Cambridge Englishaj CAMBRIDGE ENGLISH Language Assessment Frito the Uniuersty of Cambnidoe 8 CAMBRIDGE 3) i ) UNIVERSITY PRESS Cambridge English for Starters ° TEACHER'S BOOK ‘ Ten Anne Robinson 2 8 6 e te Karen Saxby °Cambridge University Press worwcambridge orgie Cambridge English Language Assessment swanecambridgosngloh org Information on this ile: worecambridge.org/9781316617496 © Cambridge University Press 2016 “This publication sin copyright. Subject o statutory exception ‘and tothe provisions of relevant collective lensing agreements, ‘no reprociction of any part may take place withoot the writen ermision ofthe publishers, First published 2006 ‘Second edition 2010 “Third edtion 2015 Fourth edition 2016 21918 17 16 15 14 13 1211 10987654321 Printed in Malaysia by Vivar Printing A catalogue record for ths publication i available from the Bris Libary 1883 978-1-316-61746-5 Students Book with online atvites with audio and Home Fun Booklet $83 £78-1-316-68191-1 Students Book with eine activites with audio 1583 878-1-316-61749-6 Teacher’ Book with downloadable audio 1883 978-1-316-61751-9 Class Audio CDs 16BN_978-1-316-61752-6 Presentation Plus DVD-ROM Dovenload the audio at wwwcambrige.org/fanforsarters ‘The publishers have no responsibility for the persistence o accuracy of URLs for extemal or thid-pary internet websites referred ton this pbliation, and dd not guarantee tht any content on such websites i or wil main, accurate ‘oc appropriate. information regarding prices, travel timetables, and other fatal information given in this work is correct atthe time of rst printing bt the publishers donot guarantee the accuracy of such information thereafter.Contents Introduction Checklist for Cambridge English: Starters preparation Map of the Student’s Book Topic index Grammar index Unit guide (teacher’s notes) Photocopiable activities Photocopiable Practice Test: Listening Audioscripts Reading and Writing Answer key Speaking 10 14 15 16 106 122 127 129 136 137Introduction Welcome to Fun for Starters Fourth edition un or Starcers Fourth elton isthe fistin a series of tree books ‘written for earners aged between 7 and 13 years old. Fun for Movers Fourth editions the secand book nthe series and Fun for Flyers Fourth dition isthe third Who is Fun for Starters Fourth edition for? Fun for Storterss suitable for © leamers who need comprehensive preparation forthe Cambritige English Starters (YL Starters), in addition to their general English (© mined lasses whore some ofthe learners ae preparing to take the Combridge English: Starters test, and whe need metvatingand fun English lessons (© small and large groups of earners (© monolingual and multilingual clases Fun fr Stoters supports the development of good learning habits and language practice in meaningful fun, creative and interactive ways. tis deal for learmers who have been studying English for between one and ‘three years, and who need to consolidate thei language and sk ‘The key features include: (© complete coverage ofthe vocabulary and grammar on the Cambridge English: Starters revised 2018 syllabus (© thorough preparation forall parts ofthe Cambridge English Starts test (© afocus onallfour sil with an emphasis on those areas most likely to cause problems for young learners at this level (© recycling language and topics (© fun activities that practise English ina meaningful way © opportunities for earners to personalise the language and make the tasks relevantto them What's new in the fourth edition? ‘The new edition of Fun for Starters has been fully updated to reect ‘the Cambridge English: Young Learers specifiations from 2018. The ‘changes include revised task types for Listening Parts 1 and 4; Reading and Wrting Parts 1 and 4 andthe the revisions tothe Speaking parts 2s well asthe new words onthe word ists which reflect the changesin technology and devices and enable more language tobe tested Cambridge English: Young Learners For more information on Cambridge English: Young Learners please visit wmwcambrdgeengishorgleremsiyoung leomers-engish. om here you cen download the handbook fr weathers wich includes information about each evel ofthe our Learners exams. You ean alsofind information for candidates andteir parents including inks to videos ofthe speaking test teach evel There are alka sample tet Dapers, anda computer-based test fo you try, a well as games, one inks tthe Teaching Suppor website ‘course components ‘Student's Book with downloadable class audio and online activities ‘The Students Bok has Den updated to Inu 0 words nd phases rom the 2018 revised Conbridge Engi Sorte vay ©. evenmore opportune fortes practi. Inmostuni, there wil be atleast one authonte etsy tas. The instructors for these tasks ae shown in (Baa, whl nsracton rash wich provide more genealfet practice are shown n blac, © newilistations designed to stimulate ero engogement (© avareyoffun actives sichas games, puss, drawing and Colouring tense your lamers artnvaied and enoy ter Engish lessons (recordings forthe listening tsk, hich are aslble va the teas code athe frontel the books tht eametscan ractse ‘home. To dowricad te sudo vt thePunfor webs o stv combridgecrpunforstarters (© online aches, avaliable via the aces code atthe ont of thebeck, wich pride ther pracic ofthe gamma and vocabulary featured inthe Statens Book © project that encourage lamer to explore topicsin more depth td produce workmorelnependentiy Teacher's Book with downloadable class audio. Inthe fourth edition ofthe Teacher's Book, you can find: (© clear signalling of Cambriige English: Starters test practic tasks and authentic test style tasks that appear in each Unit. These are listed in the information boxes at the stat ofeach unit, under Starters practice o Starters test. Inthe unit nates, anion ke this ustering indicates the part of Cmbridge English: Starters thatan authentic test style task replicates. (© usefultips to guide and support leamersin their preparation for each part of the est (© materials and equipment needed toteach each unit. This means less preparations needed, as you can se at a glancethe audio resources or numbers of photocopies youneed for each lesson. (© suggested wording of classroom language at the learners’ level of English (© support or tesching pronunciation activities in fun and motivating way for learner of thie age (© ideas for maximising the involvement of leamersin thet learning process (© ideas for extending activities nto simple, un projects that give learners the chance to explore topics more independenty and consolidate their English in creative ways links othe wwsw.cambridge.orgifunfor website, which provides, additonal resources, visuals and lesson ideas for teachers, and Interactive games and acthities to accompany Fun for Strtrs Class audio CD / Downloadable audio | Online audio The class audio CD contains al the recordings forthe listening activites inthe Student's Book. The audio avallable to download at \nvwrcambridge org/funforstarters, or you canlisten to the auc at home by following the instructions and using the access code at the frantof the stucent’s Book °Ree eee Cartan Aion” lesenenona Presentation plusisa DVD-ROM that contains a digital version ofthe ‘Students Book an al the audio to complete the listening tasks. The Integrated tools enable you to make notes, highlight activites ard turn the Student's Book into an interactive experience for your learners. The Presantation plus includes: © allthe Student's Book pages (© alltheaudio or the Student's Book (© pels ofthe Teachers Book, including.a complete practice tas with the Listening audio (© unittests-one per unit, testing the key language covered in ‘each unit ‘An app for mobile phones and tablets For further practice ofthe revised listo vocabulary for Combridge English: Startrs,dovmlaad our new app and encourage your learners to practise their vocabulary while having fun! ‘cambridge Learner Management system ‘The Cambridge Leammer Management system provides students with extra practice in ‘prammar and vocabulary All ofthe students ‘Online work canbe racked and reviewed by the ‘teacher. Ithas also been fully updated to reflect task ypes and new words inthe word ist For access to Fun for Starters CLMS content, ‘contact your local Cambridge representative, How is the Student's Book organised? Contents Ths its the Students Bookunt umber and tle suits Eachunits topic based and designedto provid between 7s 30 minutes fas tme Language presented and practised troughout {hunt andthe ial acy uel provides ee fun pace ofthe units key content anguoge Ideas fo projet work ontop are lacluded Inman unis and signaled by 0 icon, are fun acts to pacise specie phonemes or other fy aspects of pronunciation, Pairwork ctividespoges (pages 6-100 Tearerswiluse these inspect untae. Unie ordist (pages 191-111) “isi