page 69
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Unit 6 My Classroom
Note: Leave the letters on the board until you Trace and say 8 mins
come to do the Activity Book for this lesson.
• You could also flick through the Pupil’s
• Demonstrate how to form the letter v. You can
Book, use the alphabet posters or use
do this by using one or more of the methods you
alphabet cards. Whichever method you
used before. Get pupils to do the same. Make
choose, ask pupils to make the sounds
sure they follow the arrows going from green
and tell you words beginning with each
to red.
letter. Tell the class you will be learning
• Remember that some pupils might feel confident
another letter today.
enough to start using a pencil, but there is no
• Ask pupils to open their Pupil’s Books at
pressure on them to do this. Check that pupils
page 69.
are sitting in the correct position and holding
the pencil properly if they are using one. Go
round and make sure they are forming the
Look, listen and say 8 mins
letters correctly.
• Get pupils to say the sound /v/ as they are doing
• Introduce v and use the alphabet-recognition
the task.
activity, following the usual procedure. The
et
mime for this could be playing a violin. (If pupils
are not sure of this, demonstrate by holding out Look and say. Sing 10 mins
your left arm for the violin and using your right
arm to hold the bow and play.) Play Track 73
• Use the picture cards to revise classroom objects.
in the usual way, by playing the first part, then
Show a card and elicit the name chorally.
the second part, then the third part.
Track 73
n • Play Disappearing Picture Cards with the
following picture cards: ruler, pen, pencil, pencil
Listen and look at the board. case, bag and rubber. Stick them on the board,
picture side up. Pupils recite the words in order.
ar
v van violin
v van violin Remove one picture card. Pupils recite all six
words again in order. Continue until all the
Now listen and say. cards have been removed and the pupils are
vvv reciting from memory. Remember to elicit the
van van van indefinite article with the name, e.g., a ruler.
violin violin violin
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120
Unit 6 My Classroom
et
• Make sure everyone is seated correctly. If pupils
are using pencils, make sure they are sharpened
and pupils know how to hold them correctly.
Warmer 5 mins
• When pupils are ready, they can start tracing the
letters and words in the same way as they did
• Greet the class. Remind pupils of the digraphs
before. Remind them to work in the direction
n
of the arrow. Monitor to make sure everyone
(two-letter sounds) they have learned so far in
the book (ai, oa, ie, ee, or and ng). Make sure
is managing, and provide support as necessary.
pupils can make these sounds. Elicit a number of
Say the sound /v/ often and encourage pupils to
ar
the example words they have learned for them,
repeat it, both in isolation and in the example
e.g., tail, coat, tie, bee, fork and ring. Explain
words van and violin.
that they will be learning another digraph in
today’s lesson.
Activity Book 6 mins
• Ask pupils to open their Pupil’s Books at
page 70.
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Unit 6 My Classroom
Now listen and say. listen and look at their books the first time. Play
oo oo oo the first part of Track 76. Pupils listen, look
spoon spoon spoon at the picture in their book and point to the objects
zoo zoo zoo they hear. Play the second part of Track 76,
pausing after every one or two items to give pupils
Listen and say again.
time to listen, point and say the words.
oo oo oo
spoon spoon spoon Track 76
zoo zoo zoo Listen, look and say.
a red pen
• Ask the pupils to look at the spoon and the zoo a blue pencil
on the page or on picture cards. Walk round the a pink bag
room saying Show me a spoon./Show me a zoo. a green pencil case
The pupils should point to the correct picture, a yellow bag
either in their books or in one of the alphabet a red pencil case
posters, and repeat the word. Make sure the a green pencil
pronunciation is correct. Ask groups, then a yellow rubber
individuals to say the words. a pink pencil case
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a grey ruler
a blue ruler
Trace and say 8 mins
an orange pencil case
a green pen
• Briefly remind pupils how to form the letter o. an orange pencil
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You can do this by using one or more of the
methods you used before. Get pupils to do
a blue pen
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Unit 6 My Classroom
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Activity Book 8 mins
Warmer 6 mins
2 Look and say
• Begin by demonstrating with as many pupils as • Greet the class. Remind pupils of the digraph
n
possible. Walk around the class, choose a pupil
and point to one of the three pictures in their
they learned in the previous lesson (oo). Make
sure pupils can make this sound. Elicit the
book at random, asking, What is it? When the example words they learned, e.g., spoon and zoo
pupil answers correctly, move on to another
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(they have also learned the word moon, which
pupil and another picture. contains the same digraph and sound). Explain
• Put pupils in pairs. Tell them to take turns that today’s lesson will be slightly different
pointing and asking the question. The other because they will be using the same digraph (oo)
pupil has to answer. Monitor as many pairs as but for a different sound.
possible. For more practice, get pupils to swap • Ask pupils to open their Pupil’s Books at
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123
Unit 6 My Classroom
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book. The pupils should point to the correct Track 78
picture and repeat the word. Make sure the Listen and look at the pictures.
pronunciation is correct. Draw attention to the a book a book
fact that it is a much shorter sound than the one a bin a bin
they learned in the previous lesson. For contrast, a desk a desk
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you could say foot (emphasizing the short
sound), and then say moon emphasizing the long
a chair a chair
a pencil case a pencil case
sound (mooooon). Ask groups, then individuals Now listen and say.
to say the words. a book
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a bin
Note: The word look has the same oo a desk
sound that pupils are learning in this lesson. a chair
Frequent use of the word will help reinforce a pencil case
the sound. You could, for example, say
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Look! A foot! Look! A book! Point out that • If necessary, use the picture cards for choral and
the sounds are the same. individual repetition of the new items.
• Point to examples of the new items in your own
classroom and ask What’s this? Elicit (It’s) a
Trace and say 8 mins
desk, etc.
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Unit 6 My Classroom
et
• Repeat for the picture of the book.
2 Draw • Ask pupils to practise saying the two words
• Ask pupils to look at the letter oo in the corner clearly and remind them of the difference
of the first box. Explain that they should draw in sound.
something that contains the letters oo. Remind • Point to the main picture on the page.
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pupils that they have learned several words
containing oo. See if they can remember any of
• Ask the pupils to tell you who and what they
can see in the two pictures. Elicit teacher, boy,
the words (moon, spoon, book, foot, look). Ask girl, desks, chairs and the names of objects on
pupils what the other letters are in the second the desks. Explain that the children are playing
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box ng. Ask what words they know that contain a guessing game with their teacher. The children
the letters ng (king, ring). have to guess what the teacher has put in the
• Tell pupils to choose objects and draw pictures bag. The idea of the game is that the teacher has
in the relevant boxes. several classroom items on her desk then asks
pupils to close their eyes. The teacher removes
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125
Unit 6 My Classroom
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1 to 10. Say one and point to yourself. Point
to a pupil and elicit two, before pointing to
a different pupil. Go round the class like this
Warmer 5 mins
until pupils are fully fluent with numbers 1–10.
Explain that they are going to join the dots
• Greet the class. Remind pupils of the two
from 1–10.
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• Make sure everyone is seated correctly. Make
different sounds of the digraph oo – /u:/ for
spoon, zoo, and also moon; and /υ/ for foot,
sure pencils are sharpened and pupils know how
book and also look. Write these words on the
to hold them correctly.
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board in two separate columns:
• When pupils are ready, they can start joining the
dots. Ask pupils to say the numbers out loud Long oo Short oo
when they show you their work.
spoon foot
• Pupils who finish early can colour in the
zoo book
elephant.
moon look
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126
Unit 6 My Classroom
appropriately. It doesn’t matter if you start to • Then read out the next two lines: I look at a
repeat the words. book. I eat food with a spoon. Look might be
• Ask pupils to open their Pupil’s Books at familiar to them, and you can ask pupils to guess
page 73. what you put on a spoon. The word spoon is not
on this page, so you can either show pupils the
spoon on the previous page or use the picture
Listen and say 15 mins cards or poster. Repeat the two lines once
pupils understand.
• Ask pupils to look at the pictures. Draw their • Finally read out the last four lines: There’s a
attention to the phonetic symbols at the top of boot on this foot. But it’s not made of wood.
the page. Point to the picture of the book and There’s a boot on this foot. But it’s not made
say What’s this? Is it a foot? Elicit No, it isn’t. of wood. As you do so, point to one foot, then
Then say Is it a book? Elicit Yes, it is. the other, stressing the word this for the second
• Repeat for the picture of the zoo, deliberately foot. Repeat if necessary. Play the first part of
getting it wrong the first time as above. Do Track 81 for pupils to listen and point. Then
the same for wood and moon, then for foot play the second part of the track for pupils to
and boot. listen and sing.
et
• It might help your pupils if you show them the
shape of your mouth when pronouncing the two Track 81
different sounds. Point out that, for the long /u:/ Listen and point.
sound, we purse our lips and push them forward. I go to the zoo.
In contrast, for the short /υ/ sound, there is little I go to the moon.
movement in the shape of the mouth. I look at a book.
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• Play Track 80. Ask pupils to listen. Play the I eat food with a spoon.
There’s a boot on this foot.
track again for pupils to repeat the words, to
reinforce the correct pronunciation. But it’s not made of wood.
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There’s a boot on this foot.
Track 80 But it’s not made of wood.
Listen and say.
Now listen and sing.
book book
I go to the zoo.
wood wood
I go to the moon.
foot foot
I look at a book.
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zoo zoo
I eat food with a spoon.
moon moon
There’s a boot on this foot.
boot boot
But it’s not made of wood.
There’s a boot on this foot.
• Finally, tell pupils to practise saying the correct
But it’s not made of wood.
letter sounds as they point to and say the letters
on the page.
• Ask pupils to join in with the song as much as
they can. It doesn’t matter if they don’t know all
the words. Tell them they can tap out the beat
Sing 10 mins
with their fingers on the desk if they prefer.
• Tell pupils you are going to read them the words
of a song. Read out the first two lines of Adam’s
song: I go to the zoo. I go to the moon. As you
say the words, pupils point to the words zoo and
moon. Repeat if necessary.
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Unit 6 My Classroom
1 Trace and complete • Direct pupils to the top of the page, and the
• Ask pupils to open their Activity Books at words spoon and book. Point out that these are
page 59. representative of the two different oo sounds
• Direct pupils to the pictures. Say the names of (long and short respectively).
each object out loud and ask pupils to repeat • While they are tracing, repeat the long sound of
them. Tell pupils to trace the lines and complete spoon by exaggerating the /u:/ sound and the
the pictures. Pupils who finish early can start to shape of your mouth (see instructions for this in
et
colour them in. Go round checking work. Ask the previous lesson). Do this several times, and
pupils to point and say the words for what they then say the word book repeatedly. This time,
have drawn. When checking, make sure pupils emphasize how short the sound is, and how little
recognize which words have the short /υ/ sound the shape of the mouth changes. Say the two
(book, foot, wood), and which have the long /u:/ words together for contrast. Encourage your
pupils to do the same.
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sound (moon, zoo, boot).
• When they have finished tracing and saying the
words, write oo on the board. Elicit both long
and short sounds. Then write sp in front of oo.
Unit 6 Lesson 9
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Pupils should immediately complete the word
for you, saying spoon using the long oo. Add the
Aims: Practise following commands. letter n to complete the word.
