Smiles 2 TB p001-140 29

Teacher’s Book
for Kazakhstan Grade 2
2017
Jenny Dooley – Virginia Evans

Series Consultant: Bob Obee
Translations by N. Mukhamedjanova
Introduction p. IV Programme (Contents & Syllabus) p. XVI
CONTENTS
Vocabulary Structures
1 All About Me • stand up, sit down, open your book, close I’m Berik.
your book This is my friend Dana.
(pp. 4-17) • circle, square, triangle, rectangle It’s a circle.
• red, blue, green, yellow, orange, pink What colour is it?
I like wearing my red cap.
My favourite thing is my bike.
I can play the guitar.
2 My Family and • mummy, daddy, brother, sister, grandma, This is my mummy.

grandpa What’s this? It’s a radio.
Friends (pp. 18-31) • tree house, chair, table, radio, bed This is my friend Nurlan.
3 My School • schoolbag, pen, pencil, book, ruler, rubber, What’s this?

teacher, classroom, pencil case, desk, It’s a schoolbag.
(pp. 32-45) sharpener This is my schoolbag.
• statue, house, school, fountain, street, park Turn left.
There are two big schoolbags.
This is my classroom.
4 The World • kitchen, bedroom, garden, living room, Where’s Mummy?

bathroom, bath She’s in the kitchen.
Around Us • skateboard, watch, computer, ball, camera, There’s a skateboard in the toy box.
(pp. 46-59) robot This is my skateboard.
Where’s the teddy bear from?
It’s from the UK.
5 Health and Body • hair, eyes, ears, nose, mouth It’s got yellow hair.
• a big elephant, a small mouse It hasn’t got ears.
(pp. 60-73)
• bread, pasta, milk, yogurt, meat, eggs, fish, Sweets and cakes are bad for our
sweets, cakes teeth and skin.
• teeth, bones, skin, brain, heart, muscles It’s got a big mouth.
6 Traditions and • numbers 1-50 Happy Birthday!

• burgers, chips, apples, bananas, How old are you?
Customs sandwiches, chocolate, ice cream, pizza, I like chocolate!
(pp. 74-87) orange juice, cake What’s your favourite food?
The tree is for New Year’s Day.
7 The Natural • fish, bird, frog, chimp, horse, cat, parrot, I can jump like a frog!
rabbit, snake Can you run?
Environment • swim, sing, jump, dance, run, climb, fly, hop, What’s your favourite season?
(pp. 88-101) crawl I like swimming.
• summer, autumn, winter, spring There’s a lot of wind.
• snow, rain, wind, the sun is shining Can I fly your kite?
8 My Holidays and • T-shirt, jeans, shorts, skirt, dress, hat, swimming I’m wearing my new blue jeans
trunks, swimsuit, sandals, sunglasses, raincoat, today!
Travel jumper, boots, scarf, gloves, jacket It’s cold.
(pp. 102-115) • It’s hot., It’s cold., It’s sunny., It’s raining., Let’s go to the zoo!
It’s snowing. We can go there by train!
• zoo, pool, funfair, beach, park, mountains It’s winter. It’s snowing.
Songs & Chants (pp. 116-117) Glossary (pp. 118-128)
Checkpoint Listening Activities p. 129(T) Instruments for Evaluation pp. 130(T)-140(T)

Project Culture Cross-curricular links Stories and Values Phonics
All About Me Famous Realistic and abstract The Rainbow (Respect \bl\ - \fl\
buildings and paintings (Art) and protect our planet) black
their shapes flag
My Family! Families from Small and big families The King and the Bee \D\
around the (PSHE) (Everyone is good at mother
world something) brother
Class Photos! School Days School Games (P.E.) Aldar Kosse and the \cr\ - \dr\
Greedy Farmer crayon
(Be clever) dragon
My Room! Houses around Mime and sing a song about The Fire Owl (Help others) \T\
the world parts of a house (P.E.) thief
bath
Health and Food from Sounds people make, Blonde Carrie and \f\
Body! around the sounds other things make Brunette Carrie (Real photo
world (Music) beauty is in our hearts) dolphin
A Birthday Card Traditional Food from trees or plants Mummy’s Birthday (Love \tS\
dances (Science) your family) chief
chips
My Favourite National parks Pets and their food The Drum (Be kind and \S\
Season! (Science) giving) sheep
brush
My Holidays! Weather Patterns on clothes (Art) The North Wind and the \w\
conditions in Sun (Don’t show off) whales
different wheels
countries
Activity Book (Key & Instructions) pp. 141(T)-157(T) Vocabulary and Grammar Practice (Key) pp. 158(T)-164(T)
Introduction
Smiles 2 is a modularised course specially designed to introduce young pupils to the English language. Its
highly motivated content ensures that pupils acquire the 21st Century Skills that are necessary in the modern
world. Young learners will be captivated by the adventures of Liam, Lilly and their mischievous pet, Charlie.
Through an array of activities such as stories, songs, games, sticker activities and craftwork, the pupils will find
the learning process enjoyable as they embark on their journey to discover the English language.
COMPONENTS
Pupil’s Book
The Pupil’s Book has been designed to appeal to, as well as involve, the pupils in language learning. New language
is presented in a clear and effective way by means of lively dialogues, songs, chants, games and listening activities.
The Pupil’s Book consists of eight modules.The eight modules, comprised of seven lessons, contain interesting and
captivating topics for young learners, reinforced by meaningful activities, which encourage children to think and
speak in English. Each page promotes active participation and interaction on their part, as well as the development
of their receptive and productive skills.
• Dialogues
Pupils consolidate the language learnt in simple,
yet meaningful and appealing dialogues.
• Smiles Magazine
Our World
The pupils are familiarised with culture and
ways of life in other countries through the Our
World section.
IV
Introduction
Time for CLIL
In the Time for CLIL section, the pupils explore
other fields of study (e.g. Art, Science, P.E., etc)
through English. In this way, the pupils learn
how to use English as a vehicle to approach
other subject matter.
Storytime!
Stories and folktales serve as
useful tools in the classroom.
Telling stories and reading
out loud can build essential
listening skills, teach morals
and entertain. Stories from
different cultures demonstrate
how people from all over the
world are alike.
V
Introduction
• Checkpoint
This section includes activities
consolidating the module in a
fun and creative way. It also
includes activities to help pupils
practise some English sounds
(Sounds Spot!). Upon completion
of the Checkpoint section, the
pupils colour the corresponding
face in the My Smiles Report
according to how well they did.
The Pupil’s Book also includes:

I Songs & Chants
At the end of the book, the teacher can find the lyrics of the songs and the chants that are not written in
the modules.
II Glossary
The teacher can ask the pupils to use the glossary whenever they need to.
Activity Book
The Activity Book is in full
colour and contains fun
activities which
consolidate the language
taught in each module.
The Activity Book can be
used either in class or for
homework.
VI
Introduction
The Activity Book also includes:
I Stickers
There are some exercises with stickers in the Activity Book. The type and aim of these exercises vary to give
pupils the chance to practise the new language in a motivating and appealing way. There are also some
reward stickers to give a sense of achievement and satisfaction which can be used whenever the teacher
feels that the pupils should be praised, which should be all the time!
II Board Games
There are eight board games, one per module. The aim of the board games is to provide an atmosphere
of relaxation while consolidating the language learnt.
How to play the Board Games
Divide the pupils into pairs, groups or teams. The pupils take turns to throw the dice. They have to name the
vocabulary items on the square they land on. If they land on a Play again square, they play again. If they
land on a Go back to start square, they go back to start. The winner is the pupil/group/team that reaches
Finish first.
III Sing and do!
This section includes song sheets for those teachers who wish to further exploit the songs in the modules.
They can be covered upon completion of every module or whenever the teacher thinks it is appropriate.
IV My Green Passport
Young learners are naturally curious and
open to learning about nature. The My
Green Passport section gives pupils the
opportunity to learn about nature and the
environment around them. It includes
interesting and fun activities which promote
a greater understanding and respect for
environmental issues.
V Story Cutouts
The story cutouts are at the back of the
Activity Book for the pupils to cut and store in
an envelope. They can be used to present,
practise or consolidate the dialogues in the
modules. During the first lesson, spend some
time helping your pupils to cut them out and
put them in an envelope (provide some
envelopes if necessary). Explain to them that they should always have the envelope with them.
How to Use the Story Cutouts:
• Mime and say words/phrases from the specific story and ask pupils to point to the corresponding picture.
• Pupils themselves say a word/phrase and the rest of the class must point to the corresponding picture.
• Hand out the cards and ask pupils to put them in the correct order.
VII
Introduction
Vocabulary and Grammar Practice
The Vocabulary and Grammar Practice provides additional practice on the language presented in the Pupil’s
Book. The Grammar Practice section can be covered alongside the modules in the Pupil’s Book or whenever
the teacher thinks is necessary.
Certificate of Achievement
This is filled in upon completion of the course. The aim of this certificate is to reward the pupils, as well as give
them a sense of achievement. It can be downloaded from Express Publishing’s website.
My Language Portfolio
My Language Portfolio is used to keep material that the pupils collect and use, along with any extra material
given by the teacher throughout the course. My Language Portfolio has been designed to stimulate and
support the learning of the English language. Its purpose is to help the pupils reflect on, realise their progress
in and improve their language learning.
My Language Portfolio is a tool to accompany the pupils’ language learning throughout their school life and
is suitable for documenting their learning both inside and outside the classroom.
In practice, Language Portfolios may include project work or drawings completed inside or outside the class,
DVDs (with the pupils’ favourite story or with performances of songs, school plays, etc), certificates, reports from
teachers, or even a collection of objects or pictures. It is a collection of material that the learners want to keep
as evidence of their learning. The main emphasis is on the process of learning. As a result, while compiling
their Language Portfolios, pupils learn how to work independently.
How to make a Language Portfolio
During the first lesson, explain to the pupils that they should bring in a folder, which they will have with them at
all times and in which they will keep their Language Portfolio material. For the next lesson, bring in self-adhesive
labels, write My Language Portfolio on them and help your learners stick them onto their folders. Demonstrate
how to store their material in their Language Portfolios and make sure they update it regularly.
Pupil’s Multi-ROM (Pupil’s CD/DVD)

The Pupil’s Multi-ROM includes all the vocabulary, chants, songs and dialogues so that the pupils can listen to
them at home, thus improving their pronunciation and intonation.
Teacher’s Book
The Teacher’s Book provides step-by-step lesson
plans, as well as the answers to the activities in
both the Pupil’s Book and the Activity Book. It
also contains extra ideas on how to present new
words and language patterns, additional
activities and games, as well as audioscripts for
the listening activities.
VIII
Introduction
The Teacher’s Book also includes:
Instruments for Evaluation
Evaluation is an essential part of the learning process. It helps the learners become aware of their progress in
the target language, how much they have achieved and what areas need further practice. Evaluation also
allows teachers to reflect on the validity of their teaching practices and the types of material being used.
In the Instruments for Evaluation, the teacher can find:
• Formative Evaluation Chart: The teacher uses the chart to evaluate the pupils on an activity at any time
during the course and writes the marks obtained with the help of a code. The teacher can also use the
Formative Evaluation Worksheets.
• Cumulative Evaluation Chart: The teacher uses the chart to evaluate the pupils at the end of each module
and writes the marks obtained with the help of a code.
NOTE
The following symbols have been used throughout the course so that the teachers can understand at a glance
what the focus/purpose of the activities are:
i : These activities can be done in two ways, one more demanding than the other, depending on the
strengths and weaknesses of the pupils/classes (Differentiated Instruction).
ii : These activities offer cross-curricular links as pupils learn English while focusing on other subject areas
(e.g. Maths, Science, P.E., etc).
iii : This is a pair work activity.
iv : This is a group work activity. Both pair work and group work activities promote collaborative learning.
v THINK! : These activities develop pupil’s Critical Thinking Skills such as identifying and recalling information,
selecting facts and ideas, etc.
vi : Pupils can display these activities in the classroom.
BOU
vii ME : These are personalisation activities where pupils are given the opportunity to talk and write about
A
T
themselves and their own lives.

viii : These are Formative Evaluation Worksheets that teachers can use to assess the pupils’ progress.
ix : These activities boosts the pupils’ research skills as they give the pupils the opportunity to find and use
information from the Internet.
Story Cards
The teacher can use the cards to present, practise and consolidate the stories. At the back of the cards the
teacher can find useful guidelines as to how to set the scene, present the key language/the characters, etc.
The story cards can also be used in various other ways.
How to Use the Story Cards:
Hand out the story cards or put them up on the board and:
i) mime and/or say words/phrases from the story. Ask pupils to point to the corresponding picture.
ii) ask some pupils to say a word/phrase. The rest of the class must point to the corresponding picture.
iii) play the story again with pauses. Ask pupils to put the cards in the correct order.
IX
Introduction
Teacher’s Multimedia
Resource Pack
The Teacher’s Multimedia Resource Pack
includes:
I Teacher’s Resource Pack CD-ROM
The Teacher’s Resource Pack CD-ROM
provides the teacher with additional
material which may be used in the
classroom for further exploitation of
the language learnt.
II Class CDs/DVD
The Class CDs include all the
recordings for the listening
activities in the Pupil’s Book as well
as the listening activities for the Module tests.
The DVD brings the characters to life, ensuring that the pupils have fun while learning. It is suggested that
you view each module on the DVD upon completion of the corresponding module in the Pupil’s Book.
Smiles 2 Teacher’s Resource Pack CD-ROM is divided into the following sections:
I Reinforcement and Extension Activities
These activities are done upon completion of every module. The pupils can do them on their own or in
groups. They can then file them in their Language Portfolios.
II Templates for the craftwork activities in the Pupil’s Book.
III Story Cards: These cards include the stories in the Pupil’s Book. The pupils can use them to make their own
story books.
IV Alphabet Worksheets and word cards for those teachers who wish to revise/present the English alphabet.
V Phonics activities to help pupils master the art of reading.
VI Module Tests to be covered upon completion of the corresponding modules.
Picture Flashcards
The Picture Flashcards illustrate the new vocabulary
items, enabling the teacher to use them for the
presentation of key words, revision, additional practice
and memory games. Flashcards enable the pupils to
make the connection between the visual prompts and
the spoken words and help teachers avoid the use of
translation or lengthy explanations.
X
Introduction
Posters
The posters include the vocabulary of the
modules in thematic areas.There are also cross-
curricular posters to present and practise the
topics in the Time for CLIL section.
How to Use the Posters:
Each new word or phrase is presented with a
picture clearly illustrating its meaning.
Presentation with books closed.
• Put the corresponding poster on the board.
• Point to each item and demonstrate the
word/phrase.
• The pupils listen and repeat together, then
individually.
• Point to the items in random order and elicit
the new word/phrase from the pupils.
Presentation with books open.
• Play the CD. Pause between each word/
phrase.
• The pupils repeat together and individually.
Key features of a module

I Presentation of the new language
The new language is presented through flashcards or posters. Then the pupils listen to the new vocabulary.
In each lesson plan the teacher will find detailed guidance on how to vary the presentation of new
vocabulary, as well as further reinforcement and extension activities.
II Games, Chants & Songs
Pupils at this level need a lot of opportunities to play and explore their surroundings. Playing games and
singing songs/chants provide a necessary outlet and ensure that the pupils are learning while having
fun. This is also a way of ensuring that the lesson always ends on a high note. In every module there are
songs, chants and/or games that add a creative and enjoyable element to the language classroom.
III Dialogues
The pupils are introduced to short dialogues aimed to gradually improve their reading and listening skills. In
this way, the pupils gain an appreciation for reading and are not intimidated by the written word.The dialogues
are always followed by an activity that aims to consolidate the pupils’ understanding of the dialogue.
IV Activities
There are a great variety of activities catering for all types of learners and learning styles: colouring, pair and
group work, matching, games, craftwork, etc. In this way, the pupils use the new language in a meaningful context.
XI
Introduction
V Craftwork
The pupils’ need for a hands-on approach to language learning has been catered for in Smiles 2. Craft
activities, both free and guided, develop the pupils’ hand-eye coordination and fine motor skills. At the same
time, they are given the opportunity to spend some essential time absorbing the new language while creating
things with their own hands.The teacher should always demonstrate what he/she wants the pupils to do. It is
advisable to make a model beforehand to use in class. In the Craftwork sections in the Pupil’s Book the teacher
and the pupils can find an illustration of the material needed as well as an illustration of the final product of
the craft activity. Any templates needed can be found in the Teacher’s Resource Pack CD-ROM.
VI Project Time
Project Time enables the pupils to use the new language in a personalised way by drawing and/or
attaching pictures. The pupils do the exercise orally, then complete the project in class or at home.
VII OUR WORLD
Through the OUR WORLD section, the pupils have the opportunity to explore aspects of life in other countries
and compare them with their own culture.
VIII Time for CLIL
CLIL (Content and Language Integrated Learning) aims to further expose pupils to new ideas and
concepts in curriculum subjects. The Time for CLIL section in the Pupil’s Book presents the new language
with cross-curricular material. The pupils use English to complete the activities related to other subject
areas, such as Art, Science, P.E., etc. This reinforces their language learning and promotes learner
independence and peer cooperation.
How to use the Time for CLIL activities:
Depending on the pupils’ level, L1 can be incorporated into the lesson for purposes of translation and/or
explanation. The words taught are at the teacher’s discretion. Some or all of the items from the target
vocabulary can be selected depending on the level of the class.
• Present the topic and basic vocabulary through the cross-curricular posters.
• Go through the activities in the Pupil’s Book and explain them.
• Elicit/Explain any unknown vocabulary.
• Give the pupils enough time to complete the activity.
• Check the pupils’ answers.
IX Storytime!
Reading stories from around the world helps promote the development of all language skills, communication
and self-expression.
How to present Storytime!:
• Use the picture flashcards and present the new vocabulary.
• Use the story cards and present the story.
• Play the CD.
• The pupils listen and follow along in their books.
• Play the CD again. The pupils repeat together and/or individually.
• Ask pupils to choose a role from the story and read it out loud.
• Do the activities from the Activity Book.
X Checkpoint
This section includes exercises which consolidate the module. Briefly revise the material before the pupils
complete the activities. While looking at the examples in each exercise, elicit the meanings of words and
sentences within the target structures, etc.
XII
Introduction
How to deal with the exercises in the Checkpoint section:
• There is always a sticker activity. Ask the pupils to remove the corresponding stickers and place each
one on the tip of a finger. Go over each item in the exercise and elicit the correct answer by having the
pupils show you with their fingers which sticker is the answer. Ask the rest of the class for verification.
Finally, ask the pupils to attach the corresponding sticker to the correct space. Repeat this procedure
with the remaining items.
• Explain to the pupils what they will do in the remaining exercises. Then, the pupils can:
a do the exercises as written homework for you to correct during the next lesson,
b do some exercises in class and the rest as written homework or
c do all the exercises in class.
Have the pupils work on their own so that they are able to assess their progress. Upon completion of
the Checkpoint section, the pupils record their progress in My Smiles Report. The pupils are then ready
to take the tests from the Teacher’s Resource Pack CD-ROM.
How to deal with My Smiles Report:
• Go through the three faces and elicit what each one illustrates.
• Ask the pupils to colour the corresponding face according to how well they did in the Checkpoint section.
• Ask them, in L1 if necessary, what they liked most in the module and have a brief class discussion.
XI My Green Passport
The My Green Passport section promotes an affinity with nature and makes the pupils more aware of the
environment we live in.
Teaching Young Learners