ist ofthe key word ich appearin each uniorganisety topic or word class). There is space for learners to make notes orto write translations foreach word How is the Teacher’s Book organised? Contents This shows where to find each section ofthe Teacher's Book, Introduction Thiswil help you use Fun for Starters Fourth edition Itinludes: (© quick guide tohow wnits inthe Teacher's books are organised (poge 7 (© suggestions for games and activities (page) (© suggestions fr how to use pictures inthe Student's Book (page 8) (© suggestions for using small pictures or word cards (pages 8) Checklist for Cambridge Englith: Starters preparation (page 8) (© a quick guide to what learners haveto do in each part of the Starters test and units where e2ch partis covered inthe Students Book. Test’ indicates those activities that reflect the format ofthe Starters Listening, Reading and Writing or Speaking test. Practice’ indicates activities that prepae fora particular part ofthe Starters Test, but do not reflect the identical format ofthe test Map ofthe Student's Book pages 10-13) (© anoverview ofthe content and organisation of alltheunitsin the Student’: Book. Toples and grammar indexes (pages 14-15) Unit guides | Teacher's notes (© the teacher’ notes foreach ofthe 45 units. Sea below fora detailed suide to these Photocopiable activities (pages 106-121) (© these elateto specific units as indicated in the teacher's notes ‘Starters photocopiable practice test pages 122-140) (© acomplete Starters Practice Tet (Listening, Reading ané Writing. Speaking) to photocopy and use with learners. Audiascripts and 3 key are also provide.How is each unit organised? Tpies,non-Starters words Thisisalis ofall the topics covered inthe unit. Any words that appear Inthe unit but not inthe Starters words are also listed below. Equipment needed This ists any equipment for example: audio resources and/or material needed forthe uni, including the number of photocopies needed for any activities. Pages tobe photocopied are found atthe back ofthe Teacher's Book. Instructions These are usually labelled A, 8, C etc. and correspondt the diferent activities which appear inthe Student's Book There aresome activities that appear only in theteacher'snotes and are not labelled A, 8, C etc. Audioscrpts Te audloscrpts foreach isteningare atthe end ofthe activity where they areused, Project work There area numberof suggestions for projects. The instructions for these generally appear atthe ends of uns. Listening tasks Theresa steringicon (atthe begining ofeach stein task n te Starters test practice tasks, the lengths ofthe pauses in the audio are the same as inthe Young Learners Enish Tests the sttime they are played Wen theaudi are heard the second time inthe Cambridge English ‘YLE Tests, the pauses are slightly shorter allewing time to add any missing answers and/or te check answers, Forall other Listening tasks inthis book, the lengths of pauses are approximate. You may want to re-startor stop the audio to allow your learners less or more time in which to complete tasks, Gna) gums ‘The llowing games and activities canbe done in clas to practise or revise a wide ange of vocabulary or grammar. singe Leamersmake a gid of sixor nine squares in two or three romscf three. They write a wordin each square. Read out words, one by one. learershave the word, they rossi out or cover ewith a smal peceof Paper. “heist learner to cress out or covrll ther words the winner Check that lesmers have heord the right words by asking them to say the words and comparing them with your fistof word ‘Seven tves (‘Hangman’) Draw [or stick] seven body out on the board ‘choose a word. Draw one line on the board foreach letter the word, for example: (ress) Leamers put up theirhands to say liter, the letterisin the word, you write ftontheline. ifthe letters notin the word, you remove one af the bodies from the board ‘The game finishes when the learners complete the word or they lose allsever ves. Learners then play in groups, drawing lines forthe own words. The long sentence CChoosea simple sentence hich can prow If words are added tothe end oft. Forexample: Teacher: in my bedroom, theresa bed. Learner i: In my bedroom, theres bed anda table Continue round the cass, wth each learner repeating the sentence and allthe words which have been added, before then adding another nod, “The winners the person who remembers allthe words in the correct ‘order when everyone else has been eliminated. yep i ‘ | Sa Hl | i a ‘change places. Learners sit ina citle. Sey sentences starting with the words: Change places... For example: Change plocesfyou got up at 8 lock today. ‘Al the leamers who got up at 8 ocock have to stand upand move to sit inadiferent place petit! Choose a group of words (com a particular topic, ke body or animals, orthe words could beunrelated). Tel learners to listen and write the letters as you say them to spel the word, For example, 8 learners ‘think they know the word, they say Stop! and say the remaining eters, {or example: AR and the word (pea) IF they ae right, they get point for each letter they gave. they arenct ght, continue to spaltout the ‘word, letter by letter. Guess whati'm drawing (ne earner chooses. a wor! and draws a picture oft on the board, one le at atime. After each tine the learner asks: What his? The other learners try to guess what itis. The leamer who guesses cortectly then ‘dans on the board. The game con be played groups with learners drawing ines on pape. ‘Group or order the words ‘Take any group of words (elated or not) and ask earners to group or ‘order ther © from{ongestto shortest. Learners ether write the words in oder according tothe numberof letters they have, orleamers write the words in order according to the numberof vowels they have (© fromsmallestto biggest. ‘Learers write the words starting with the smallest thing / animal / food, ec (© imalphabetical order. Lamers wrt the words in alphabetical ender© incolour groups. Learners write words in groups according to their colour. (© insound groups. Leamers write words n groups according to pronunciation sinilarties (stress patterns, vowel sounds ete) Backs tothe board (© Make teams of 4-Slearers, depending onthe size ofthe class. ‘© Putonechairfor each team at the front ofthe class. learner rom ‘each team comes and sits on a chair, with thelr back tothe boar. ‘© Write up word onthe board for example: page). One team gives ‘clues to the learners on the chairs eo that they ean guets the word. (© Thefirstleamer fram the chars at the front to stand up gives an answer. they ae igh, they get a point for thelr team they are |wrong, they sit down and another team gives a clue. Again the fist petson to stand up gives an answer. Teams get a point for avery forrectanswer. (© When the word has been guessed, diferent learners from each team come to the front ofthe cass and st down and the actvtys repeated Gon with pistes: ‘You can use the pictures in the Student’ Baokin many diferent ways to revise and practise language, Here are some suggestions. Which pierre? In pais or smal groups, one learner chooses a picture from any page. Jn Fun fr starters Fourth edition. The ther learner's) have to ask {Questions to discover which picture, For example: Can you see some people? sit na house/park, etc? Once the other learners) have found the picture, they choose a picture and are asked questions. Yesorno? In small groups, learners write sentences about a picture inthe Students Book. Some sentences should be tre forthe picture and some shouldbe false. They either pass their sentences onto another ‘grup or they say the sentences tothe other group. The other group has ‘tosay or write yes forthe true sentences and No forthe false ones, Listen and draw Learners work in pats orsmall groups. One learner looks atone of the pictures in the Students Book This person describes the picture to the ‘ther learer(s, who has/have to draw the picture. Where am 1? Alearner‘hides' somewhere in the picture. Leamers have to find out were they are by asking questions. For example: page 21 (Unit) Are ‘youon the armchair? (No) Are you on the table? Yes) Soy something more! (© Divide the class into groups of 6-8 and ask them to sit in circles. Allearners look atthe same pictureinthe Student's Book for ‘example: page 62, Unit 28 Picture 1). One learner starts and says ‘sentence about the picture. For example: The peapleare ina toy shop. The loaner nex to that learner says another sentence about the picture, For example: Aman iscleaning the floor. (© Continue round the circle. fa leaner repeats a sentence that someone else has sai they ae eliminated [or lose a poi) Variation: Each learner has to repeat the previous sentences and then add anew one. How many words? “Teams look at a picture and write as many different words as they can {orthings they ean see. For example: Page 6, A, Unit 32. Sausoges, ‘burgers plate, balloons, table, et. The winners are the team withthe ‘most umber of correctly spelt words. (on with sell pistes ar we cars Which one is missing? Divide the classinto groups of¢-S leamers. Each group puts 10-12, picturecarés such as the ones on pages 108, 10,1130 14 ofthe ‘Teache’s Book face up ona table nthe middle ofthe group. Everyone except one learner closes theireyes This learner takes one ofthe cards ofthe table. The other learersin the group open their eyes and look atthe cards on the table. The frst person to sy which picture cards ‘missing then takes the next card fom the table Moke pairs Divide the class nto groups of 4-5 learners. Youneed two sets of picture ‘or word car foreach group. The cards are dealt out to al the learners inthe group. Each leatner looks at their cards, they havea “pat (two ‘ards with the same picture or word), they pu the cards face up in front ‘ofthem, Learners takeit in turn to ask a learner in the group fora certain card, for example: Margo, have you got ttildre' the other learnes has that card, they must ge Itto the asking leamer, who can then put the pair oftwo cards on the table, The winner is the learner with most pales otcarde. Tellme more about these people Learners work in pais to imagine and talkor write about the people in the picture For example: page 15, Unit 5: What ae these children’s names? How old 'sthe gi? What does she like doing? What's er fevourte animalgame) colour? et What ae they saying? Pairs decide what diffrent animals or people could be saying to each ‘other nthe picture. For example: page 54, Unit25: Whats the fish saying {othe tiger What's the monkey saying tothe hippo? What's the rd saying tothe grafe?Checklist for Cambridge English: Starters preparation ron Part 7 ry Listening a Draw lines between names outsideand people | Practice: 11,14, 15,18, Inside a sen picture. Test 517,33 20minutes 2 Write numbers and names, Practice 1,3, 5, 11,29, 20,25,29,30,44 Test: 2,23, 26,40 5 ‘Multiple choice Practce:5 6,8, 17,36, 37,40, 48 Tek the coreetpture, 4 Follow instructions and colour objects. Practce:2, 45,9, 19,24,27,30, 38,3435, 39,42,43 Test-20,25, 32,3642 Reading and 2 Putatckoractoss oindicate whether the | Proctce:4,5,10,13,17,25,32,45 Writing sentencels corrector not forte picture Tost: 20, 37,38 2 Witeyer or no beside cach sentenceabouta | Procic:4,§,9,12, 13,20, 21, 24, 30,35,36, 20 minutes seene plete, 39,42,48 Test: 5,14,23,26,29 3 Wiite the words beside the pictures Practce:2,3,4,5,8,12, 4,15, 16,37, 19,21, 23,25,27, 32,38, 38,40, 41,42, 45, Test: 1,7, 31,36 a Plctire gap fill Wite one wordin each gap, | Practice-5,7,8, 15,16 19,20, 23,25, 32,33 36,37, 38, 42,45 Tes: 6,18, 22,28, 31 5 Write one-word answersto questions about | Practice: 25,68, 14,15, 18,21, 22,24, 28, thee scene pictures 30, 33,34, 35,37, 39, Test: 12,29, 41 Speaking scene ptureand | Point tothe correct partofthe pieure ‘Practice: 4, 11,14, 16, 17,1839, 21,25,27, objectcards| Placethe card inthe correct place. 28,32, 35, 82,43, 2-5 minutes Test: 15,17, 30, 31,33, 38,41, 42 scene pture ‘Answer questions about the picture. Practice 4,9, 10, 14,16, 18,18, 24,26, 27,28, 34,35, 35,42 Tes: 15,17, 30, 31,33, 39,41 Band 4 Objectcards and personal questions [Answer questionsabout the ardsand answer personal questions. Practice 46,12; 14,18, 21,32, 35,36 43 Test 15,17, 30|Map of the Student's Book 1 Say hell! Topic leters animals, colours ‘questions, his/hese as Listening Part Test: Reading and wt \pPart3 2 Numbers, numbers, numbers Thambers, colours questions therefore, Present simple, prepositions, possesses Listeing Part, Reading and Wing Parts 3and 5, Speaking Part 3 “Test Listening Part 3 what'syour name? names, family and fends tobe, questions Listening Part2, Reading and Wing Part 3, Speaking Part’ “Red, blue and yellow Toy and face, colours, the ‘questions there B/are, Reading and Whiting Parts, 2and3) hove go, present continuous, preaositions ‘world arounds Prepositions, present Speaking Parts 1 and3 continuous, tobe, thjthot___| Listening Part ‘Answeringauestions | school irmperatives, there sore LUstening and Reading and Writing [allparts) Test Listening Part, Reading and Wiking Par ‘hnimalsand aliens ‘dy and face animals, ood and rin ‘Wistar, pronouns, possessves Listering Part 3, Reading and Wring Parts, speaking Part Test: Reading and Writing Part 4 7 Look, listen smile, draw ‘body and face, number, sport and lure plurals, possestves, have got, present simple, can Reading and Writing Part 4 Test: Reading and Wing Part 3 Bin my dothes cupboard ‘clothes Farly and fends, the hhome plurals, Gis /tese, questions, Present simple and continuous, there fore Listening Part, Reading and Wing Parts3,4and5 ‘body and face, colours "hove got, present continuous, questions LUstening Part Reading and Writing arta, Speaking Part 2 our families ‘anil names, annals “questions, pronouns, present simple, hove got, thi/thase Reading and Writing Part, Speaking Parts 2and3 Ti whose ise? ‘ames, sportsand lelsure es, prepositions, Ustening Part 2, SpeakingParts 1 and3 Test: Reading and Whiting Part 1 Tahoe's gotthorea balloon? Try ana trends, hehe Reading and Writing Parts2and 3, Speaking Part2 Test Reading and writing Parts13 Who.can do this? sports and leisure, names con/ean', present continuous, hhave got, conjunctions Writing Part 2, Speaking, Test Listening Part’ Ts Gig, small happy or sad? the world around us ‘adjectives, prepostions, articles, questions, present Continuous, this/these, have got Reading and Witing Pars Sand, Speaking arts, 22nd 3 Test: Reading and WetingPar 2 15 One two, three animals ‘questions, adjectives, prepositions, con Lstening Part, Reading ond Writing Parts3,4and5 Test: Speaking Parts 1,2and3 Te what'syour favourite fruit {ood and drink, colours, fanily and rienes ‘resent simple and continuous, plurals, questions Reading and Wting Parts and, Speaking parts 1 and2 TT What's onthe menu? {ood and drink, colours, the home ‘questions, can, present simple, would ike... prepositions Lstening Part 3, Reading and Writing Parts 1 and 3, Speaking Part 1,2 and 3 Test Listening Part TeAcolourTulhouse rehome there ijore, questions, prepositions, present simple Reading and Writing Part, Speaking Parts, 2and 3 Test: Readingand Witing Parts Te Whats inyour bedroom? colours, the home ‘adjectives, prepositions, ‘questions, there is/are ‘tening Parts and 4, Reacing and Wirting Parts 3 and 4, Speaking. Parts 4, 2and3 2D Ben and Kim ive herel Te home places family and friends ‘here are, possesives, ‘questions, prepositions, no, or Uistening Part 2, Reading end Writing Parts and 4, Speaking Part 3 Test Listening Part 4, Reading and Wiring Pare 21 Play with ust transport toys, names prevent continuous, would like... prepositions, possessives, questions Reading and Writing Parts 2, 3and 5, SpeakingParts1,2and3, Test: ustening Part 3 Din ourbagsand hour school ‘hoa! present simple and continuous Brticles, plurals, prepositions Readingand Writing Parts ‘Test: Reading na Writing Part wAour school school, numbers, names possessives, questions present Simple, prepositions Listening Part 1, Reading and Writing Parts Land 4, Speaking Part 3 Test: Listening Part22aWihat’stheclass doing? | school, names present continuous, questions | Listening Part4, Reading and Writing Parts ands, Speaking Patt 2 25 Animal challenge ‘animals, body and face conjcant, prepositions, Listening Part2, Reading and Writing possessives Parts 3 and 4, Speaking Part 1 Test Listening Pars eHow many pews? ahimals tehome names, [plurals presentsimpleand | Speaking Parts2 and) umbers Continuous, questions, there s/ | Test Listening Part2, Reading and re thisthese, ave (got) Weting Part2 27 Food I relly kel food and drink ‘questions, can/cant, like +ing | Listening Part 4, Reading and Writing Part 3, Speaking Pars 1 and 2 Test Listening Parts Dany favourite food day | food and anak ‘resent simple questions, would | Reading and writing Part, speaking like + noun Parts, 2and3 ‘Test: Reading and Writing Part BDWereinthetoyshop | places, toys, colours, numbers | questions, prepositions, present | Listening Parts 1 and, Speaking today ‘continuous, wouldfike..., | Part3 imperatives Test: Reading and Writing Parts 2 and 5 BoMonstersinthepark | thehome,colours,namez | questions, prepostions, present | Listening Parts 2 and 8, Reading and ‘continuous, imperatives Weiting Parts 2 and $ Test: Speaking Parts1,2and3 ‘alcomingandgong | wanspor., colours prepositions, present imple | Listening Part 4, Speaking Par'3 and continuous, have® object+ | Test: Reading and Writing Parts 3 infinitive and, Speaking Parts 1 and 2 ‘22 Happy Birthday ood and drink clothes colours | Questions propositions {stening Parts, Reading and iting present simple