Get more practice with the two • Write oo on the board again. This time, write
different sounds of the digraph oo. the letter b in front of oo. Pupils should fairly
Language: stand up, sit down, hands up, quickly complete the word for you, saying book
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hands down, close your eyes, using the short oo. Add the letter k to complete
open them the word. Repeat this process using moon, zoo,
Materials: Pupil’s Book page 74 foot and look.
Activity Book page 60
Track 82
Alphabet posters
Listen and say. Do 15 mins
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Unit 6 My Classroom
• Tell pupils you are going to play them a rhyme, • Invite pupils to mime writing the new capital
and the first time they listen, they just have to letters in the air. It helps if they come to the
look at their books. Play the first part of Track front of the class and stand with their backs to
82. Pupils listen and say. Pause after each line if the other pupils. Give help and guidance where
necessary. Play the second part of Track 82. necessary. Very confident pupils might want to
This time ask pupils to be ready to do the actions. write the letters on the board.
It doesn’t matter if they don’t know all the words/ • This activity can be set as homework. If so,
actions. Tell them they can tap out the beat with remember to check the pupils’ answers at the
their fingers on the desk if they prefer. start of the next lesson and praise their work.
Track 82 Answers:
Listen and say C c O o
Stand up F f Pp
Sit down I i Ss
Hands up J j Uu
Hands down K k V v
Close your eyes Mm Ww
Open them N n Z z
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Stand up
Sit down again!
Activity Book 8 mins
Now listen and do.
Stand up 2 Trace and copy
Sit down
Hands up
n • Ask pupils to tell you what it says on the page.
Elicit stand up and sit down. Tell pupils to trace
Hands down and complete the phrases.
Close your eyes • Very confident pupils might want to copy the
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Open them two phrases on the lines below. Emphasize
Stand up that it’s not a problem if pupils don’t feel
Sit down again! ready to write.
Activity Book
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8 mins
1 Match
Unit 6 Lesson 10
• Ask pupils to open their Activity Books at
Aims: Practise using language from
page 60.
the unit.
• Explain that pupils have to draw lines to match
Talk about the differences between
the capital letters with the small or lower-case
two pictures.
letters. Do the example with them, holding up
Language: classroom words, colours,
your book and indicating the line connecting the
numbers
capital F with the small f.
Materials: Pupil’s Book page 75
• Ask pupils to draw the other lines to link the
Activity Book page 61
pairs of letters.
Alphabet posters
• When checking their work, make sure that
Picture cards: book, bin, desk,
pupils remember the correct pronunciation for
chair, pencil case, pencil, pen,
these letters. Ask a pupil to choose a letter and
ruler, apple, bag, lemon, poster
make the sound. You then write this letter on the
board, in both its lower-case and capital form.
Repeat for the other letters.
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Unit 6 My Classroom
Warmer 6 mins
• Continue the discussion about the classroom
objects by asking pupils to pretend to be a
person in the pictures and say I have a (green
• Greet the class. Briefly revise vocabulary for
book). The other pupils then put up their hands
objects in the classroom by picking things up
if they know who it is in the picture. Choose a
or pointing to them and saying What’s this?
pupil to point to one of the characters on the
Encourage pupils to add the colour in their
page. Elicit that the boy at the front has got a
description where appropriate, e.g., It’s a blue
green book. Repeat with different pupils.
pen. Remind pupils to use the article an in front
of nouns or adjectives beginning with a vowel, Answers:
e.g., an apple, an orange bag. Picture a Picture b
• Ask pupils to open their Pupil’s Books at page 75. alphabet is lower-case alphabet is capitals
a blue bag a red bag
a blue pencil case an orange
Find the difference 25 mins pencil case
a green pen a red pen
• Start by using picture cards or realia to help a pink flower a pink fish
pupils remember the words for classroom a yellow rubber (on the floor) a green rubber
et
objects. Hold up a picture of a pen or a pen and an apple a lemon
say What’s this? Elicit both the word pen and the a red pencil a yellow pencil
colour (e.g., It’s a red pen.) Do this with several an orange bag a yellow bag
classroom objects.
• Tell the pupils to look at the top picture (picture Extra!
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a) on page 75 and find the things you name.
When they find the object, they must put their
Play Spot the Difference using picture cards.
Stick these five animal picture cards on the
hands up (say Hands up! in English when board: dog, cat, duck, elephant, fish. Allow
needed, since they practised it in the previous the pupils to look at the cards for one minute
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lesson). Choose one pupil whose hand is up, only. Take the cards down. Quickly stick
check that he/she is pointing to the right object the picture cards on the board again, in any
and ask him/her to repeat. For example: order, but replacing one of them with goat.
T: Find a yellow ruler. Ask the class what is different. Other groups
[Pupils point in their books and put their of picture cards are:
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130
Unit 6 My Classroom
Activity Book 6
2 Draw
• Explain that the pencil case is empty. Tell pupils
to draw some objects in the pencil case, such as
pens, pencils, rulers, rubbers, etc. They are then
free to colour the pencil case using any colour(s)
they want.
Now I can …
131
Unit 7 My Toys
Objectives
Listening
• Begin to feel confident about the sound of English letters and words.
• Carry out classroom instructions (TPR).
• Listen and repeat words, phrases and sentences.
• Listen and identify pictures.
Speaking
• Talk about toys.
• Say new words.
et
• Ask and answer How many …?
• Understand and use this, that, these, those.
• Identify and name objects.
Skills
n
• Be more confident in reading and writing English from left to right.
• Recognize the shapes of almost all the letters of the alphabet.
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• Develop confidence and skill in drawing from left to right, learn how to hold a pencil
correctly, practise pencil control, develop hand-eye coordination.
• Learn the shape and direction of almost all the letters of the alphabet.
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132
Unit 7 My Toys
Word list
Lesson 1 Lesson 5 Lesson 8
yo-yo – /jəʊ jəʊ/ teeth – /tiːθ/ capital letters – /ˈkæpɪt(ə)l ˈletə(r)z/
yellow – /ˈjeləʊ/ three – /θriː/ gate – /ɡeɪt/
balloon – /bəˈluːn/ thin – /θɪn/ key – /kiː/
skates – /skeɪtz/ think – /θɪŋk/ jam – /dʒæm/
doll – /dɒl/ thank you – /θæŋk jʊ/ flower – /ˈflaʊə(r)/
bear – /beə(r)/ Here you are – /hɪə juː aː/ ant – /ænt/
car – /kɑː(r)/ elbow – /ˈelbəʊ/
kite – /kaɪt/ Lesson 6 dog – /dɒɡ/
father – /ˈfɑːðə(r)/ bus – /bʌs/
Lesson 2 mother – /ˈmʌðə(r)/ insect – /ˈɪnsekt/
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x-ray – /ˈeksreɪ/ this – /ðɪs/ hand – /hænd/
box – /bɒks/ that – /ðæt/ cat – /kæt/
fox – /fɒks/ these – /ðiːz/ lion – /ˈlaɪən/
doll – /dɒl/ those – /ðəʊz/
bike – /baɪk/ Lesson 9
Lesson 7
six – /sɪks/
skates – /skeɪtz/
n orange – /ˈɒrɪndʒ/
apple – /ˈæp(ə)l/
ball – /bɔːl/
yo-yo – /jəʊ jəʊ/ car – /kɑː(r)/
Lesson 3 desk – /desk/ elbow – /ˈelbəʊ/
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chicken – /ˈtʃɪkɪn/ three – /θriː/ elephant – /ˈelɪfənt/
cheese – /tʃiːz/ fish – /fɪʃ/ flower – /ˈflaʊə(r)/
toys – /tɔɪ/ monkey – /ˈmʌŋki/ garden – /ˈɡɑː(r)d(ə)n/
taxi – /ˈtæksi/ hand – /hænd/
Lesson 4 kite – /kaɪt/
fish – /fɪʃ/ ink – /ɪŋk/
elbow – /ˈelbəʊ/
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Unit 7 My Toys
et
• Greet the class. Briefly revise the letters pupils the word in chorus. Make sure the pronunciation
have learned up to now (a, b, c, d, e, f, g, h, is correct. Yo-yo is a particularly good word to
i, j, k, l, m, n, o, p, r, s, t, u, v, w and z). You practise and repeat because it has the sound //
could write these on the board, flick through twice. Ask groups, then individuals to say the
the Pupil’s Book, use the alphabet posters or use word. Repeat with the picture card of the
n
alphabet cards. Whichever method you choose,
ask pupils to make the sounds and tell you
colour yellow.
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Unit 7 My Toys
• Direct the pupils to the picture at the bottom of 2 Look and tick (3) or cross (7)
page 78. Ask them to look at the toys. • Elicit the sound of the first letter, //. Ask what
• Tell the pupils to listen and point to the toys is in the first picture. Elicit a watch. Ask Does
as they hear them on the audio. Play Track watch begin with //? Elicit No. Mime putting
84. Ask pupils to listen and point the first time. a cross in the small box because watch doesn’t
Remind them the words are for toys from left to begin with y.
right on the page. Then play the track again, this • Ask pupils to complete the task independently.
time asking pupils to repeat the words.
Answers:
• Ask the pupils what toys they have at home and
y 7 3
what toys they like. Say the English word for any
w 7 3
toys that have not been presented yet.
Track 84
Listen and say.
balloon balloon Unit 7 Lesson 2
et
skates skates
doll doll Aims: Name objects and recognize x and
bear bear its sound.
car car Practise making the shape of the
kite kite letter x.
Language: x-ray, box, fox, bike, skates, six
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• As y is the letter pupils are learning in today’s Materials: Pupil’s Book page 79
lesson, finish by saying Point to something Activity Book page 63
yellow. Go round and check they have each Track 85
ar
found something suitable. Alphabet posters
Picture cards: x-ray, box
1 Trace
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• Ask pupils to open their Activity Books at • Greet the class. Briefly revise the letter y and the
page 62. words yellow and yo-yo that pupils learned in
• Make sure everyone is seated correctly. If pupils the previous lesson. You could write these on
are using pencils, make sure they are sharpened the board, flick through the Pupil’s Book, use
and pupils know how to hold them correctly. the alphabet posters or use alphabet cards. Ask
• When pupils are ready, they can start tracing the pupils to make the sound and say the words.
letters. Remind them to work in the direction Tell the class you will be learning one more
of the arrow. Monitor to make sure everyone letter today.
is managing, and provide support as necessary. • Ask pupils to open their Pupil’s Books at
Say the sound // often, and encourage pupils to page 79.
repeat it, both in isolation and in the example
words (in this case, yo-yo and yellow).
Look, listen and say 8 mins
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Unit 7 My Toys
that not many words begin with x. It is also Look and say 8 mins
complicated because it has two sounds. Point to
the pictures of the x-ray and the box, and say the
• Direct the pupils to the bottom of page 79. Ask
words slowly and clearly, emphasizing the sound
them to look at the pictures and tell you if they
/eks/ at the beginning of x-ray and the sound
know what any of these things are called (pupils
/ks/ at the end of box. Play Track 85, pausing
should recognize six and x-ray).
after each section in the usual way.
• Tell the pupils to listen and point as you name
Track 85 each item on the page. Read out fox, bike,
Listen and look at the board. skates, six, x-ray. Walk around the classroom as
x x-ray box you read the words, so you can check that pupils
x x-ray box are pointing in the right places. Encourage pupils
to say the words as they point.