Teaching young learners is an enjoyable experience. The teacher can take his/her time and repeat an activity
as many times as he/she feels is necessary for the pupils to understand and have fun with it! Moreover, pupils
at this level do not have many inhibitions and can be very imaginative. They are naturally inquisitive,
enthusiastic and receptive to new input.
A teacher at this level should always have the following in mind:
I Encouragement: Pupils need to be reassured all the time. Go around the classroom as they carry out the
various activities and praise them. Do not over-emphasise their mistakes. Just repeat the correct word or
phrase. Criticism can be discouraging and produce poor results.
II Activities: At this level, the activities should be simple, as pupils are still developing their hand-eye
coordination. On the other hand, pupils should acquire some basic language structures. Therefore, in the
early stages, our objective should be to provide an environment of fun and enjoyment for the young
learners. This is best achieved by a thematic approach to language teaching.
III The fantasy element: Young pupils’ imaginations are very vivid and they have the ability to immerse
themselves in a fantasy world, often creating imaginary friends and sometimes pretending to be fictional
characters (e.g. Superman, Catwoman, etc). This rich imagination can be captured and encouraged by
the teacher in order to act out the dialogues from the modules in Smiles 2. Pupils are very quick to repeat
dialogues that they have heard and this ability should be utilised to its full capacity.
IV Social skills: Young pupils prefer to play on their own. The sense of being in a social group and obeying
rules is not yet fully developed. Thus, the games promote the development of social skills.
V Pupils’ need for attention: Young learners will constantly demand your attention. In order to meet their
needs, the teacher should go around the classroom, talk to them about what they are doing and, at the
XIII
Introduction
same time, elicit some vocabulary and language patterns. This is also a good time to see if they have
understood everything they have been told or whether there are things which need further explanation.
VI Attention span: A pupil’s attention span is very short, so there is a need for a variety of activities. The best
way to hold their attention is by changing activities every five to ten minutes. At the same time, they tend
to love what is familiar. Thus, you should let a favourite activity go on for as long as they are actively
engaged.
VII The ‘silent’ period: It is possible that young pupils will not produce anything in the target language during
the initial stages. This is a period of adjustment and should not alarm teachers. What we should bear in
mind is that pupils are absorbing the new language and will reproduce it naturally in their own time.
VIII Pronunciation: Young pupils are better at pronunciation than older pupils. That is because they are keener
listeners and they are not afraid to make mistakes. Thus, it is vital that teachers speak clearly, but at a
normal pace. The class should be drilled as a group before moving on to individual practice. In this way,
teachers can correct any pronunciation errors without embarrassing individual pupils, while at the same
time, giving them time to get used to the new sound(s).
Classroom Management
Creating a pleasant environment in the classroom should be one of the teacher’s very first goals. It is a good
idea for the teacher to arrive a few minutes early to welcome the pupils and have something interesting for
the early comers to do. They can listen to the song from the previous lesson, watch the DVD again or play with
the picture flashcards, identifying the book’s characters as well as the vocabulary items already presented.
The teacher should establish his/her policies from the start. Remind pupils to:
• come to class on time,
• bring their Pupil’s Book, etc,
• raise their hands when they want to ask a question and
• wait for their classmates to answer the teacher’s questions before they raise their hands to give their answers.
The teacher should empower his/her learners by:
• teaching classroom language, i.e. the teacher’s instructions, such as open your books, close your books,
etc. Classroom language is the language of communication between teacher and pupils in the classroom
and needs to be taught from day one.
• giving brief and clear oral instructions.The teacher should give or read the instructions. He/She reads them
at a slower pace, providing examples and eliciting examples from the pupils so he/she can be sure that
they know what to do.
Songs in the Language Classroom

Songs are of great value in language learning. They are vivid examples of how the language taught is used
in a real context and highlight both pronunciation and intonation. Furthermore, their rhythm enables the pupils
to remember the newly acquired language and stimulates learning.
There are numerous ways to use songs in the language classroom. You can play the CD and invite the pupils to
move and clap to the rhythm or hum to the melody. If there are lyrics frequently repeated, pupils will soon start
joining in.
Here are some ways to animate the songs:
a Total Physical Response (TPR) Activities:
– Have the pupils stand in a circle and play the song once. Sing and demonstrate the actions,
XIV
Introduction
encouraging the pupils to imitate you. Play the song again, this time asking the pupils to listen to the
song and repeat after you while doing the actions. Play the song a third time and lead the singing while
the pupils join in.
– Repeat the song/chant without the CD. Keep the rhythm by clapping your hands or snapping your
fingers. Pause before each action and invite the pupils to complete the phrase/sentence for you.
b Using props: Bring visuals or realia to class. Hand out these props to your pupils and ask them to hold up
the prop as soon as they hear the corresponding word in the song.
c Song dramatisations: Having interesting plots and characters, songs frequently offer themselves for further
exploitation through drama. The teacher can dramatise the songs into short sketches, thus motivating
his/her pupils. Assign roles and have the pupils sing their lines. Simple costumes and props can be
prepared and used to make the performance more realistic.
These are just a few suggestions on how to use the songs in the language classroom. Be as inventive as you
can, since pupils love performing.
Checking Pupils’ Progress

a Homework: As pupils are quite young, it is recommended that all work be done in class. However, it is up
to the teacher’s discretion.
b Evaluation Chart: After the pupils have completed the Checkpoint section of each module, the teacher
can fill out the Evaluation Chart. This enables the teacher to record the pupils’ progress in English.
Types of learning styles

Over the years, teachers have noticed that some of their pupils learn by listening to new information, some
pupils prefer to read about it and others need to do something with the new information. There are many
different learning styles. Consequently, a coursebook should offer a variety of exercises and material to stimulate
all learning styles and help pupils learn in the way that suits them best.
What are the types of learning styles?

Visual Learners
These learners need to see the teacher’s body language and facial expressions to fully understand the content
of the lesson. They think in pictures and learn best from visual displays including: diagrams, illustrations,
transparencies, videos, flashcards and hand-outs.
Auditory Learners
These learners learn best through verbal lectures, discussions, talking things through and listening to what
others have to say. Written information may have little meaning until it is heard. They often benefit from using a
CD player.
Tactile/Kinaesthetic Learners
Tactile/Kinaesthetic people learn best through a hands-on approach, actively exploring the physical world
around them. They find it hard to sit still for long periods and may become distracted by their need for activity
and exploration. These learners express themselves through movement. They have a good sense of balance
and hand-eye coordination. By interacting with the space around them, they are able to remember and
process information. They have to do things on their own to be able to learn the new language.
XV
Programme (Contents & Syllabus)
➤ Module 1 Sounds Spot!

In this module pupils will ... • Pupils will practise the sounds \bl\ and \fl\
talk about ... LANGUAGE FOCUS

• commands
• shapes Structures
• colours • I’m Berik. This is my friend Dana.
• Stand up!
listen to ...
• It’s a circle.
• songs practising commands, shapes and • What colour is it? It’s ...
greetings • I like wearing my red cap.
• dialogues about the character’s show • My favourite thing is my bike.
learn how to ... • I can play the guitar.
• introduce themselves and greet others Vocabulary
• give and follow commands
• commands: stand up, sit down, open your
• talk about shapes and colours
book, close your book
• shapes: circle, square, triangle, rectangle
CRAFTWORK • colours: red, blue, green, yellow, orange, pink
Pupils will ...
• make a teddy bear face using circles
PROJECT TIME
Pupils will ...
• make a poster about themselves
SMILES MAGAZINE
Our World
Pupils will ...
• talk about famous landmarks in the UK and
Kazakhstan and what shape they are
• draw or find a picture of a famous landmark
from their country and say what shape it is
Time for CLIL

Pupils will ...
• talk about abstract and realistic paintings
(Art)
Storytime!
Pupils will listen to and read ...
• a story from America about how the rainbow
and different colours were created
XVI

In this module pupils will ... • Pupils will practise the sound \D\

• family members
• things inside/outside a house Structures
• best friends • This is my mummy.
• What’s this? It’s a radio.
listen to ...
• This is my friend Nurlan.
• songs practising family members and things
inside/out a house Vocabulary
• a dialogue about Nanny meeting Liam and • family members: mummy, daddy, brother,
Lilly’s grandparents sister, grandma, grandpa
• a dialogue about Liam and Lilly’s tree house • things inside/outside a house: tree house,
• someone presenting their friends chair, table, radio, bed
learn how to ...
• identify/talk about family members
• identify things inside a house/outside of a house
• talk about their best friends
CRAFTWORK
Pupils will ...
• make a photo frame
PROJECT TIME
Pupils will ...
• draw a picture of and write about their family
SMILES MAGAZINE
Our World
Pupils will ...
• read about families from around the world
• talk about their friend’s family
• draw or bring a picture of their friend’s family
and present it to the class
Time for CLIL

Pupils will ...
• talk about big and small families (PSHE)
Storytime!
• a story from Russia about a bee helping a king
find the real rose
XVII

In this module pupils will ... • Pupils will practise the sounds \cr\ and \dr\

• school items
• places around the school Structures
• road signs • What’s this? It’s a schoolbag.
• class photos • This is my schoolbag. It’s blue.
• Turn left.
listen to ...
• There are two big schoolbags.
• songs practising school items and numbers • This is my classroom.
• dialogues about the character’s day at
school Vocabulary
learn how to ... • school items: schoolbag, pen, pencil, book,
ruler, rubber, pencil case, sharpener
• identify school items
• classroom, teacher
• say what there is around their school
• places around school: statue, house,
• understand and follow road signs
fountain, street, park
• count and talk about size
• road signs: Walk., Wait. Turn right., Turn left.,
• present class photos
You can park here., You can’t ride a bike
here.
CRAFTWORK
Pupils will ...
• make a bookmark
PROJECT TIME
Pupils will ...
• present class photos
SMILES MAGAZINE
Our World
Pupils will ...
• read about pupils’ school days
• write about their school day
Time for CLIL

Pupils will ...
• talk about school games (P.E.)
Storytime!
• a story from Kazakhstan about a greedy
farmer
XVIII

In this module pupils will ... • Pupils will practise the sound \T\

• parts of a house
• personal items Structures
• Where’s Mummy? She’s in the kitchen.
listen to ...
• Is Charlie in the living room? No, he isn’t.
• songs practising parts of the house • There’s a skateboard in the toy box.
• dialogues about Liam and Lilly’s efforts to find • This is my skateboard.
Charlie • Where’s the teddy bear from? It’s from the UK.
learn how to ...
Vocabulary
• identify parts of a house
• parts of a house: kitchen, bedroom, garden,
• say where someone/something is
living room, bathroom, bath
• say where something is from
• personal things: skateboard, watch, computer,
ball, camera, robot
CRAFTWORK • prepositions of place: in, on, under
Pupils will ...
• make a house
PROJECT TIME
Pupils will ...
• draw a picture of and write about their room
SMILES MAGAZINE
Our World
Pupils will ...
• talk about houses in the UK, Canada and
Kazakhstan
• draw or find a picture of a house from their
country and present it to the class
Time for CLIL

Pupils will ...
• act out a song about parts of a house (P.E.)
Storytime!
• a story from Canada about an owl helping an
Inuit family get their fire back
XIX

In this module pupils will ... • Pupils will practise the sound \f\

• parts of the face
• size Structures
• healthy/unhealthy food • It’s got yellow hair.
• It’s got ... . It hasn’t got ... .
listen to ...
• Bread and pasta are good for ... .
• songs practising parts of the face and size • Sweets and cakes are bad for ... .
• dialogues about the characters’ toys
Vocabulary
learn how to ...
• parts of a body: hair, eyes, ears, nose, mouth,
• identify parts of the face
teeth, bones, skin, brain, heart, muscles
• describe toys
• food: bread, pasta, fruits, vegetables, milk,
• say which food is good/bad for them
yogurt, meat, eggs, fish, sweets, cakes
• size: a big elephant, a small mouse
CRAFTWORK
Pupils will ...
• make a funny face book
PROJECT TIME
Pupils will ...
• draw a picture of and write what they like
eating and why it is good for them
SMILES MAGAZINE
Our World
Pupils will ...
• talk about food from the UK, Italy and
Kazakhstan
• draw a picture of their favourite dish from
their country and write what’s in it and why it
is good for them
Time for CLIL

Pupils will ...
• talk about sounds (Music)
Storytime!
• a story from Belgium about two sisters
XX

In this module pupils will ... • Pupils will practise the sound \tS\

• age and birthdays
• food items Structures
• numbers 1-50 • I’m happy today. It’s my birthday.
• Happy Birthday! How old are you?
listen to ...
• I’m seven.
• songs about birthdays • I’m after ten, but before thirty.
• dialogues about Lilly’s birthday and her • The tree is for New Year’s Day.
surprise party • I like burgers! I don’t like chips.
• a song practising food items • What’s your favourite food?
• children talking about their food preferences My favourite food is sandwiches!
learn how to ...
Vocabulary
• say how old they are
• numbers: 1-50
• wish Happy Birthday
• food and drink items: burgers, chips, apples,
• identify food items
bananas, sandwiches, chocolate, cake
• talk about food preferences
• count
• say what things are for
CRAFTWORK/PROJECT TIME
Pupils will ...
• make a birthday card
SMILES MAGAZINE
Our World
Pupils will ...
• talk about traditional dances from Scotland,
Kazakhstan and Spain
• find a picture of a traditional dance in their
Time for CLIL

Pupils will ...
• learn which fruit/vegetables grow on trees and
which on plants (Science)
Storytime!
• a story from Sri Lanka about a girl trying to find
a present for her mother
XXI
➤ Module 7 Storytime!
In this module pupils will ... Pupils will listen to and read ...
• a story from India about a boy wanting a
talk about ...
drum
• animals and what they can/can’t do
• what they can/can’t do Sounds Spot!
• seasons
• weather • Pupils will practise the sound \S\
listen to ... LANGUAGE FOCUS

• songs practising animals and abilities
• dialogues about the characters finding a Structures
female chimp • I can jump like a frog!
• children talking about their favourite season • Can you run? No, I can’t.
• people asking for and giving/refusing • What’s your favourite season? Summer. Why?
permission Because I like swimming.
• There’s a lot of wind.
learn how to ...
• Can I fly your kite? Yes, of course.
• identify animals • Lilly can run and jump. She can’t climb or
• talk about animals and what they can/can’t dance.
do
• talk about ability Vocabulary
• talk about the seasons and weather • animals: fish, bird, frog, chimp, horse, cat,
• ask for and give permission parrot, rabbit, snake
• actions: swim, sing, jump, dance, run, climb, fly,
CRAFTWORK hop, crawl
Pupils will ... • seasons: winter, spring, summer, autumn
• weather: snow, rain, wind, the sun is shining
• make an animal mask
PROJECT TIME
Pupils will ...
• draw a picture of their favourite season and
write about what they can do then
SMILES MAGAZINE
Our World
Pupils will ...
• talk about national parks in England, Turkey
and Kazakhstan
• find a picture of a national park in their
Time for CLIL

Pupils will ...
• learn about pet food (Science)
• do a project about pets
XXII

In this module pupils will ... • Pupils will practise the sound \w\

• clothes
• the weather Structures
• holiday places and means of travelling • I’m wearing my new blue jeans today.
• I love holidays!
listen to ...
• It’s sunny and it’s hot.
• songs practising clothes and the weather • Let’s go to the zoo!
• dialogues about the characters having fun on • We can go there by train!
holiday • It’s winter. It’s snowing.
• children talking about what they are wearing
Vocabulary
learn how to ...
• clothes and accessories: T-shirt, jeans, shorts, skirt,
• talk about clothes and describe what they are
dress, hat, swimming trunks, swimsuit, sandals,
wearing
sunglasses, raincoat, jumper, boots, scarf, gloves,
• identify and talk about different weather
jacket
conditions
• weather conditions: It’s hot., It’s cold., It’s sunny.,
• talk about holiday places and how to get there
It’s raining., It’s snowing.
• places: zoo, pool, funfair, beach, park,
CRAFTWORK mountains
Pupils will ... • means of travelling: by bike, by bus, by train,
• dress paper dolls on foot, by car, by plane
PROJECT TIME
Pupils will ...
• draw a picture of and write what they are
wearing
SMILES MAGAZINE
Our World
Pupils will ...
• talk about weather conditions in the UK,
Kazakhstan and Mexico
• find a picture of their town/city and present it
to the class
Time for CLIL