and continuous, | Parts, 3and 4, Speaking Parts 1 and 3 pronouns, possessives Test Listening Part 33 On the beach The world around us, numbers, | present simple and continuous, | Reading and writing Parts 3,4 and 5 colours Tike + Ing, questions Test Listening Part 1, Speaking Parts L and2 Bietsgototheperk [animals,colours sporsend | questions, preseatcontinuous, | Listening Par 4, Reading and Writing leisure Brepositions, articles Part 5, Speaking Parts 2and 325 What, who and where? ‘the home, possessions, colours prepositions, present ‘continuous, thi/these, there Listening Par 4, Reading and Writing Parts 2 ands, Speaking Parts 1,2ané3 36 Great games, great hobbies! sports and ieleure, colours presentsimple and continuous pronouns, questions, fie +ing, Prepositions stening Port 3, Reading and Weting Parts 2and 4, Speaking Parts 2and 3 Test Listening Part , Roading and Writing Pare et play ports and leisure places ‘questions, present simple and ‘continous Let's + infinitive, would ike ike + ng toning Part 3, Reading and Writing Parts 4and 5, Speaking Par 3 Test Listening Part’, Reading and Wiking Par Se Myfavourtes ‘general revision ‘questions, conjunations, Pronouns, possessive, present simple Reading and Wilting Part, Speaking Pare 39 One foot, wo feet numbers, people, the world around vs urals, hore iare, present ‘continuous, prepositions, ‘questions UUstenng Pare 4, Reading ana Writing Parts 2,3 and5, Speaking Parts2an63, Test: Reading and Witing Pat, Speaking arts 1 and2 40 Nightand day time, numbers prepositions present simple snd continuous Listening Part 3, Speaking Pants Test Listening Part 2 #5 Trane, boats and planes ‘ransper, sports and leisure, theworld around us ‘questions, present simple and Present continuous Reading and Witing Ports nd3, Speaking art3 Test Listening Part 3, Reading ane Writing Part 5, Speaking Pats 1 and2 “zAbouta phone places the home ‘resent simape and continuous, Prepositions plurals, there is/ ore this/these Ustening Parts 1 and 4, Reading and Writing Parts 3 and 4, Speaking Part Test Listening Part , speaking Part at are they saying? clothes, family and tends possessive, adjectives, ‘questions, present continuous, have gat) Ustening Pare 4, Reading and Weting Par 2, SpeakingParts 1, 2and3 aaa ‘general revision Pranouns, possess, have (got love he /enoy ng istering Parts and, Speaking Para +5 Happy ending! ‘general revision adjectives, verbs, nouns, present simple like +g Readingand Writing Parsi, 30nd, Speaking ParaFun for Starters topic index ‘Numbers, names and colours Say hello! 2 Numbers, numbers, numbers 3 What's your name? “4 Red, blue and yellow School SAnawaring questions “Animals, amily and friends, body and face Animals and aliens Took listen, smile, raw Sin my clothes cupboard 9 Funny monsters 10 0urfamiles Sportsand laure the home TaWhosels 12 Who's got the eu balloon? 13 Who an do this? 14g. small, happy orsad? 415 On tw, three animale Food and drink colours, the heme 16 Whats your favourite frit? 17 Whats onthe menu? 18 Acolourful house 13 What'sin your bedroom? 20-Ben and kim ive here Transport, toys and school 21 Pay with us 22 nour bags and in our school 23.Xtour school 24 Whats the cass doing? ‘animals 25 animal challenge 26 How many nets? Food and drink 27 Food| really el 28 My favourite food day Toys, ansport, the world around us rein the coy shop today 30 Monsters inthe park 31Comingand going 32 Happy srthday! 33 0nthebeach Sports andelsure Ballets got the park 35 What, who and vhere? 36 Great games, geathobbles! 27 Let’splay ‘Numbers time and tanapert 38 My favourites 38 One foot, two feet 40 Night and day 41 Trains, boats and places Places clothes, hehome “About a phone 43 What are they saying? ‘44 About us 45 Happy ending!Fun for Starters grammar index adjectives 14, 15,19, 43,45 articles 22.34, canjcont 7,33, 15,07, 25,27 conjunctions 13,20,38 rave (got 57,9, 10,11, 125 14,26, 31, 3 Imperatives 529,90 lets 3 [evi 2735 37,44 15 plurals 7,8, 12, 16 22,26, 35 39,42 [possessives 2s 6,7, 18, 20; 28,23, 25, 32,38 48,44 prepositions 2,4, 5, 22,14, 15,17, 18, 19,20, 21,22, 23, 25,29, 20,31, 2,34, 35,40, resent continuous ) 4,5, 8, 9,12, 15 26,16, 21, 22,24, 26,29, 30,31, 2 33,34 35,3537, 35,40, 41,42, 43, presentsimple | 2,1, 810,12, 16,17, 18,22, 23,26, 28,31, 32,33, 36,37, 38, 40,4, 42 4 [Frenoune 610, 1432, 36,38, 44 ‘goestione 2,23, 4,8,9, 10,11, 12, 15,16, 17,18, 19,20, 21, 73,24, 26,27, 28,29, 30, 32,38, 34,37, 38,39 41,49 shortanswers [33,20 2,4, 5,6; 18,19, 20,26, 35,99, 42 Bisitharthese [1,4 6,8, 10,14, 26, 95,42 ibe 34 ould ke 17,24, 28,29,371 Say hello! Toples letters, animals, colours Equipment needed © Starters 18,10, 16 © Colouring pencis or pens. © Acard foreach letter ofthe alphabet, handmade or printed and cutout from wwwcambrdgeorgtuntor. See. © Hetto! say, spell and write names. © invoduceyourset Say Hela, myname (ine). Spell your name as you wrteiton the Board aca diferent leaner het your name? earners answer: Netlde, Susy, Lee) akthe cass: How do {you spell Mates nome? Lesrers spell the names 8 you write {hemon te board © npars learners askand answer: My names. Whats your ‘name? They witetelr name ana et partnars namecon the nes eames cane ther namesina decorative way and use peels 0 pens to a colour they want. Fr example *matilde* © © know your tetters! ‘Starters ise saying and writing the leters ofthe alohabet which problems for your learners. When speling words, make su that learners know the sounds for naming vowels and Aitfieut consonants (1, wy te). Als practise pars of consonants that your learners might confuse‘ and J, and ‘sand 'p' and ‘bet, Note: if your cass needs longer ‘a learn the alphabet, you might preferto teach only the eters needecifor2-3f the leamers ames (mentioned ina) to begin with. Give learners practice saying and writing these letters ang then introduce and practise s0ying ‘and writing the remaining letters. (© Wiite the following letters onthe board. Each ine represents 2 missing letterin the alphabet, 0b_def_hij_Im_o pa_stu_wx_2 © Point tothe missingleters ancl ask: What's his eter? (cg kt ‘yl. Add the missing letters othe board As you write exch one, practise its pronunciation by aking 45 learners: Whot sts eter? © © Group eters onthe board, ina cicle write: hk Say the letters. Leamers ston and repeat. Show learners that theselettrsall share an ij sound, Dothesamewith bedeg pty. These lettersall share an i! sound, Do the same with Flmnsx. These share an/e/ sound. DDothesamevith gu. These share a /j/ sound. Dothe same with These share an /ai/ sound, Note: ‘0; and'2'are the only eters that do not ft int these Phonemic groups. (© Learners oak tthe letter pond in B, Saye Find the ltrs in your name. Learners se a coloured pen or pencil to draw a small. Cirle around theletters they need to write their own fst name, Iflearers know how te spell thelr surnames they could uses Afferent colourta aso cicle those letters. (© Make sure learners have rey green, red and blue colouring penclis among athers. Say: Liston othe eters now. Pay the audio, Stopping atthe first pause. Lamers find "nV and in, find thet grey pencil and colour in thei leat shapes (© Playthe other groups pausing between each one while learners find letters and colour them again. Repeat ai, (© atthe end ofthe audio, ask: Which eters have no colour?" ane'2) (© Learners show each other thei coloured letters. Ask2-3leamets What colours yourh?(?5? u? Learners answer (rey, gr0en, re, ue) © Inpats leanersaskand answer: Whatcolourisyour..? questions © Ask questions about sound groups, for example: Which ettar sounds ie 1?(y); Which sound ke (uw) Mich etter sounds eooo lhe (a3) Audioscript Lsten and Say the letters One: ahik hand kare grey! Find yourgrey pencil They'e grey! Two: bedegpty bedegptandvaregreent Listen again! They're green! flmnsxz fmnsxand2are red ‘They're red They'e red! qu ‘quand ware biel Yes! Theyre Dive ‘Now tandly Tandy are... You choose the colour! You choose! Four Five: @ Draw a red line (a-z) from the baby spider to its dad! (© Thewhole class says the alphabet again. © Pointto the animalsin Cand ask: Where's the baby spider? Where's ‘ts dod? Learners find the two sper. Ask: Where's the eter ‘0? ‘And'9? And '? Learners point to theleteers a,b and, (© Make sure learners have red pencil. Say: Drow o red alphabet ine! Learners draw aed line to link the 2 letters (@-2) across the bo.