Now listen and say. • Repeat the procedure above but, this time, say
xxx the words out of sequence to make sure that
x-ray x-ray x-ray pupils truly know the words.
box box box • Ask pupils to tell you which of these words
Listen and say again. have the x sounds from today’s lesson. Allow
et
xxx a little time for pupils to think about this, as it
x-ray x-ray x-ray will focus their attention on the words you have
box box box just told them. Say Hands up when you know
the answer. Elicit some suggestions but don’t tell
• Ask the pupils to look at the x-ray and the box them yet whether they are right or wrong. Pupils
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on the page. Walk round the room saying Show
me an x-ray./Show me a box (remind pupils that
should immediately offer x-ray, since it was the
focus of today’s lesson. The other two words
x-ray takes the article an). The pupils should are fox and six, but pupils are not very used to
listening for sounds at the ends of the words so
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point to the correct picture in their books and
repeat the word. you might have to read the list out again.
• Hold up the picture card of the x-ray and elicit • Finally, go through the list of words again, this
the word in chorus. Make sure the pronunciation time asking pupils to repeat after you.
is correct. Ask groups, then individuals to say the
word. Repeat with the picture card of the box.
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Unit 7 My Toys
Track 86
Unit 7 Lesson 3 Listen and look at the board.
ch chicken cheese
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ch chicken cheese
Aims: Name objects and recognize ch
and its sound. Now listen and say.
Practise making the shape of the ch ch ch
digraph ch. chicken chicken chicken
Language: chicken, cheese, toys cheese cheese cheese
137
Unit 7 My Toys
Trace and say 8 mins • Check the answers. Then play Track 87 again
for pupils to repeat the words.
• Briefly remind pupils how to form the c and Answers:
the h. You can do this by using one or more a red ball (a)
of the methods you used before. Get pupils to a blue ball (b and c)
do the same. a blue car (c)
• Check that pupils are sitting in the correct red skates (c)
position and holding the pencil properly if they a red bus (b)
are using one. Go round and make sure they are a yellow kite (b and c)
forming the letters correctly. an orange kite (a)
• Get pupils to say the sound // as they are doing a pink yo-yo (a)
the task. a red yo-yo (b)
a bike (b)
a doll (a)
Listen and find 9 mins
Extra!
• Direct the pupils to the bottom of page 80. Tell
Tell pupils to choose a box (a, b or c) but not
et
the pupils to look at the toy boxes. To introduce
to tell anyone which one they have chosen.
the first part of this listening activity, tell them to
Explain that they are going to describe the
listen and point to the toys that you name. They
things in their box and the other pupils have
may be in any of the toy boxes. Walk around the
to guess which box it is. When everyone
class as you give the instructions, checking that
understands, say What’s in your box? (and
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the pupils are able to find the toys. Name toys
without colours to begin with. For example:
add the name of a pupil while pointing to
him or her). The pupil then starts listing
a bike, a yo-yo, a doll, a car, a balloon.
what’s in his/her box (I have a …). When
• Repeat the activity, this time adding colours. For
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other pupils think they know which box is
example: a red ball, a blue car, an orange kite, a
being described, tell them to put their hands
blue balloon, a pink yo-yo.
up. Choose a pupil to answer. They say a,
• Tell the pupils that they are going to hear
b or c. The first pupil answers Yes or No.
different toy words. They need to listen carefully
Repeat for several pupils.
to say which toy box the toy is in each time –
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a, b or c.
Extra!
• Play Track 87. Ask pupils to listen and look.
Get pupils to play a memory game. Tell
Play the track again. This time, pause after
them to choose a box as above – telling the
each line for pupils to say which toy box the
class which box it is. This time they have to
toy is in.
remember all the things in the box and give
Track 87 you a list of them without looking. Begin
Listen and find. without colours and, after a few pupils have
a red ball successfully done the task, tell them
a blue ball to include the colours of the objects in
a blue car their lists.
red skates
a red bus
a yellow kite
an orange kite
a pink yo-yo
a red yo-yo
a bike
a doll
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Unit 7 My Toys
et
Activity Book 7 mins a digraph is often far removed from the sound of
the individual letters that make up the digraph.
2 Draw your toy Point to the picture of the fish and say the word
• Ask a few pupils what toy they want to draw. slowly and clearly, emphasizing the sound /ʃ/ at
• Tell pupils that they are free to draw and colour the end. Do the same for shelf, but emphasize
any toy they want.
n
• This activity can be set as homework. If so,
the /ʃ/ sound at the beginning. Play Track 88,
pausing after each section.
remember to look at the pupils’ pictures at the
start of the next lesson and praise their work. Track 88
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Listen and look at the board.
sh fish shelf
sh fish shelf
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Unit 7 My Toys
et
• Invite the pupils to talk about what they can see have cleaned the board before they
in the picture. attempt to remember!
• Use the picture cards like this:
T: (holding up a picture card of a doll or draw
a doll on the board) What’s this?
Activity Book 8 mins
P: It’s a doll.
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T: Point to a doll in the picture. 1 Trace
T: (to one pupil) What colour is the doll? • Ask pupils to open their Activity Books at
P1: Red and blue. page 65.
ar
• Do the same with picture cards of other toys on • Make sure everyone is seated correctly. If pupils
page 81. Then put pupils in pairs and ask them are using pencils, make sure they are sharpened
to do the same. and pupils know how to hold them correctly.
• Hold up your Pupil’s Book, point to the words • When pupils are ready, they can start tracing the
How many …? and read them out. Then point letters and words. Remind them to work in the
direction of the arrow. Monitor to make sure
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bikes – 1
2 Count and write
kites – 3
• Tell pupils to look at the pictures and name the
cars – 4
things they see. Elicit all the objects and then say
dolls – 3
How many yo-yos? Elicit six, and point to the
books – 3
space next to the word yo-yos where pupils have
balloons – 5
to write the number 6. Tell them to do the same
• Divide the class into two groups and use the
thing for the other objects on the page, writing
answers on the board to practise questions and
in the correct numbers.
answers like this:
Group 1: How many dolls?
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Unit 7 My Toys
Answers: Track 89
6 yo-yos Listen and look at the board.
7 cars th three mouth
9 balls th three mouth
Now listen and say.
th th th
Unit 7 Lesson 5 three three three
mouth mouth mouth
Aims: Name objects and recognize th Listen and say again.
and its sound. th th th
Practise making the shape of the three three three
digraph th. mouth mouth mouth
Language: mouth, three, thin, think, thank you
Materials: Pupil’s Book page 82 • Ask the pupils to look at the mouth and the
Activity Book page 66 number three on the page. Walk round the room
Track 89 saying Show me a mouth/three. The pupils
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Alphabet posters should point and repeat the word.
Picture cards: mouth, three • Hold up the picture card of the mouth and elicit
the word in chorus. Make sure the pronunciation
is correct. Ask groups, then individuals to say
Warmer 5 mins the word. Repeat with the picture card of the
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• Greet the class. Briefly revise the digraph pupils
number three.
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Unit 7 My Toys
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are using pencils, make sure they are sharpened
• Greet the class. Remind pupils of the digraph
and pupils know how to hold them correctly.
they learned in the previous lesson /θ/. Make
• When pupils are ready, they can start tracing the
sure pupils can make this sound. Elicit the
letters and words. Remind them to work in the
example words they learned, e.g., mouth, tree,
direction of the arrow. Monitor to make sure
thin and think (they also learned the phrase
everyone is managing, and provide support as
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necessary. Say the sound /θ/ often, and encourage
thank you). Explain that today’s lesson will be
slightly different because they will be using the
pupils to repeat it, both in isolation and in the
same digraph (th) but for a slightly different
example words mouth and three.
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sound. You might want to remind them that they
saw something similar with the different sounds
Activity Book 8 mins of the digraph oo in spoon and book (Unit 6,
Lessons 5 and 6).
2 Trace and match • Ask pupils to open their Pupil’s Books at
• Tell pupils to look at the pictures and name the page 83.
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Unit 7 My Toys
from the previous lesson. Now say Listen! Adopt Listen and say 8 mins
the same position with the tongue between the
teeth but, instead of just breathing out, make a
• Direct the pupils to the bottom of page 83.
vibrating sound. Tell pupils to copy you. This is
• Point to the th and say the sound. Encourage
the sound for today’s lesson. Play Track 90,
pupils to repeat the sound after you.
pausing after each section in the usual way.
• Hold up your Pupil’s Book, point to the words
Track 90 one at a time, and read them out. Ask students
Listen and look at the board. to look at how near or far the hand is from the
th father mother apples in each picture.
th father mother • Present the meaning of this (singular item close
to us) and that (singular item far from us)
Now listen and say. using the illustrations. Get pupils to point to
th th th something near them and say This (pen). Then
father father father get them to point to something far away and say
mother mother mother That (poster).
Listen and say again. • Present the meaning of these (plural items
th th th close to us) and those (plural items far from
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father father father us) using the illustrations. Get pupils to point
mother mother mother to something plural near them and say These
(pencils). Then get them to point to something
• Ask the pupils to look at the father and the plural far away and say Those (books).
mother on the page or on picture cards. Walk • Play Track 91 and ask pupils to listen. Play
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round the room saying Show me a father./Show
me a mother. The pupils should point to the
the track again for pupils to repeat, to make sure
they are using the correct pronunciation, as these
correct picture and repeat the word. Make sure words are used a lot in English so it is important
to say them correctly.
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the pronunciation is correct. For contrast, you
could say incorporate words from the previous
lesson and say them side-by-side with words
Track 91
Listen and say.
from today’s lesson, e.g., thin – this; think – that.
This apple.
Ask groups, then individuals to say the words.
That apple.
Make sure they can make both sounds clearly.
These apples.
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Those apples.
Trace and say 8 mins
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Unit 7 My Toys
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your finger down to the number 1. Then move
to the right to the letter a. Elicit what’s in the
Unit 7 Lesson 7 square (an orange). Say An orange. Read the
example at the bottom of the page.
Aims: Revise sounds and objects that • Repeat for several more items, allowing time for
pupils have learned. pupils to follow directions and get used to you
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Language: orange, yo-yo, desk, three, fish, naming letters rather than using the sounds for
monkey, taxi, kite, elbow, pizza, them. When they give you the answers, it’s OK
flower, mouth, cake, duck, for pupils to use the sounds of the letters if they
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father, tomato, moon, jam, ant, can’t remember how to name them.
hand • Once pupils know what to do, put them in
Materials: Pupil’s Book page 84 pairs and get them to take turns asking and
Activity Book page 68 answering. Pupil A names a square, e.g., 4d.
Alphabet posters Pupil B then answers An ant. Walk around
You will need counters, coins or the class monitoring and helping with any
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Unit 7 My Toys
Note: Pupils could use this grid for a game Warmer 6 mins
of Battleships. Put them in pairs. Each pupil
chooses four squares in the grid and covers
• Greet the class. Briefly revise some of the letters
them with counters, coins or pieces of sticky
that pupils have learned in the book so far. Begin
paper. It’s important that they can’t see each
by writing the letters y and x on the board. Ask
other’s books so you might want to move
pupils to make the sound of each letter and to
them apart a little. The game begins with
give you examples of words containing them or
Pupil A saying a square (e.g., 3b). If Pupil B
beginning with them.
has a counter, coin or piece of sticky paper
• Then write the alphabet on the board in order
on that square, he/she takes it off and says
(up to the letter l). You can write in lower-case
mouth. If there’s nothing on the square,
and capital letters. Elicit the sounds made by
Pupil B says No and then chooses a square
each letter, the names of the letters and example
on Pupil A’s grid. They carry on like this,
words beginning with the letters.
taking turns until one of the players has no
• Ask pupils to open their Pupil’s Books at
‘battleships’ left.
page 85.