Pupils will ...
• talk about patterns on clothes (Art)
Storytime!
• a story from Greece about the fight between
the North Wind and the Sun
XXIII
1 Sing the Hello song!
(See p. 116)
2 Listen. Repeat.
Talk with your friend.
I’m Berik. This is
my friend, Dana.
Hello, Berik!
Hello, Dana!
4
Module 1
Lesson 1 you. Follow the same procedure and present the rest
of the song. (This is Lilly. Say hello! This is Nanny. Say
Aims hello! This is Charlie. Say hello!)
To practise introductions and greetings; to
introduce/reunite pupils with the characters; Play the CD. The pupils listen to the song. Divide the
to understand and follow commands. pupils into four groups and assign a verse to each
group. Play the song again. The pupils sing the
Language focus assigned verses.Time permitting, play the song a third
• I’m Berik. This is my friend, Dana. Hello, Berik! time for the pupils to sing the song as a class.
Hello, Dana!
• Stand up! AUDIOSCRIPT
Target vocabulary Say hello! Say hello!
• greetings This is Liam! Say hello!
• commands: stand up, sit down, open your Say hello, hello, hello!
book, close your book
Say hello! Say hello!
Extra materials This is Lilly! Say hello!
• Flashcards (1-4). Say hello, hello, hello!
Say hello! Say hello!
This is Nanny! Say hello!
BEGINNING THE LESSON Say hello, hello, hello!
(Activities to introduce oneself and greet others.) Say hello! Say hello!
This is Charlie! Say hello!
Welcome your class by saying Hello several times.
Say hello, hello, hello!
Write your name on the board and introduce yourself
to the class. Point to your name and to yourself and (See the Introduction for further ideas on how to exploit
say: Hello, I’m (Miss Evans). Encourage the pupils to the songs.)
greet you back. Stand in front of a pupil and say:
Hello, I’m (Miss Evans). What’s your name? Encourage 2 Listen. Repeat. Talk with your friend.
the pupil to respond. Repeat with as many pupils as (Track 03 CD1)
you think is necessary.
Point to Berik and Dana, one at a time, and say: This
is Berik and this is Dana. The pupils repeat, chorally
PRESENTATION AND PRACTICE and/or individually. Encourage the pupils to greet
(Activities to present and activate the new language.) them by saying hello to them.
Play the CD. The pupils listen and repeat, chorally
1 Sing the Hello song! (Track 02 CD1) and/or individually. Ask two pupils to read out the
(An activity to present/reunite the pupils with the speech bubbles. Then the pupils act out similar
characters and practise greetings.) exchanges. Check round the class, providing any
necessary help.
Pupils’ books closed. Present/Revise the names of the
characters. Hold up the cover of your book, point to Suggested Answer Key
Liam and ask: Who’s this? Elicit: Liam. Follow the same A: I’m Damir. This is my friend, Gulnara.
procedure and present/elicit Lilly and Charlie. Name B: Hello, Damir. Hello, Gulnara.
the characters in random order. Ask the pupils to
point to them.
Pupils’ books open. Refer the pupils to the characters
in Ex. 1. Point to Nanny Rose and elicit/present her
name. Present the song. Point to Liam and say: This is
Liam. Say hello! Encourage the pupils to repeat after
4(T)
Module 1
• Listen, point and repeat. (Track 04 CD1) Open your books, close your books,
Keep moving!
FLASHCARDS (1-4) Open your books, close your books,
Keep moving!
Pupils’ books closed. Put up the flashcards on the board, Open your books, close your books,
one at a time, and say the corresponding phrases. The Keep moving,
pupils repeat, chorally and/or individually. Then mime We are at school today!
the commands in random order.Ask individual pupils to (See the Introduction for further ideas on how to exploit
say the appropriate command. Ask the rest of the class the songs.)
for verification. Then say each command and ask the
pupils to follow them.
ENDING THE LESSON
Pupils’ books open. Play the CD. The pupils listen,
point to the pictures and repeat the words. Play the (An activity to consolidate the language of the lesson.)
CD again pausing after each command. The pupils Play Simon Says. Explain to the pupils that they are to
repeat, chorally and/or individually. follow the commands only if they are preceded by
Simon Says.
3 Read and number the pictures. e.g. Teacher: Simon says, Stand up!
(The pupils stand up.)
Refer the pupils to the pictures and read the
Teacher: Sit down!
commands. Explain the activity. The pupils number
(The pupils remain as they are.) etc
the pictures. Check their answers.
a 4 b 1 c 3 d 2 ACTIVITY BOOK (Optional)
If you wish, you can do page 4 from the Activity Book
4 Sing the Keep moving song and do! during this lesson or the next one.
(Track 05 CD1)
Mime and say: Stand up, sit down! Keep moving! The
pupils repeat after you. Follow the same procedure to
present the rest of the song.
Play the CD.The pupils listen and look. Divide the class
into two groups and assign a verse to each group.
Play the song and each group sings the assigned
verse. Play the song a third time. The pupils sing and
do the corresponding actions.
AUDIOSCRIPT
Stand up, sit down,
Keep moving!
Stand up, sit down,
Keep moving!
Stand up, sit down,
Keep moving,
We are at school today!
5(T)
stand up sit down open your book close your book
3 Read and number the pictures.
a b
c d
4 Sing the Keep moving song and do!

(See p. 116) 5
5 Trace the shapes. Then write and say.
3 It’s a ____________ .
2 It’s a ____________ .
1 It’s a ____________ .
6 Sing the Shapes song

and do! (See p. 116)
This is a circle
In the air,
This is a circle
On the ground,
A circle, a circle. ...
4 It’s a ____________ .
6
It’s a circle.
Module 1
Lesson 2 Pupils’ books open. Play the CD.The pupils listen, point
to the pictures and repeat the word. Play the CD again
Aims pausing after each word. The pupils repeat, chorally
To identify and talk about shapes. and/or individually.
Language focus
• It’s a circle. 5 Trace the shapes. Then write
• Are you ready? What’s the matter? and say.
Target vocabulary Explain the activity.The pupils trace the shapes.Then they
• shapes: circle, square, triangle, rectangle point to and name the shapes. For stronger classes, the
Cross-curricular links pupils complete the sentences.
• Maths (Ex. 5) Answer Key
Differentiated Instruction 1 circle 3 triangle
• Ex. 5; 2 square 4 rectangle
• Ex. 8 (Extension activity)
It’s a circle. It’s a triangle.
THINK! Thinking Skills It’s a square. It’s a rectangle.
• To interpret visual information (Ex. 8).
Extra materials 6 Sing the Shapes song and do!
• Flashcards (5-8); (Track 07 CD1)
• Story cutouts from the Activity Book for Ex. 8 Draw an imaginary circle in the air as you say: This is a
Extension Activity (Optional). circle in the air. The pupils repeat after you. Then draw
an imaginary circle on the ground as you say: This is a
circle on the ground. The pupils repeat after you. Follow
BEGINNING THE LESSON the same procedure to present the rest of the song.
(An activity to revise the language taught in the previous Play the CD.The pupils listen to the song. Divide the class
lesson.) into four groups and assign a verse to each group. Play
the song again. The pupils sing their assigned verse.
Mime opening a book and elicit the command from
Encourage the pupils to draw imaginary shapes in the
the pupils. Repeat the procedure with the remaining
air and on the ground as they sing.Time permitting, play
commands.
the song a third time for the pupils to sing the song as
Play the Keep moving song from the previous lesson a class.
(Track 05 CD1). Invite the pupils to sing along.
AUDIOSCRIPT
PRESENTATION AND PRACTICE This is a circle
In the air,
(Activities to present and activate the new language.) This is a circle
On the ground,
FLASHCARDS (5-8) A circle, a circle.
This is a square
• Listen, point and repeat. (Track 06 CD1)
In the air,
Pupils’ books closed. Put up the flashcards on the This is a square
board. Point to the shapes, one at a time, and name On the ground,
them. The pupils repeat, chorally and/or individually. A square, a square.
Point to the shapes in random order and elicit the
This is a triangle
appropriate word from the pupils.
In the air,
This is a triangle
On the ground,
A triangle, a triangle. 6(T)
Module 1
This is a rectangle ENDING THE LESSON
In the air,
This is a rectangle (An activity to consolidate the language of the lesson.)
On the ground, Ask two pupils to come to the front of the classroom.
A rectangle, a rectangle. Tell one of the pupils to turn his/her back to the other
(See the Introduction for further ideas on how to exploit pupil.Then ask the other pupil to draw a shape on the
the songs.) pupil’s back using his/her finger, but without saying
what it is. The pupil has to guess the shape. Then they
swap roles. Continue with the rest of the class.
7 Listen and read. (Track 08 CD1)
Set the scene by asking the pupils questions. ACTIVITY BOOK (Optional)
e.g. Teacher: (pointing to picture 1) Is Liam ready? If you wish, you can do page 5 from the Activity Book
Class: Yes! during this lesson or the next one.
Teacher: Yes, Liam is ready! (pointing to Lilly in
picture 2 and shaking head) Is Lilly
ready, too?
Class: No! etc
Play the CD and ask the pupils to listen and follow the
dialogue in their books.
8 THINK! Tick (✓).

Explain the activity. The pupils look at the pictures,
read the dialogue silently and tick the right shape.
Check the pupils’ answers.
Answer Key
Stand in the circle.
Play the CD again pausing for the pupils to repeat,
chorally and/or individually. Assign roles and ask
individual pupils to read the dialogue out loud.
Extension Activity (Optional)

• For stronger classes: Select a short exchange from
the dialogue for the pupils to act out in pairs. Allow
them some time to rehearse their exchanges.
Encourage them to come to the front and perform
their exchanges.Alternatively, assign roles and have
the pupils come to the front and act out the whole
dialogue.
• For weaker classes: Ask the pupils to take out the
story cutouts. Ask them to shuffle them. Play the
dialogue for the first frame. Ask the pupils to show
you the corresponding cutout.
7(T)
circle square triangle rectangle
7 Listen and read.

1 What’s the matter?
2
Are you
ready?
Yes, Nanny.
Look!
Oh, Nanny!
Help!
3 4
Stand in
the circle.
Are you
ready now?
Oh, yes!
Let’s go!
8 THINK! Tick (✓). Stand in the . 7

red
9 Listen and colour. Talk with your friend.
10 Let’s sing!
Goodbye, Goodbye,
Bye-bye and see you soon!
It’s time to go,
Goodbye to all of you!
8
What colour is it? – It’s ... .
Module 1
Lesson 3 9 Listen and colour. Talk with your
Aims friend. (Track 10 CD1)
To present/revise colours and shapes.
Elicit the shapes from the pupils. Ask them to take out
Language focus their green, yellow, blue and red coloured pencils. Play
• What colour is it? the CD, twice if necessary. The pupils listen and colour
• There’s Mummy. There’s Daddy. But where’s the shapes. Check the pupils’ answers by asking them
Charlie? to tell you what colour each shape is.
Target vocabulary
AUDIOSCRIPT
• colours: red, blue, green, yellow, orange,
pink Look at the circle! Colour the circle blue.
Look at the square! Colour the square red.
Differentiated Instruction Look at the triangle! Colour the triangle green.
• Ex. 10 (Extension activity) Look at the rectangle! Colour the rectangle yellow.
Extra materials Answer Key
• Flashcards (9-14);
rectangle – yellow
• Story cutouts from the Activity Book for Ex. 12
triangle – green
Extension Activity (Optional).
circle – blue
square – red
BEGINNING THE LESSON The pupils then work in pairs. One pupil thinks of one
of the shapes.The other pupil asks for its colour to find
(An activity to revise the language taught in the
it. Then they swap roles. Demonstrate this yourself first.
previous lesson.)
Go around the classroom providing any necessary
Draw the shapes in the air, one at a time, and say the help. Ask some pairs to report back to the class.
corresponding word for each. Repeat one more time.
Suggested Answer Key
Then say a shape and ask individual pupils to draw it
in the air. A: (thinks of circle)
B: What colour is it?
Play the Shapes song from the previous lesson (Track A: It’s blue.
07 CD1). Invite the pupils to sing along. B: It’s the circle. (thinks of rectangle)
A: What colour is it?
PRESENTATION AND PRACTICE B: It’s yellow.
A: It’s the rectangle. etc
(Activities to present and activate the new language.)
FLASHCARDS (9-14)
10 Let’s sing! (Track 11 CD1)
Gesture and say: Goodbye, goodbye. The pupils repeat
• Listen, point and repeat. (Track 09 CD1) after you. Then mime and say: Bye-bye and see you
soon! The pupils repeat after you. Follow the same
Pupils’ books closed. Put up the flashcards on the board,
procedure to present the rest of the song.
one at a time, and name the colours.The pupils repeat,
chorally and/or individually. Point to each flashcard in Play the CD. The pupils listen and follow along in their
random order. Ask individual pupils to name the colour. books. Play the song again. The pupils listen and sing
Ask the rest of the class for verification. Point to various along.
items in the classroom. Ask: What colour is it? Elicit their (See the Introduction for further ideas on how to exploit
colours. the songs.)
Pupils’ books open. Play the CD. The pupils listen, point
to the pictures, and repeat the words. Play the CD again
pausing after each word. The pupils repeat, chorally
and/or individually.
8(T)
Module 1
11 Listen and read. (Track 12 CD1) ENDING THE LESSON
Refer the pupils to pictures in the dialogue and set the (An activity to consolidate the language of the lesson.)
scene.
Ask the pupils to take out their red, blue, green, yellow,
e.g. Teacher: (pointing to Daddy in picture 1) Who’s
orange and pink coloured pencils. Name a colour.
this?
Ask the pupils to raise their corresponding coloured
Class: Daddy!
pencils. Repeat with the rest of the colours.
Teacher: There’s Mummy.There’s Daddy. Can you
see Charlie?
ACTIVITY BOOK (Optional)
Class: No!
Teacher: (pointing to Charlie in picture 2) There’s If you wish, you can do page 6 from the Activity Book
Charlie. Sit here and be good. etc during this lesson or the next one.
12 Circle.
Explain the activity.The pupils look at the pictures, read
the dialogue silently and circle the right word. Allow the
pupils some time to complete the activity. Check their
answers.
Answer Key
Goodbye, everyone!

dialogue.
9(T)
blue green yellow orange pink
11 Listen and read. Now, Charlie.

Sit here and
1 2 be good!
There’s Mummy.
There’s Daddy. But
where’s Charlie?
3 4
Goodbye,
everyone!
12 Circle. Hello / Goodbye, everyone! 9

13 THINK! Use the code and colour the picture.
yellow red blue green
10
Module 1
Lesson 4 PRACTICE
Aims (Activities to consolidate the language of the module.)
To consolidate the language of the module; to
talk about themselves; to develop fine motor 13 THINK! Use the code and colour
skills through craftwork; to make a poster about the picture.
themselves.
Explain the activity. Allow the pupils some time to use
Language focus the code and colour in the shapes. Then elicit the
• My name’s ... . , I am ... years old. colours by pointing to the shapes and asking pupils
I am from ... . I like wearing ... . I can ... . to tell you what colour they are.
Target vocabulary
• Consolidation
Cross-curricular links
CRAFTWORK
• Maths (Ex. 13, Craftwork) Before going into class
THINK! Thinking Skills Photocopy the face of a teddy bear template
• To interpret and understand shapes (Ex. 13).
from the Teacher’s Resource Pack CD-ROM,
Extra materials one per pupil. Also, have scissors, glue and
• Flashcards (9-14); coloured pencils ready or ask the pupils to
• Photocopy of the face of a teddy bear bring their own in the previous lesson.
template from the Teacher’s Resource Pack
CD-ROM, scissors, glue, coloured pencils for Tell the pupils that they are going to make the face of a
the Craftwork activity; teddy bear using circles only. Hand out the photocopies.
• Set of cards: 2 squares, 2 circles, 2 triangles Guide them through the cutting and gluing together of
and 2 rectangles for the Ending the Lesson the circles. Go around the classroom providing any
activity; necessary help. While the pupils are doing the craftwork,
• Formative Evaluation worksheet for Module 1, feel free to play any song from the module. Make sure
one for each pupil. you display their work somewhere in the classroom.
BEGINNING THE LESSON

(An activity to revise the language taught in the previous
lesson.)
FLASHCARDS (9-14)
Hand out the flashcards. Call out a colour, e.g. blue.