© Di tistent vraw a tine from the baby frog to mum! (© Make sure eamershave geen pencis. Say: Lets chow agren ine {fame boy fog tots mun now Liste ply te au Learners tsten and daw agree neta hep the baby fog fs mum Play sagan ae neces, Optional extension: Dividelearnersinto A and 8 pars. Pars choose a parent and baby sim for example est and atten) and oraw these ether side ‘ofthe letterbox. Without showing each other, Aleamers draw 2 purple ine between the letersin the letter box rom the baby ‘animal tots parent. B learners raw a brown line between the letters inthe letterbox fom the parent tits baby. ‘learners then sy the lttrsin thei purple ine and & learners listen and draw their own purpleline.Blearers then say the letters in their brown ins and learners listen anc aw heir own brow line. Palrsthen compare thelr etter boxes. Audioseript aecbehrscuiywenaets © what's this? Write the word. rants © Learners look tthe picture. Ask: How many animals con you s227(sb) ‘Asie Where's the ish? Leamers paint the sh. Ask about the other rime. Where's the rg /goat /duck spider sheep? © Checkthe animal words again. Point tothe ish and ask What's this? (it's a fish) Continue inthe samme way pointing and asking at's this? questions about the tog, goat ck, spider and sheep. Learners look atthe piture and answer. © Point atthe si puddles. Say Look! The letters forthe animal words ‘rein the water Peint othe example and te answer fish’ on theline (© Inpairs, earners took at the numbers afin the ight puede for ‘2th animal, Crossing ofthe eters as they use them to spell the snimal words, earners writ the answers onthe ines. © Checkanswers by askingcifferent pars: Hew do youspell duck/ sheep /fog /goat/spiser? Learners say the letters to spel the words. Check answers: duck 2sheep 3tog_Agost_Sspider © Ask what noises fish rog/ goat / duck /sheep makes. Demonstrate necessary (© Learners workin pais. They take tin turnsto ask: Whar’ thi? and then make animal noice, Partners say which animal ts. Extend ‘thisiflearners know more animals, Note:The picture could aso be used to ask hat colouris the... ‘questions. (Thefishs red. The fogs een, The goat sbrown, The ‘duckis yellow. The sheepisblack and white The spider i black ne grey) ® Cownae'sthe animatr Learners lok at tho animal words (1 ony) to complete. Point to the example answer, goat, Poin to each yowrl thats already on line and ask: who's this eter (oe, 1,4). Check pronunciation and dil i necessry © Inpairs, earners complete the words. they need help, they can finda the words ine. ‘Check anewers: Bsheep Spider _afiog_$duck (© Point tothe eat, dog and snak inthe star. Aske Dayou know these animals too? Leamers complete the word ‘ct, ‘dog’ and ‘snake in the star Ask learners what noises these thre animals make. © Play the audio. Pause after each animal noise for learners to ansies tsa sheep /cat/snake /duck/ dog | ro!) (© Pair choose names fortis cat, dog and sake and vite them on thelines. Ask 3-4 pais: Who's your name for this cat/dog snake? Learners answer. Ask How do you spell ther names? ‘Audioscript ‘whats thi? {sheep noise) ‘and what's thi? (eat noise) Now what this? (snake nie) Andthisr (ducknose) Noy what's this? (cog no) ‘and what’ thir fog noise) © Play the game! Can you make a word? © Saythese letters oneby one:g ovts giuyacthsimiben aipth © Learerststen an wrte he tes. n pas, they then compare theletrs they have written t chock they ae the same © Learners theletersthat they hear more than once (Gh) Learners make a word wit these eters. ish) © Nowsay thes eters, oneby on mqoertgiuyockstimtbercantds © Learerststen are againwrte the ters celing he eters that theyhea tice, (6 9,55) Partin the animal word or those letters rake) ilesmers enjoy eter purles, deat d--én-co--toforlesiners tofind ree words (ea, goat one do) Note: Goto cur website st wurcambridgeorgitunfr You can dowioad and photocopy apage with taletets ofthe alphabet to maken flahearde Use the encore forthe game cuggerted toprctse th letters of the alphabetovers word: hing Equipment needed © Starersaudio20. © Eightlargelettercardsshowings 0 ot b a | LSee8. © Colouring pens or pencils, See E. © Seealso: warw.cambridge-rgifunfor. Get into groups. (© Loarnors stand up. Ask thre learners to stand togetherin a group. Say: Look! Three children! Ask one leaner to sit down again. Point tothe two remaining leamers and say Look! Twochldren! ‘Ask everyone to join in. Say! Tree Al leaners get into groups of three (© Repeat the game using diferent numbers between two and sx Learners form groups of between two and sx After afew tums, say: Mow you! Learersthen take turns to say 8 ‘number. Other learners frm the groups © write the numbers, ‘Starters tip: ikely to make mistakes or eee | ° numbers, Look at the example. Say Lookat ‘onguritethe numbers onthe lines. (© Wirtecn the board numbers 1 and 20, addngtines forthe missing numbers 2-18 L 20 (© Pointatthe ines and ask What are these numbers? Leerners ‘answer. rite numbers 2-19 onthe lines. (© Pointto and ask learners which numbers between Land 20 are not on their page (i, 3,4, 6, 18,16, 17,18, 19). Cheek prenuncation ofthe teen syle tir. Optional extension: Learners coulé work in pars to try to write numbers 1-20 in words a8 {quickly 2s possible. Walk round and help with numbers that ae more lficul to spel forexample: eight, twelve, thirteen and fen, © Numbers, numbers, numbers © Look at the letters. write words for six things in the picture. © Learners look at the picture. Say: Look at the example andits ine, Point tothe carand ask: Wot’ this? a car] Show learnersthat the ‘three big etters to make the word ‘car’ are jumbled. Pointto the answer and ask: How do you spel car? c-a-r) In pars, learners look atthe words and lines and write the words for 1-5. ‘Check anewe Se Abed 2sock shoe Abook Scat (© Fointtotheline from Sin the picture and ask: Whats his? (atootbal) Askeeightlearnersto come tothe clase and stand ina line. Give ‘them the football eter ead in randam order for example learner Lhasan“lleamer ?an'o, learner 3te fete), Learners hold up ‘the ltrs. Ask leamers to reorder themselves to make the word “football” Ask the class Is that corect? Learners write footai onthe ine. Teachjrevic:‘on" Ask: Is there ashoe onthe bed? {no} Are there cas on the bea? (yes) Is there sock onthe bed? (yes ze there opples on the bed? (es) ‘Are there socks, cats, opples, balls ond books on your bed at ‘home? no!) @ Let's count! How many can you see? Answer the questions. © Learers look atthe picture Pointe question and ask How many eats ore therein the picture? Lets count the case, wo, dre! Thereore te cat! © Asklesrecs the fliowing questions about the picture. They can Answer ith justa number Alternatively teach earmershow to answer nal sentence for example: There oe our ar, 1 How many carsore here? out 2. Howmany books are there? (seven) 3. How many apples oe there? (63) 44 How many socks ae there? te © Inpairs lermesreadthe wo oher"How many’ questions and Ask How many ballsare there? eight] How many shoes ore ther? ve) Saf Look atthe peur goin, lve eines half minute took careful atthe peer hen say: Close your hooks, no ‘Ask umber questions about te picture For example: ‘ow mary apples /bal cts /shoes crs book ae there? Learner could then pay the game in groups of 3-4 taking tin tumstoaskand answer the'vow many questions © Aokleamers questions about the clasiraom suggestions: ow many shoes books boss / gins eaches chars conyou see? © Biiisten: write a name ornumber, Listening). viteon the board 1 wots your nome? how olde ou? rs your teachers are? iors yourlovrte be? thoes ou Fendsnome? tow many books hoe you ge? How ot our enh‘Ask diferent learners to read out te questions, Ask: How many (nswers are names? (tree) How many answers are numbers? (our) Ask: Which questions ave name answers /number answers? ‘check answers: Names: 1,3,5 Numbers: 2,4, 6,7 '©_Leamers copy the questions int their notebooks and write thelr answers Ask3-4 lamers diferent questions, fr example: What's ‘spur favourtename fora boy/ai Mario? How many books have you ‘0, ama? ‘© _Inpairs learners interview eachother by taking tin turns to ask and answer the seven questions. ‘© Leamarslookat the example questions in. Ask What's the boy's ‘name? (Tom| How od ihe? (nine. Learners look at questions 1-5. Ask How many answers re names? two) How many answers are numbers? (thre). Say ListentA girs telking to her teacher. She's teking about Tom. © Pleythe audio twice. Learner listen and write answers. Note: Learners il se possessive's inthe example andl questions 2and 4. You might want to explain the meaning of ths. ‘Check anewere: 16 2lucy 35 Park 510 Audioscript Listen and draw lines between the letters and numbers. © witeonthe board 712 Sa: Loko the picture. Fhe leery i's underthegaes head Sy: Now fin th rumber12 (shay don the gia’ body attheront) 5: oon betwen ond 12. ake sure lesmers understand Yetrinstuction by draningaline between the ane the umber Tponthe board. Telearnors you are going to say more letters and numbers, ‘They craw inas between them to finish he picture, © Say slowly: 12414A20-7ROEILCISHISHS-18Q (© Asie What con you se? (a grate) colour and draw. (© Hake sure earers have brown, green and yellow colouring pencils or pens. ‘Sey