Activity Book
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20 mins
Trace and say 8 mins
1 Draw
• Ask pupils to look at the words and letters at the
• Ask pupils to open their Activity Books at
top of the page. Elicit which letters they are (y
page 68.
and x), the fact that the letters are in both
• Tell them you want them to draw pictures for
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each of the words in the boxes.
lower-case and capital form, and the meanings
of the words given (box and yes).
• Go through the words, asking pupils to say them
• Tell pupils you want them to trace the letters and
out loud. Check their pronunciation and make
the words, as they have done before.
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sure they understand each word. Tell them to
• When you check their work, ask them to say
draw the pictures.
the sounds of the letters and to read the words
• When you check their work, make sure pupils
out loud.
pronounce the words correctly (seven of the
nine words contain digraphs that pupils have
learned). Match
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18 mins
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Unit 7 My Toys
Ff flower
Gg gate
Unit 7 Lesson 9
Hh hand
Ii insect
Aims: Continue revising letters a–l.
Jj jam
Language: letters of the alphabet, apple, ball,
car, duck, elbow, flower, garden,
Kk key
hand, ink, jam, kite, lemon
Ll lion
Materials: Pupil’s Book page 86
Activity Book page 70
Activity Book 6 mins Track 92
Alphabet posters
1 Match
• Ask pupils to open their Activity Books at
page 69.
Warmer 5 mins
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Tell pupils to match the words with the pictures
third letter (e.g., a – c d – f – h i j – l). Ask pupils
by drawing lines.
to tell you the missing sounds (they can either
• When you check their work, ask the pupils to
give you the sound the letter makes or the name
say the words and make sure they pronounce
of the letter). Repeat this several times, leaving
them correctly.
out different letters each time.
• This activity can be set as homework. If so,
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check the answers as a class at the start of the
• Ask pupils to open their Pupil’s Books at
page 86.
next lesson.
Answers:
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[car] car [nose] nose Listen and say 20 mins
[window] window [plane] plane
[juice] juice [ring] ring • Ask pupils to look at the pictures and letters on
the page. Elicit which letters they are (a to l).
• Tell pupils they are going to hear the names and
Activity Book
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146
Unit 7 My Toys
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Alphabet posters
Note: If pupils have reacted well to you
Picture cards: chair, fish, brother
presenting the names of the letters, rather
than the sounds, encourage them to learn
them by going round the class. You start by Warmer 7 mins
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saying the name of the first letter, a. Look
around the class to see if anyone offers b.
• Greet the class. Briefly revise the digraphs they
Choose another pupil to say c, etc. You only
have learned up to now (ai, oa, ie, ee, or, ng, oo,
need to do this up to the letter l for now. (If
ch, sh and th). Write example words for each
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pupils don’t find this easy, you can leave it
one on the board. Make sure you include the
for a later lesson, but continue to use both
two distinct sounds for oo and th.
the name and the sound of the letters as they
• Ask pupils to open their Pupil’s Books at
come up in lessons.)
page 87.
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1 Trace
• Ask pupils to look at the digraphs at the top
• Ask pupils to open their Activity Books at
of the page. Ask pupils to trace the letters and
page 70.
pronounce these sounds. Remind them that the
• Direct pupils to the letters at the top of the
digraph th has two distinct sounds.
page. Tell them you are going to give them some
• Point to the pictures and elicit that the words
more practice forming capital letters. As usual,
next to them have gaps where the digraphs
if pupils are not ready to use a pencil, they can
go. Tell the class to look at the first picture
trace the letters with their index fingers. For
and think about which digraph is missing. As
pupils using a pencil, make sure they are holding
part of the process, pupils might try the wrong
it correctly and sitting properly.
digraph, before concluding that it makes the
wrong sound. This is a very useful step, so don’t
hurry them at this stage. Elicit the digraph ch,
and ask pupils to repeat the sound, as well as the
completed word chair.
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Unit 7 My Toys
• Repeat the procedure for the other two pictures, • For pupils who have already started writing, tell
eliciting fish and brother. them to copy each phrase in the space below it.
• When you are satisfied that all the pupils • Finally, ask pupils to draw a picture for each of
understand what they have done, elicit further the two phrases.
words using the same digraphs. Again, don’t
rush pupils – let them think about it for a minute • Congratulate pupils on finishing Unit 7.
before you take suggestions. You could also ask
them to look through their Pupil’s Books to find
examples. There are many of them but you don’t Now I can …
need to elicit all of them. With th, take care that
you only include words with the same sound • Before moving on to the next Unit, take time
as brother. Write them on the board as pupils to look at the Now I can … statements with
suggest them. For example: the class. You can either do this at the end of
th – (brother), mother, father, this, that, these, this lesson or at the start of the next one. Read
those, they, the, with, them through each statement individually, clarifying
ch – (chair), watch, teacher, chicken, cheese meaning where necessary. Then ask pupils to
sh – (fish), wash, she, shelf put up their hands if they agree they can now
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do what the statement says. If they can, they
Extra! should tick the box. However, there may be
Continue the list you made above. This some pupils who don’t feel confident about one
time, include the other digraphs that pupils or more of the statements. Make it clear that
have learned: ai, oa, ie, ee, or, ng, oo (both these pupils should not be afraid to say if they
are having difficulty. Pupils must feel free to
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sounds) and the other sound made by
th. One or two words for each sound are express this and need to know that teachers will
enough, although if students find more in give help wherever it is needed. If a lot of pupils
their books, you should add them. are having difficulty with one of the statements,
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you may want to go over it again with the whole
class; if only one or two pupils express difficulty,
Activity Book 10 mins you might prefer to give those pupils some extra
help individually.
1 Trace
• Ask pupils to open their Activity Books at
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page 71.
• Direct pupils to the letters at the top of the page.
Tell them they are going to practice forming
capital letters for the remainder of the alphabet
(minus the letter q, which they haven’t learned
yet). For pupils using a pencil, make sure they
are holding it correctly and sitting properly.
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net
149
Unit 8 At The Zoo
Objectives
Listening
• Get further practice with the sound of English letters, words and sentences.
• Carry out classroom instructions (TPR).
• Colour and trace according to instructions.
• Identify variety of named objects.
Speaking
• Say the names of animals.
• Talk about animals.
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• Ask and answer Where’s the …?
• Talk about the differences between two pictures.
• Ask and answer a question: Where’s the (tiger)? In the (bag).
• Join in songs.
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Skills
• Begin working with adjectives.
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• Revise the prepositions in and on.
• Recognize the shape of the letter q, lower-case and capital, and its sound.
• Recognize the shapes of the digraphs ou, oi, ue, er and ar and their sounds.
• Practise There is a …/There are …
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150
Unit 8 At The Zoo
Word list
Lesson 1 penguin – /ˈpeŋɡwɪn/ Lesson 6
question – /ˈkwestʃ(ə)n/ camel – /ˈkæm(ə)l/ car – /kɑː(r)/
queen – /kwiːn/ rabbit – /ˈræbɪt/ star – /stɑː(r)/
goat – /ɡəʊt/ fish – /fɪʃ/
penguin – /ˈpeŋɡwɪn/ Lesson 7
tiger – /ˈtaɪɡə(r)/
Lesson 4 Where’s the …? – /weə(r)z ðiː …?/
glue – /ɡluː/ It’s in the … – /ɪts ɪn ðiː …/
camel – /ˈkæm(ə)l/
blue – /bluː/ It’s on the … – /ɪts ɒn ðiː …/
snake – /sneɪk/
big – /bɪɡ/
Lesson 2 funny – /ˈfʌni/ Lesson 8
mouse – /maʊs/ little – /ˈlɪt(ə)l/ the alphabet – /ðiː ˈælfəˌbet/
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mountain – /ˈmaʊntɪn/ long – /lɒŋ/
Lesson 9
tiger – /ˈtaɪɡə(r)/ the alphabet – /ðiː ˈælfəˌbet/
camel – /ˈkæm(ə)l/
Lesson 5
tiger – /ˈtaɪɡə(r)/
lion – /ˈlaɪən/ Lesson 10
water – /ˈwɔːtə(r)/
penguin – /ˈpeŋɡwɪn/ There is a monkey on the tree. –
bird – /bɜː(r)d/
goat – /ɡəʊt/
rabbit – /ˈræbɪt/
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rabbit – /ˈræbɪt/
/ðeə(r) ɪz ə mʌŋki ɒn ðiː triː/
fish – /fɪʃ/
monkey – /ˈmʌŋki/
goat – /ɡəʊt/
duck – /dʌk/
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mouse – /maʊs/
elephant – /ˈelɪfənt/
penguin – /ˈpeŋɡwɪn/
Lesson 3 monkey – /ˈmʌŋki/
point – /pɔɪnt/ lion – /ˈlaɪən/
oil – /ɔɪl/ cat – /kæt/
elephant – /ˈelɪfənt/ camel – /ˈkæm(ə)l/
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151
Unit 8 At The Zoo
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queen queen queen
Warmer 6 mins
Listen and say again.
• Greet the class. Briefly revise the letters pupils qqq
have learned up to now (they have learned the question question question
whole alphabet except q). Write these on the queen queen queen
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board, leaving a gap for q. You could turn this
into a class activity, with pupils calling out the • Hold up the picture card of a question mark and
next letter if they know it. Ask pupils to make elicit the word question chorally. Elicit the sound
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the sounds of each letter and tell you words of the letter q at the beginning of the word. Do
beginning with each one. Point to the gap the same with the /kw/ sound in queen.
and tell the class you will be learning the last • Ask pupils to look at the page and find the
letter today. question mark and the queen.
• Ask pupils to open their Pupil’s Books at • Ask pupils to look at the alphabet posters.
page 90. Point to q and get pupils to do the mime
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Note: Pupils are introduced to the letter q Trace and say 8 mins
152
Unit 8 At The Zoo
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deliberately at first. Then after a few repetitions,
say it at normal speed. Ask pupils to say the Activity Book 7 mins
word, firstly as a class and then individually.
Check pronunciation and give guidance
2 Colour
where necessary.
• Tell pupils that you want them to colour the
• Repeat for the other animals, goat, snake, tiger
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and camel, and make sure pupils grasp the
word ‘queen’. Tell them they can use whatever
colours they want to use.
meaning and the pronunciation.
• Play Track 94 and tell pupils to listen and
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point to the animals as they hear the words.
Play the track again and this time, ask pupils to
repeat the words. Pupils point and repeat. Pause
Unit 8 Lesson 2
the audio where necessary.
• Ask the pupils what animals they have seen and
Aims: Name objects and recognize ou
and its sound.
what their favourite animals are. Say the English
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153
Unit 8 At The Zoo
Warmer 5 mins
• Hold up the picture card of the mouse and elicit
the word in chorus. Make sure the pronunciation
is correct. Ask groups, then individuals to say
• Greet the class. Briefly revise the digraphs that
the word. Repeat with the picture card of the
pupils have learned (ai, oa, ie, ee, or, ng, oo, ch,
mountain.
sh and th). Write example words for each one
on the board. Make sure you include the two
distinct sounds for oo and th. Add qu because
Trace and say 8 mins
those two letters always go together.
