Br fay Le oso g Dave TuckerContents Scope and sequence pages 4-5 Introduction to Academy Stars page 6 * Components overview page 7 * Teaching with the Pupil’s Book and Workbook pages 8-12 * Understanding the Teacher's Book page 13 * Games Bank pages 14-17 Teacher's notes Welcome pages 18-21 In the wild pages 22-37 My busy week pages 38-53 Review 1 pages 54-55 Our things pages 56-71 Reading time 1 pages 72-74 Think about it! 1 page 75 Out and about pages 76-91 Review 2 pages 92-93 Sun and snow pages 94-109 Reading time 2 pages 110-112 Think about it! 2 x page 113 Stay safe pages 114-129 Review 3 pages 130-131 Seasons of fun pages 132-147 Reading time 3 pages 148-150 Think about it! 3 Page 151 How food grows pages 152-167 Review 4 pages 168-169 Let's look inside pages 170-185 Reading time 4 pages 186-188 Think about it! 4 page 189 Fantastic weekends pages 190-205 Review 5 pages 206-207 Answer keys: Workbook Mid-year and End-of-year reviews page 208 VPUUUUUVUYUUUUVUUUUUUUUUUUUUUUUUYUUUUUUUUUUUUUVUUUUUUYScope and sequence cd a BE cone jak bout yours Vocabulary review There are some crocediies. There aren't any pandas. Animals; couniries There are / aren't + some / any: ‘Are there any ..? + short answers: Ale there ony birds? Yes, there are. Days ofthe week; Present simple (I/ we/ they) Present simple: questions with mabe: octivities ses qua tecrer es galbronna Shes gta os. raat Sete seo 3 esgrokonee Shepltindehr — Haeaal ee o oroonge bal 4 BB eto tiend abet you iy eos LS Learning objectives: Meet the characters; Talk ‘about yourself Vocabulary: Eva, Henry, Kirsty, Owen Resources: Class Audio CD1; (Fx) - Vocabulary activities Warm-up: The big picture * Refer the children to the picture on page 4. Ask Where are these children? (at school) Are they the same children as in Pupit’s Book 1? (no) is it the same school? (yes). Elicit they are at their school — the Academy, and they're the characters who welll see all the way through the book, 1 i) 11 Meet the Academy Stars. Listen and point. + Play the audio and have the children point to each character (left to right) as they speak. * Then elicit the names of the children and write them on the board in order. Have the chitdren repeat each name and point to the character. Do this first in order and then in random order. @®H)=Presentation kit ([H2)= Teacher's Resource Centre (FX) = Pupil’s Practice Kit * Ask Who is Kirsty's brother? (Henry) Who is Owen's sister? (Eva) Who is Eva's brother? (Owen) Who is Henry's sister? (Kirsty). #@ 1.2 Look at the picture and write the names. ‘= Refer the children to the four texts. Play the audio, pausing at the end of the first text. Hold up your Pupil's Book ond point to the example answer Henry. + Play the rest of the oudio, pausing at the end of each text for the children to write a name. * Play the audio again, pausing for the children to call out the name after each part. :1Henry 2Eva 3Kirsty 4 Owen POP ONE PPP PP PP PPP PL PPL KHL PRPC P PEL ELE EL EL EEEET *@) 1. Listen and circle. ‘+ Ask What can you see on the purple information card. * Play the oudio, pausing after My name is Eva to point out that Eva is circled os an example + Play the rest of the audio for the children to circle the information they hear.+ Coll out the headings. Children say what they circled. + Now play the second part of the audio and repeat the procedure for the blue information card. Audioscript Adult: Hil What's your name? Eva: My name is Eva. Adult: How old ore you, Eva? Eva: I'meight. Adult: Tell me about yoursett Eva: I've got black hair and green eyes. | can ride ‘bike. | like cots Adult: Hello. What’s your name? Henry: My name is Henry, Adult: How old are you, Henry? Vm nine, Tell me about yourself, Henry. Henry: Adult: Henry: |'ve got brown hair and blue eyes. | can climb, | ike horses. Answers: Name: Eva Age: 8 Hair: black Eyes: {green I can: ride a bike | like: cats } Nome: Henry Age: 9 Hair: brown Eyes: bluelcan: {climb I tke: horses i 4 & EM rela triend about you. + Tell the class about yourself using the prompts * Divide tho class into pars ond have them toke turns telling a friend about themselves using the prompts, Cooler: Disappearing words * Play Disappearing words (see the Games Bank, pages 14~17) with key words from this lesson, eg. Kirsty, Henry, Eva, Owen, sister. Workbook pages 4-5 2 Rod and color the care acy 1 Newhart. 