coour the pictur. Colour the Be brown, Colour the G green ‘Give learners tie tofrish ther colouring. (© _rawasunon the boat. Ask: What’ this (the sun) Checktnat leamets have uncerstood the daving instruction. Learners draw asun ard colour yet They could also coase other Colousforthefoners, te graf ees and Dackground body Colour ithey want. Ale What colours te sun? yellow) What Colour ove the fewer: /the ge? Learners answer. @ Play number gamest (© Choose one ofthe following number games to sult your class. Iknow your number! (© Demonstrate the game fist wth allthe clas. Tell one lesener ‘tothinkofanumberbetweon 1 and 20 ané to weit In their notebook. ‘Teacher: Jhon your number: ts seven! Leamee ol ‘Teacher: Then’ five! Leaner: Yes! Teacher: Greot! How do you spel five? Leamer FAVE! (© Play the game with the whole class afew tines untilyou are sure ‘thatthe learners understand what they have todo, Learners then play the game in group of 3-40 practice aumbers 120, \Wihen a learner guesses and spells the number correctly t's their {umn to thinkofa diferent umber and the other learners guess, Listen and circle the number! © Giveeach eamer half a shoot of paper. Write the words for ‘numbers 1-20 0n the board, asking learners to help with spellings. Say: Now write these number words on your paper. ll earners to writ the words in bigletters anywhere onthe paper and net to write the words inthe correct order For example: fitcon three eleven two ineteen welve seven ve ight fourteen cwenty sk ten one sietoon ‘eighteen fur rine thirteen seventeen Divide learersinto and 6 pais. shout out any number between 1Land20-Say: Drow circle round that number! Each learner huris to find the correct number and draw a circle ‘ound it.The fist leamer in each Aand ® part correct circle the number you called out, win point. Repeat with ther numbers Lntiall the rumbershave been circled or unt learners tire of the game. Pairs hep their own scores.> ‘epics names, family an friends © BW yor name geee Movers words address, round, pry Flyers word: cara Notin VLE wordlist bingo Equipment needed © Starters audio 3¢, 36. © Look at the letters. Write the names. (© Pointto the boy in picture 1 and say: Look! Thisis Ben, That’ B-E, Pointto the capital’ at the start of his name, Reming learners, that the frst eters of names are written with capita letters. (© Say: Here are pictures often people. Expain that the nares forthe people in pictures 1-€ have been jumbled up, For 2-8, leamers put ‘the letters backin the correct order to spall the names and write ‘themon thelines The capital letters will help them do this! ‘check answers: 2Sam_3tucy ANick SBill GAnna_TMark kim (© Learners choose a name for the boy and the gilin9, They jumble up the eters ofthe names and write them under picture for ‘example nnA a). Under each jumbled name, learners draw the correct number oftines foreach name (for example —___). In pairs, learners exchange books. They unjumble the lttes and ‘write the eters onthe lines to write the names corectly spelt © write the names under boy, girl or boy and girl. What's your name? (© Say: Now look at ee names in 1-8. Which ae boys‘ names? Which are gts" nomes? Which are boys‘ or girls names? Wit the ‘ames n the lines in ‘cheek answers: ‘boy: Ben, Nick, Bl, Mark gin: Lucy, Anna boy ondain Sam, kim (© Ask: What aretho boys and gin's name in your pleture in 0s the boys name a git’ name too? the gis namea boy's nome too? Leamerstalkabout the names they wrote, Note: Learners can check online to see ftheirnames are for both boys and is If relevant, you could tak about names that ae for both girls and boysin your learners’ country. (© Say: ike ve names George) and (Helen). What English names do, {you ike? write your favourite English names onthe ines inte boxes ng © (9 itn ators tte ares: © Say: Lister to the waman and girl. Which names do they say? ‘Check answers: Ask diferent learners to spell the names and write them on the board! 2Alox 3Ride 4May SHapoy 6 Duck Point to‘Mr’ and ‘Mrs'on the lines in Snel 6 and ask: sr Ride ‘aman or a woman? (a man) is‘Mrs Duck’ a man ora woman? (a woman) Explain that we can also use" Miss and Ms" fora woman, (© Wirteon the board Js Lucy's brother. ‘Aske What's Lucy's brothers name? Tom) Wite Tom inthe gap inthe sentence onthe board Wiite-on the board Jsthe girs school frend. ‘sa grandmother, ‘sadog ‘san English teacher. Learners complete the sentences with thenames from €. Let them listen again ifnecessary, Starters tip Make sure that your learners are familiar withthe 20 fist names that appear on the Starters wordlist (and inthisunt). These names appear in mary partsof Starters and some them are tested in Listening Part 2 (they are always spelt out), Knowing if names are for boys orgs or for bath, is useful, (© Say: Dan isa nice name. 's‘Dan'e boy's nome ora gins name? (boy's) How doyou spell’Don’(D-A'N) Pint to te name ‘Dann the wordbox and onthe ine. Say: Don is ‘aname for a boy or man. 1s under boy’ here Pointto the next name inthe box (Alex). Say: Alexie ance name, foo. s New a boy's name ara girs name? Explain that Alexis 9 fname wecan use fora boy ora gid Ask: How do you sell Mex’? (ALE Write alex on the line under boy ond git, please! Learners rite Alex onthe fst ine in theboy and gt eolumn, Say: Leokat the names inthe box Write the names under ‘boy gi cor'boy and gir May, Grace _boyarei git Alex, Pat Check answers: school riend ~Ales, grandmother - May, dog Happy English teacher—Nrs Duck Audioscript ston and write te names 1. Woman: Holl, Lucy. sthat your brother? Girt Yes Woman: What'shis name? irk Tom. Woman: Tom? Is that 7.0.87 Girt Yes. 2 Man: —Haveyou gota good friend at school? Girt Yes Man: What'shername? Gir Alex. Nan: Alex? Doyouspell that AL-EX7 Girt Yes. She very nico.+3 Moma what's yourteachersname? Boy: Mid. ’s ride. Woman: How do you spell that? Boy REDE. Woman: Oh yes, know him. 4 Man: Whatsyour grandmothers name? Boy: Hername’s May. Man: Canyou spell May? Boy: Yes, Its MAY, 5 Woman: Iethat your dog, Tom? Boy: Yer. Woman: What’shername? Her name’s Happy. Happy? How do youspell that? Hk P.Pa That's good namefor a dog Do you learn English at chook, Ben? Yess my favourite lesson. ‘Who's your English teacher? Her name's Urs Duck How do youspell her family name? Duck? YouspellitD-U-CK. Names, questions, circles © Telltheclassto sit ina cicle. Large classes: make several circles) Askone eamer: What’ your name? This learner answers for ‘example: My name's Jeon, and then tums tothe learner on thelr ght and asks them the same question: Whats your ome? This {earner answers then turns othe learner on thelr ight and asks ‘the question. This continues round the eleuntilal the earners have asked and answered the name question. © Learners do the same with the secand question: Can you spell your ame? But this time, they tum ane ask the person oa thet Let © Learners ask each othe the third question: Whats your fovourte name? Changing direction in the cele again, they ask the learn con their ight Note: Encourage learners to work quickly round the crcl. © Answer the questions. Write your name: the circle. © Learners read questions 1-4and write thei answers in the four secon ofthe cle © Draw accion the boerd with a eross inside the the onein te your answers to questions 1-4 inthe section. Fr example ory, Lucky ages, Ame Explain that thee are yur ansvers to questans 1-4. Ask learners: Who(s agnes? They ty to gues: Your end (no) Your groncmoter (yes) Leamerfind ot which question the thet ‘© Learners do the samen pis. Leaner shows thei names tice Leamer&guetsec who each name Belongs 0, Then eomer shone theirfout names and Lerner guestes. © DB tisten and write the names and numbers. (© Telllearnerstolookat the envelope in E. Show learners that some things are missing from the name and address. Ask earners to Suggest which things are missing. Play the auo, Learners listen ‘and say which things are mentioned. (Marysfamily name the hhumberofher house andthe name ofherstreet) (© Playthe audio again, Learners listen and write names or numbers. ‘Check answers Audioscript ustenand write 1 Boy. Mum,canyouhelpme? Woman: OK. Boy: Canyoutell me Marys femily name? Woman: Yes. t's Door. 0 Boy DOOR Thanks. 2 oy: And what's the numberof Marys house? Woman: 17.Shelves atrumber 17. Boy: Ohyes! 