The pupil with the corresponding flashcard holds it
up for the rest of the class to see. Repeat with the rest
of the flashcards.
Play the Goodbye song from the previous lesson
10(T)
Module 1
(Activities to practise talking about oneself.) ENDING THE LESSON
14 Look, read and complete. Listen and (An activity to consolidate the language of the lesson.)
check. (Track 13 CD1) Ask the pupils to tell the class something that shows
Write the phrase All About Me on the board. Explain who they are (e.g. favourite colour/thing/subject,
what it means. Explain, in L1 if necessary, that there are what they like wearing, etc).
some things that show who we are. e.g. Pupil: My favourite colour is pink.
Write the following on the board:
My name’s ___________ .
Formative Evaluation
I am ___________ years old.
I am from ___________ .
My favourite colour is ___________ .
My Family: ___________ If you wish, you can do page 7 from the Activity Book
My favourite things: ___________ during this lesson or the next one.
I like wearing: ___________
My favourite subjects: ___________
I can: ___________
Go through the incomplete list and give examples
about yourself. During this procedure, explain/elicit
any unknown words/phrases.
Refer the pupils to the activity. Go through the list of
the missing words and explain/elicit their meaning.
Allow the pupils some time to complete the poster.
Play the CD, twice if necessary. The pupils listen and
check their answers. Ask some pupils to read out from
the poster.
Answer key
1 eight 3 cap 5 guitar
2 blue 4 bike 6 music
BOU
15
A
T
ME Over to you: Make an All About

Me poster. Present it to the class.
Explain the activity. The pupils use the poster in Ex. 14
as a model and produce a similar one about
themselves. You can assign this for homework. During
the next lesson, encourage the pupils to present their
work to the classroom. Make sure you display their
work somewhere in the classroom.
11(T)
14 Look, read and complete. Listen and check.
• guitar • bike • eight • blue • cap • Music
My name is Sultan.
I am 1) __________ years old.
I am from Astana.
My Family
My mummy: Gulnara
My favourite My daddy: Damir
colour
My sister: Assel
is 2) My brother: Aidar
___________ .
I like wearing:
My favourite things: • my blue trousers
• my kite • my red 3) ___________
• my 4) ___________
My favourite I can ...

subjects:
• Art • play the 5) ___________ .
• play football.
• 6) ___________
• say hello/goodbye in English,
• P.E.
Kazakh and Russian.
BOU
15 Over to you: Make an All About Me poster.
A
T
ME
Present it to the class.
11
1 Listen and read.
This is the London

Eye in England.
It’s a circle.
This is the
Palace of Peace
and Reconciliation
in Kazakhstan. It’s a
pyramid. Each side
is in the shape of
a triangle.
• Find a picture of a place in your country. What shape

is it? Present it to the class.
12
Module 1
Our World – Time for CLIL
Aims • Find a picture of a place in
To learn about famous landmarks and their your country. What shape is it? Present
shapes; to explore other subject areas (Art); to it to the class.
understand the differences between realistic Explain the activity. Brainstorm for landmarks and
and abstract art. write their names on the board. The pupils then draw
Language focus a picture of the landmark and write its shape. They
• This is the London Eye in England. present their drawing to the class. Alternatively, the
It’s a circle. pupils can do this at home. They can find pictures of
a place in their country or around the world.
Target vocabulary
• realistic, abstract Suggested Answer Key
• Geography (Ex. 1)
Extra materials
• A map of the world for Ex. 1;
• The Realist and Abstract Paintings poster;
• Pictures of realistic and abstract art for the
Ending the lesson activity.

(An activity to revise shapes.)
This is an EXPO building in Astana. It’s in the shape of
Point to an object in the classroom, e.g. a round clock. a circle.
Ask a pupil to name the shape. Repeat the procedure
with other shapes.
OUR WORLD
(Activities to learn about famous landmarks and their
shapes.)

Pupils’ books closed. Put up the world map. Point
to London, UK, and say: This is London. Explain, in L1 if
necessary, that London is the capital city of the UK. Ask
the pupils to tell you if they know anything about this
country, e.g. what colour its lag is, famous people, etc.
Follow the same procedure and present Kazakhstan, too.
Pupils’ books open. Refer the pupils to the pictures of
the landmarks and present them. Elicit their shape.
Play the CD. The pupils listen and follow along in their
books.Then ask some pupils to read out from the texts.
12(T)
Module 1
TIME FOR CLIL (Art) ENDING THE LESSON
(Activities to talk about realistic and abstract art.) (An activity to consolidate the language of the lesson.)
2 Realistic or abstract? Look and match. Display the pictures of the paintings you have
brought to class on the board. Ask the pupils to say
POSTER which ones are realistic and which ones are abstract.
Pupils’ books closed. Put up the Realistic and Abstract

Paintings poster on the board. Ask the pupils to look at
the paintings and say how they differ, in L1 if necessary.
Explain to them that some paintings are realistic: You
can tell by looking at it what the painting is about. Other
paintings are abstract: It is not obvious what the
paintings show. Point to the first painting and say: This is
a realistic painting. The pupils repeat after you. Repeat
the same procedure for the rest of the paintings.
Pupils’ books open. Point to picture 1 and ask the
pupils to say abstract or realistic. Repeat for the
remaining pictures. Explain the task. Allow the pupils
some time to match the paintings to the words.
Check their answers.
Answer Key
1 A 2 B 3 B 4 A
3 Make your own Shape Art . Present

it to the class.
Read the instructions and explain the activity. Point to the
examples and explain to the pupils that they will make
their own piece of art using shapes.You can assign this
as homework. During the next lesson encourage the
pupils to present their art work. Make sure you display
their work somewhere in the classroom.
13(T)
2 Realistic or abstract? Look and match. Art
1 3
T IC
L IS CT
R EA RA
A. B ST 4
A
2 B.
3 Make your own Shape Art . Present it to the class.
13
A story from America
4 Listen and read. Act out the story.

Where are my
1 Oh, there are 2 paints? Where are
no colours! my paintbrushes?
3 4 Yellow flowers!
How pretty!
A blue river!
How pretty!
5 6
Green grass!
How pretty!
14
Storytime!
Module 1
Storytime! (The Rainbow)
STORY CARDS
Aims
To develop listening and reading comprehension Use the story cards to present the story.
skills through a story; to listen to and read a story
(See the Introduction on how to use the story cards.)
from America about how the rainbow and the
different colours were created.
Language focus
(Track 16 CD1)
• Oh! There are no colours! Now there are
colours everywhere! How pretty! Well done! Play the CD. The pupils listen and follow along in their
books. Play the CD again. The pupils repeat, chorally
Target vocabulary
• paint, paintbrush, grass, river, bird, rainbow
Read the Smiles Values! and have a discussion with
Extra materials
the pupils, in L1 if necessary, about the moral of the
story. Tell the pupils that it is very important to respect
• Photocopies of the story cards from the
and protect our planet.Tell them that it doesn’t matter
Teacher’s Resource Pack CD-ROM, one set
if your contribution is big or small. What really matters
per pupil.
is to help one another with whatever abilities you
have, just like the little birds did when they helped to
make the world prettier. That way, we can all respect
BEGINNING THE LESSON and protect our colourful planet!
(An activity to introduce the theme of the lesson.) Put up the story cards in random order. Ask the pupils
Ask individual pupils to tell you their favourite colour. to come and put the cards in the right order. Play the
Point to objects in the classroom and ask pupils to CD for verification.
name the colours. Write the word rainbow on the Assign roles and allow the pupils, in groups, some time
board and elicit/explain its meaning. If you wish, to rehearse. Ask the groups to act out the story. They
teach the colours of the rainbow during this stage. can use the story cards for help.
[An easy way to remember the order of the colours
of the rainbow is by memorising the acronym Extension Activity (Optional)
VIBGYOR (violet, indigo, blue, green, yellow, orange
and red).] Then have a class discussion, in L1 if Before going into class
necessary, on what the world would be like without
colours (boring, dull, etc). Explain to the pupils that Photocopy the story cards from the Teacher’s
they are going to read a story from America about Resource Pack CD-ROM, one set per pupil.
how the rainbow was created.
Hand out the story cards. Ask the pupils to colour them
and use them to make their own story books.
FLASHCARDS (15-20)

Pupils’ books closed. Put up the flashcards on the
board, one at a time, and say the corresponding
words. The pupils repeat, chorally and/or individually.
Point to each item in random order. Ask individual
pupils to name the item. Ask the rest of the class for
verification.
14(T)
Module 1
ENDING THE LESSON
(An activity to consolidate the theme of the lesson.)
Project: My rainbow
Ask the pupils to use their colouring pencils and draw
and colour their own rainbow. Display the pupils’ work
around the classroom.

during this lesson or the next one.
15(T)
paint paintbrush grass river bird rainbow
7 8
Look at the birds!

Look at the colours!
Now there are
colours everywhere!
9 10 Well done,
little birds!
Wow! What a
pretty rainbow!
Respect and
protect our 15
colourful planet!
1 Complete. Then find the at the back of the book!
1 stand up 3 open y________
our book
2 sit d__________
own 4 c_________
lose your book
1 2
3 4
2 Write.
o r a n g e r e d
y e l l o w g r e e n
b l u e p i n k
16
3 Listen and draw.
2
1
(For Audioscript, see p. 129(T).)
4 Listen, point and repeat. Then read.
bl fl
Look at my black flag!

black flag
My Smiles Report
17
1 Complete. Then say.
4 __________
3 __________
2 __________
5 __________
1 grandpa
This is
my family!
2 Sing the My family song!
(See p. 116)
Come and meet my family,
Come and meet my family!
18
This is my mummy/daddy/...
Module 2
Lesson 1
1 Complete. Then say.
Aims
To introduce family members. Refer the pupils to the picture and explain the activity.
Allow the pupils some time to complete the activity.
Language focus Then the pupils in the role of Liam point to the family
• This is my family. members and present them. Explain to the pupils that
• Hello, Mummy! they can refer to the sentence at the bottom of their
• Hello, Daddy! Pupil’s Book for help. For weaker classes, the pupils
Target vocabulary can simply identify the family member. Check their
• family members: mummy, daddy, sister, answers.
brother, grandma, grandpa Answer Key
Differentiated Instruction 2 sister 4 mummy
• Ex. 1; 3 grandma 5 daddy
(This is my) grandpa.
Extra materials (This is my) sister.
• The My Family poster; (This is my) grandma.
• Story cutouts from the Activity Book for Ex. 4 (This is my) mummy.
Extension Activity (Optional). (This is my) daddy.
2 Sing the My family song! (Track 20 CD1)

BEGINNING THE LESSON Point to the characters, gesture with your hand and
(An activity to revise the language taught in the previous say: Come and meet my family! The pupils repeat
lesson.) after you.Then point to each corresponding character
while saying: Mummy, Daddy, Lilly and me (pointing to
Mime opening a book and elicit the command from yourself). The pupils repeat after you. Follow the same
the pupils. Repeat the procedure with the remaining procedure to present the rest of the song.
commands from the previous module. Then say
colours and ask individual pupils to name as many Play the CD. The pupils listen to the song. Divide the
colours as they can remember. Repeat the activity pupils into two groups and assign a verse to each
with the shapes. group. Play the song again for the groups to sing their
assigned verses.Time permitting, play the song a third
time for the pupils to sing the song as a class.
PRESENTATION AND PRACTICE
(Activities to present and activate the new language.) AUDIOSCRIPT
Come and meet my family,
POSTER Come and meet my family!
Mummy, Daddy, Lilly and me,
• Listen, point and repeat. (Track 19 CD1) Come and meet my family!
Pupils’ books closed. Put up the My Family poster on the Come and meet my family,
board. Point to each member of the family, one at a time, Come and meet my family!
and present them. The pupils repeat, chorally and/or Grandma, Grandpa, Liam and me,
individually. Point to each member in random order. Ask Come and meet my family!
individual pupils to say the word. Ask the rest of the class
(See the Introduction for further ideas on how to exploit
for verification. Elicit/Present the word brother.
the songs.)
to the pictures and repeat the words. Play the CD again
18(T)
Module 2
Set the scene by asking the pupils questions about (An activity to consolidate the language of the lesson.)
what they can see in the pictures.
Tell the pupils that they are going to play a game
e.g. Teacher: (pointing to Mummy and Daddy in
called Telepathy. The pupils form pairs. Put up the My
picture 1) Who are they? Mummy
Family poster on the board. Tell the pupils to choose
and ...
one family member without letting his/her partner
Class: Daddy!
know. The other pupil has to guess what he/she is
Teacher: (pointing to picture 2 and miming
thinking of. Then they swap roles and play again.
closing eyes) Close your eyes!
e.g. Pupil 1: (thinks of Mummy)
Class: (Children close their eyes) etc
Pupil 2: Daddy?
Play the CD and ask the pupils to listen and follow Pupil 1: No!
along in their books. Pupil 2: Grandma?
Pupil 1: No!
4 Tick (✓). Pupil 2: Mummy?
Pupil 1: Yes! etc
read the dialogue silently and tick the right sentences. ACTIVITY BOOK (Optional)
Answer Key
Hello, Mummy! Hello, Daddy!

dialogue.
you the corresponding cutout. Repeat with the rest
of the dialogue.
19(T)
mummy daddy sister grandma grandpa
3 Listen and read.
1 2 Close your
eyes!
Hello,
Mummy!
OK.
Hello,
Daddy!
4 Hello, Liam!
3
Hello, Lilly!
Open your
eyes now. Nanny. This
is Grandma
and this is
Grandpa.
4 Tick (✓). Hello, Mummy! Hello, Daddy! Hello, Nanny! 19

5 Look, read and number. Talk with your friend.
a radio b bed c chair d table
6 Sing the My Tree House song!

(See p. 116)
Come to my tree house,

Come with me!
20
What’s this? – It’s a radio.
Module 2
Lesson 2 each flashcard in random order. Ask individual pupils
to say the word. Ask the rest of the class for verification.
Aims
To identify and describe things inside/outside a Pupils’ books open. Play the CD. The pupils listen,
house. point to the pictures and repeat the words. Play the
CD again pausing after each word.The pupils repeat,
Language focus chorally and/or individually.
• What’s this...?
• It’s a radio. 5 Look, read and number. Talk with
• Come to my tree house.
your friend.
Target vocabulary
Point to number 1 and ask: What’s this? Elicit: It’s a
• things inside/outside a house: tree house,
radio. Follow the same procedure and elicit the rest
chair, table, radio, bed
of the items. Then ask the pupils to number the words.
THINK! Thinking Skills Allow the pupils some time to complete the activity.
• To select information (Ex. 8). Check the pupils’ answers.
Differentiated Instruction Answer Key
• Ex. 8 (Extension activity) a 1 b 3 c 4 d 2
Extra materials Write on the board: What’s this? It’s a ... . Ask the question.
• The My Family poster; Have the pupils repeat after you. Explain the activity.The
• Flashcards (21-25); pupils, in pairs, talk about the items (1-4). Explain to the
• Story cutouts from the Activity Book for Ex. 8 pupils that they can refer to the question and answer on
Extension Activity (Optional). the board or at the bottom of the page for help. Go
around the classroom, providing any necessary help.Ask
some pairs to report back to the class.
BEGINNING THE LESSON Suggested Answer Key
(An activity to revise the vocabulary of the previous 1 A: What’s this? 3 A: What’s this?
lesson.) B: It’s a radio. B: It’s a bed.
POSTER 2 A: What’s this? 4 A: What’s this?

B: It’s a table. B: It’s a chair.
Put up the My Family poster on the board. Name a family
member. Ask a pupil to come to the board and point to 6 Sing the My Tree House song!
the corresponding member. Ask the rest of the class for (Track 23 CD1)
verification. Repeat with the rest of the family members.
Put up the tree house flashcard. Point to it, gesture
Play the My family song from the previous lesson (Track with your hand and say: Come to my tree house. The
20 CD1). Invite the pupils to sing along. pupils repeat after you. Then mime and say: Come
with me. The pupils repeat after you. Then draw a
PRESENTATION AND PRACTICE simple sketch of a table and chair on a board or use
the flashcards and say: A table and a chair. The
(Activities to present and activate the new language.) pupils repeat after you. Follow the same procedure to
present the rest of the song.
FLASHCARDS (21-25)
Play the CD. The pupils listen to the song. Divide the
class into two groups and assign a verse to each
group. Play the CD. The groups sing their assigned
Pupils’ books closed. Put up the flashcards on the verses. Time permitting, play the song a third time for
board, one at a time, and say the corresponding words. the pupils to sing the song as a class.
The pupils repeat, chorally and/or individually. Point to
20(T)
Module 2
AUDIOSCRIPT
Come to my tree house, Extension Activity (Optional)
Come with me! • For stronger classes: Select a short exchange from
A table and a chair, the dialogue for the pupils to act out in pairs. Allow
Come and see! them some time to rehearse their exchanges.
Come to my tree house,
Come with me!
A bed and a radio,
dialogue.
Come and see!
the songs.)
Set the scene by asking the pupils questions about ENDING THE LESSON
e.g. Teacher: (pointing to picture 1) Where are Liam, (An activity to consolidate the language of the lesson.)
Lilly and Charlie? In the ... Tell the pupils that you will play a game called In
Class: ... tree house! my tree house. Ask the pupils to think about what items
Teacher: (pointing to the chair in picture 1) they would like to have in their tree house. Ask individual
What’s this? pupils to report back to the class. Alternatively, they can
Class: A chair! draw a picture and present it.
Teacher: Yes! A red chair! e.g. Teacher: What’s in your tree house, Andrew?
Teacher: (pointing to the table in picture 2) Andrew: A red radio!
What’s this? Teacher: That’s nice! etc
Class: A table.
Teacher: What colour is it? ACTIVITY BOOK (Optional)
Class: Yellow! etc
Play the CD and ask the pupils to listen and follow the during this lesson or the next one.
8 THINK! Complete.
the dialogue silently and complete the phrases. Check
the pupils’ answers.
Answer Key
1 A red chair! 2 A yellow table!
chorally and/or individually. Then ask individual pupils
to read the dialogue out loud.
21(T)
tree house chair table radio bed
7 Listen and read. Look,

Grandma!
A yellow
1 Look, Grandpa! 2
table!
A red chair!
Oh, it’s
That’s lovely!
nice.
3 4
What’s this,
Liam?
It’s a radio,
Grandpa. Listen!
8 THINK! Complete. 1 A red c __ __ __ r! 2 A yellow t __ b __ __! 21

9 THINK!Write your name on the line. Read the email and
tick (✓) the best picture.
Dear ___________,
My name’s Dana. I’m 8 years old. I’m from Astana. I’ve got a
brother, but I haven’t got a sister. My best friend is Berik. He
is in my class.
Bye for now.

Dana
A B
22
Module 2
Lesson 3
Aims
To talk about family and friends.
Language focus
• My name’s Dana. I’m from Astana. I’ve got
a brother. My best friend is Berik. This is my
friend Nurlan.
Target vocabulary
• Consolidation
THINK! Thinking Skills

• To interpret visual information (Ex. 1).
Extra materials
• Flashcards (21-25).

(An activity to revise the language from the previous
lesson.)
FLASHCARDS (21-25)
Put the picture flashcards on your desk in random order.

Say a word, e.g. chair. Ask a pupil to come to the front
of the class, pick the corresponding picture flashcards,
name it and show it to the class for verification. Repeat
with some more pupils and the rest of the flashcards.
Play the My Tree House song from the previous lesson

(Activities to practise talking about families and friends.)
9 THINK! Write your name on the line.