19 waht 3. & Drow pcure ty, Wee yer ae ‘aod ond compote 2 tm__ ene 2 vega ot mt ae 2B vot cbst yu teodons D. ‘eaten i eat ate Neat ae 1 Match and complete. | Answers: | 1Kirsty 2 Eva Henry bOwen cEvo dKirsty | 2 Read and colour the pictures in Activity 1. Answer ott : Henry: brown hair Owen: orange Evo: purple bag Kirsty: blonde hoir LEVEE bbe Dobe bb bEbEEELDELELEULELLLLLLLEDELELEL (7) = Pupit's Resource Centre (76) = Test Generator 3 & Draw a picture of you. Write your name. Read and complete. 1 Read and write the name. } Answers: 1 Katy 2Sally 3Dan 4 Jack 2 & what about you? Read and circle. 3 Look and label.Lesson 2 Vocabulary ook id on wt 1 ree wos beeing wer aL 2 Treating at 1 Groacansee eight overs 2 M8 care soph Learning objectives: Vocabulary review Vocabulary: objects, clothes, food, family Resources: (PX) Gm Pk) - Vocabulary activities Warm-up: Who's this? * Write a big Yes on one side of the board and a big No on the other side *+ Hold up your Pupils Book, open at page 4. Point to the characters and say This is (Eva). The children point to the Yes or No side of the board to show if the sentence is correct or not * Continue by saying o mixture of true and false statements about the children's eyes, hair and likes. 1 Look, find and write. * Ask the children what they can see in the picture. ‘Ask Are people happy? Are they all one fomily? Where's Mum? Where's Grandpa? eic. * Ect words beginning with ‘b’ from the class and write all the correct words on the board, Then hove the children copy the ones they prefer into their books. + Give the children time to think about the other questions. Tell them they don't have to write yet (but they can if they want) * Elicit words for each question and write all the possible answers on the boord. + Each time, have the children complete the spaces with their favourite answers, Pk) = Presentation Kit (THC Teacher's Resource Centre (x Pupil’s Book pages 6-7 3. Tako attend Nake vrtonces bos the pice, Suggested answers: 1 bal, burgers, bananas, bag, bird, bike 2 slide, swings, sandpit, seesaw, shirt, shoes 3 cupcakes, apples, pears, burgers, carrots, bananas 4 trousers, shirt, shoes, hol, jumper, jacket § Grandpa, Grandma, Mum, Dad, { Kirsty (sister), Henry (brother) ! i Treo 2 Look and write the numbers. + * Ask Where ore the flowers? What colour are they? How many flowers are there? Have the class count the flowers all together. Then read out the first, ‘sentence, pointing to the example answer. * Hove the children continue the activity, completing the sentences with the correct number. Fast finishers can compare their answers in pairs, * Invite different children to read out the sentences, Ask for whole-class agreement each time. Answers: 1 eight 2 tive 3 six 4 four three 3 B¥ talk to a friend. Make sentences about the picture. * Elicit a finished sentence for each of the prompts. + Then ask for more examples for each one. Point ‘out that Mum con change to other family members or names. Pupit's Practice Kit CEP EPP PP EPO PELL ECOL NPP KKH rere Ppp epee oe ees* Divide the class into pairs and have the children take turns saying a sentence about the picture, using the prompts. Fast finishers can go back and start again ‘and make as many sentences as possible before {you call time. Cooler: Ready, set, draw! Play Ready, set, drow! (see the Games Bonk, pages 14-17) with the vocabulary from this lesson ‘Workbook pages 6-7 LbbLUbULEDLDLELLE 8 rain yi tot ot BD fh & & =~. 1 Find and write. one 2two 3three 4four Sfive 6 six seven Beight 9nine 10ten 2 Look, count and w Answers: 1 There is one 2 There are six 4 There are four 5 There is 3 There are eight } one 6 There is one 3 & what about you? Read and circle. Answers: Children’s own answers, t Pupil's Resource Centre (Te) = Test Generator LVUELLEDEDOLEODDDEEbEbEEDbbEL bE 2 Laskar ne ptr in Atty | od ant GD. 1 etepis ont 2 hajastsh ante woe 4 conyorcint ee? 4 Une 5 ve uetooter erect Look and label. 