• Tell the class you will be learning another
• Briefly remind pupils how to form the o and
digraph today.
the u. You can do this by using one or more of
• Ask pupils to open their Pupil’s Books at page 91.
the methods you used before. Get pupils to do
the same.
Listen, look and say 8 mins
• Check that pupils are sitting in the correct
position and holding the pencil properly if they
are using one. Go round and make sure they are
• Point to the digraph ou in the book and explain
forming the letters correctly.
that this is the sound pupils are going to learn in
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• Get pupils to say the sound /aυ/ as they are
today’s lesson. Remind pupils that the sound of
doing the task.
a digraph is often very different from the sounds
of the individual letters. Point to the picture of
the mouse and say the word slowly and clearly,
Listen and say 8 mins
emphasizing the sound /aυ/ in the middle. Do the
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peng___
___bit Aims: Name objects and recognize oi
tig__ and its sound.
Practise making the shape of the
• Invite pupils to come up and write in the missing
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letters. The other pupils can say Yes or No.
digraph oi.
Language: point, oil, elephant, tiger, goat,
Answers: penguin, camel, rabbit, fish
camel Materials: Pupil’s Book page 92
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duck Activity Book page 74
elephant Track 98 and 99
goat Alphabet posters
lion Picture cards: point, oil, elephant,
monkey tiger, goat, penguin, camel,
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Activity Book 10 mins • Greet the class. Ask a pupil to name an animal.
Go round the class and ask for a different animal
1 Trace from each pupil. Prompt, if necessary. You could
• Ask pupils to open their Activity Books at elicit some of the following: camel, lion, tiger,
page 73. penguin, elephant, duck, monkey, rabbit, goat,
• Make sure everyone is seated correctly. If pupils fish, dog, cat, ant, insect, horse.
are using pencils, make sure they are sharpened • Briefly revise the digraph that pupils learned
and pupils know how to hold them correctly. in the previous lesson /aυ/. Elicit the example
• When pupils are ready, they can start tracing words, mouse and mountain. Remind pupils that
the letters and words. Remind them to work they also had house in their Activity Books.
in the direction of the arrow. Monitor to make Tell the class you will be learning another
sure everyone is managing, and provide support digraph today.
as necessary. Say the sound /aυ/ often, and
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Unit 8 At The Zoo
• Ask pupils to open their Pupil’s Books at Trace and say 8 mins
page 92.
• Briefly remind pupils how to form the o and the
i (they will be very familiar with the o by now).
Look, listen and say 8 mins
You can do this by using one or more of the
methods you used before.
• Point to the digraph oi in the book and explain
• Check that pupils are sitting in the correct
that this is the sound pupils are going to learn in
position and holding the pencil properly if they
today’s lesson. Point to the picture of the hand
are using one. Go round and make sure they are
and the word point, and say the word slowly
forming the letters correctly.
and clearly, emphasizing the sound /ɔI/ in the
• Ask pupils to say the sound /ɔI/ as they are doing
middle. Do the same for oil, emphasizing the /ɔI/
the task.
sound at the beginning.
• Demonstrate making the sound, encouraging
pupils to look at your mouth as you make the oi Sing 10 mins
sound. Play Track 98.
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Listen and look at the board. called Come To The Zoo! Explain the title. Then
oi point oil tell them to listen and point to the animals as they
oi point oil are mentioned in the song. Play Track 99. Ask
pupils to listen. Play the track one or two more
Now listen and say. times. Ask pupils to join in when they can.
oi oi oi
point point point
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oil oil oil take the pupils some time to learn it.
Listen and say again.
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oi oi oi
Track 99
Listen to the song.
point point point
Boys and girls and Adam too,
oil oil oil
Come to the zoo! Come to the zoo!
Boys and girls and Adam too,
• Ask the pupils to look at the picture of the hand
Come to the zoo today.
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Unit 8 At The Zoo
1 Trace
• Ask pupils to open their Activity Books at
Warmer 6 mins
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page 74.
• Greet the class. Briefly revise the digraph that
• Make sure everyone is seated correctly. If pupils
pupils learned in the previous lesson (oi). Elicit
are using pencils, make sure they are sharpened
the example words, point and oil. Tell the class
and pupils know how to hold them correctly.
you will be learning another digraph today.
• When pupils are ready, they can start tracing
• Ask pupils to open their Pupil’s Books at
the letters and words. Remind them to work
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in the direction of the arrow. Monitor to make
page 93.
sure everyone is managing, and provide support
as necessary. Say the sound /ɔI/ often, and
Name objects and recognize ue
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8 mins
encourage pupils to repeat it, both in isolation
and in the example words point and oil.
• Point to the digraph ue in the book and explain
that this is the sound pupils are going to learn
Activity Book 6 mins
in today’s lesson. Point to the picture of the
glue and say the word slowly and clearly,
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Unit 8 At The Zoo
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• Briefly remind pupils how to form the u and Class: One long snake
the e. You can do this by using one or more of • Pupils can practise in pairs when you have
the methods you used before. finished whole-class practice.
• Check that pupils are sitting in the correct • If your pupils have started using a pencil, ask
position and holding the pencil properly if they them to trace the letters to form the new words.
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are using one. Go round and make sure they are
forming the letters correctly.
• Get pupils to say the sound /u:/ as they are Activity Book 8 mins
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doing the task.
1 Trace
• Ask pupils to open their Activity Books at page 75.
Trace, listen and say. Match 8 mins • Make sure everyone is seated correctly. If pupils
are using pencils, make sure they are sharpened
Note: This is the first time pupils have been and pupils know how to hold them correctly.
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introduced to the idea of adjectives. Take • When pupils are ready, they can start tracing
things slowly and, whenever the opportunity the letters and words. Remind them to work
presents itself, remind them that adjectives in the direction of the arrow. Monitor to make
are describing words. sure everyone is managing, and provide support
as necessary. Say the sound /u:/ often, and
Direct pupils to Pupil’s Book page 93. Tell the pupils encourage pupils to repeat it, both in isolation
to look at the pictures at the bottom of the page. Ask and in the example words glue and blue.
What can you see? Elicit monkeys, ants, a camel and
a snake.
• Present the adjectives big, funny, little and long.
Activity Book 8 mins
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Unit 8 At The Zoo
• Tell pupils to connect the words to their Look, listen and say 8 mins
appropriate pictures by drawing lines.
• When you check pupils’ answers, make sure to
Note: The sound of /ə/ that pupils are
elicit the words orally and check pronunciation.
learning in this lesson is the most common
Answers: sound in British English. It is important
little ants for pupils to understand that the letter r is
funny monkeys not pronounced when this digraph ends a
long snake word. The one exception to this is when it
big elephant is followed by a vowel, as in The winter is
cold. Your pupils will not encounter this very
often at the level, so encourage them to think
of the r as totally silent for now.
Unit 8 Lesson 5
• Point to the digraph er in the book and explain
Aims: Name objects and recognize er that this is the sound pupils are going to learn in
and its sound. today’s lesson. Point to the picture of the tiger
Practise making the shape of the and say the word slowly and clearly, emphasizing
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digraph er. the sound at the end. Do the same for water.
Language: tiger, water, bird, rabbit, fish, • Demonstrate making the sound, encouraging
goat, horse, penguin, monkey, pupils to look at your mouth as you make the
tiger, lion, cat, camel, snake /ə/ sound. Make sure your pupils notice that you
Materials: Pupil’s Book page 94 are not forming the r sound, despite the fact that
Activity Book page 76
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Tracks 102 and 103
the letter is on the page. Play Track 102.
Alphabet posters
Track 102
Listen and look at the board.
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Picture cards: tiger, water,
er tiger water
bird, rabbit, fish, goat, horse,
er tiger water
penguin, monkey, tiger, lion, cat,
camel, snake Now listen and say.
er er er
tiger tiger tiger
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Unit 8 At The Zoo
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them if all the pictures are animals. Elicit the page 76.
answer that they are all animals except for one, • Make sure everyone is seated correctly. If pupils
the picture of Adam. are using pencils, make sure they are sharpened
• Tell the pupils to listen to you and point to the and pupils know how to hold them correctly.
picture you describe. Give one or two examples, • When pupils are ready, they can start tracing the
letters and words. Remind them to work in the
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e.g., 1 yellow bird. 3 lions. Elicit the squares
they are in (1a and 3d). Then play Track 103. direction of the arrow. Monitor to make sure
Pause after each item for the pupils to repeat. everyone is managing, and provide support as
necessary. Say the sound /ə/ often, and encourage
ar
Track 103 pupils to repeat it, both in isolation and in the
Listen and say. example words tiger and water.
1 yellow bird
2 red birds
1 black rabbit Activity Book 6 mins
4 blue fish
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Unit 8 At The Zoo
Aims: Name objects and recognize ar Note: As in the previous lesson (with the
and its sound. sound er) the letter r is not pronounced
Practise making the shape of the when this digraph ends a word except when
digraph ar. the next word begins with a vowel. Since
Language: car, star, words to talk about pupils will not encounter this until later, it is
pictures important to stress the correct pronunciation
Materials: Pupil’s Book page 95 for words like car and star (/kɑ:/ and /stɑ:/).
Activity Book page 77
Track 104 • Point to the digraph ar in the book and explain
Alphabet posters that this is the sound pupils are going to learn in
Picture cards: car, star today’s lesson. Point to the picture of the car and
Multiples of different everyday say the word car slowly and clearly, emphasizing
objects (see Warmer) the sound /ɑ:/ at the end. Do the same for star.
• Demonstrate making the sound, encouraging
pupils to look at your mouth as you make the
et
Warmer 6 mins /ɑ:/ sound. Make sure your pupils notice that
you are not forming the r sound, despite the fact
• Greet the class. Revise the phrases There’s a … that the letter is on the page. Play Track 104
and There are … . Put various objects on your in three parts, in the usual way.
table or desk. You need some single objects as
Track 104
n
well as groups of two to ten of the same object.
Ask a pupil to come to the table. Ask How many
Listen and look at the board.
ar car star
(pens) are there? If the pupil answers with a
ar car star
ar
number only, say That’s right. Then add There’s
or There are to the answer and get the pupil, Now listen and say.
then the class, to repeat it. Repeat this with ar ar ar
several pupils. car car car
• Stand or sit at the back of the classroom and tell star star star
two pupils to go to the table and each tell the
Listen and say again.
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Unit 8 At The Zoo
Extra!
Find the difference 10 mins • Collect a number of known items
together – preferably some singular items
• Direct pupils to Pupil’s Book page 95. Tell the and some plural. Put them on a tray or
pupils to look at both pictures quickly. Ask them table and cover them with a cloth.
et
to tell you something about the pictures (e.g., It • Ask pupils to stand in a circle around
is a zoo. There are animals, etc.). the tray/table so that they can all see
• Ask What can you see in Picture 1? Explain that clearly. Tell them you are going to show
you want them to use There’s and There are them what is on the table and that they
when they answer. Elicit answers. Repeat the should try to remember as much as they
n
process with Picture 2.
• Tell the class that the pictures are nearly the
can about what they see (name, colour,
number, big, little, long).
same, but that there are differences. Ask them • Remove the cloth and let pupils look for
to look for things that are different. Encourage about one minute. Cover the objects.
ar
them to do this in pairs and talk in English. If You can either let pupils go back to
they are having difficulty finding differences, their desks and draw what they saw,
stick the following picture cards on the board: or they can discuss and decide orally in
penguin, dog, tiger, goat, monkey, snake. Draw pairs. Alternatively, you can keep them
a simple picture of a man. You can tell the class standing around the tray/table and get
immediate feedback.