3 Boy: Andwhat'sthename ofthe street? Woman: You know that! i's Lime Street! Boy: Doyouspellthat LIME? Woman: That's Fight: LE Boy: Great Thanks, Mum! © ws your friend’s birthday name and address. (© iplaintolearers that thisis a bithdy car forthe riend Tell them to wie the fiend’s name and adress on the envelope © Askalferent camer to readout their fren's name and address. ‘sk How do you spall yourhlends nome How Ss your fend? rite your friend’s @ Find a name from A, B or Cin these sentences. (© Read outthe example sentence: listen to my story! Ask: Can you see the name Tam here? FO. Say Now nd @ name In sentences 2-6! Check anew Note: Remind learner that we witenamvar with capital Teter © Play the game! Names bingo. (© Learners close thelr bocks. As: Con you say the 17 names rm 8? Doren eamerscometo the board and wits name: Ale, Ale, ‘Anna Be, Bil, Don, Grace, ire, Luy, Mork, Mate. May Mick, Pt Som Su © Learners choose fivenames and write them ona piece of paper. (© Explain that you are going to say and spel out some of these names Soy orspellene siferan names on theboaré Learners listen, the name you spell one ofthe five names thatthe learner has written they erosit out. Thewinner isthe ist person to.ross otal ve names on ther poce of paper Note: with bigger classes, play this in groups with one leaner saying the names. © Tocheck the winning names, askthat leaner to say and spell the names. Pay the bingo neme game snumberoftimesto allow diferent eamers to win andspell (what does my name mean? ‘© Learnersfind outthe origin and meaning of their name andfor of their favourite English name. (© Theycan alsofind out the most popular name or the year they \were bom /for thisyearin thoircountryorinthe wor. (© Learnerstell the class whatthey have found out {in their own language # necessary)© Read and colour. © Pointto the colour paletein A and say Look at dese pains. Which ‘ocurscan you see (ed, back, whe ue, elon Point 1 and ‘Say Blusondredmate.. What colour con make wih blue ard red paint [purple Colourcele 1 purple plese! Learnersread 2-5 and colour the icles in the palette withthe Colo that these no colours make when they are mised together. © Whiten the Boar sn nnn MAKE Check answers by asking ciferent learners to add the colours to thissentence and also to point tothe colousin the palette as they saythem, ‘Check answers: 2grey green Aorange Spink (© Say: We cont see.a point colour between green ond grey. Which colours this? Listen’ Dogs and cats can be tis colour. Part of ‘caconutis this colour (butyou dont eat that part Lots of chars, ‘tables and foors are this colour And chocolate too! Which colour i 17 (Orown) Learnecs take ther brown pencils and colour the cicle between green and grey. (© Inpairs, learners choose five colours from the palette. They wite ‘the coloursin theirnotebooks, adding three or four things that are ‘that colour. (See suggestions below.) Suggestions: red tomatoes, partofawatermelon, my wateh black my computer spiders; my pen white mi, part ofa coconut, my shirt blue the sea, my vousers, myeyes purple grapes, the door, flowers yellow sand, lemons, bananas, thesun ‘rey elephants, pencils, my phone ‘Breen frogs, peas, limes, res, aliens ‘orange: tigers, carots, oranges pink mymouth, my Fshirt, my doll (© _Difierent pars sy their three or four objects Other leamers guess. ‘theirchosen colour “Learners bringin pictues from magazines or drew and colour pictures of ebjects that are the same colour Working in pais, Tearers then stick their pictures ona large piece of paperto make 12 "eolour posto Some learns may preferto download pictures and create theirposter online. © vou and colours. Answer the questions. (© Say: Read and answer the questions in B. Colour te points under ‘Me: Make sue learners understand what todo by asking one learner tht colour ore your eyes? Ar your ees brown? Then toke ‘your brown penci ond colour! Learners colour te ve paintbox Squoresunder We. (© Inpsirs learners atk and answer the questions. They use colours to show thelr porners rowers the paintbox squares under ‘ty rend @ Look at the pictures. Circle the correct word, © Say:Lookat the pictures nd read sentences 1-4. Which words ‘rret?For examples 0 boot ora got? (got Tel lesrersto ‘awa cel round the word goat in sentence (© Leamers dew circle around the ther correct words. | ‘Check answers | | | Beat Bhite Anoman (© Asklearerstofind the ‘boat; ‘mat; tree’ and ‘boy’ inthe piturein Din pairs, learners point to each ofthese things and say: This iso boat /mat/tree/ boy Learners chose colours and colour the boat, mat, ene of the trees ‘and the boys facein Insmall groups, they point to each of these thingsin their picture and say: This (green boat. Tis isa (ourple) mat, et ® GDuisten and cotour the birds. Point the plcureln Band ask Wheres the. 2qesions. ‘where's the kt / panting Boy tree oy/ bag /wornon? “Toanswet, earner point to the diferent things nthe picture carers check th thelr parte: to make sure that they are both pointing atthe sane thing Move aroun teciass ane check teamers ar pointing tthe correct pats othe lure. © Sey. Lookat the pictur. How many birds con ou see? sever) Say these sontancen Ifthe sentence score forte pct, tcorerssay ys and stand up. His not correct, they say no and sitdown ‘There’abitd inthe tee (Yes~stand up) Theresabid onthe gir's Tshirt. (No sitdown) Thereso bird onthe ht. (Yer=stand up) Theresa bird on the woman's bog. (Wo~sit down) ThereSo bird onthe boy's shire (Yes ~stand up) Theresa bird on the boat (es-stand up) Starters tip In Listening Part 4, candidates need to focus on an objector thing that appears several times in afferent locations within the same pture (inthis example, the ire). They should think about where each one isin the pieture and the prepositions that ill help ind them, for example: no, under.Say: Listen to woman and o boy. Theyre talking obout the pcture. Play the example on the audio, Ask: heres the yellow bird inthe tree? Learners point to ths bir. © Playthe est ofthe audio, Lestner listen and colour. Piaythe recording twice. (© Learners swap books and check each other's colouring, Check ansuers by asking questions. Say: Find the bird onthe ite. Ask: What colour that bre? (blue) Do the same with the bird onthe boat, the bie in the baby's hand, theird inthe pis picture, the bird ontheboy’s stir. ‘Check answers: the bird onthe kite blue, 2 the bird on the boat - orange. 3 the birdin the baby's hand - pink. 4 the birdin the gir’ picture — re. Sthe bird onthe boy's Tshirt purple Note: in Listening Part 4, candidates will only hear ‘ach colour once, Sutin thisistening tas, learners will hear the colours twice to give them mare support. Audioscript Look atthe picture. Listen ond look. There sone example ‘Woman: Can you seethe bird inthe wee? Boy: Yes. ‘Woman: Good, Colourityellow, please, Boy: Pardon? ‘Woman: Colour the bird in the tree, Colour yellow, ‘Con ou see the yellow bird in the tee? This san examele. Now you “sten ond colour 1 Woman: Boy: ‘Wom Boy: ‘Woman: Boy: ‘Woman: Boy: ‘Woman: Boy: Woman: Look atthe bird onthe bite, ‘Oh es. Can colourit? Yes,colourit blue. Great! The bird on the te is blue nove. find the bird an the boat. Sony? Which bird? The itd onthe boat. Colour it orange. ‘range. OK.\'m doing that now. Can you see the baby? ‘es. She's holding a bird in herhand too. ‘That's ight. Lets colour that bird pink (OK. Now theresa pinkird inthe baby's hand. ‘Can you see the git? She'spainting a picture, Yes, ean. And theresa bird inher pieture Yes, there. Colour that bird red. Red? Yes, please. Look at the boy's Exh. {ts gota bird on too! ‘ka0W! Colour that bird purple, Sony? Colour the bird onthe boy's T-shirt puro} 0K. @ Great cotours for a car, shoes, sports shoes, ice cream or bike! ‘Ask2-Sleamers: Does your family have¢ car? What colour it? What's @ good colour fro car? Learners colour the arin the ‘question thelr favourite colour for 3 car. Ask different learners: What colour are your shoes? re those your ovourite shows? In pairs, learners take tin turns read out one ofthe four questions. They both say their answer, then colour the shoes, the ports shoes, bike and icecream their favourite colour for ‘those things. Next, give each paira question from €, They have to ask everyone in the clas their question and find outhow many learners chose different colours for that thing. For example, alrAask: What's a ‘gvod colour fora car Six earners say blve, four say red, thre say {grey two say black and one says white, Pairs count the rumber of learners who chase each colour. Everyone colours the car, shoes, sports shoes, bce and icecream the most papularcalourfor the lass. ‘Ask leamers to dscussin small groups which colour they think ‘most peoplein the word chaose when they buy cars, shoes, sports| shoes, bikes and ice creams, ‘answer cars - white, shoes - black, sports shoes white, bike red, icecream yellow Learners colour the shoes black, the icecream yellow, and the blke red. They don’ colour the car or the sports shoes, because the ‘world’s favourite colour fr these is white!Movers wore: back Not in YLE wordlsts: crossword Equipment needed © Starters aucio so. © Photocopies of the sentences on page 10 (one foreach pairof ‘teams), cut up. See E Mime the sentence! © complete the crossword. Find the answers’ the box. (© Point ta the picture ofthe