1 Answers: 1 wardrobe 2lamp 3 desk | 4window 5 chair 6 bed 2 Look at the picture in Activity 1, read and circle. on 2under 3in 4nextto | Answers: 3 Read and match. | Answers: c 2f 3d 4e Sb 6a My progress: (Workbook page 116) + Prise the children for their efforts in completing these units (rewarding effort as well as achievernent is essential for successful tearing). * Clarify the meaning of each / can elicit exomples. * Ifthe children ore unsure of any point, work together ‘95 a class until everyone can complete the J can .. challenges. The children then put their stickers in place. statement andLesson 1 Vocabulary In the wild Pupils Book pages 8-9 beer} comet) > mc sora) wot) sate} into J 2 ook tthe map. i he cima in ety Wie cooler aver 39 Wich onmatzre am mee than ane county? hich onal aero ny on our 4 tee Sngand actout. @SSHaT romoomitewots m2 TD 4» 7 cecadte 1} tengare (i) ort avndm want * | das Ce Gurnteconeesi 2.4 | Icontearwshescndters rom ondte wore! | Aes bres totanmascayeusce? | cara eth Camyou sm oergoos? | ser Canc cet ‘it ron so eons pon, Te oecomatesten | hen story ind eat Learning objectives: Identify and use new words: ‘onimals, countries; Sing a song using the target vocabulary Vocabulary: bear, camel, crocodile, kangaroo, anda, wolf, Australia, India Resources: Class Audio CD1; (°X)- Flasheords; (FRE) - Vocabulary worksheet 1, Downloadable flashcards; (PPK) - Vocabulary activities 1 and 2, Song; (Pre) Warm-up: The big picture * Refer the children to the picture on page 8. Ask What can you see? Do you know the names of these animals? Which is your favourite animal here? Which country would you like to visit? ‘+ Ask the children if they study animals and countries in some of their classes ot school. Check the meaning of witd. 1 @) 1.4 Listen and say. * Play the audio. Have the children listen and point to the pictures. * Play the audio again. The children point and repeat. * Play the audio one more time and have the children do an action or make a sound for each of the animals, @) +5 Then listen and number. + Ploy the audio, pausing atter the first word to point ‘out the example answer. + Play the rest of the audio for the children to number the words as they hear them. * For feedback, say each number and have the class call out the word. Ask different children to repeat each word to check and practise pronunciation. Audioscript 1 kangaroo, 2 camel, 3 wolf, 4 bear, 5 panda, 6 crocodile, 7 India, 8 Austratio resentation Kit (1n¢)= Teacher's Resource Centre (Pk) = Pupil’s Practice Kit OPED ID DI IID EE Re ne ne rrp pepe ppp praPLLLLELLLULLLLLLLLLLULULLLLAL LDOLLELDLDLEDLLLELbL i + Show the childron how to join in with actions for | Answers: beor - 4, camel - 2, crocodile ~ 6, | the song: zoom — hold out arms tike an aeroplane; | Kangaroo — 1, panda ~ §, wolf — 3, Australia ~ 8, : 1, 2, 3 —use fingers to count; snap, snap — open | india - 7 | and ctose your arms in front of your face like a crocodile's mouth; crunch, crunch = mime chewing on a stick of bamboo. Encourage them to do suitable actions for the mention of each cnimal. i jital 5 Using digital {+ Play the song and have the children join in and do You can use the Flashcards to pre-teach the : the actions, Repeat as many times as the children vocabulory, $e wiling * Use Slideshow to introduce the words. } + Use Distort to test the vocabulary, 3 4 : ) * The children will remember the vocabulary 2 Cooler: Ready, set, draw! } better if they see it in a voriety of cifferent 3 + Play Ready, set, draw! (see the Games Bonk, $ forms, including digital and the book. $ pages 14-17) with the vocabulary from this lesson 2 Look at the map. Find the animals in Workbook page 8 Activity 1. Which countries are they from? * Call out the name of an animal, e.g. bear, and have In the wild the children say the countries where they can see the bear (Russia, China and India) SID, voecovor * Continue with different animals eliciting the countries each time. * Alternatively, the children can continue in the some way os a poirwork activity, | Answers: beor: Russia, India, China comet: { Egypt, Indio, China crocodile: Egypt, { Australia, India kangaroo: Australia _ panda: China wot: Russia, China, India 3 @ Which animals are from more than one 3 trodons De omc nee country? Which animals are from only s ae a” 2 gen aasts one eountry?: RS . nih othatpsns + Ask the children to count the crocodiles on page 8. . omer ‘Ask How many countries have got crocodiles? (three ~ Egypt, india, Australia). Ask Howmany countries have got pandas? (one — Chino) * Give the children some time to check the other onimals and see how many countries they are from (more