Read the email and tick (✓) the best
picture.
Explain the activity. Allow the pupils some time to
complete the activity. Check their answers.
Answer Key
Picture A
22(T)
Module 2
10
BOU
Answer the email about yourself. ENDING THE LESSON
A
T
ME
Include a picture. (An activity to consolidate the language of the lesson.)
Explain the activity. Allow the pupils some time to Say: I’ve got one brother, but I haven’t got a sister. Ask
complete the email in their books. Alternatively, assign the pupils for whom the sentence is true to stand up
it as homework. Ask the pupils to write the email on a and come to the board. Repeat with some variations
piece of paper and attach photos. During the next of the sentence until all the pupils have come to the
lesson ask some pupils to present their emails to the board and are ready to leave the class.
class. Note: Ask the pupils to bring pictures of their friends
Suggested Answer Key for the Craftwork activity at the next lesson.
Dear Dana,
My name’s Korkem. I’m eight years old. I’m from Aktau. ACTIVITY BOOK (Optional)
I’ve got two brothers and one sister. My best friend is If you wish, you can do page 14 from the Activity Book
Akbota. She’s in my class. during this lesson or the next one.
Bye for now.
Korkem
11 Let’s play!
Tell the pupils that they are going to play a game. Point
to the picture and read out the speech bubbles. The
pupils repeat after you. Explain the game. Ask the pupils
to sit in a circle. Choose a pupil (Pupil A) to stand in the
middle of the circle with his/her eyes closed. Choose a
pupil from the circle (Pupil B) to say: Good morning, your
Majesty! Pupil A tries to guess the name of the pupil.
Encourage him/her to say, e.g. This is my friend, Saule.
Finally, Pupil A returns to the circle, Pupil B stands in the
middle of the circle and the game continues. Repeat
the game until all the pupils have had a chance to play.
23(T)
BOU
10 Answer the email about yourself. Include a picture.
A
T
ME
Dear Dana,
My name is ______________ . I’m __________
years old. I’m from _____________________ .
I _______________________________________
_______________________ . My best friend is
_______________________________________ .
_______________________________________ .
Bye for now.
_______________
11 Let’s play!
Good morning,
your Majesty!
This is my
friend Nurlan.
23
12 Listen and number.
d
a
24
This is my friend ... .
Module 2
Lesson 4 Answer Key
a 4 b 3 c 2 d 1
Aims
develop fine motor skills through craftwork; to CRAFTWORK
produce a project about family.
Before going into class
Language focus
• Consolidation Photocopy the photo frame template from the
Target vocabulary Teacher’s Resource Pack CD-ROM, one per
• Consolidation pupil. Also, have scissors, glue and coloured
pencils ready to use or ask the pupils to bring
Cross-curricular links their own from the previous lesson.
• Art (Craftwork)
Extra materials Tell the pupils that they are going to make a photo frame
• Photocopy of the photo frame template and attach the picture of their best friend. Hand out the
from the Teacher’s Resource Pack CD-ROM, photocopies. Guide them through the cutting of the
scissors, glue, coloured pencils for the photo frames and the gluing of the photos. Alternatively,
Craftwork activity; the pupils can draw a picture of their best friends. Go
• Formative Evaluation worksheet for Module 2, around the classroom, providing any necessary help.
one for each pupil. While the pupils are doing the craftwork, feel free to play
any song from the module.

(An activity to revise the language taught in the previous
lesson.)
Ask the pupils to present their email from the previous
lesson.
PRACTICE
(Activities to consolidate the language of the module.)
12 Listen and number. (Track 25 CD1)
Refer the pupils to the pictures of the children and their
names. Explain the activity. Play the CD, twice if necessary.
The pupils listen and number. Check their answers.
AUDIOSCRIPT
One
This is my friend Berik.
Two
This is my friend Kairat.
Three
This is my friend Assel.
Four
This is my friend Saule.
24(T)
Module 2
13 Find and circle. Match. ENDING THE LESSON
Explain the activity. Revise the family words (grandma, (An activity to consolidate the language of the lesson.)
grandpa, mummy and daddy). The pupils find, circle
The pupils, in pairs, take turns and say a family
and match the words to the corresponding family
member’s name and the other has to guess who it is.
members. Check their answers.
Demonstrate this yourself first.
Answer Key e.g. Pupil: Tracy!
grandma, grandpa, mummy, daddy Teacher: Your mummy?
Pupil: No!
BOU Teacher: Your sister?
PROJECT TIME
A
T
ME Pupil: Yes! etc

Refer the pupils to the project and the picture. Ask the
pupils to tell you what they can see. Elicit grandma, Formative Evaluation
grandpa, mummy and daddy. Explain that they are
going to make a project about their family. They can ACTIVITY BOOK (Optional)
use real photos or draw pictures. They can also write a
short description. Assign the project for homework.
During the next lesson, encourage the pupils to present
their projects to the classroom. Make sure you display
their work somewhere in the classroom.Then help them
file their drawings in their Language Portfolios.
My mummy Marzhan and my daddy Damir.
25(T)
13 Find and circle. Match.
k l
d yj
d
abg gh ida
ra n d m yd
a c d g ra n d p a e f m u m m
BOU
A
T
ME
25
1 Listen and read.
This is my friend Betty

.
This is her mummy Sus
an
and her daddy Patrick.
This is her little brothe
r Troy.
This is my friend Berik.

a
This is his mummy Dan
and his daddy Ulan.
sel.
This is his big sister As
• Draw or bring a picture of your friend’s family. Present it

to the class.
26
Module 2
Our World – Time for CLIL Suggested Answer Key
Aims
To learn about families from the UK and
Kazakhstan; to explore other subject areas
(PSHE); to talk about small and big families.
Language focus
• This is my friend Betty. This is her mummy
Susan and her daddy Patrick.
Target vocabulary
• big, small
• PSHE (Ex. 1)
Extra materials This is my friend Karlygash.
• A map of the world for Ex. 1; This is her mummy Gulnara and her daddy Nurlybek.
• The Families Big and Small poster. This is her brother Aidar and her little sister Ayaulym.

(An activity to revise family members.)
Ask the pupils to present their projects from the previous
lesson to the class and talk about their families.
e.g. Pupil 1: Hello! I’m Akbota and this is my family.
This is my mummy Marzhan and my
daddy Damir.
OUR WORLD
(Activities to learn about families from the UK and
Kazakhstan.)

Pupils’ books closed. Put up the world map. Point
to the UK and say: This is the UK. Ask the pupils to tell
you what they know about this country. Follow the
same procedure about Kazakhstan.
Pupils’ books open. Refer the pupils to the pictures of
the families. Elicit the family members. Play the CD.The
pupils listen and follow along in their books. Then ask
some pupils to read out from the texts.
• Draw or bring a picture of your

friend’s family. Present it to the class.
Explain the activity. Allow the pupils some time to draw
a picture of their friend’s family. When they finish, ask
them to present their drawing to the class.
26(T)
Module 2
TIME FOR CLIL (PSHE) ENDING THE LESSON
(Activities to talk about families of different sizes.) (An activity to consolidate the language of the lesson.)
2 Big or small? Look and write the Tell the pupils that they are going to play a
numbers. game called Chinese Whispers. Explain the rules.
Approach a pupil at the front desk and whisper a
POSTER word from the module. Ask him/her to whisper the
same word to the pupil who is sitting next to him/her,
Pupils’ books closed. Put up the Families Big and who then whispers it to the next pupil, etc. Ask the last
Small poster. Point to the picture on top and count the pupil to call out the word. Check his/her answer.
family members. Say: One, two, three ... sixteen. A big Repeat the procedure as many times as you think is
family. The pupils repeat after you. Repeat the necessary.
procedure for the remaining pictures. Then point to
the picture of the zebra family and ask the pupils to
count along with you. Say: One, two, three. A small
family. The pupils repeat after you. Repeat the
procedure for the remaining pictures.
Pupils’ books open. Point to the first picture and ask the
pupils to count and say how many members there are
(three). Ask: Is it a small family or a big family? Elicit: A
small family. Repeat the procedure with the picture of
the big family.
Explain the task. The pupils look at the pictures and
write the numbers in the boxes to indicate if each
family is a big or small family. Check their answers.
Answer Key
1 a small family 4 a small family
2 a big family 5 a small family
3 a big family 6 a big family
27(T)
PSHE
2 Big or small? Look and write the numbers.
a SMALL family
a BIG family
1 2
5
6
4 27
A story from Russia

1 2
I’m sorry,
Mmm ... a my King!
rose ... OUCH!
Silly bee!
3 4
Where’s the
real rose?
Hello, my
King!
28
Storytime!
Module 2
Storytime! (The King and the Bee)
STORY CARDS
Aims
To develop listening and reading comprehension Use the story cards to present the story.
skills through a story; to listen to and read a story
from Russia about how a bee helps a king.
Language focus 3 Listen and read. Act out the story.
• I’m sorry, my King!
(Track 28 CD1)
• Where’s the real rose?
Target vocabulary
• rose, king, bee, clever
Extra materials
Read the Smiles Values! and have a discussion, in L1 if
necessary, with the pupils about the moral of the story.
• Story cards;
Tell pupils that though we may think that something
small like a bee may not appear to be clever or useful,
but it is not true.
per pupil.
Put up the story cards in random order. Ask the pupils
to come and put the cards in the right order. Play the
CD for verification.
Assign roles and allow the pupils, in groups, some time
(An activity to introduce the topic of the story.)
to rehearse. Ask the groups to act out the story. They
Draw simple sketches of a bee and a king on the can use the story cards for help.
board. Point to the sketch of the bee and say: bee.
The pupils repeat after you. Point to the sketch of the Extension Activity (Optional)
king and repeat the procedure.Tell the pupils they are
going to read a story about how a bee helps a king. Before going into class
Ask the pupils to say what they know about bees and Photocopy the story cards from the Teacher’s
how they think a bee can be useful to a king. Have a Resource Pack CD-ROM, one set per pupil.
class discussion, in L1 if necessary.
FLASHCARDS (26-29) and use them to make their own story books.

one at a time, and say the corresponding words. The
pupils repeat, chorally and/or individually. Point to each
flashcard in random order. Ask individual pupils to say
the word. Ask the rest of the class for verification.
Pupils’ books open. Play the CD. The pupils listen,
point to the pictures, and repeat the words. Play the
CD again pausing after each word.The pupils repeat,
chorally and/or individually.
28(T)
Module 2
ENDING THE LESSON
(An activity to consolidate the language of the lesson.)
Read out a few sentences spoken by a character in the
story. Ask individual pupils to tell you who said them.
e.g. Teacher: Silly bee!
Pupil 1: The King! etc
Note: If you wish, have the pupils close their books
during this activity.

29(T)
rose king bee clever
5 6
I don’t know.
That’s the real rose.

7 Clever bee!
8
A real rose ...
yummy!
Everyone, big or
small, is clever in 29
their own way!
1 Find the at the back of the book! Then look, read
and number.
mummy 5 daddy 4 sister 3
grandma 2 grandpa 1
30
2 Read and circle.
1 This is a chair. yes – no 3 This is a radio. yes – no
2 This is a bed. yes – no 4 This is a tree house. yes – no
3 Listen and colour.

th
This is my mother
brother with my brother!
mother
My Smiles Report
31
schoolbag
1 Match. Talk with your friend.
a book b schoolbag c rubber d pen e pencil f ruler
2
3
6
5
2 Sing the I’m ready for school song!

(See p. 117)
A book, a pencil, a pen,

Put them in my bag today!
32
What’s this? – It’s a schoolbag.
Module 3
Lesson 1 Extension (Optional)
Name a school item, e.g. schoolbag. Ask the pupils
Aims
to point to a schoolbag in the classroom. Repeat with
To identify and describe school items.
another school item.
Language focus
• What’s this? It’s a schoolbag. Hi, Jake this is 1 Match. Talk with your friend.
Lilly.
Point to number 1 and ask: What’s this? Elicit: It’s a
Target vocabulary book. Follow the same procedure and elicit the rest
• School items: schoolbag, pen, pencil, of the items. Then ask the pupils to complete the
book, ruler, rubber activity. Allow the pupils some time to do so. Check
their answers.
• To select information (Ex. 4). Answers Key
Differentiated Instruction 1 a 2 d 3 f 4 c 5 e 6 b
• Ex. 4 (Extension activity) Write on the board: What’s this? It’s a ... .Ask the question.
Extra materials Have the pupils repeat after you. Explain the activity.The
• The School Days poster; pupils, in pairs, talk about the items (1-6).They can refer
• Story Cutouts from the Activity Book for Ex. 4 to the question on the board or at the bottom of the
Extension Activity (Optional). page for help. Go around the classroom, providing any
necessary help. Ask some pairs to report back to the
class.
BEGINNING THE LESSON Suggested Answer Key
(Activities to revise the language from the previous 1 A: What’s this? 4 A: What’s this?
module.) B: It’s a book. B: It’s a rubber.
Name an item from the previous module, e.g. table. 2 A: What’s this? 5 A: What’s this?
Ask a pupil to come to the board and write it. Ask the B: It’s a pen. B: It’s a pencil.
rest of the class for verification. Repeat with the rest of 3 A: What’s this? 6 A: What’s this?
the items and other pupils. B: It’s a ruler. B: It’s a schoolbag.
PRESENTATION AND PRACTICE 2 Sing the I’m ready for school song!
(Track 32 CD1)
Point to school items and say: A book, a pencil, a pen.
POSTER Put them in my bag today! The pupils repeat after you.
Follow the same procedure and present the rest of
• Listen, point and repeat. (Track 31 CD1) the song.
Pupils’ books closed. Put up the School Days poster Play the CD. The pupils listen to the song. Play the CD
on the board. Point to the schoolbag, pen, pencil, again. The pupils listen and sing along.
book, ruler and rubber one at a time, and say the
corresponding words. The pupils repeat, chorally AUDIOSCRIPT
and/or individually. Point to each item in random A book, a pencil, a pen:
order. Ask individual pupils to name the item. Ask the Put them in my bag today!
rest of the class for verification. I’m ready for school, hurray, hurray!
Pupils’ books open. Play the CD. The pupils listen, point (See the Introduction for ideas on how to exploit the
to the pictures and repeat the words. Play the CD again songs.)
32(T)
Module 3
Get the scene by asking the pupils questions about (An activity to consolidate the language of the lesson.)
what they can see in the pictures. Collect some school items, e.g. pencil case, pen, pencil,
e.g. Teacher: (pointing to Lilly and Liam in picture one) book, etc. Ask a pupil to come to the front and close
Who are they? his/her eyes. Give him/her one of the objects to identify.
Class: Lilly and Liam! Repeat with as many pupils as you think is necessary.
Teacher: Yes! They’re at school! Bye, Lilly! Bye, Liam! e.g. Teacher: (giving a pencil) What’s this?
etc Pupil 1: It’s a pencil! etc
Play the CD and ask the pupils to listen and follow along
in their books. ACTIVITY BOOK (Optional)
4 THINK! Circle. during this lesson or the next one.
Answer Key
Hi, Jake.

dialogue.
of the dialogue.
33(T)
pen pencil book ruler rubber
3 Listen and read.
1 Bye, Lilly! 2
Bye, Liam!
Hi, Jake.
This is Lilly.
Bye!
Hello, Lilly!
Oh,
Charlie!
4 THINK! Circle. Hi / Bye, Jake. 33

5 Colour. Point and say.
6 Sing the 1, 2, 3 song!

(See p. 117)
One, two, three, four,

Time to go to school once more!
34
This is my schoolbag. It’s ... .
Module 3
Lesson 2 5 Colour. Point and say.
Aims Refer the pupils to the picture and explain the activity.
To identify and describe school items. Allow the pupils some time to colour the picture. Then
ask individual pupils to point to an item and describe
Language focus
it. Repeat with as many pupils as you feel is necessary.
• This is my schoolbag. It’s (green).
• What’s your name? This is my pet, Charlie. Suggested Answer Key
Target vocabulary This is my schoolbag. It’s blue.
• School items: pencil case, desk, sharpener This is my book. It’s yellow.
• teacher, classroom This is my desk. It’s green.
This is my pencil case. It’s red.
Differentiated Instruction This is my sharpener. It’s orange.
Extra materials 6 Sing the 1, 2, 3 song! (Track 35 CD1)
• The School Days poster;
Revise numbers 1-10. Write them, one at a time, and
• Story Cutouts from the Activity Book for
ask the pupils to name them. Ask a pupil to come to
Ex. 8 Extension Activity (Optional).
the board. Say a number. The pupil writes it on the
board. Ask the rest of the class for verification. Repeat
with as many pupils as you think is necessary.
BEGINNING THE LESSON Say: 1, 2, 3, 4, time to go to school once more! The
(An activity to revise the language from the previous pupils repeat after you. Follow the same procedure
lesson.) and present the rest of the song.
Point to a schoolbag, a pen, a pencil, a book, a ruler Play the CD. The pupils listen to the song. Divide the
and a rubber at random and ask individual pupils to class into three groups and assign two lines to each
name the items. Ask the rest of the class for verification. group. Play the song again. The pupils listen and sing
Play the I’m ready for school song from the previous the assigned lines. If you wish, you can play the song
lesson (Track 32 CD1). Invite the pupils to sing along. a third time and have the whole class sing along.
Extension (Optional)
PRESENTATION AND PRACTICE Demonstrate the following miming actions and
encourage the pupils to copy you:
1, 2, 3, 4, (count up to four on your ingers)
Time to go to school once more! (point to an imaginary
POSTER
watch on your wrist)
5, 6, 7, 8, (count up from ive to eight on your ingers)
• Listen, point and repeat. (Track 34 CD1) Get your schoolbag, don’t be late! (mime picking up
Pupils’ books closed. Put up the School Days poster on a schoolbag and wag inger as though saying ‘no’)
the board. Point to the items, one at a time, and say the 9, 10, get your pen, (count up from nine to ten on your
corresponding words. The pupils repeat, chorally ingers, mime picking up a pen)
and/or individually. Point to each item in random order. Come with me, it’s school again! (beckon)
Ask individual pupils to name the item. Ask the rest of Play the song. The pupils listen and do the actions.
the class for verification.
Note: The pupils can be in two teams, A and B. Team
Pupils’ books open. Play the CD.The pupils listen, point A mimes the numbers and Team B mimes the actions.
to the pictures and repeat the words. Play the CD
again pausing after each phrase. The pupils repeat, (See the Introduction for further ideas on how to
chorally and/or individually. exploit the songs.)
34(T)
Module 3
Write some school items on the board with some
e.g. Teacher: (pointing to the elephant in picture two)
missing letters. Ask some pupils to come to the board
What’s this?
and complete the words. Ask the rest of the class for
Class: It’s an elephant. etc
verification.
Play the CD and ask the pupils to listen and follow
along in their books. ACTIVITY BOOK (Optional)
8 Circle. during this lesson or the next one.
Answer Key
Yes, it is.

dialogue.
of the dialogue.
35(T)
teacher classroom pencil case desk sharpener
7 Listen and read.
1 2
Hello, I’m
Daisy. What’s
your name?
What’s this?
It’s an elephant.
My name’s
Lilly. This is my
pet, Charlie.
3
No, Lilly. It’s a
schoolbag!
8 Circle. Is this a schoolbag? Yes, it is. / No, it isn’t. 35

9 Around the School: Match. Listen and check.
1 statue 2 house 3 school
c f
a d
4 fountain 5 street 6 park
• What is there around your school?