alphabet and ask: Can you see the word ‘alphabet the crossword? (yes) Point tothe word aiphabet'in the worabox and say: This ison exemple, Look at the pitas, ind ‘thewerds here inte box and ite them in the crossword, Reming learners te check thatthe number flettrsin their answer's the sameas the numberof letters in the crosswors, Learners wate theiranswers in the crossword ‘Check answers: ‘Across (top to bottom: question, words tick, cross Down (lef to right): Leter, number, sentence © Say: in one ofthe bores, there's letter. Which letters |p) And ‘there's a number in one ofthe bores. Which number st (8} Can you spel 6? (eg) Wino ore ‘hee, seven (numbers 4.9.4 (letters) ‘ma teacher. You're learning English. (sentences) Howold ore yeu? Whet’s your name? (questions) © read, draw and write. Starters tip ‘Train learners to read and fllow the instructions fr each part ‘ofthe Starters Test. Inthe tes, they have to draw lines, colour things, put ticks or crosses or wit names and numbers, yes or'no' or one-word answers. Practise drawing ticks and crosses. This may not be the usual way for learersin their county to | show that somethings rignt or wrong. (© Pointto the frstinstruction ak earners what they have to do (Grew aline) Point to the example linein the fist box. ® ° Answering questions Learners re2d2-6 and write or draw the answers. ‘Check answers by asking different learners to write or draw thelr ‘answers onthe board for 4 and 6 you could askall earners to \weitea number orwordonthe board: 2 yes a(egiT 5x (ea) beaut, Tellleamers your favourite English word, for example: My fovourte English words (coconut), Each leaner writs thei favourite word ‘onthe linein7. Give each learner a smal piece of paper Ask thom to write thet favourite word on it. Then they sicktheir words on one ofthe assraom walls or ona bg sheet of paper) Tel them to read each other's words. (You wil also need to look at the favourite words to preparefor the next activity.) Aslequestions about the words: hich words realy long? Which eter is ot the tort ofits af these words? o you knew ol the words? No? Which ones don you know? hich words do you tke? Note: Use the learners fst language # necessary. Larger classes: Use different areas ofthe classroom or have several big sheets. Ask ifferent groups to stick thelr wardsin different areas. Write onthe board: My fovourte colours yellow. Ask: How many words ore therein 'My favourite colours yellow’? (ave) Inpaits, learner think ofa sentence with ive words init. (One ofthe worde could be their favourite word) Learners write thet sentence onthe line in ‘Askeciferent learners otell you thelr sentences Write on the board: ? ‘Ask: Whore do we rite this? (atthe end of @ question) Waite on the board: Wh and say: Questions start with question words Lots of questions start with these two letters. Can you tll me some question wards starting with ‘Wh’? Learners tell you words (ithot, Were, Which, Who, Whose are onthe Starters wordlist) Practise saying the /w sound at the start ofthese question words. ‘Show loarners that to make this sound, ou shape your lip like 2 small’ (nearly closed). You tighten your lips then relaxthem as youmake the sound. Say and/or write on the boar: 1 'eyourname? 2 Isthis bag? isityours? 3 0 you live? 4 juice isyour favourite: apple or orange? 5 'syour favourite teacher? Learners compete each question with the correct question word, ‘check answers What _2Whote _aWhere aWhich/What_SWho In pairs, learners ask and answer the questions. 6 round and chheck that they ae saying the /w/ atthe start ofthe questions correctly Loaers write awh- question wit four words int in B next to, Then they move about and ask three people nthe class their question (on your back Drawthe numbers 4 and #on the board. Ask: What are these? (oumbers) Ask ferent learners to come tothe bard and draw: atick, ‘ross, ing, thei favourite lester of the alphabet, 2 question mark fr thelr favourite number. ‘Ask one leamar to stay at the front ofthe class. They stand with their backs the rest ofthe class,(© Draw cross with your finger onthe learner's back. Ask: What’ this? © lithe leanerknows they say ts.) cross. © lithe leainerdoesn’tknow the word, or can't decide wnat you have ‘ran on their back, the other learners can help by answering, (© Learners continue tis activity in groups of 4-5. They takeitin turns to“write’anather sign, sumber or letter on anther learner's back, Reading 5} @ Look and read. Write yes or no. & Writing, © Point tothe picture in Can ay: What can you seein this pictuee? Tel me! When earners say 2 word, they come tothe boara to write it too, Continue until learners have run outof words. Leave the ‘wordson the bar, Suggestions: apple, ball, bee, book, boy, car, dog, dor, flower, rg, gi hair, bite aint, tee, trousers, T-shit, wall, window © Sey. Let'sdo atest now Point othe sentences below the picture and say: Read these sentences and look atthe examples in. What dio you do? (Read the sentences, look the plcture and write yes orn) © Pointto and read out the frst example sentence: One ofthe boysis sleeping. Poin tothe bay who's sleoping inthe picture and asle {his boy sleeping? (yes) Read out the second example: The gi inthe ‘ree has black hair Ask What colours this gi’ hair? (brown) Isthis sentence correct? (no), © insilonce jt isa test, earners read sentences 1-S and ite yest ‘hey ae correct and noifthay are not correct. Cheek answers: Ano ayes 3no Ayes no © Tellearners to put ticks nextto their corect answers and cross nextto any wrong answers Anyone who gets al five answers right ‘on drow 2 star © Asklearners why they wrote no ater sentences 1,3 and 5. (There srefeur apples, oot sx. The cileren are inthe garden, not the house. Theftog isn't on a book) Point to the words on the board (the words fr thingsin the picture. Explain that to clean the board, you will rub off words they use to talk about the picture. Tostart, they can use the sentences below the picture in ther books. Ask learners to use any words left n the board in sentences (help them as necessary), See fyou can clean the board! os BO isin daw tse Liners |, aera co cera pacers: ‘Check answers lines between 4 kim - gi intree 2 Eva- gir painting bee 2 Hugo boy with ball 4 Pat irl with kee ‘55am ~ girl reading book © Ask Which name hos rane? (en) Audioscript Lookeat the picture Listen and ook. There one example, Boy: Hi, Mss Street! Here's 2 photo of me and my fiendsin ur garden, We're having lots of fun! Wioman: Oh, ys! But one child is sleoping..\Who's that? Boje The boy with blackhair’ Hisname's Mark, Woman: Mark? Thats a nice name. ‘Canyou see te tine? This is an example. Now you listen ond drow tns. 2 Woman: ‘Theresa girlhere, too. Shes inthe tree! Boy: Yes. Sheloves ees Her name's Kim. Woman: Whats Kim doing in that tee? Boy: She's getting some apples. 2 Boy — Andcanyousee va? oman: No, Whereis she? Boy: Eva's painting bee. It’ fantastic ‘oman: Good! But she’ getting paint on her clothes. Bor, I know! 3) Woman: [lke the dog! Boy: That's Hugo’ pet dog, ‘omar: ts Huge the boy with the bal? Boy: Yes, that's right. 4 Woman: Onect te girsis waving, What's her name? Boy: The gid wrth thekitein her hands? Woman: Yes. What's hr name? Boy: That's Pat. Pat's fun! like her. 5 Woman: And what'that gis name? The gi with the book. Boy: That's Sam, Shes in my class. Woman: \sshe2 Whats she reading about? Boy: Polar bearst They're her favourite animals Woman: slike these too! © Mime the sentence. © Point to sentence inB and ast How many word are therein sentence? (tree -'Ora aie’) Lzamers show their answer by showing thee fingers (onefor each wor © Eipiain thatyou are goingto mime a sentence. Fist show them how many vrds rein the sentence by heldingup anger for cochword For xampie:for Puta crosin the box’ shows fingers. Learners say: sirwords! © Mime tho whol sentence. eames gues any of th words (for arpa creler ba leentre bicbnebrd w otarierce fnd point to your thi of sit ings to show where comes inthe Sentence, Fr example flamers gues dra port to your st. finger and nod yourhead) Continue lie ts ur te aarners have guested the whole sentence (© Pay te gre intwo teas. Putte sentence cards you have made from page 106face down on a desk at the front the classroom ‘Aleamer from one eam comes upand picks up and reads a Sentence siontyThyehow now many wordsthasby ving thelr apes Taste fu ieee of oonsteed Fy aeregtnee ca The other peopeintheleemers team guess the sentence. they ess correct they gta pont they cat guess the sentence nd the chet team can, the other team gts bonus pon. oncinue like this unl teamshave each mimed the same number tsentnces © Thowinners ae tho team wth the most points Notes arg classes: play this ith more teams. ou wil need tomake more copies of he sentences Ue one or Wo stronger learners tohela yeu monitor the ati