than one or only one), + For feedback, ask each question in turn ond have different children say a country. Ask for whole-class agreement each time. Answers: bear, India, crocodile, Austratio, camel, wolf, panda, kangaroo Answers: The animals in more than one country ‘re: crocodile, wolf, camel, bear. The animals in only} Answers: Animals Countries ‘one country are: kangaroo, pande bear Indic L crocodile Australia ; camel 4 tf!) 1.6Sing and act out. wolf + Ask the children to tur their Pupil's Books face panda down. Explain that they will hear a song and that kangaroo. they should raise their hands every time they hear - - one of the animals or countries from Activity 1 * Play the song and join in with the children, roising 3 Read and circle the correct picture. {your hand when appropriate. * Play the song again. The pupils follow in their books. Answers:1b 20 30 éb (PRC) = Pupil’s Resource Centre (1G) = Test GeneratorLesson 2 Grammar time Pupil’s Book page 10 12 At Read ond mith tn ogc ode, Yrewomsne Wir ingest eth tory Learning objectives: Understand the use of There are / aren't + some / any); Read and act out a story using the torget grommar Grammar: There are some / There aren't any Resources: Class Audio CD1; (Pk) - (FRC) Materials: paper, pens or pencils i) 1.6 Warm-up: Sing the song * Play the song Zoom around the world again and have the children join in and do the actions as in Lesson 1. (You may wish to have them just listen and do the actions first, ond then have them sing along and do the actions.) 1 aq) 17 Listen and read. What animals can they see? + Refer the children to the pictures ond osk Who can you see? (Eva, Owen and their parents) Where are they? (at a 200 / safari park) + Play the audio and have the children follow the story, Stop after one or two frames and ask the children What number? One, two, three or four? to ccheck they ore following * At the end, ask What animals can they see? Elicit ‘the answers from different children. Ask How many crocodiles ore there? (five) Repeat with pandas (two), kangaroos (three) and tigers (none). + Reinforce comprehension of There are some / There aren't any using actions. Say There are some and nod (or whatever action is appropriate in the children's culture). Then say There aren't any and shake your head (or the equivalent action in the children's culture). + Play the audio again. Have the children listen and do the appropriate actions for the affirmative and negative sentences when they hear them. 2) 17 Read and match. Listen again and check. + Hold up your Pupil's Book, point to the example ‘and read out There are some ... Follow the line with your finger and elicit crocodiles. Ask the children to find the phrase in the story (in part 1). + Have the children match the other animats to There ‘ore some or There aren't any, referring to the story, * For feedback, say eoch animal in turn and elicit the sentence with There are some or There aren't any. * Play the corresponding section of the audio after each sentence and check it motches the children’s ideos. Answer: kangaroos; There aren't any = tigers There are some = crocodiles, pandas, Teaching star! To consolidate understanding of the language, play a true / false game. + Say a sentence, e.g. There are some tigers. True or false? and have the children call out the ‘answer. Continue with other cnimats, including some negative sentences, .g. There aren't any pandas. True or false? Consolidation 3 &3¥ Work in groups. Act out the story. (@)=Presentation Kit (Hé)= Teacher's Resource Centre (Beastor yr + Play the oudio again for the class to repeat each line chorally. Check their pronunciation of There are some and There aren't any, Count the speaking characters in the story with the children (three ~ Mum, Eva and Owen). Divide the ‘lass into groups of three. Give each child a number 1-3 and allocate roles: all number 1s are Mum, all number 2s are Evo, all number 3s are Owen. If there are extra children ‘who don't fit into a group of three, they can mime Dod driving! Allow them a few minutes to practise acting out the story. While they practise, circulate, monitor and offer help with pronunciation and intonation, as well ‘95 accuracy, praising children as appropriate. Pupil’s Practice Kit CPP PEEP PPP EIR RANK NK AANA PARANA NHN HK KK HK HHH peperep