In groups draw and present to the class.
36
Module 3
Lesson 3 Pupils’ books open. Explain the activity. Allow the
pupils some time to match the pictures to the words.
Aims Play the CD.The pupils listen and check their answers.
To talk about buildings around a school and
road signs. Answer Key
1 f 2 c 3 a 4 e 5 b 6 d
Language focus
• Turn right. You can’t ride a bike here.
• What is there around your
Target vocabulary
• statue, house, school, fountain, street, park
school? In groups draw and present to
• Walk., Wait.,Turn left.,Turn right.,You can park the class.
here., You can’t ride a bike here. Explain the activity. Allow the pupils some time to work
in groups and produce their projects. The pupils then
Cross-curricular links present their work. Make sure you display their work
• Geography (Ex. 9) somewhere in the classroom.
THINK! Thinking Skills Suggested Answer Key
• To apply previous knowledge (Ex. 10).
This is our school.There is a house and a park around it.
Extra materials
• The Around School poster.

lesson.)
Ask individual pupils to come to the board. Say a
school item. The pupils writes it on the board. Ask the
class for verification.
Play the 1, 2, 3 song from the previous lesson (Track 35
CD1). Invite the pupils to sing along.

(Activities to practise talking about buildings around
a school and road signs.)
POSTER
9 Around the School: Match. Listen and

check. (Track 37 CD1)
Pupils’ books closed. Put up the Around School
poster on the board. Present the items, one at a time,
and say the corresponding words/sentences. The
pupils repeat chorally and/or individually. Point to
each item in random order. Ask individual pupils to
name them. Ask the rest of the class for verification.
36(T)
Module 3
10 THINK! Colour the traffic lights. ENDING THE LESSON
Explain the activity. Explain to the pupils that these are
traffic lights for pedestrians. All over the world there are Name a road sign, e.g. Turn left. Ask a pupil to come
different signs, but they all help people cross the to the board and point to the street sign on the poster.
streets safely. Allow the pupils some time to colour in
the traffic lights. Check their answers. ACTIVITY BOOK (Optional)
Answer Key If you wish, you can do page 22 from the Activity Book
Walk – Pupils colour the second figure green.
Wait – Pupils colour the first figure red.
11 Match.
Answer Key
1 d 2 b 3 a 4 c
• Play the Road Signs game!

Explain the game. Assign a road sign to each group.
The groups take turns miming an action that
illustrates the allocated street sign in front of the class.
The rest of the class has to find the street sign.
37(T)
10 THINK! Colour the traffic lights.
11 Match.
1 3 a Turn right.
ere.
b You can park h
ab ike here.
2 4 c You can’t ride
d Turn left.
• Play the Road Signs game!

37
12 How many? Look, count and write.
13 Look again, read and circle.
1 There are two big schoolbags. yes – no

2 There are two blue rulers. yes – no
3 There are three yellow rulers. yes – no
4 There are three small sharpeners. yes – no
5 There is one big book. yes – no
38
Module 3
Lesson 4
Aims
CRAFTWORK
To count school items; to present class photos. Before going into class
Language focus
• There are two big schoolbags. Photocopy the bookmark template from the
• I’m from Almaty, Kazakhstan. This is my Teacher’s Resource Pack CD-ROM, one per pupil.
classroom. This is my teacher. Also, have coloured pencils and scissors or ask
the pupils to bring their own in the previous lesson.
Target vocabulary
• Consolidation
Tell the pupils that they are going to make a
Extra materials bookmark. Hand out the photocopies. Guide them
• Photocopy of the bookmark template from through the cutting and colouring of the bookmarks.
the Teacher’s Resource Pack CD-ROM for the Go around the classroom providing any necessary
Craftwork activity; help. While the pupils are doing the craftwork, feel free
• Formative Evaluation worksheet for Module 3, to play any song from the module. Make sure you
one for each pupil. display their work somewhere in the classroom.

lesson.)
Write the words of the items from the previous lesson
on the board. Ask the pupils to look at the words for
one minute before they close their eyes. Erase a word.
Ask the pupils to open their eyes and say which word
is missing. Repeat with some more words.
PRACTICE
(Activities to practise counting and talking about class
photos.)
12 How many? Look, count and write.
Pupils’ books open. Elicit the school items in the
pictures. Explain the activity. Allow the pupils some time
to complete the activity. Check the pupils’ answers.
Answer Key
schoolbags 2 rulers 5 sharpeners 5 books 2
13 Look again, read and circle.

Explain the activity. Allow the pupils some time to look
at the picture in Ex. 12 again and complete the
activity. Check the pupils’ answers.
Answer Key
1 no 3 yes 5 no
2 yes 4 no
38(T)
Module 3
14 Class Photos! Read and circle. ENDING THE LESSON
Explain the activity. Allow the pupils some time to (An activity to consolidate the language of the lesson.)
choose the correct words. Check their answers.
Ask three pupils to come to the board. Assign
Answer Key roles. One is the teacher and the other two are pupils.
1 is 2 is 3 teacher Have one of the pupils present the other two.
e.g. I’m Berik.This is my teacher Mr Ospanov.This is my
BOU best friend Saule.
PROJECT TIME
A
T
ME
Refer the pupils to the project and the picture. Ask the
pupils to tell you what they can see. Explain that they Formative Evaluation
are going to do a project about their class photos.
They can use real photos or draw pictures. They can ACTIVITY BOOK (Optional)
also write a brief description. Assign the project for If you wish, you can do page 23 from the Activity Book
homework. During the next lesson, encourage the during this lesson or the next one.
pupils to present their projects to the class. Make sure
you display their work somewhere in the classroom.
Then help them file their drawings in their Language
Portfolios.
My School My Classroom
My best friend Sultan My teacher Mr Ivanov
39(T)
14 Class Photos! Read and circle.
I’m Saule. This 1) is / are

my school. My school is
very big. This 2) are / is
my classroom and this is
my 3) teacher / friend
Miss Aitzhanova. This is my
best friend Aidar.
BOU
A
T
ME
39
1 Listen and read.
I go to school from Monday to

Friday. I don’t go to school on
Saturday or Sunday. I have four or
five classes every day. My favourite
lesson is Maths !
I go to school from Monday to Friday. I

have four classes in the morning. Then I
have lunch at school and one more class in
the afternoon. Science and P.E.
are my favourite lessons!
I go to school from Monday to

Friday. I have four or five classes
every day. My favourite day is
Tuesday because we have an Art
lesson!
• Make a project about your

school days. Present it to the class.
40
Module 3
Our World – Time for CLIL What day is tomorrow? Say and write on the board:
Tuesday. The pupils repeat after you. Follow the same
Aims procedure and present the rest of the days.
To talk about school days; to explore other subject
areas (P.E.). Pupils’ books open. Play the CD. The pupils listen and
follow in their books. Ask pupils to tell you, in L1 if
Language focus necessary, how similar their school days are to the
• I go to school from Monday to Friday. ones in Ex. 1.
My favourite lesson is Maths.
• Teddy Bear, Teddy Bear, turn around. • Make a project about your school
Target vocabulary days. Present it to the class.
• school day: days of the week, school
Explain the activity. The pupils use the texts in Ex. 1 as
subjects
models to make a project about their school days.
• school games: hide and seek, skipping,
Make sure you display their work somewhere in the
hopscotch, tug-of-war
classroom.Alternatively, assign the activity as homework.
Cross-curricular links Suggested Answer Key
• PSHE (Ex. 1)
I go to school from Monday to Friday. I don’t go to school
Extra materials on Saturday or Sunday. I have four or five classes every
• A map of the world for Ex. 1; day. My favourite lesson is Art!
• The School Games poster.

(An activity to revise the language of the module.)
Tell the pupils they are going to play a game
called Chinese Whispers. Explain the rules. Approach
a pupil at the front desk and whisper a word from the
module. Ask him/her to whisper the same word to the
pupil who is sitting next to him/her, who then whispers
it to the next pupil, etc. Ask the last pupil to call out the
word. Check his/her answer. Repeat the procedure as
many times as you think is necessary.
OUR WORLD
(Activities to learn about school days from around the
world.)

Pupils’ books closed. Refer the pupils to the
world map. Point to the UK, Japan and Kazakhstan.
Say the name of each country out loud. The pupils
repeat after you. Ask the pupils, in L1 if necessary, to
tell you what they know/remember about these
countries, e.g. capital cities, food items, etc.
Ask: What day is it day? Say and write on the board,
e.g. Monday. The pupils repeat after you. Then ask:
40(T)
Module 3
TIME FOR CLIL (P.E.) ENDING THE LESSON
(An activity to talk about school games.) (An activity to consolidate the language of the lesson.)
POSTER Explain to the pupils that they are going to play a

game called Simon Says. They are to follow the
commands only if they are preceded by the phrase
2 Listen and repeat. (Track 39 CD1)
Simon says.
Pupils’ books closed. Put up the School Games poster e.g. Teacher: Simon says, turn around.
on the board. Point to the games, one at a time, and Class: (Pupils turn around)
say the corresponding words/phrases. The pupils Teacher: Touch the ground!
repeat, chorally and/or individually. Class: (Pupils remain still)
Extension (Optional)
Ask a few pupils to come to the front of the classroom.
Ask them to mime one of the games. Ask the rest of
the class for verification.
Pupils’ books open. Ask the pupils to look at the
pictures and tell you what they can see. Have a class
discussion about different games they play at school,
in L1 if necessary. Play the CD again with pauses for
the pupils to repeat, chorally and/or individually.
3 Listen to a skipping rhyme! Practise

saying it. (Track 40 CD1)
Say: Teddy Bear, Teddy Bear, turn around. The pupils
repeat after you. Say the sentence again while
turning around. Follow the same procedure to present
the rest of the rhyme.
Play the CD. The pupils listen to the rhyme. Play again
and encourage the pupils to repeat and do the
actions.
41(T)
P.E.
2 Listen and repeat.
hide and seek
skipping
hopscotch
tug-of-war
3 Listen to a skipping rhyme! Practise saying it.

Teddy Bear, Teddy Bear, turn around,
Teddy Bear, Teddy Bear, touch the ground!
Teddy Bear, Teddy Bear, turn off the lights,
Teddy Bear, Teddy Bear, say goodnight!
41
A story from Kazakhstan
1 2
Please
can you
give us some
wheat? We
are very
hungry!
No! This is
my wheat! I haven’t got any
wheat for you.
3 4
Are you
Aldar Kosse?
Bye! It’s time

for my dinner.
Ha, ha! Yes, I am!
42
Storytime!
Module 3
Storytime! (Aldar Kosse and the Greedy Farmer)
Aims (Track 42 CD1)
To develop listening and reading comprehension
skills through a story; to listen to and read a story Play the CD. The pupils listen and follow along in their
from Kazakhstan about a greedy farmer. books. Play the CD again. The pupils repeat, chorally
Language focus
• Please can you give us some wheat? Look! Read the Smiles Values! and have a discussion, in L1
The sky is falling down! if necessary, with the pupils about the moral of the
story. Explain to the pupils that the farmer is very
Target vocabulary greedy and too confident about himself. So he acts
• wheat, dinner, sky, fall down, silly before he thinks and as a result he hasn’t got the
Extra materials wheat anymore.
• Flashcards (30-34); Put up the story cards in random order. Ask the pupils
• Story cards; to come and put the cards in the right order. Play the
• Photocopies of the story cards from the CD for verification.
per pupil. Assign roles and allow the pupils, in groups, some
time to rehearse. Ask the groups to act out the story.
They can use the story cards for help.
BEGINNING THE LESSON Extension Activity (Optional)

Before going into class
Have a class discussion, in L1 if necessary, about why
we shouldn’t be greedy. Explain to the pupils that we Photocopy the story cards from the Teacher’s
should share things with other people. Resource Pack CD-ROM, one set per pupil.
FLASHCARDS (30-34) Hand out the story cards. Ask the pupils to colour them
and use them to make their own story books.
Pupils’ books open. Put up the flashcards on the board,
on at a time, and say the corresponding words. The
Pupils’ books open. Play the CD.The pupils listen, point
to the pictures and repeat the words. Play the CD
again pausing after each word for the pupils to repeat
STORY CARDS
Use the story cards to present the story.

42(T)
Module 3
ENDING THE LESSON
Write a few words from the story on the board. Ask the
pupils to write the words in alphabetical order as fast
as they can in their notebooks. The first pupil to do so
is the winner.

43(T)
wheat dinner sky fall down silly
5 6
I know you can trick Look! The sky is

people. But you falling down!
can’t trick me! I’m going to tell
the king!
7 8 It is not easy to trick

a clever man, but a
silly man can always
Oh, no! Look! Let’s trick himself!
take the
wheat!
Be clever. Think 43
before you act!

2 Write. Then find the at the back of the book!
bru e rb pne np e ilc r p s r h e na e

________________
rubber ________________
pen ________________
pencil ________________
sharpener
44
3 Look and complete.
a __u__
6 st__ t e
u e
3 ho__s__
c __
1 s__ h oo__
l
4 p__
a __k
r
2 s__r__
t e __t
e o __
5 f__ u nta__n
i
cr dr
A crayon for the dragon!

crayon dragon
My Smiles Report
45
1 Look, read and write. Talk with your friend.
1 2
1 Mummy’s in the
_
__________________ .
e
2 Grandma’s in th
_
__________________ .
e
3 Grandpa’s in th
_
__________________ .
2 Sing the Where ’s Charlie? song!

(See p. 117)
Where’s Charlie?
He’s in the house!
The house! He’s in the house!
46
Where’s Mummy? – She’s in the kitchen.
Module 4
Lesson 1 men. Then ask the pupils to complete the sentences.
Aims Check the pupils’ answers.
To identify parts of a house.
Answer Key
Language focus
• Where’s Mummy? 1 kitchen 2 bedroom 3 garden
• She’s in the kitchen. Explain the activity.The pupils, in pairs, talk about where
Target vocabulary the people in the pictures are. For weaker classes, write
• parts of a house: kitchen, bedroom, garden on the board: Where’s ...? She’s/He’s in the ... . Ask the
question. Have the pupils repeat after you. Explain to the
Differentiated Instruction pupils that they can refer to the question and answer
• Ex. 1; on the board or at the bottom of the page for help. Go
• Ex. 4 (Extension activity) around the classroom providing any necessary help.
Extra materials Ask some pairs to report back to the class.
• The My House poster;
Extension Activity (Optional). 1 A: Where’s Mummy?
B: She’s in the kitchen.
2 A: Where’s Grandma?
BEGINNING THE LESSON B: She’s in the bedroom.
(An activity to revise the vocabulary from the previous 3 A: Where’s Grandpa?
module.) B: He’s in the garden.
Ask a pupil: Can I have your (pen), please? Encourage
the pupil to do so. Say: Thank you. Repeat with other
2 Sing the Where’s Charlie? song!
pupils and other school items. (Track 46 CD1)
Gesture with your hand and say: Where’s Charlie?
PRESENTATION AND PRACTICE Then draw a simple sketch of a house on the board,
point to it and say: He’s in the house! The house! He’s
(Activities to present and activate the new language.) in the house! The pupils repeat after you. Follow the
same procedure to present the rest of the song.
POSTER
• Listen, point and repeat. (Track 45 CD1) class into three groups and assign a verse to each
group. Play the song again for the groups to sing the
Pupils’ books closed. Put up the My House poster on assigned verses.Time permitting, play the song a third
the board. Present the rooms (kitchen, bedroom, time for the pupils to sing the song as a class.
garden). Point to each room in random order. Ask
individual pupils to say the word. Ask the rest of the AUDIOSCRIPT
class for verification. Where’s Charlie?
Pupils’ books open. Play the CD. The pupils listen, He’s in the house!
point to the pictures and repeat the words. Play the The house! He’s in the house!
CD again pausing after each word.The pupils repeat, Where’s Mummy?
chorally and/or individually. She’s in the kitchen!
The kitchen! She’s in the kitchen!
1 Look, read and write. Talk with
Where’s Daddy?
your friend. He’s in the bedroom!
Point to picture 1 and ask: Where’s Mummy? Elicit: The bedroom! He’s in the bedroom!
She’s in the kitchen. Follow the same procedure for (See the Introduction for further ideas on how to exploit
pictures 2 and 3. Focus the pupils’ attention on the the songs.)
use of she for women and girls and he for boys and 46(T)
Module 4
Write the following questions and answers on the
e.g. Teacher: (pointing to picture 1) Who’s this?
board in jumbled order:
Class: Charlie!
Teacher: Where is Charlie? Where’s Mummy? She’s in the kitchen.
Class: In the garden! Where’s Daddy? He’s in the bedroom.
Teacher: (pointing to picture 3) Where’s Mummy? Where’s Charlie? He’s in the house.
Class: She’s in the kitchen! etc Ask the pupils to match the questions and answers.
dialogue in their books. ACTIVITY BOOK (Optional)
4 Tick (✓). during this lesson or the next one.
the dialogue silently and tick the right answer. Check
the pupils’ answers.
Answer Key
bedroom
chorally and/or individually. Ask individual pupils to
read the dialogue out loud.

dialogue.
47(T)
kitchen bedroom garden
3 Listen and read.
1 2
Where’s
Charlie, Mummy?
come here!
She’s in the
kitchen.
3 4
Where’s He’s in the

Daddy? bedroom.
5
Where’s
Charlie?
Oh, no!
He’s in the
house!
4 Tick (✓). Daddy’s in the bedroom / garden . 47

5 Listen and draw lines. Talk with your friend.
6 Sing the Follow me song!

(See p. 117)
Follow me, follow me!