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Unit 8 At The Zoo
et
Activity Book 7 mins
pointing at things around you and saying What
colour is the (wall). Elicit a range of colours.
2 Match and circle. • Briefly revise There’s a …/There are …. Again,
• Tell pupils to look at the first picture (of the cat). you can do this by saying what’s in the room.
Elicit the word for it. Point to the three letters (There’s a board. There are two windows., etc.)
n
and elicit which letter cat starts with. Elicit c and
explain to pupils that’s why c is circled.
• Finally, remind pupils of the picture of the cat
in the hat in Unit 4, Lesson 10. Say the sentence
• Explain that pupils should find and circle the The cat is in the hat. and ask pupils to repeat it.
first letter of each of the other words.
ar
Make sure they understand the concept of in
• When you check pupils’ answers, make sure to the hat.
elicit the words orally and check pronunciation. • Ask pupils to open their Pupil’s Books at
Answers: page 96.
[cat] c
[bird] b
G
[snake] s
[penguin] p • Ask pupils to look at the pictures quickly. Get
[tiger] t the pupils to talk about the picture like this:
Teacher: Look at the picture. How many tigers
are there?
Pupil 1: There are six tigers.
Teacher: What colour are the tigers?
Pupil 2: There’s a blue tiger.
Pupil 3: There’s a red tiger.
• Practise using the word in. Take a pencil/rubber
or some familiar object that all the class can see.
Hold up a bag and put the pencil in the bag. Say
In the bag. Say Where’s the pencil? Elicit In the
bag/It’s in the bag. Drill chorally.
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Unit 8 At The Zoo
• To introduce the listening text, read the a card in their pencil case, bag or book
questions and answers on the page, and tell the and ask Where’s the elephant/apple, etc.
pupils they are going to listen to where the tiger Their partner replies with It’s in the …
is. Tell them to point to the pictures as they Pupils swap over.
listen. Play Track 105.
et
to think of animals that begin with these letters.
Male: Where’s the grey tiger? • Explain that pupils should draw the animal in its
Female: It’s in the house. correct section.
• When you check the answers, ask pupils to say
• Divide the class into two groups to practise the the names of the animals so you can check
questions and answers chorally. Explain what their pronunciation.
n
you want them to do. Elicit question and answer
Answers:
sessions as below:
Teacher (to Group 1): the blue tiger c camel
e elephant
ar
Group 1: Where’s the blue tiger?
Group 2: It’s in the bag. t tiger
Teacher (to Group 2): the pink tiger p penguin
Group 2: Where’s the pink tiger? m monkey
Group 1: It’s in the bin.
• Use open pairs to ask and answer the same
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164
Unit 8 At The Zoo
et
in the English alphabet (26).
• Invite pupils to notice and comment on which Materials: Pupil’s Book page 98
letters look very similar in both lower-case and Activity Book page 80
capital form (e.g., c and C; x and X). Then do Tracks 92 and 106
the same with letters that look very different in Alphabet posters
their respective forms (e.g., a and A; g and G). Picture cards: alphabet pictures
n
Ignore the letters that are missing for now.
• For the letters that have pictures, go round the
Warmer 5 mins
class asking pupils to say the letter/sound and its
ar
associated word (e.g., a – apple). Skip over the
• Greet the class. Direct pupils back to Unit 7,
missing pictures for now.
Lesson 9, where pupils revised the first half of
• Point out that four capital letters and four lower-
the alphabet. You could play Track 92 again
case letters are missing from the main grid. Elicit
to remind the pupils.
the first one (capital N), and point to the square
• Revise the letters of the alphabet up to Ll and
at the bottom of the page. With your finger on
G
Extra!
• Ask pupils to look at the pictures and letters on
Invite pupils to come up to the alphabet
the page. Elicit which letters they are (m to z).
posters, choose a letter and say the name
• Tell pupils they are going to hear the names and
of the letter, the sound of the letter and the
sounds of all the letters from m to z.
word for the picture. Repeat with as many
• Play Track 106 and ask pupils to listen and
pupils as possible. Encourage them to try not
point to the letters and pictures in their books as
to repeat a letter that has already been said.
they hear them. Play the track again and
this time ask pupils to repeat. Pause the audio
as necessary.
165
Unit 8 At The Zoo
Track 106 • Explain that pupils should write the rest of the
Listen and say. letters in the spaces in the toy box and the zoo at
M m m m monkey the top of the page.
N n n n nose • When you check the answers, ask pupils to say
O o o o orange the words so you can check their pronunciation.
P p p p plane Answers:
Q qu qu qu queen toys:
R r r r rabbit car (a), doll (b), kite (d), plane (e), yo-yo (f),
S s s s sun ball (i)
T t t t taxi zoo:
U u u u umbrella penguin (c), elephant (g), snake (h), lion (j),
V v v v violin monkey (k), tiger (l)
W w w w watch
X x x x x-ray x-ray
Y y y y yo-yo yo-yo
Z z z z zebra Unit 8 Lesson 10
et
• For further revision, choose a letter at random, Aims: Revise vocabulary.
say it out loud, and ask pupils to tell you Revise in and on.
the name of the object that goes with it. For Language: in, on, There is a monkey on
example: the tree.
Teacher: w Materials: Pupil’s Book page 99
Pupil 1: Watch.
n
Teacher: Very good. n
Activity Book page 81
Track 107
Pupil 2: Nose. Alphabet posters
Teacher: Correct. s
ar
Pupil 3: Sun.
• When they have done this a few times, open it Warmer 7 mins
up to pupils. Tell one pupil to choose a letter and
another pupil to ask. The second pupil answers • Greet the class. Direct pupils back to Unit 4,
and chooses another letter and a third pupil, etc. Lesson 10.
G
to the toy box and the zoo at the top of the page.
Show them the example letter a in the toy box. • Ask pupils to look at the words in and on at the
Ask them to look at the picture for letter a (the top of the page, together with the illustrations.
car). Explain that the letter a is written in the toy • Look at the example sentence There is a monkey
box because a car is a toy. on the tree. Point to the picture, making it clear
• Do the same for the other example, explaining that the monkey is standing on the tree.
that the letter c is written in the zoo because • Point to the picture of the monkey on the tree.
picture c is a penguin and a penguin is an animal. Ask Where is the monkey? Elicit the sentence
The monkey is on the tree.
166
Unit 8 At The Zoo
et
are having difficulty with one of the statements,
you may want to go over it again with the whole
Activity Book 10 mins
class; if only one or two pupils express difficulty,
you might prefer to give those pupils some extra
1 Trace, match and colour
help individually.
• Ask pupils to open their Activity Books at
page 81.
n
• Elicit the objects they can see. Explain that
they have both the word and the picture for
ar
four objects.
• Tell them to trace the word, draw a line to match
the word to the relevant picture, and then colour
the picture.
• When you check the answers, ask pupils to say
the words so you can check their pronunciation.
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167
Unit 9 Things I Know
Objectives
Listening
• Get further practice with the sound of English letters, words and phrases.
• Carry out classroom instructions (TPR).
• Listen to a story.
• Identify a variety of named objects.
Speaking
• Rhyming words.
• Act out a story.
et
• Talk about differences between pictures.
• Talk about things I have.
• Ask and answer How many …?
• Ask and answer What is it? What can you see?
n
• Ask and answer What’s your name? How old are you?
Skills
ar
• Revise letters, digraphs and words.
• Practise blending letters/digraphs to make words.
• Recognize rhyming words.
• Practise using verbs: I have …, I am …
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Unit 9 Things I Know
Word list
Lesson 1 spoon – /spuːn/ Lesson 8
tiger – /ˈtaɪɡə(r)/ lion – /ˈlaɪən/ What is it? – /wɒt ɪz ɪt?/
queen – /kwiːn/ boat – /bəʊt/ What can you see? – /wɒt kæn
watch – /wɒtʃ/ nose – /nəʊz/ juː siː?/
monkey – /ˈmʌŋki/ coat – /kəʊt/
bus – /bʌs/ teeth – /tiːθ/ Lesson 9
duck – /dʌk/ ring – /rɪŋ/ My bedroom – /maɪ ˈbedruːm/
king – /kɪŋ/
Lesson 2 Lesson 10
gate – /ɡeɪt/
ink – /ɪŋk/ Hello – /həˈləʊ/
violin – /ˌvaɪəˈlɪn/
cat – /kæt/ What’s your name? – /wɒts jɔː
snake – /sneɪk/
et
neɪm?/
ant – /ænt/ cat – /kæt/
son – /sʌn/ I’m … – /aɪm …/
oil – /ɔɪl/
net – /net/ How old are you? – /haʊ əʊld
cake – /keɪk/
ɑː uː?/
red – /red/
zoo – /zuː/ Lesson 6 Goodbye – /ˌɡʊdˈbaɪ/
foot – /fʊt/
n
I have a … – /aɪ hæv ə …/
Lesson 3 Lesson 7
moon – /muːn/ How many …? – /haʊ ˈmeni …?/
ar
book – /bʊk/
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169
Unit 9 Things I Know
et
w – (watch), window
have learned so far (they have learned the whole
m – (monkey), moon
alphabet). Write these on the board. You could
b – (bus), bed
turn this into a class activity, with pupils calling
d – (duck), door
out the next letter if they know it. Ask pupils
• You can use picture cards to further practise
to make the sounds of each letter and tell you
some of the above words.
n
words beginning with each one.
• Revise the digraphs that pupils have learned (ai,
oa, ie, ee, or, ng, oo, ch, sh, th, ou, oi, ue, er and Activity Book 10 mins
ar
ar). Write example words for each one on the
board. Make sure you include the two distinct
1 Trace
sounds for oo and th. Add qu to the list, and
• Ask pupils to open their Activity Books at
elicit example words.
page 82.
• Ask pupils to open their Pupil’s Books at
• Point out that the word banners contain all of
page 102.
the letters of the alphabet. Make sure pupils
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170
Unit 9 Things I Know
• Tell pupils that you want them to trace the • When you get the right answer, ask pupils to
words. Praise their work. repeat the spelling and the completed word
(i-n-k – ink).
• Repeat the procedure for the other items.
• For the last two items, be careful to elicit the
Unit 9 Lesson 2 correct long oo sound (zoo) and the short oo
sound (foot).
Aims: Revise letters and words. • When you are satisfied that all the pupils
Practise blending letters to make understand, elicit further words using different
words. sets of letters. Again, don’t rush pupils – let
Practise spelling. them think about it for a minute before you take
Language: ink, cat, ant, son, net, red, suggestions. Prompt them with t-i-s (to elicit
zoo, foot sit), n-p-i (to elicit pin), and a range of other
Materials: Pupil’s Book page 103 words that pupils have encountered. If they have
Activity Book page 83 managed with three- and four-letter words, you
Alphabet posters can extend the length of the words, for example
Picture cards: ink, cat, ant, son, s-e-r-o-h (to elicit horse), or k-e-y-n-o-m
et
net, red, zoo, foot (to elicit monkey).
• You can use picture cards to further practise
some of the above words.
Warmer 6 mins
Activity Book
n
• Greet the class. Write the alphabet on the board.