Where am I?
Am I in the house?
Where, oh, where am I?
48
Where’s Grandpa? – He’s in the ... .
Module 4
Lesson 2 Extension
Aims Before going into class

To identify and describe parts of a house; to say Photocopy the things inside/outside a house
where people are. templates (sofa, wardrobe, tree, frying pan,
Language focus fridge, TV, bed, bath, radio, chair, table, flower)
• Is Charlie in the living room? from the Teacher’s Resource Pack CD-ROM.
• No, he isn’t.
• Is he in the bathroom? Hand out the items. Ask the pupils to tell you in which
• Yes, he is. He’s in the bath! room they can usually find them.
e.g. Pupil: (showing class the flower card) In the
Target vocabulary
garden.
• parts of a house: living room, bathroom, bath
Differentiated Instruction
to the pictures and repeat the words. Play the CD again
Extra materials and/or individually.
• The My House poster;
• Photocopies of the things inside/outside a 5 Listen and draw lines. Talk with your
house template from the Teacher’s
Resource Pack CD-ROM for Extension;
friend. (Track 49 CD1)
• Story cutouts from the Activity Book for Ex.8 Elicit the names of the people and the rooms. Play the
Extension Activity (Optional). CD, twice if necessary.The pupils listen and draw lines.
BEGINNING THE LESSON AUDIOSCRIPT

(An activity to revise the vocabulary from the previous Boy: Where’s Grandpa?
lesson.) Girl: He’s in the kitchen.
Boy: Where?
POSTER Girl: In the kitchen. Grandpa’s in the kitchen.
Boy: Where’s Grandma?
Put up the My House poster on the board. Say: kitchen. Girl: She’s in the bathroom.
Ask a pupil to come to the board and point to the Boy: Where?
kitchen. Repeat with bedroom and garden. Girl: In the bathroom. Grandma’s in the bathroom.
Play the Where’s Charlie? song from the previous lesson Boy: Where’s Daddy?
(Track 46 CD1). Invite the pupils to sing along. Girl: He’s in the living room.
Boy: Where?
PRESENTATION AND PRACTICE Girl: In the living room. Daddy’s in the living room.
(Activities to present and activate the new language.) Boy: Where’s Mummy?
Girl: She’s in the bedroom.
POSTER Boy: Where?
Girl: In the bedroom. Mummy’s in the bedroom.
• Listen, point and repeat. (Track 48 CD1) Answer Key
Pupils’ books closed. Put up the My House poster on Grandma is in the bathroom.
the board. Point to the rooms and the bath, one at a Daddy is in the living room.
time, and say the corresponding words. The pupils Mummy is in the bedroom.
repeat after you. Point to each item in random order. Write on the board: Where’s ... ? She’s/He’s in the ... .
Ask individual pupils to name them. Ask the rest of the Ask the question. Have the pupils repeat after you.
48(T)
Module 4
Explain the activity. The pupils, in pairs, talk about Class: In the kitchen!
where the people in the picture are. Explain to the Teacher: Is Charlie in the kitchen?
pupils that they can refer to the question and answer Class: No, he isn’t. etc
on the board or at the bottom of the page for help.
Go around the classroom providing any necessary
help. Ask some pairs to report back to the class.
Suggested Answer Key 8 Circle.
A: Where’s Grandpa? Explain the activity.The pupils look at the pictures, read
B: He’s in the kitchen. the dialogue silently and circle the right sentence.
A: Where’s Daddy? Check the pupils’ answers.
B: He’s in the living room. Answer Key
A: Where’s Mummy? No, he isn’t.
B: She’s in the bedroom.
A: Where’s Grandma? chorally and/or individually. Ask individual pupils to
B: She’s in the bathroom. read the dialogue out loud.
6 Sing the Follow me song! (Track 50 CD1) Extension Activity (Optional)

Gesture with your hand and say: Follow me, follow • For stronger classes: Select a short exchange from
me! Where am I? Then point to the house in Ex. 5, the dialogue for the pupils to act out in pairs. Allow
gesture and say: Am I in the house? Where, oh where them some time to rehearse their exchanges.
am I? The pupils repeat after you. Follow the same Encourage them to come to the front and perform
procedure to present the rest of the song. their exchanges.Alternatively, assign roles and have
Play the CD.The pupils listen and look. Divide the class dialogue.
into two groups and assign a verse to each group.
Play the CD.The groups sing the assigned verses.Time • For weaker classes: Ask the pupils to take out the
permitting, play the song a third time for the pupils to story cutouts. Ask them to shuffle them. Play the
sing the song as a class. dialogue for the first frame. Ask the pupils to show
AUDIOSCRIPT
Follow me, follow me! ENDING THE LESSON
Where am I?
Am I in the house?
Where, oh, where am I? Explain to the pupils that they are going to play a
game called I spy. Put up the Tree House poster. Divide
Follow me, follow me! the class into two teams. The teams take turns trying to
Where am I? guess the word you are thinking. Each correct guess
Am I in the bath? wins a point.The team with the most points wins.
Where, oh, where am I? e.g. Teacher: I spy with my little eye
(See the Introduction for further ideas on how to exploit something beginning with K.
the songs.) Team A Pupil 1: Kitchen!
Teacher: That’s right. 1 point for Team A.
7 Listen and read. (Track 51 CD1) etc
Set the scene by asking the pupils questions about ACTIVITY BOOK (Optional)
e.g. Teacher: (pointing to picture 1) Look! Nanny is
with Lilly and Liam.
(pointing to picture 2) Where are they?
49(T)
living room bathroom bath
7 Listen and read.
1 2
Is Charlie
in the living
room?
Is he in the
kitchen?
No, he isn’t.
No, he isn’t.
3 4
Is he in the
bedroom?
Is he in the
bathroom?
Yes, he is.
No, he isn’t. Look! He’s in
the bath!
8 Circle. Is Charlie in the living room? Yes, he is. / No, he isn ’t. 49
9 Look, read and match. Then listen and check.
1 There’s a skateboard
2 There are two watches
3 There’s a computer
4 There are two balls
5 There’s a camera
6 There’s a robot
a in the toy box.

b under the desk.
c on the chair.
d on the bed.
e in the schoolbag.
f on the desk.
10 Look and say.

This is my skateboard
and these are my balls.
That is Lilly’s kite and
those are Lilly’s dolls.
50
Module 4
Lesson 3 Pupils’ books open. Refer the pupils to the picture and
elicit where the items are. Allow the pupils some time to
Aims complete the activity. Check the pupil’s answers.
To talk about personal things; to talk about
location; to say where things are from. Answer Key
1 a 2 d 3 f 4 b 5 c 6 e
Language focus
• There’s a skateboard in the toy box. This is
my skateboard. Those are Lilly’s dolls. 10 Look and say.
• Where’s the teddy bear from? It’s from the Place one book on your desk. Point to it and say: This
UK. is my book. Write the sentence on the board. Underline
Target vocabulary the word in bold. The pupils repeat after you. Stand
• skateboard, watch, computer, ball, camera, further away from the book, point to it and say: That is
robot my book. Write the sentence on the board. Underline
the word in bold. The pupils repeat after you. Explain
Extra materials the use of this to talk about things that are near us
• The In My Room poster. and that to talk about things that are further away
from us. Follow the same procedure and present these
and those.
BEGINNING THE LESSON Refer the pupils to the picture and elicit the items.
(An activity to revise the language from the previous Read the example and explain the activity. Ask pupils
lesson.) to make sentences as in the example.
Write some words on the board with some letters missing, Answer Key
e.g. k __ __ c __ e __ . Ask a pupil to come to the board This is my train and these are my robots.
and complete the word. Ask the rest of the class for That is Lilly’s computer and those are Lilly’s cameras.
verification. Repeat with other pupils and other words.
Play the Follow me song from the previous lesson
(Track 50 CD1). Invite pupils to sing along.

(Activities to talk about personal things and practise
talking about location.)
POSTER
9 Look, read and match. Then listen and

check. (Track 52 CD1)
Pupils’ books closed. Put up the In My Room poster on
the board. Point to the items, one at a time, and say the
corresponding words. The pupils repeat after you. Point
to each item in random order. Ask individual pupils to
name them. Ask the rest of the class for verification.
Take your book and place a pen on it. Show it to the
class and say: There’s a pen on the book. Write the
sentence on the board. Underline the word in bold.The
pupils repeat after you. Follow the same procedure and
present in and under. Place the pencil in, on or under
and ask the pupils to say the correct preposition.
50(T)
Module 4
11 Where is it from? Listen and read.
Talk with your friend. (Track 53 CD1)
Refer the pupils to the toys in Ex. 11. Explain/Elicit the
countries the toys are from. Play the CD.The pupils listen
and follow in their books. Ask the pupils if they have any
of these toys. Read the speech bubbles or ask two pupils
to read them out loud. The pupils, in pairs, ask and
answer questions. Check round the class providing any
necessary help.
Answer Key
Where’s the balero from?
It’s from Mexico.
Where’s Pinocchio from?
He’s from Italy.
Where’s the rocking horse from?
It’s from Kazakhstan.
ENDING THE LESSON

Tell the pupils that they are going to play a game
called Chinese Whispers. Explain the game. Whisper
an item from Ex. 9 to a pupil. The pupil whispers the
word to the pupil sitting next to him/her and so on.The
last pupil says the word out loud.

51(T)
11 Where is it from? Listen and read. Talk with your friend.
This is a teddy
This is a balero.
bear.
It’s a toy from Mexico.
It’s from the UK.
This is a rocking horse.

This is Pinocchio.
It’s from
It’s a toy from Italy.
Kazakhstan.
Where’s the teddy

bear from?
It’s from
the UK.
51
12 THINK! Where’s Charlie? Match. Say.
garden
bedroom
living room
kitchen
bathroom
52
Module 4
Lesson 4 3 Charlie is in the living room.
4 Charlie is in the bathroom.
Aims 5 Charlie is in the garden.
develop fine motor skills through craftwork; to
produce a project about a bedroom.
CRAFTWORK
Language focus
• Follow me! Before going into class
• Where am I?
• In the bedroom! Photocopy the house template from the
Teacher’s Resource Pack CD-ROM, one per
Target vocabulary pupil. Also, have scissors, glue and coloured
• Consolidation pencils ready to use or ask the pupils to bring
their own in the previous lesson.
• To interpret and match visuals to Explain to the pupils that they are going to make a
information (Ex. 12). house. Hand out the photocopies of the template.
Cross-curricular links Guide them through the cutting, gluing and colouring
• Art and Design (Craftwork) of the house. Go around the classroom as the pupils
do the craftwork and ask questions about the parts of
Extra materials the house, e.g. What colour is it? etc. During this stage,
• Photocopy of the house template from the feel free to play any song from the module. Make sure
Teacher’s Resource Pack CD-ROM, scissors, you display their work somewhere in the classroom.
glue, coloured pencils for the Craftwork
activity;
• Formative Evaluation worksheet for Module 4,
one for each pupil.

(An activity to consolidate the language taught in
the previous lesson.)
Ask a pupil to come to the board. Say a part of the
house. The pupil draws a rough sketch of it on the
board. Ask the rest of the class for verification. Repeat
with all the different parts of the house.
PRACTICE
(An activity to consolidate the language of the module.)
12 THINK! Where’s Charlie? Match. Say.

The pupils look at the pictures, match them to the words
and then say where Charlie is. Give the pupils enough
time to complete the activity. Check their answers.
Answer Key
1 Charlie is in the kitchen.
2 Charlie is in the bedroom.
52(T)
Module 4
13 Let’s play! ENDING THE LESSON
Refer the pupils to the pictures and explain that they (An activity to consolidate the language of the lesson.)
are going to play a game. Ask two pupils to come to Tell the pupils to draw and colour their favourite part
the front of the classroom. Tell the class that one pupil of the house from those illustrated in the book. Then,
is going to mime an action while saying Follow me! the pupils present their drawings to the rest of the
Follow me! Where am I? and the other pupil has to class.
guess where he/she is. Repeat with as many different e.g. Pupil: This is my living room.
pupils as you think is necessary.
Suggested Answer Key Formative Evaluation
A: (thinks of kitchen and mimes eating) Follow me!
Follow me! Where am I? ACTIVITY BOOK (Optional)
B: In the kitchen! etc If you wish, you can do page 31 from the Activity Book
BOU
PROJECT TIME
A
T
ME
Refer the pupils to the project and the picture. Tell the
pupils that they will be drawing their bedroom. Refer
them to the sentences. Tell them to do the same for
their projects. Assign the project as homework. During
the next lesson, invite pupils to present their projects to
the class. Make sure you display their work somewhere
in the classroom. Then help them file their drawings in
their Language Portfolios.
This is my room. My bed is red. My desk in pink and

my chair is red. There’s a radio in my room. It’s from
Kazakhstan.
53(T)
In the
13 Let’s play! bedroom!
Follow me! Follow
me! Where am I?
BOU
A
T
ME
53
1 Listen and read.
This is a cottage in the

UK. Look at the garden.
It’s lovely!
in
This is an ig loo
Canada.
It’s co ld there!
Look at this
yurta in
Kazakhstan!
• Draw a house from your country. Present it to the class.

54
Module 4
Our World – Time for CLIL
Aims
• Draw a house from your country.
To learn about houses from around the world; to Present it to the class.
explore other subject areas (P.E.); to understand Ask the pupils to draw a house from their country.
and follow commands. Then they come to the front of the classroom and talk
Language focus about it. Tell them to use the texts as an example.
• This is a cottage in the UK. Look at the Make sure you display their drawings somewhere in
garden. It’s lovely! the classroom. Alternatively, explain the activity and
assign it as homework. The pupils can find pictures
Target vocabulary online or take pictures.
• houses: cottage, igloo, yurta;
• parts of a house: door, window, floor, Suggested Answer Key
chimney;
• actions: bend, stretch, jump, twist, run
• Geography (Ex. 1)
Extra materials
• A map of the world for Ex. 1;
• The Get active poster.

(An activity to revise parts of a house.)
Ask the pupils to present their projects from the previous This is a house in Kazakhstan. Look at the garden. It’s
lesson to the class and talk about their bedrooms. very big.
e.g. Pupil 1: This is my bedroom. This is my bed. It’s
red. This is my chair. It’s red, too. etc
OUR WORLD
(Activities to familiarise the pupils with houses from
various countries.)

Pupils’ books closed. Refer the pupils to the world
map. Point to the UK, Canada and Kazakhstan. Say the
name of each country out loud.The pupils repeat after
you. Ask the pupils, in L1 if necessary, to tell you what
they know about these countries, e.g. capital cities,
flags, famous people, etc. Explain to the pupils that in
this section they will be learning about interesting
houses from three different countries.
Pupils’ books open. Point to the first picture and say: This
is a cottage. Do the same for the remaining pictures.
Play the CD. The pupils listen and follow in their books.
Then, ask individual pupils to read part of the texts out
loud. Ask pupils if they have ever seen such houses and
initiate a class discussion, in L1 if necessary. 54(T)
Module 4
TIME FOR CLIL (P.E.) ENDING THE LESSON
(Activities to sing a song about parts of a house.) (An activity to consolidate the language of the lesson.)
2 Listen and point. Then sing the This is Ask the pupils to form pairs. Explain that they will play
my house song! (Track 55 CD1) a game called Mirror Me! One pupil mimes a part of a
house and the other pupil tries to copy him/her. Invite a
POSTER pair to the front of the classroom and demonstrate the
game to the rest of the class. Continue with as many
Pupils’ books open. Put up the Get active poster on pairs as you think is necessary.
the board. Point to the actions one at a time, say what
they are (bend, stretch, jump, twist, run) and mime
them. Then have the pupils mime the actions as you
say them again.
Draw a large house on the board. Present: door,
window, chimney and smoke by pointing to the
corresponding items.The pupils repeat after you. Point
to the corresponding items in random order. Ask
individual pupils to name the item. Ask the rest of the
Pupils’ books open. Present the lyrics of the song in
the following manner:
This is my house, (put your arms above your head,
making a triangle)
This is the door! (make a square in the air around
your head)
The windows are clean, (make small circular
movements in the air with your left hand)
And so is the floor! (mime cleaning the floor)
Outside there’s a chimney (both arms stretch above
head)
As tall as can be, (stretch and stand on tiptoes)
With smoke that goes up – (make small circular
movements in the air with your left index finger)
Come and see! (beckon)
Read the instructions and explain the activity. Play the
CD. The pupils listen and point. Play the CD again. The
pupils sing along.
the songs.)
• Listen and do. (Track 56 CD1)

Demonstrate the song again, as shown in the pictures
and tell the pupils to do the same. Play the CD again.
The pupils listen and do the actions.
55(T)
P.E.
2 Listen and point. Then sing the
This is my house song!
(See p. 117)
• Listen and do.

55
A story from Canada

1 2
Stay here!
Look after the fire!
OK, Daddy!
Bye!
Bye,
Mummy!
3
4 That’s a nice fire.
Let’s take it.
Come on!
Let’s play!
56
Storytime!
Module 4
Storytime! (The Fire Owl)
Aims STORY CARDS
To develop listening and reading comprehension
skills through a story; to listen to and read a story Use the story cards to present the story.
about how an owl helped an Inuit family get
back their fire. (See the Introduction on how to use the story cards.)
Language focus 3 Listen and read. Act out the story.

• Stay here! Look after the fire!
(Track 58 CD1)
• OK, Daddy! Bye!
Target vocabulary
• fire, owl, play
Extra materials
Read the Smiles Values! and have a discussion, in L1
if necessary, with the pupils about the moral of the
• Story cards;
story. Tell pupils that we should look after the things
that are important, and always help others.
per pupil. Put up the story cards in random order. Ask the pupils
to come and put the cards in the right order. Play the
CD for verification.
BEGINNING THE LESSON Assign roles and allow the pupils, in groups, some time
to rehearse. Ask the groups to act out the story. They
can use the story cards for help.
Draw a simple sketch of an igloo on the board and
say: igloo. The pupils repeat. Ask them where they Extension Activity (Optional)
might find igloos and who lives in them. Elicit/Explain
that igloos are types of snow houses built by the Inuit Before going into class
who live in the Arctic regions of Canada, Alaska and
Photocopy the story cards from the Teacher’s
Russia. Tell the pupils that they are going to read a
Resource Pack CD-ROM, one set per pupil.
story about an owl that helps an Inuit family.
FLASHCARDS (35-37) and use them to make their own story books.

one at a time, and say the corresponding words. The
to the pictures, and repeat the words. Play the CD again
56(T)
Module 4
ENDING THE LESSON
Ask the pupils to write a thank you letter to the

owl. Demonstrate this orally in class. Ask them to draw
pictures on their letters, if they wish. Make sure you
display their work somewhere in the classroom.
e.g. Dear Owl,
Thank you very much for the fire!
You are a great friend!
I love you!

57(T)
fire owl play
Where’s
5 the fire?
6
It’s not here.

Sorry!
7
Look! 8
Our fire!
Oh, thank you,

dear owl!
Always help
other people!
57
1 Do the crossword puzzle.
1
L
2
K I T C H E N
V
I
3
G A R D E N
G
4
B E D R O O M
O
O
5
B A T H R O O M
58 (For Audioscript, see p. 129(T).)

3 Read and find the at the back of the book!
1 Mummy is in the kitchen. 3 Grandma is in the bedroom.

2 Grandpa is in the garden. 4 Daddy is in the living room.
th
thief bath A thief in the bath!
My Smiles Report
127
59
1 Complete. Then draw, colour and say.
1 It’s got yellow h __ __ r.
2 It’s got green e __ __ s.
3 It’s got orange e __ r __ .
4 It’s got a blue n __ __ e.
5 It’s got a red m __ __ t __ .
2 Sing the Teddy Bear song!

(See p. 117)
I ’m a very funny teddy bear,

I ’ve got two eyes
And a lot of hair!
60
It’s got yellow hair.
Module 5
Lesson 1 1 Complete. Then draw, colour and say.
Aims Explain the activity. Ask the pupils to read and complete
To identify and talk about parts of the face. the sentences. Check the pupils’ answers.
Language focus The pupils then read the sentences and complete
• It’s got yellow hair. the face of the teddy bear. Go around the classroom
• Nanny, look at my ballerina! She’s got blue providing any necessary help.
eyes!
Answer Key
• Look at my toy soldier! He’s got brown hair!
1 hair 3 ears 5 mouth
Target vocabulary 2 eyes 4 nose
• parts of the face: hair, eyes, ears, nose, mouth
Write the following on the board: It’s got ................ .
Differentiated Instruction Explain its meaning. Ask the pupils to come to the
• Ex. 4 (Extension activity) front and present their completed drawing.
• Art (Ending the lesson activity)
2 Sing the Teddy Bear song! (Track 62 CD1)
Draw a simple sketch of a teddy bear on the board.
Extra materials
Point to it and say: I’m a very funny teddy bear. The
• The My Face poster;
pupils repeat after you.Then show two fingers, point to
your eyes and say: I’ve got two eyes. The pupils repeat
Extension Activity (Optional).
after you. Follow the same procedure to present the
rest of the song.
BEGINNING THE LESSON pupils into four groups and assign a verse to each
(An activity to revise the language from the previous group. Play the song for the groups to sing the
module.) assigned verses.Time permitting, play the song a third
Write some words on the board, e.g. kitchen. Ask a
pupil to come to the board, mime a corresponding
AUDIOSCRIPT
action and say the word. Ask the rest of the class for
verification. Repeat with other pupils and other words. I’m a very funny teddy bear,
I’ve got two eyes
And a lot of hair!
I’m a very funny teddy bear,
(Activities to present and activate the new language.) I’ve got two ears
And a lot of hair!
POSTER
I’m a very funny teddy bear,
• Listen, point and repeat. (Track 61 CD1) I’ve got a nose
And a lot of hair!
Pupils’ books closed. Put up the My Face poster on
the board. Point to and name the parts of the face.The I’m a very funny teddy bear,
pupils repeat after you. Then point to the parts of your I’ve got a mouth
face and ask the pupils to call out the appropriate And a lot of hair!
word. Name a part of the face. Ask a pupil to point to it (See the Introduction for further ideas on how to exploit
on his/her face. Ask the rest of the class for verification. the songs.)
Pupils’ books open. Play the CD.The pupils listen, point
to the pictures, and repeat the words. Play the CD
again pausing after each word. The pupils repeat,
60(T)
Module 5
Ask the pupils to draw and colour a face. Explain
e.g. Teacher: (pointing to picture 1) Where is Charlie’s
to them that it can be a teddy bear, an alien, a monster,
teddy bear? Is it in the toy box?
etc. Go around the classroom providing any necessary
Class: No.
help. Upon completion of the activity, the pupils present
Teacher: (pointing to picture 2) What has Lilly got?
it to the class and describe it.
Class: A ballerina!
e.g. Pupil 1: It’s got green hair, yellow eyes, a nose
Teacher: What colour eyes has the ballerina got?
and a mouth. etc
Class: Blue. etc
Play the CD and ask the pupils to listen and follow the ACTIVITY BOOK (Optional)
dialogue in their books. If you wish, you can do page 36 from the Activity Book
Note: If you wish, you can explain to the pupils that during this lesson or the next one.
we can use he or it for our toys that are male and she
or it for our toys that are female.
4 Circle.
read the dialogue silently and circle the right word.
Answer Key
blue
chorally and/or individually. Ask individual pupils to
read the dialogue out loud.

dialogue.
61(T)
hair eyes ears nose mouth
3 Listen and read.
1 2
Nanny, look at my
ballerina! She’s got
blue eyes!
3 4
Look at my
toy soldier! He’s
got brown hair!
Oh, look
at Charlie’s
teddy bear!
4 Circle. The ballerina has got blue / green eyes! 61

5 Listen and number. Talk with your friend.
6 Sing the I’m big song!

(See p. 117)
I’m big, I’m big!

I’m very, very big!
62
It’s got ... . It hasn’t got ... . – It’s number ... .
Module 5
Lesson 2 after you. Then point to the mouse and say: a small
mouse, bringing your hands closer together to explain
Aims small. Encourage the pupils to mime your action and
To describe facial features; to talk about size. repeat after you. Say big or small and ask the pupils to
Language focus show the difference in size by miming.
• Teddy hasn’t got any eyes! Pupils’ books open. Play the CD. The pupils listen, look
• Yes, it has! It’s got two big eyes! at the pictures and repeat the phrases. Play the CD
• I’m big. again pausing after each phrase. The pupils repeat,
Target vocabulary chorally and/or individually.
• a big elephant, a small mouse
5 Listen and number. Talk with your
Differentiated Instruction friend. (Track 65 CD1)
• Ex. 8 (Extension activity) Read the instructions and explain the activity. Prompt
Cross-curricular links the pupils to give you a description of each toy.
• Art (Ending the lesson activity) e.g. Teacher: (pointing to toy A) It’s got a nose. Is it
big or small?
Extra materials Class: Small.
• Flashcards (38-39); Teacher: It’s got two eyes. Are they big or small?
• Story cutouts from the Activity Book for Ex. 8 Class: Small.
Extension Activity (Optional). Teacher: Has it got any ears?
Class: No.
Teacher: It hasn’t got any ears. etc
Tell the pupils they are going to listen and number the
(An activity to revise the language taught in the previous toy that is being described. Play the CD, twice if
lesson.) necessary. Check their answers.
Ask a pair of pupils to come to the board. One pupil
names a part of the face and the other touches the AUDIOSCRIPT
corresponding part on his/her own face. Ask the rest One: It’s got big ears. It’s got a big nose! It hasn’t got
of the class for verification. Resume the activity with any eyes!
as many pairs as you think is necessary. Two: It’s got small eyes. It’s got a small nose! It hasn’t
got any ears!
Play the Teddy Bear song from the previous lesson
Three: It’s got small eyes! It’s got big ears! It hasn’t got
a nose!
PRESENTATION AND PRACTICE Answer Key

(Activities to present and activate the new language.) A 2 B 1 C 3
Write on the board: It’s got ... . It hasn’t got ... . It’s number
FLASHCARDS (38-39) ... . Explain their meaning. The pupils then work in pairs.
They take turns saying what a toy has/hasn’t got for
• Listen, point and repeat. (Track 64 CD1) their partner to guess the toy. Explain to the pupils that
Pupils’ books closed. Put up the flashcards on the board, they can refer to the sentences on the board or at the
one at a time, and say the corresponding words. The bottom of the page in their Pupil’s books for help. Go
pupils repeat, chorally and/or individually. Point to each around the classroom, providing any necessary help.
flashcard in random order.Ask individual pupils to name Ask some pairs to report back to the class.
the item. Ask the rest of the class for verification. Suggested Answer Key
Stretch out your arms and say: big. Encourage the pupils A: It’s got small eyes, it’s got big ears. It hasn’t got a
to mime your action and repeat after you. Then point to nose.
the elephant and say: a big elephant.The pupils repeat B: It’s number three!
62(T)
Module 5
6 Sing the I’m big song! (Track 66 CD1) 8 Circle.
Show the pupils the elephant flashcard and say: I’m Explain the activity. The pupils look at the pictures,
big, I’m big! I’m very, very big! The pupils repeat after read the dialogue silently and circle the right word.
you. Then point to your ears, mime and say: My ears Check the pupils’ answers.
are big. The pupils repeat after you. Follow the same
Answer Key
procedure to present the rest of the song.
small
pupils into two groups and assign a verse to each Play the CD again pausing for the pupils to repeat,
group. Play the song and the groups sing the chorally and/or individually. Ask individual pupils to
assigned verses.Time permitting, play the song a third read the story out loud.
AUDIOSCRIPT • For stronger classes: Select a short exchange from
I’m big, I’m big! the dialogue for the pupils to act out in pairs. Allow
I’m very, very big! them some time to rehearse their exchanges.
My ears are big, Encourage them to come to the front and perform
My nose is big, their exchanges.Alternatively, assign roles and have
I’m very, very big! the pupils come to the front and act out the whole
dialogue.
I’m small, I’m small,
I’m very, very small! • For weaker classes: Ask the pupils to take out the
My ears are small, story cutouts. Ask them to shuffle them. Play the
My nose is small, dialogue for the first frame. Ask the pupils to show
I’m very, very small! you the corresponding cutout.

the songs.) ENDING THE LESSON
Ask the pupils to choose one facial feature
Set the scene by asking the pupils questions about e.g. nose.The pupils draw and colour as many different
what they can see in the pictures. shapes and sizes of that facial feature as they can think
e.g. Teacher: (pointing to picture 1) Is Charlie happy? of. Go around the classroom providing any necessary
Class: No! help. Display their work somewhere in the classroom.
Teacher: (pointing to picture 1) Has Teddy got
any eyes? ACTIVITY BOOK (Optional)
Class: No.
Teacher: No, Teddy hasn’t got any eyes! etc
63(T)
a big elephant a small mouse
7 Listen and read.

Yes, it has! It’s
1 2 got two big
eyes!
Teddy hasn’t
got any eyes!
4
3 Yes, it has!
It’s got a small
nose.
Teddy hasn’t
got a nose!
Charlie is very
happy now. Thank
you, Nanny.
8 Circle. Teddy has got a big / small nose. 63

9 Look, read and match. Then listen and check.
a They’re good for our teeth
and our bones .

Bread and
pasta
b They’re bad for our teeth
Fruit and and skin .
vegetables
c They’re good for our eyes

,
Milk and our brain and our skin .
yogurt
d They’re good for our

Meat ,
heart .
eggs
and fish
e They’re good for our
Sweets and muscles .

cakes
64
Module 5
Lesson 3 Pupils’ books open. Explain the activity. Allow the pupils
some time to complete the activity. Play the CD. The
Aims pupils listen and check their answers.
To talk about food that is good/bad for our body.
Answer Key
Language focus
1 d 2 c 3 a 4 e 5 b
• They’re good for our teeth.
Target vocabulary
• bread, pasta, fruits, vegetables, milk, yogurt,
meat, eggs, fish, sweets, cake, teeth, bones,
skin, brain, heart, muscles
• Design and Technology (Exs 9, 10)
Extra materials
• The Health and Body poster.

lesson.)
Ask the pupils to draw an elephant or a mouse, then
describe it.
e.g. Pupil: Look at my elephant!
It’s blue. It’s got big ears and a big mouth.
etc
Play the I’m big song from the previous lesson (Track
66 CD1). Invite the pupils to sing along.

(Activities to practise talking about food that is good/
bad for our bodies.)
POSTER
9 Look, read and match. Then listen

and check. (Track 68 CD1)
Pupils’ books closed. Put up the Health and Body poster
on the board. Point to the items, one at a time, and say
the corresponding words. The pupils repeat after you.
Point to each item in random order. Ask individual pupils
to name them. Ask the rest of the class for verification.
64(T)
Module 5
10 Look, read and colour.

Explain the activity. Explain to the pupils, in L1 if
necessary, that the Eatwell Plate shows how much of
these food items we should eat. The pupils look at the
colours of the Eatwell Plate and colour the food items
accordingly. Go around the class and help where
necessary.
ENDING THE LESSON

Ask the pupils, in groups, to design a sticker
encouraging people to eat healthily. Go around the
classroom, providing any necessary help. Then the
groups present their stickers. Make sure you display
their work somewhere in the classroom.
Eat fruit and vegetables. They’re good for your eyes,

brain and skin!

65(T)
10 Look, read and colour.
le s Bre
a b
et ad
eg ,
V
Ri
d
ce
an
,P
t
ota
Frui
toes, Pasta
Me Egg
at s
t
ur
,F
h,
og
is
e,Y
es
an Sweets Che
dC ,
akes Milk
65
11 Big or small? Look and write.
1 It’s got a big mouth. 2 It’s got ____________________ eyes.
3 It’s got _____________________ ears. 4 It’s got a __________________ nose.
66

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Teacher’s Book

for Kazakhstan Grade 2

Jenny Dooley – Virginia Evans

2 My Family and • mummy, daddy, brother, sister, grandma, This is my mummy.

3 My School • schoolbag, pen, pencil, book, ruler, rubber, What’s this?

4 The World • kitchen, bedroom, garden, living room, Where’s Mummy?

6 Traditions and • numbers 1-50 Happy Birthday!

Songs & Chants (pp. 116-117) Glossary (pp. 118-128)

Checkpoint Listening Activities p. 129(T) Instruments for Evaluation pp. 130(T)-140(T)

The Pupil’s Book also includes:

Pupil’s Multi-ROM (Pupil’s CD/DVD)

themselves and their own lives.

Key features of a module

Teaching Young Learners

Songs in the Language Classroom

Checking Pupils’ Progress

Types of learning styles

What are the types of learning styles?

➤ Module 1 Sounds Spot!

talk about ... LANGUAGE FOCUS

Time for CLIL

➤ Module 2 Sounds Spot!

talk about ... LANGUAGE FOCUS

Time for CLIL

➤ Module 3 Sounds Spot!

talk about ... LANGUAGE FOCUS

Time for CLIL

➤ Module 4 Sounds Spot!

talk about ... LANGUAGE FOCUS

Time for CLIL

➤ Module 5 Sounds Spot!

talk about ... LANGUAGE FOCUS

Time for CLIL

➤ Module 6 Sounds Spot!

talk about ... LANGUAGE FOCUS

Time for CLIL

listen to ... LANGUAGE FOCUS

Time for CLIL

➤ Module 8 Sounds Spot!

talk about ... LANGUAGE FOCUS

Time for CLIL

3 Read and number the pictures.

4 Sing the Keep moving song and do!

6 Sing the Shapes song

8 THINK! Tick (✓).

Extension Activity (Optional)

7 Listen and read.

8 THINK! Tick (✓). Stand in the . 7

9 Listen and colour. Talk with your friend.

Extension Activity (Optional)

11 Listen and read. Now, Charlie.

12 Circle. Hello / Goodbye, everyone! 9

yellow red blue green

BEGINNING THE LESSON

Hand out the flashcards. Call out a colour, e.g. blue.

ME Over to you: Make an All About

• my kite • my red 3) ___________

My favourite I can ...

This is the London

• Find a picture of a place in your country. What shape

BEGINNING THE LESSON

1 Listen and read. (Track 14 CD1)

Pupils’ books closed. Put up the Realistic and Abstract

8 THINK! Complete. 1 A red c r! 2 A yellow t b ! 21