Ask pupils if they can blend three letters to form
10 mins
171
Unit 9 Things I Know
et
Picture cards: moon, book, spoon, they have the same letters (and therefore the same
lion, boat, nose, coat, teeth, ring, sound) at the end of the word.
king, gate, violin, snake, cat, • You can use picture cards to further practise
oil, cake some of the above words.
Warmer 5 mins
n Activity Book 12 mins
• Greet the class. Write the digraphs oo, oa, ou, ng 1 Match
ar
and oi on the board. Ask pupils to work in pairs • Ask pupils to open their Activity Books at
to make as many words as they can containing page 84.
these sounds. Tell them they can look in their • Point to the first word (red). Ask pupils to say
books only after a short time has passed. Allow it out loud. Tell them to follow the example line
a minute or so for them to discuss it in pairs, and to the word bed. Ask them what the connection
is. Elicit that they have the same sound – they
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172
Unit 9 Things I Know
et
and Nadia do when the fish jumps out: Zeinah
jumps back and Nadia laughs. Present scary to
Aims: Listen to a story. illustrate what Zeinah thinks of the fish (this
Act out the story. word comes up in the listening activity).
Answer questions about a story. • Tell the pupils that they are going to hear the full
Language: Who’s this? fish story and explain that you want them to listen
n
Materials: Pupil’s Book page 105 and find the answer to these questions:
Activity Book page 85 Is Sarah Nadia’s friend?
Track 108 Is Sarah six?
ar
Alphabet posters Does Zeinah say it’s scary?
Picture cards: fish (The answer to all of them is Yes.) Play Track
108 for pupils to listen, Then play the track
again, pausing after every line for pupils to
Warmer 6 mins repeat. You can play the track a third time
and see if any pupils can join in with some
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173
Unit 9 Things I Know
Extra!
• Act out the story: Explain It’s just a toy.
Unit 9 Lesson 5
Then elicit the conversation in Picture 1
Aims: Listen for detail.
from the whole class.
Find and talk about differences.
• Use something to represent Sarah’s
Read simple sentences with
box – a book, for example. Invite three
known words.
pupils to come to the front with their
Language: This girl has …, This boy is …
books and act out Picture 1. Do the
Materials: Pupil’s Book page 106
same with the other three pictures.
Activity Book page 86
Then ask if any pupils want to act out
the whole conversation. If you have
Track 109
Alphabet posters
three volunteers, tell them to try to do
it without their books. Say that you and
the other pupils will help them. (You can
Warmer 6 mins
repeat this activity in a later lesson.)
• Sing the school song (Track 74 – Unit 6,
Lesson 4) to revise classroom objects.
et
Activity Book 11 mins
• Ask pupils to open their Pupil’s Books at
page 106.
1 Draw
• Ask pupils to open their Activity Books at
page 85.
Listen and tick (3) 20 mins
n
• Point to the first word (cake). Ask pupils to say
it out loud. Tell them this is what they have to
• Tell the pupils to look at Pictures 1a and 1b. Ask
draw in the box.
them what the differences are. Elicit just words
• Repeat for the other words, and ask pupils to
and short phrases for now, e.g.:
ar
draw the pictures.
1a – yellow rubber
1b – red rubber
• Go through each pair of pictures like this.
Activity Book 8 mins
Present man when you get to Picture 4, lady
when you get to Picture 5, and park when you
2 Draw
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Track 109
Listen and tick the right pictures.
1 This girl has a red pencil case and a yellow rubber.
2 This boy has two red pencils and a long ruler.
3 This girl is in her house. She has a little doll.
4 This man is in a big, black car.
5 This lady is in a shop. She has a white bag.
6 This girl is in the park. She has a blue bike.
174
Unit 9 Things I Know
Answers: Extra!
1 a Give each pupil a sheet of plain paper. Tell
2 a them to draw a line across the middle of the
3 b sheet of paper using a ruler. Hold up your
4 b sheet of paper and show them that they now
5 b have two boxes. Ask them to label the boxes
6 b 1 and 2. Explain that they should draw two
pictures, either of their classroom or their
Extra! bedroom at home. Their two pictures should
Direct pupils to the wrong answers from be the same but different (show them the
the listening activity. Explain that, just pictures on page 106 again). Tell them to
as the listening activity had full sentences work individually. When pupils have finished
describing the right answers, pupils can their drawings, put them in pairs and get
construct full sentences describing the wrong them to swap drawings. Their partner should
answers. Look at item 1. Play the relevant look carefully at the drawing and find the
part of Track 109 again. (This girl has differences, e.g., (There’s) a yellow ruler.
a red pencil case and a yellow rubber.) (There’s) a blue ruler. Again, encourage
et
Remind pupils that the sentence describes the pupils to make sentences, but only interrupt
correct answer (Picture 1a). Elicit the correct if pairs need your help. Monitor and support
sentence to describe 1b. (This girl has a red as necessary.
pencil case and a red rubber.) Do the same
for the other items, pointing out that pupils
Activity Book
n
are using two verbs – has and is – to make
sentences. You should elicit the following
19 mins
4 This man is in a big, blue van. Accept the sound of the letters or the names.
5 This lady is in a shop. She has a • When you get the right answer, ask pupils to
white box. repeat the spelling and the completed word
6 This girl is in the park. She has a blue ball. (s-o-n – son) and, for those who have started
writing, tell them to write the correct spelling
in the space provided. Others can tell you the
answers orally.
• Tell students to do the other items in the
same way.
• For the last three items, warn them that they
contain digraphs.
• Check pronunciation when pupils give you
the answers.
175
Unit 9 Things I Know
Track 110
Look and listen.
Unit 9 Lesson 6 1
2
I have a pen.
I have a pen and a pencil.
3 I have a pen, a pencil and a rubber.
Aims: Play a memory game.
4 I have a pen, a pencil, a rubber and a ruler.
Identify objects and groups.
5 I have a pen, a pencil, a rubber, a ruler and
Materials: Pupil’s Book page 107
a book.
Activity Book page 87
6 I have a pen, a pencil, a rubber, a ruler, a book
Track 110 and a bag.
Alphabet posters
Picture cards: animals, classroom
• Check that pupils understand the game. (One
objects, food items
pupil begins and says I have … and names
et
something. The next pupil has to say the same
Warmer 5 mins
and add something else. The next pupil has to
say these two things and add something else, and
so on.) Play the track again if necessary.
• Use the picture cards to revise animals,
n
classroom objects and food items. Put the cards
in groups and ask pupils to try to remember
Play a game 13 mins
details. Ask questions, e.g., How many animals
are there?/What classroom objects are there?/
ar
• Ask the pupils to look at the animals at the
What food is there?/What colour is the (ruler)?
bottom of the page. Elicit the names of the
• Hand the cards out to pupils and encourage
animals (tiger, zebra, elephant, penguin, monkey,
them to say what they have got, e.g., I have (got)
camel, lion, goat, snake). Then say Let’s play the
a (tiger).
game with the animals. Tell the pupils you will
• Ask pupils to open their Pupil’s Books at
start the game. Anyone who wants to continue
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page 107.
should put up their hands. Tell them they must
listen carefully because they mustn’t forget an
Look and listen 15 mins
animal that’s been said before and they must
add a new animal each time. Begin with I have a
tiger. Then let the pupils continue, e.g., I have a
• Tell the pupils to look at Pictures 1–6. Ask How
tiger and an elephant. The third pupil says, e.g.,
many boys are there? Elicit 3. Ask How many
I have a tiger, an elephant and a zebra. Point out
girls are there? Elicit 3.
that we say and before the last item in a list.
• Tell pupils that the boys and girls are playing a
• Revise the food items in the other box to play
game. Explain the picture above the first boy’s
the game again. If the pupils like the game,
head. It shows what the boy is saying. Read out
play it a few times with both of these groups
what the boy in 1 says: I have a pen. Ask the
of pictures. Ask pupils to choose picture cards
pupils to look at all the pictures to see if there is
and, working in pairs, play the game using these
a pen in all of them. Elicit the answer Yes. Then
cards. Alternatively, they can play the game
ask them what the girl in 2 says and elicit I have
without picture card prompts, but just with
a pen and a pencil. Ask them to look at all the
words they know from memory. As they get used
pictures after number 2 and see if the pencil is in
to the game, they will be able to say if someone
all of them. Elicit the answer Yes. Remind them
forgets an item.
176
Unit 9 Things I Know
Activity Book 12 mins Find and count. Ask and answer 20 mins
1 Read and colour • Start by letting the pupils talk about the picture
• Ask pupils to open their Activity Books at in pairs. Encourage them to say the words they
page 87. know in English. Ask them what is on or near
• Point to Picture 1. Elicit that the sentence the house (encourage them to answer in English).
underneath it describes the picture. Make • Suggested procedure for finding objects:
sure pupils understand the sentence. Elicit the Teacher: What’s this? (hold up elephant
colours the pupils need to use for the objects picture card)
in the picture (a brown pencil case). Repeat for Pupils: Elephant
the other sentences and pictures. Tell pupils Teacher: /e/, elephant
to colour the pictures according to what the Pupils repeat: /e/, elephant
sentences say. Teacher: Point to an elephant in your book.
• When you check their work, get pupils to read Pupils: (pointing to an elephant on the page)
out the sentences. Ask as many pupils as possible Elephant, /e/
to read out at least one sentence. • Repeat with the other object picture cards of
items that are in the picture. Focus on
et
identifying single items in the book – an ant;
a ball – for now.
Unit 9 Lesson 7 • Point to the picture in the book. Ask about
objects and their colours. Say Find an apple.
Aims: Name objects in a picture. What colour is it? Find an ant. What colour is it?
Revise numbers 1–10.
Practise How many …?
n Repeat for as many items as possible.
• Next, ask pupils to find and count the number
Language: How many …? of items in the picture. Say How many apples are
Materials: Pupil’s Book page 108 there? Elicit the answer. If there is disagreement,
ar
Activity Book page 88 tell the class to look at each other’s books and
Alphabet posters help each other.
Picture cards: animals, toys, • Ask about the other objects in the picture – How
transport (car, bus, bike, plane, many ducks/ants, etc. are there?
train, boat, van) • Hold up a picture card, ask What’s this? It’s
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177
Unit 9 Things I Know
There are 3 balls. until the pupils have said all the letters of the
There is 1 cat. alphabet. Pupils who finish early can colour in
There are 2 buses. their picture.
There are 3 kites.
There are 2 planes.
There are 2 flowers.
There is 1 goat. Unit 9 Lesson 8
There is 1 elephant.
There is 1 bird. Aims: Talk about a picture.
There are 4 ducks. Practise counting objects.
There is 1 house. Practise describing colours
There is 1 Adam the Astronaut. of objects.
Materials: Pupil’s Book page 109
Extra! Activity Book page 89
Extend the activity by asking pupils to Alphabet posters
make short sentences with There’s a …/ Picture cards: (see Pupil’s Book)
There are …, as they have done before.
et
Try to use the prepositions on or in where
possible. If pupils ask you, you can introduce Warmer 7 mins
new words. Elicit sentences similar to the
following (the underlined words are words • Play a game of I spy, only this time pupils use
you might need to present): their Pupil’s Books to look for objects. Do a few
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There are two buses on the road.
There are two planes in the sky.
examples with the class. Look through your
Pupil’s Book without the others seeing what page
There’s a rabbit on the roof/fence/grass. you’re on. Say I spy with my little eye something
There’s a duck on the pond/water/grass/roof. beginning with …. Choose an object and give
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pupils the first letter. Use both the letters and
the sounds. Pupils have to guess. When someone
Activity Book 15 mins guesses correctly, show them the page you were
looking at and point to the object.
1 Draw • Pupils can play the game in pairs for a few
• Ask pupils to open their Activity Books at
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Unit 9 Things I Know
boy, ball, balloon, goat, flower, ant, chair, bag, Pupil 3: A penguin, a cat and a bin., etc.
ruler, pen, book, apple, astronaut, olive, orange, • As pupils get used to playing, introduce numbers
laptop, sun. Without counting the items (for and colours. For example:
now), ask pupils to point and say There’s a (bin), Teacher: [to pupil 1] What can you see?
etc. Some of the things are hard to spot. For Pupil 1: One pink penguin.
example, the key is sticking out of the sleeping Teacher: [to pupil 2] What can you see?
man’s pocket. Pupil 2: One pink penguin and three orange cats.
• Hold up your book and point to the picture. Ask Teacher: [to pupil 3] What can you see?
about objects and their colours. Say Look and Pupil 3: One pink penguin, three orange cats and
find a plane. What colour is it? Look and find a two yellow bins, etc.
taxi. What colour is it? Repeat for as many items
as possible. Be aware that in the case of multiple Extra!
items, the colours might vary (e.g., there are Use picture cards to elicit sentences from the
several different coloured flowers). pupils based on the book. Hold up a card
• Continue talking about the picture by asking the of a cat and ask What’s this? Elicit It’s a cat.
pupils to count various items. Pupils can work in Then point at the book and ask What can
pairs to ask and answer: you see? Elicit There are three orange cats.
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Pupil 1: How many trees are there? Practise with open class pairs, before asking
Pupil 2: Three trees. pupils to carry on in their own pairs (you
• Next, ask pupils to find and count the number can share out the picture cards for them to
of items in the picture. Say How many bins are do this).
there? Elicit the answer. If there is disagreement,
tell the class to look at each other’s books and
help each other.
n Activity Book 15 mins
on doing this in pairs. repeat for the other phrases and pictures. Pupils
• Direct pupils to the second question at the top of who finish early can colour the pictures.
the page – What can you see? Make sure pupils • When you check their work, get pupils to read
understand the question. Then point to one pupil out the phrases. Ask as many pupils as possible
and say What can you see? Elicit something to read out at least one phrase.
from the picture. Make sure all the others see
Answers:
it too. Point to another pupil and ask the same
A plane and a car. 4
question. That pupil has to repeat the thing that
A lion and a monkey. 3
was last mentioned and add another object, just
A king and a kite. 1
as they did in Lesson 6 of this unit. Repeat until
A key and some jam. 2
pupils cannot remember the list. You can then
start again. For example:
Teacher: [to pupil 1] What can you see?
Pupil 1: A penguin.
Teacher: [to pupil 2] What can you see?
Pupil 2: A penguin and a cat.
Teacher: [to pupil 3] What can you see?
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Unit 9 Things I Know
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• Move around the class, helping, asking questions
example:
and encouraging pupils. When they have
There’s a bed in my room.
completed their pictures, pupils should spend
There’s a desk in my room.
some time showing their pictures to each other.
There’s a chair in my room.
• On the board, write Look at my…, There is …/
Prompt with questions if necessary, e.g., Is there
There are …, It’s a …, This is … Encourage
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a window in your room? Give help with any
words pupils don’t know in English.
them to use this language to talk about their
bedroom drawing.
• Use follow-up questions when pupils give you a
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sentence, e.g., What colour is your bed?/Is it a
big/little bed?, etc. Activity Book 20 mins
• Ask pupils to open their Pupil’s Books at
page 110.
1 Match and write
• Ask pupils to open their Activity Books at page 90.
• Elicit the objects they can see at the bottom
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Draw 20 mins
of the page labelled 1–16. Explain that they
fall into four categories – toys for the toy box,
• Direct pupils to the picture in the book. Explain
animals for the zoo, food for the table and
that the boy is holding a picture of his bedroom
school objects for the school. Point to the toy
that he has drawn. Point out that it says My
box and the zoo at the top of the page, then the
bedroom on the picture. Help pupils to understand
table and the school below that. Show pupils the
that the word bedroom is formed from two words
example number 2 in the toy box. Ask them to
they already know (bed and room).
look at the word for number 2 (ball). Explain
• Elicit the vocabulary for the objects in the picture
that the letter 2 is written in the toy box because
at the top of the page. Make sure that pupils
a ball is a toy.
know this is a bedroom. Encourage pupils to say
• Do the same for the other examples, explaining
as much as they can about the things in the room,
that the number 3 is written in the zoo because
adding colours, numbers or other details.
a camel is an animal; the number 1 is written on
• Ask them to tell you other things, not in the
the table because pizza is food; the number 4 is
picture, that could be there.
in school because we use a ruler in school.
• Write the following words on the board: big,
• Explain that pupils should write the rest of the
little, red, blue, 2 legs, 4 legs.
letters in the spaces in the top half of the page.
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Unit 9 Things I Know
• When you check the answers, ask pupils to say • Point to the next thing that Adam has written.
the words so you can check their pronunciation. Elicit/Explain that it is a question. Say What’s
your name? out loud for pupils to answer. Ask
Answers:
a variety of pupils. Point to the next box and
toys: 2 6 9 15
tell them that this is how they can answer the
zoo: 3 5 7 8
question (I’m …). For pupils who are writing,
table: 1 12 14 16
make sure they know how to spell their names
school: 4 10 11 13
in English. Tell them to write their name in the
space provided. They only need to write their
first name. For pupils who have not started
Unit 9 Lesson 10 writing yet, make sure you show them their
names written on the board. Encourage them to
tell you the letters and digraphs that make up
Aims: Revise Hello and Goodbye. their name. Finally, ask them to trace their name
Ask and answer What’s
with their index finger, and maybe to make an
your name?
attempt to write it.
Ask and answer How old are you?
• Direct pupils to the next question: How old are
Language: What’s your name? How old are
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you? Say it out loud for pupils to answer. Ask
you? Hello. Goodbye.
a variety of pupils. Point to the next box and
Materials: Pupil’s Book page 111
tell them that this is how they can answer the
Activity Book page 91
question, e.g., I’m (6). Tell them to write their
Track 111 age in the space provided. They only need to
Alphabet posters
write the number.
n • Finally, elicit what Adam says last. Elicit
Goodbye and ask why he is saying goodbye
Warmer 8 mins
(because we have reached the end of the book
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and this is the last lesson). Point out the space
• Ask pupils to reflect on the book as a whole.
next to it where Goodbye is written for pupils to
What was their favourite lesson? Which
trace. Get them to say the word Goodbye as they
characters do they like? Which words can they
are doing this.
remember? Encourage them to each choose
a page from the Pupil’s Book and give you a
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Unit 9 Things I Know
Now I can …
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pupils to put up their hands if they agree they
can now do what the statement says. If they can,
they should tick the box. Make it clear that any
pupils who don’t feel confident about any of
the statements should not be afraid to say so.
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If any points need further explanation, try to
provide this.
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Unit 9 Things I Know
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183
Stories
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pauses for pupils to find and point to the picture. they have at home, their favourite toy, what they
Retell the story two or three times, speaking would buy today if they went to a toy shop, etc.
slightly quicker each time. • Show pupils where to find the story on pages
• On second and third readings, encourage pupils 116 and 117 of their Pupil’s Book. Remind
to join in with the sound effects (see below). pupils to point to the pictures on the page. Tell
Story
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and point to the picture. Retell the story two or
1 three times, speaking slightly quicker each time.
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It is time for bed. • On the second and third readings, encourage pupils
Sami is in his bedroom. Sami is wearing his pyjamas. to join in with the sound effects (see below).
His pyjamas are blue and white.
Adam is in the bedroom with Sami. Story
Sami and Adam look at the sky. Sami says, ‘It’s the Nadia and Ahmed are in a toy shop.
moon.’ [Mime pointing out of the window to the sky.] What is Nadia doing? [Mime reading and listening
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184
Stories
Dad says to Ahmed, ‘What do you want?’ Which toy At The Circus
does Ahmed choose? [Stop and see if pupils can tell
you the answer.] • Tell the class that you are going to tell them a
Yes. The trampoline. story. They should listen carefully for the words
they have just revised. As they listen to the story,
pupils should point to the pictures on Pupil’s
At The Zoo Book pages 120 and 121.
• Tell the story slowly, with pauses for pupils to
• Tell the class that you are going to tell them a find and point to the pictures. Retell the story
story. Tell the class that the story is about going two or three times, speaking slightly quicker
to the zoo. Let pupils talk about which animals each time.
the children like best. Which animals they think • On second and third readings, encourage pupils
are funny, scary, etc. to join in with your reactions (e.g., clapping,
• Show pupils where to find the story on pages laughing, etc.).
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118 and 119. Remind pupils to point to the
pictures. Tell the story, slowly, with pauses for Story
pupils to find and point to the picture. Retell Hani and Sarah go to the circus with their mum and
the story two or three times, speaking slightly dad and their friends Ahmed and Nadia.
quicker each time. They see two little black and white dogs. ‘Look at
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• On second and third readings, encourage pupils
to join in with the sound effects (see below).
the dogs!’
They see some funny monkeys eating cake. ‘Look at
the monkeys!’
Story
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There are three boys all riding a bike together. Hani
Nadia and Ahmed are going to the zoo in a red bus. claps his hands. [Clap your hands here.]
Who is driving the bus? [Mime driving by turning an Then there are two funny clowns drawing a silly
imaginary steering wheel.] [Stop and see if pupils can picture. ‘Look at the boys!’ They are very funny.
tell you the answer.] Yes, Adam the Astronaut. [Laugh here: Ha, ha!]
Adam gives the man some money. [Mime counting Soon there are more clowns and then Adam starts
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185
Phonetic Symbols
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box – /bɒks/ insect – /'Insekt/ rabbit – /'r{bIt/
brother – /'brD@/ ink – /Iŋk/ racket – /'r{kIt/
bus – /bs/ red – /red/
jam – /dZ{m/ rubber – /'rb@/
cake – /keIk/ juice – /dZu:s/ ruler – /'ru:l@/
camel – /'k{m@l/
cat – /k{t/
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key – /ki:/ sister – /'sIst@/
chair – /tSe@/ kite – /kaIt/ sit – /sIt/
cheese – /tSi:z/ shelf – /Self/
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chicken – /'tSIkIn/ leg – /|eg/ skates – /skeIts/
coat – /k@Ut/ lemon – /'lem@n/ snake – /sneIk/
lion – /'laI@n/ son – /sn/
dad – /d{d/ spoon – /spu:n/
desk – /desk/ monkey – /'mŋki/ star – /stA:/
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186
Phonetic Symbols
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English for Libya
State of Libya
Ministry of Education
bya
Curricula and Educational Research Centre
Li
N TU
E
h r
st C
l is fo
21
English for Libya Primary 1 has been specially developed for pupils in
g
Primary Grade 1.
En
Components of English for Libya Primary 1
et
of key vocabulary for each unit and word cards that pupils can cut out and
use at home.
هـ1440–1439
11000102 م2019–2018